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1 Rice in India - A Hand book of Statistics 2007 DIRECTORATE OF RICE DEVELOPMENT GOVERNMENT OF INDIA MINISTRY OF AGRICULTURE (DEPTT. OF AGRI. & CO-OPERATION) 250A – PATLIPUTRA COLONY, PATNA-800 013 (BIHAR) Rice in India - A Hand book of Statistics 2007 Contents \| Sl. No. \| Particulars \| \|---\|---\| \| 1. 2. 3. 4. 5. \| Area, production and yield of Rice in India 1997-98 to 2005-06 State wise area, production and yield of total rice during 1997- 98 to 2005-06 State wise area, production and yield of Kharif rice during 1997-98 to 2005-06 State wise area , production and yield of Rabi/ Summer rice during 1997-98 to 2005-06 District wise area, production and yield of total rice during 1999-2000 to 2005-06 \| All India Are, production and Yield of Rice in India during 1997-98 to 2005-06 Area in lakh. ha., production in lakh tonnes and Yield in kg./ha. \| \| Kharif rice \| \| \| Rabi/summer rice \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Year \| Area \| Productio n \| Yield \| Area \| Producti on \| Yield \| Area \| Production \| \| 1997 -98 \| 398.239 \| 725.199 \| 1821 \| 36.221 \| 100.146 \| 2765 \| 434.460 \| 825.345 \| \| 1998 -99 \| 404.556 \| 727.201 \| 1798 \| 43.467 \| 133.566 \| 3073 \| 448.023 \| 860.767 \| \| 1999-2000 \| 409.489 \| 774.805 \| 1892 \| 42.128 \| 122.024 \| 2897 \| 451.617 \| 896.829 \| \| 2000-01 \| 407.026 \| 727.784 \| 1788 \| 40.094 \| 121.982 \| 3042 \| 447.120 \| 849.766 \| \| 2001-02 \| 406.194 \| 805.218 \| 1982 \| 42.846 \| 128.182 \| 2992 \| 449.040 \| 933.400 \| \| 2002-03 \| 380.372 \| 630.831 \| 1658 \| 31.389 \| 87.371 \| 2783 \| 411.761 \| 718.202 \| \| 2003-04 \| 392.305 \| 786.185 \| 2004 \| 33.62 \| 99.075 \| 2947 \| 425.925 \| 885.260 \| \| 2004-05 \| 383.64 \| 722.3 \| 1883 \| 35.427 \| 109.017 \| 3077 \| 419.067 \| 831.317 \| \| 2005-06 \| 393.352 \| 782.719 \| 1990 \| 43.246 \| 135.215 \| 3127 \| 436.598 \| 917.934 \| Note : 1.- All India Season wise area, production and yield is not available from 1950-51 to 1973-74 2. State wise area, production and yield is not available from 1950-51 to 1973-74 3.District wise APY is not available from 1950-51 to 1989-90 4 District wise( Season wise )APY is not available State-wise trends in Area, Production and Productivity of Total Rice during 1997-98 to 2005-06 A - Area in lakh Hectares P - Production in lakh tonnes Y - Yield in kg/ha. \| Sl No \| State/Uts \| \| 1997-98 \| 1998-99 \| 1999- 2000 \| 2000-01 \| 2001- 02 \| 2002- 03 \| 2003-04 \| 2004-05 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1 \| Andhra Pradesh \| A \| 35.00 \| 43.16 \| 40.14 \| 42.43 \| 38.25 \| 28.22 \| 29.75 \| 30.86 \| \| \| \| P \| 85.1 \| 118.78 \| 106.38 \| 124.58 \| 113.9 \| 73.27 \| 89.53 \| 96.01 \| \| \| \| Y \| 2431 \| 2752 \| 2650 \| 2936 \| 2978 \| 2596 \| 3009 \| 3111 \| \| 2 \| Arunachal Pradesh \| A \| 1.20 \| 1.16 \| 1.23 \| 1.19 \| 1.20 \| 1.25 \| 1.19 \| 1.22 \| \| \| \| P \| 1.30 \| 1.14 \| 1.35 \| 1.33 \| 1.35 \| 1.53 \| 1.55 \| 1.35 \| \| \| \| Y \| 1079 \| 988 \| 1099 \| 1119 \| 1126 \| 1224 \| 1297 \| 1110 \| \| 3 \| Asom \| A \| 24.9 \| 24.20 \| 26.46 \| 26.46 \| 25.37 \| 25.41 \| 25.29 \| 23.77 \| \| \| \| P \| 33.83 \| 32.55 \| 38.61 \| 39.99 \| 38.54 \| 37.38 \| 38.8 \| 34.71 \| \| \| \| Y \| 1359 \| 1345 \| 1459 \| 1511 \| 1519 \| 1471 \| 1534 \| 1460 \| \| 4 \| Bihar \| A \| 51.12 \| 50.87 \| 50.02 \| 36.56 \| 35.52 \| 35.85 \| 35.78 \| 31.23 \| \| \| \| P \| 71.33 \| 67.69 \| 72.52 \| 54.43 \| 52.03 \| 50.86 \| 54.48 \| 24.72 \| \| \| \| Y \| 1395 \| 1331 \| 1450 \| 1489 \| 1465 \| 1419 \| 1523 \| 792 \| \| 5 \| Chhattisgarh \| A \| - \| - \| - \| 37.7 \| 38.10 \| 37.78 \| 38.29 \| 37.47 \| \| \| \| P \| \| - \| - \| 23.69 \| 50.74 \| 26.35 \| 55.68 \| 43.83 \| \| \| \| Y \| - \| - \| - \| 629 \| 1332 \| 697 \| 1454 \| 1170 \| \| 6 \| Goa \| A \| 0.56 \| 0.56 \| 0.57 \| 0.57 \| 0.49 \| 0.50 \| 0.53 \| 0.52 \| \| \| \| P \| 1.48 \| 1.51 \| 2.09 \| 1.42 \| 1.27 \| 1.35 \| 1.71 \| 1.45 \| \| \| \| Y \| 2658 \| 2681 \| 3684 \| 2484 \| 2561 \| 2685 \| 3233 \| 2771 \| \| 7 \| Gujarat \| A \| 6.73 \| 6.22 \| 6.64 \| 5.84 \| 6.68 \| 4.69 \| 6.75 \| 6.86 \| \| \| \| P \| 10.42 \| 10.16 \| 9.85 \| 4.73 \| 10.40 \| 5.42 \| 12.77 \| 12.38 \| \| \| \| Y \| 1550 \| 1633 \| 1482 \| 810 \| 1557 \| 1155 \| 1891 \| 1806 \| \| 8 \| Haryana \| A \| 9.13 \| 10.83 \| 10.83 \| 10.54 \| 10.28 \| 9.06 \| 10.15 \| 10.28 \| \| \| \| P \| 25.56 \| 24.25 \| 25.83 \| 26.95 \| 27.26 \| 24.68 \| 27.9 \| 30.23 \| \| \| \| Y \| 2800 \| 2239 \| 2385 \| 2557 \| 2652 \| 2724 \| 2749 \| 2941 \| \| 9 \| Himachal Pradesh \| A \| 0.86 \| 0.82 \| 0.80 \| 0.82 \| 0.81 \| 0.83 \| 0.81 \| 0.81 \| \| \| \| P \| 1.20 \| 1.18 \| 1.20 \| 1.25 \| 1.37 \| 0.86 \| 1.21 \| 1.22 \| \| \| \| Y \| 1397 \| 1435 \| 1501 \| 1533 \| 1705 \| 1029 \| 1483 \| 1506 \| \| 10 \| Jammu & Kashmir \| A \| 2.76 \| 2.70 \| 2.51 \| 2.44 \| 2.50 \| 2.36 \| 2.60 \| 2.50 \| \| \| \| P \| 5.49 \| 5.89 \| 3.91 \| 4.15 \| 4.22 \| 4.21 \| 5.04 \| 4.92 \| \| \| \| Y \| 1992 \| 2179 \| 1561 \| 1700 \| 1689 \| 1782 \| 1941 \| 1969 \| \| \| \| \| \| \| \| \| \| Contd- \| \| \| \| No \| \| \| \| \| 2000 \| 01 \| \| \| 04 \| 05 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 11 \| Jharkhand \| A \| - \| - \| - \| 14.81 \| 15.21 \| 13.83 \| 13.63 \| 12.85 \| \| \| \| P \| - \| - \| - \| 16.45 \| 18.22 \| 13.81 \| 23.1 \| 16.77 \| \| \| \| Y \| - \| - \| - \| 1111 \| 1198 \| 998 \| 1695 \| 1305 \| \| 12 \| Karnataka \| A \| 13.53 \| 14.27 \| 14.50 \| 14.83 \| 14.18 \| 11.55 \| 10.74 \| 13.08 \| \| \| \| P \| 32.13 \| 36.57 \| 37.17 \| 38.47 \| 32.34 \| 23.9 \| 25.5 \| 35.47 \| \| \| \| Y \| 2374 \| 2563 \| 2564 \| 2593 \| 2281 \| 2070 \| 2375 \| 2712 \| \| 13 \| Kerala \| A \| 3.87 \| 3.53 \| 3.50 \| 3.48 \| 3.22 \| 3.11 \| 2.87 \| 2.90 \| \| \| \| P \| 7.65 \| 7.27 \| 7.71 \| 7.51 \| 7.03 \| 6.89 \| 5.7 \| 6.67 \| \| \| \| Y \| 1975 \| 2061 \| 2204 \| 2162 \| 2182 \| 2219 \| 1983 \| 2301 \| \| 14 \| Madhya Pradesh \| A \| 54.27 \| 54.8 \| 53.54 \| 17.08 \| 17.76 \| 16.81 \| 17.19 \| 16.22 \| \| \| \| P \| 45.28 \| 50.61 \| 63.77 \| 9.82 \| 16.93 \| 10.32 \| 17.5 \| 11.69 \| \| \| \| Y \| 834 \| 924 \| 1191 \| 575 \| 953 \| 614 \| 1018 \| 720 \| \| 15 \| Maharastra \| A \| 14.77 \| 14.83 \| 15.20 \| 15.11 \| 15.14 \| 15.23 \| 15.30 \| 15.19 \| \| \| \| P \| 23.95 \| 24.68 \| 25.59 \| 19.29 \| 26.51 \| 18.54 \| 28.35 \| 21.64 \| \| \| \| Y \| 1621 \| 1664 \| 1684 \| 1276 \| 1751 \| 1217 \| 1853 \| 1425 \| \| 16 \| Manipur \| A \| 1.58 \| 1.67 \| 1.57 \| 1.57 \| 1.63 \| 1.45 \| 1.58 \| 1.76 \| \| \| \| P \| 3.52 \| 3.82 \| 3.65 \| 3.82 \| 3.87 \| 3.33 \| 3.81 \| 4.36 \| \| \| \| Y \| 2227 \| 2290 \| 2323 \| 2431 \| 2382 \| 2302 \| 2416 \| 2472 \| \| 17 \| Meghalaya \| A \| 1.05 \| 1.05 \| 1.06 \| 1.07 \| 1.08 \| 1.08 \| 1.10 \| 1.11 \| \| \| \| P \| 1.5 \| 1.50 \| 1.71 \| 1.79 \| 1.89 \| 1.91 \| 2.01 \| 1.94 \| \| \| \| Y \| 1427 \| 1420 \| 1604 \| 1679 \| 1755 \| 1773 \| 1830 \| 1737 \| \| 18 \| Mizoram \| A \| 0.68 \| 0.68 \| 0.50 \| 0.52 \| 0.56 \| 0.57 \| 0.59 \| 0.55 \| \| \| \| P \| 1.10 \| 1.09 \| 0.88 \| 1.04 \| 1.06 \| 1.09 \| 1.15 \| 1.04 \| \| \| \| Y \| 1620 \| 1596 \| 1779 \| 1998 \| 1894 \| 1912 \| 1926 \| 1900 \| \| 19 \| Nagaland \| A \| 1.45 \| 1.45 \| 1.49 \| 1.50 \| 1.57 \| 1.51 \| 1.55 \| 1.53 \| \| \| \| P \| 1.87 \| 2.1 \| 1.32 \| 2.30 \| 2.37 \| 2.25 \| 2.48 \| 2.60 \| \| \| \| Y \| 1290 \| 1446 \| 892 \| 1533 \| 1516 \| 1490 \| 1600 \| 1698 \| \| 20 \| Orissa \| A \| 44.97 \| 44.47 \| 46.02 \| 44.34 \| 45.00 \| 42.73 \| 45.01 \| 44.72 \| \| \| \| P \| 62.05 \| 53.92 \| 51.87 \| 46.14 \| 71.48 \| 32.77 \| 67.34 \| 64.66 \| \| \| \| Y \| 1380 \| 1212 \| 1127 \| 1041 \| 1588 \| 767 \| 1496 \| 1446 \| \| 21 \| Punjab \| A \| 22.81 \| 25.19 \| 26.04 \| 26.11 \| 24.87 \| 25.30 \| 26.14 \| 26.47 \| \| \| \| P \| 79.04 \| 79.40 \| 87.16 \| 91.54 \| 88.16 \| 88.80 \| 96.56 \| 104.37 \| \| \| \| Y \| 3465 \| 3152 \| 3347 \| 3506 \| 3545 \| 3510 \| 3694 \| 3943 \| \| Sl.N0 \| State/Uts \| \| 1997-98 \| 1998-99 \| 1999- 2000 \| 2000- 01 \| 2001-02 \| 2002-03 \| 2003- 04 \| 2004- 05 \| 6 6 \| 22 \| Rajasthan \| A \| 1.64 \| 1.68 \| 2.00 \| 1.66 \| 1.44 \| 0.84 \| 1.00 \| 1.01 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| P \| 1.90 \| 2.06 \| 2.53 \| 1.56 \| 1.80 \| 0.68 \| 1.65 \| 1.50 \| \| \| \| Y \| 1164 \| 1222 \| 1262 \| 936 \| 1247 \| 809 \| 1653 \| 1485 \| \| 23 \| Sikkim \| A \| 0.16 \| 0.16 \| 0.16 \| 0.15 \| 0.16 \| 0.15 \| 0.15 \| 0.15 \| \| \| \| P \| 0.21 \| 0.22 \| 0.23 \| 0.21 \| 0.22 \| 0.21 \| 0.21 \| 0.22 \| \| \| \| Y \| 1363 \| 1384 \| 1472 \| 1408 \| 1420 \| 1432 \| 1442 \| 1469 \| \| 24 \| Tamil Nadu \| A \| 22.61 \| 22.75 \| 21.64 \| 20.8 \| 20.60 \| 15.17 \| 13.97 \| 18.73 \| \| \| \| P \| 68.94 \| 81.41 \| 75.32 \| 73.66 \| 65.84 \| 35.77 \| 32.23 \| 50.62 \| \| \| \| Y \| 3050 \| 3579 \| 3481 \| 3541 \| 3196 \| 2359 \| 2308 \| 2703 \| \| 25 \| Tripura \| A \| 2.58 \| 2.56 \| 2.32 \| 2.41 \| 2.47 \| 2.55 \| 2.38 \| 2.43 \| \| \| \| P \| 5.36 \| 4.92 \| 5.06 \| 5.13 \| 5.87 \| 6.02 \| 5.17 \| 5.45 \| \| \| \| Y \| 2078 \| 1924 \| 2178 \| 2129 \| 2381 \| 2359 \| 2173 \| 2247 \| \| 26 \| Uttar Pradesh \| A \| 56.64 \| 58.81 \| 60.80 \| 59.07 \| 60.71 \| 52.13 \| 59.52 \| 53.39 \| \| \| \| P \| 121.65 \| 113.87 \| 132.31 \| 116.79 \| 128.56 \| 95.95 \| 130.19 \| 95.56 \| \| \| \| Y \| 2148 \| 1936 \| 2176 \| 1977 \| 2118 \| 1841 \| 2187 \| 1790 \| \| 27 \| Uttranchal \| A \| - \| - \| - \| 3.13 \| 2.99 \| 2.83 \| 2.93 \| 3.06 \| \| \| \| P \| - \| - \| - \| 6.22 \| 6.14 \| 4.83 \| 5.69 \| 5.72 \| \| \| \| Y \| - \| - \| - \| 1988 \| 2056 \| 1707 \| 1942 \| 1869 \| \| 28 \| West Bengal \| A \| 59.00 \| 59.04 \| 61.50 \| 54.35 \| 60.69 \| 58.42 \| 58.57 \| 57.83 \| \| \| \| P \| 132.37 \| 133.17 \| 137.6 \| 124.28 \| 152.57 \| 143.89 \| 146.62 \| 148.85 \| \| \| \| Y \| 2243 \| 2255 \| 2237 \| 2287 \| 2514 \| 2463 \| 2504 \| 2574 \| \| 29 \| A & N Islands \| A \| 0.12 \| 0.12 \| 0.11 \| 0.11 \| 0.10 \| 0.11 \| 0.11 \| 0.11 \| \| \| \| P \| 0.30 \| 0.26 \| 0.28 \| 0.32 \| 0.27 \| 0.32 \| 0.31 \| 0.29 \| \| \| \| Y \| 2459 \| 2148 \| 2679 \| 2954 \| 2786 \| 2945 \| 2915 \| 2729 \| \| 30 \| D & N Haveli Admn. \| A \| 0.15 \| 0.14 \| 0.13 \| 0.14 \| 0.14 \| 0.14 \| 0.14 \| 0.14 \| \| \| \| P \| 0.22 \| 0.17 \| 0.22 \| 0.20 \| 0.30 \| 0.23 \| 0.22 \| 0.23 \| \| \| \| Y \| 1545 \| 1259 \| 1674 \| 1471 \| 2200 \| 1672 \| 1652 \| 1733 \| \| 31 \| Daman & Diu Admn. \| A \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| \| \| \| P \| 0.03 \| 0.03 \| 0.06 \| 0.03 \| 0.04 \| 0.03 \| 0.04 \| 0.04 \| \| \| \| Y \| 1450 \| 1650 \| 3733 \| 1600 \| 2222 \| 2125 \| 2167 \| 2353 \| \| 32 \| Puducherry \| A \| 0.26 \| 0.22 \| 0.25 \| 0.26 \| 0.26 \| 0.24 \| 0.25 \| 0.25 \| \| \| \| P \| 0.52 \| 0.52 \| 0.59 \| 0.64 \| 0.67 \| 0.58 \| 0.67 \| 0.66 \| \| \| \| Y \| 1958 \| 2341 \| 2339 \| 2433 \| 2544 \| 2386 \| 2669 \| 2649 \| \| 33 \| Delhi Admn. \| A \| 0.06 \| 0.07 \| 0.08 \| 0.06 \| 0.06 \| 0.06 \| 0.07 \| 0.06 \| \| \| \| P \| 0.05 \| 0.06 \| 0.07 \| 0.05 \| 0.18 \| 0.19 \| 0.11 \| 0.14 \| \| \| \| Y \| 828 \| 822 \| 827 \| 820 \| 2813 \| 3180 \| 1708 \| 2383 \| \| \| All India \| A \| 434.46 \| 448.02 \| 451.62 \| 447.12 \| 449.04 \| 411.76 \| 425.93 \| 419.07 \| \| \| \| P \| 825.35 \| 860.77 \| 896.83 \| 849.77 \| 933.4 \| 718.2 \| 885.26 \| 831.32 \| \| \| \| Y \| 1900 \| 1921 \| 1986 \| 1901 \| 2079 \| 1744 \| 2078 \| 1984 \| State-wise trends in Area, Production and Productivity of kharif Rice during 1997-98 to 2005-06 A - Area in lakh Hectares P - Production in lakh tonnes Y - Yield in kg/ha. \| State/Uts \| \| 1997- 98 \| 1998- 99 \| 1999- 2000 \| 2000-01 \| 2001- 02 \| 2002- 03 \| 2003-04 \| 2004-05 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Andhra Pradesh \| A \| 23.83 \| 28.12 \| 28.49 \| 30.04 \| 24.26 \| 21.09 \| 21.09 \| 22.15 \| \| \| P \| 52.18 \| 70.06 \| 70.56 \| 82.34 \| 65.01 \| 50.54 \| 58.42 \| 63.93 \| \| \| Y \| 2190 \| 2491 \| 2477 \| 2741 \| 2679 \| 2396 \| 2770 \| 2886 \| \| Arunachal Pradesh \| A \| 1.20 \| 1.16 \| 1.23 \| 1.19 \| 1.20 \| 1.25 \| 1.19 \| 1.22 \| \| \| P \| 1.30 \| 1.14 \| 1.35 \| 1.33 \| 1.35 \| 1.53 \| 1.55 \| 1.35 \| \| \| Y \| 1079 \| 988 \| 1099 \| 1119 \| 1126 \| 1224 \| 1297 \| 1110 \| \| Asom \| A \| 23.15 \| 21.96 \| 23.51 \| 23.17 \| 22.11 \| 22.14 \| 22.10 \| 20.65 \| \| \| P \| 30.69 \| 28.09 \| 32.07 \| 33.18 \| 32.01 \| 31.16 \| 33.07 \| 28.61 \| \| \| Y \| 1326 \| 1279 \| 1364 \| 1432 \| 1448 \| 1407 \| 1496 \| 1385 \| \| Bihar \| A \| 49.88 \| 49.54 \| 48.73 \| 35.31 \| 34.37 \| 34.64 \| 34.61 \| 30.06 \| \| \| P \| 68.97 \| 64.98 \| 69.99 \| 52.29 \| 49.81 \| 48.88 \| 52.78 \| 23.06 \| \| \| Y \| 13.83 \| 1312 \| 1436 \| 1481 \| 1449 \| 1411 \| 1525 \| 767 \| \| Chhattisgarh \| A \| - \| - \| - \| 37.70 \| 38.10 \| 37.78 \| 38.29 \| 37.47 \| \| \| P \| - \| - \| - \| 23.69 \| 50.74 \| 26.35 \| 55.68 \| 43.83 \| \| \| Y \| - \| - \| - \| 629 \| 1332 \| 697 \| 1454 \| 1170 \| \| Goa \| A \| 0.56 \| 0.56 \| 0.57 \| 0.57 \| 0.49 \| 0.5 \| 0.53 \| 0.52 \| \| \| P \| 1.48 \| 1.51 \| 2.09 \| 1.42 \| 1.27 \| 1.35 \| 1.71 \| 1.45 \| \| \| Y \| 2658 \| 2681 \| 3684 \| 2484 \| 2561 \| 2685 \| 3233 \| 2771 \| \| Gujarat \| A \| 6.73 \| 6.22 \| 6.64 \| 5.84 \| 6.68 \| 4.69 \| 6.51 \| 6.62 \| \| \| P \| 10.42 \| 10.16 \| 9.85 \| 4.73 \| 10.40 \| 5.42 \| 11.93 \| 11.54 \| \| \| Y \| 1550 \| 1633 \| 1482 \| 810 \| 1557 \| 1155 \| 1832 \| 1745 \| \| Haryana \| A \| 9.13 \| 10.83 \| 10.83 \| 10.54 \| 10.28 \| 9.06 \| 10.15 \| 10.28 \| \| \| P \| 25.56 \| 24.25 \| 25.83 \| 26.95 \| 27.26 \| 24.68 \| 27.90 \| 30.23 \| \| \| Y \| 2800 \| 2239 \| 2385 \| 2557 \| 2652 \| 2724 \| 2749 \| 2941 \| \| Himachal Pradesh \| A \| 0.86 \| 0.82 \| 0.80 \| 0.82 \| 0.81 \| 0.83 \| 0.81 \| 0.81 \| \| \| P \| 1.20 \| 1.18 \| 1.20 \| 1.25 \| 1.37 \| 0.86 \| 1.21 \| 1.22 \| \| \| Y \| 1397 \| 1435 \| 1501 \| 1533 \| 1705 \| 1029 \| 1483 \| 1506 \| \| Jammu & Kashmir \| A \| 2.76 \| 2.70 \| 2.51 \| 2.44 \| 2.50 \| 2.36 \| 2.60 \| 2.50 \| \| \| P \| 5.49 \| 5.89 \| 3.91 \| 4.15 \| 4.22 \| 4.21 \| 5.04 \| 4.92 \| \| \| Y \| 1992 \| 2179 \| 1561 \| 1700 \| 1689 \| 1782 \| 1941 \| 1969 \| 8 06 06 \| State/Uts \| \| 1997- 98 \| 1998- 99 \| 1999- 2000 \| 2000- 01 \| 2001-02 \| 2002- 03 \| 2003- 04 \| 2004- 05 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Jharkhand \| A \| - \| - \| - \| 14.81 \| 15.21 \| 13.83 \| 13.63 \| 12.85 \| \| \| P \| - \| - \| - \| 16.45 \| 18.22 \| 13.81 \| 23.10 \| 16.57 \| \| \| Y \| - \| - \| - \| 1111 \| 1198 \| 998 \| 1695 \| 1300 \| \| Karnataka \| A \| 10.32 \| 10.79 \| 10.96 \| 11.20 \| 10.88 \| 10.30 \| 9.44 \| 10.56 \| \| \| P \| 23.41 \| 25.99 \| 26.79 \| 27.93 \| 23.94 \| 21.04 \| 21.00 \| 24.91 \| \| \| Y \| 2269 \| 2408 \| 2444 \| 2492 \| 2200 \| 2041 \| 2224 \| 2359 \| \| Kerala \| A \| 3.25 \| 2.95 \| 2.92 \| 2.92 \| 2.78 \| 2.69 \| 2.50 \| 2.54 \| \| \| P \| 6.28 \| 5.82 \| 6.26 \| 5.97 \| 5.98 \| 5.77 \| 4.89 \| 5.77 \| \| \| Y \| 1929 \| 1973 \| 2147 \| 2042 \| 2149 \| 2142 \| 1946 \| 2271 \| \| Madhya Pradesh \| A \| 54.27 \| 54.80 \| 53.54 \| 17.08 \| 17.76 \| 16.81 \| 17.19 \| 16.22 \| \| \| P \| 45.28 \| 50.61 \| 63.77 \| 9.82 \| 16.93 \| 10.32 \| 17.50 \| 11.69 \| \| \| Y \| 834 \| 924 \| 1191 \| 575 \| 953 \| 614 \| 1018 \| 720 \| \| Maharastra \| A \| 14.44 \| 14.46 \| 14.79 \| 14.86 \| 14.87 \| 14.97 \| 15.00 \| 14.88 \| \| \| P \| 23.30 \| 23.95 \| 24.76 \| 18.79 \| 25.90 \| 17.93 \| 27.69 \| 20.98 \| \| \| Y \| 1614 \| 1657 \| 1674 \| 1264 \| 1742 \| 1198 \| 1846 \| 1410 \| \| Manipur \| A \| 1.58 \| 1.67 \| 1.57 \| 1.57 \| 1.63 \| 1.45 \| 1.58 \| 1.76 \| \| \| P \| 3.52 \| 3.82 \| 3.65 \| 3.82 \| 3.87 \| 3.33 \| 3.81 \| 4.36 \| \| \| Y \| 2227 \| 2290 \| 2323 \| 2431 \| 2382 \| 2302 \| 2416 \| 2472 \| \| Meghalaya \| A \| 1.05 \| 1.05 \| 1.06 \| 1.03 \| 1.02 \| 1.02 \| 1.02 \| 1.02 \| \| \| P \| 1.50 \| 1.50 \| 1.71 \| 1.66 \| 1.67 \| 1.69 \| 1.71 \| 1.56 \| \| \| Y \| 1427 \| 1420 \| 1604 \| 1617 \| 1638 \| 1655 \| 1688 \| 1528 \| \| Mizoram \| A \| 0.67 \| 0.67 \| 0.49 \| 0.51 \| 0.55 \| 0.57 \| 0.59 \| 0.54 \| \| \| P \| 1.08 \| 1.08 \| 0.87 \| 1.02 \| 1.04 \| 1.08 \| 1.14 \| 1.03 \| \| \| Y \| 1604 \| 1597 \| 1777 \| 1990 \| 1888 \| 1905 \| 1922 \| 1895 \| \| Nagaland \| A \| 1.45 \| 1.45 \| 1.49 \| 1.50 \| 1.57 \| 1.51 \| 1.55 \| 1.53 \| \| \| P \| 1.87 \| 2.10 \| 1.32 \| 2.30 \| 2.37 \| 2.25 \| 2.48 \| 2.60 \| \| \| Y \| 1290 \| 1446 \| 892 \| 1533 \| 1516 \| 1490 \| 1600 \| 1698 \| \| Orissa \| A \| 42.61 \| 41.79 \| 42.20 \| 42.27 \| 42.28 \| 40.95 \| 42.48 \| 41.99 \| \| \| P \| 57.51 \| 48.85 \| 42.75 \| 41.72 \| 65.70 \| 28.55 \| 61.99 \| 58.84 \| \| \| Y \| 1350 \| 1169 \| 1013 \| 987 \| 1554 \| 697 \| 607 \| 1401 \| \| Punjab \| A \| 22.81 \| 25.19 \| 26.04 \| 26.11 \| 24.87 \| 25.30 \| 26.14 \| 26.47 \| \| \| P \| 79.04 \| 79.40 \| 87.16 \| 91.54 \| 88.16 \| 88.80 \| 96.56 \| 104.37 \| \| \| Y \| 3465 \| 3152 \| 3347 \| 3506 \| 3545 \| 3510 \| 3694 \| 3943 \| \| State/Uts \| \| 1997- 98 \| 1998- 99 \| 1999- 2000 \| 2000- 01 \| 2001-02 \| 2002- 03 \| 2003- 04 \| 2004- 05 \| 9 9 \| Rajasthan \| A \| 1.64 \| 1.68 \| 2.00 \| 1.66 \| 1.44 \| 0.84 \| 1.00 \| 1.01 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| P \| 1.90 \| 2.06 \| 2.53 \| 1.56 \| 1.80 \| 0.68 \| 1.65 \| 1.50 \| \| \| Y \| 1164 \| 1222 \| 1262 \| 936 \| 1247 \| 809 \| 1653 \| 1485 \| \| Sikkim \| A \| 0.16 \| 0.16 \| 0.16 \| 0.15 \| 0.16 \| 0.15 \| 0.15 \| 0.15 \| \| \| P \| 0.21 \| 0.22 \| 0.23 \| 0.21 \| 0.22 \| 0.21 \| 0.21 \| 0.22 \| \| \| Y \| 1363 \| 1384 \| 1472 \| 1408 \| 1420 \| 1432 \| 1442 \| 1469 \| \| Tamil Nadu \| A \| 19.84 \| 20.16 \| 19.12 \| 18.85 \| 18.17 \| 13.89 \| 12.78 \| 17.13 \| \| \| P \| 59.65 \| 71.96 \| 66.09 \| 66.80 \| 57.34 \| 32.05 \| 28.75 \| 45.16 \| \| \| Y \| 3007 \| 3570 \| 3456 \| 3545 \| 3156 \| 2307 \| 2251 \| 2637 \| \| Tripura \| A \| 2.01 \| 2.02 \| 1.75 \| 1.86 \| 1.87 \| 1.95 \| 1.83 \| 1.85 \| \| \| P \| 4.21 \| 4.02 \| 3.75 \| 3.97 \| 4.27 \| 4.57 \| 3.94 \| 4.10 \| \| \| Y \| 2096 \| 1989 \| 2149 \| 2136 \| 2281 \| 2342 \| 2147 \| 2213 \| \| Uttar Pradesh \| A \| 56.57 \| 58.75 \| 60.80 \| 59.04 \| 60.68 \| 52.09 \| 59.49 \| 53.38 \| \| \| P \| 121.49 \| 113.74 \| 132.31 \| 116.72 \| 128.49 \| 95.87 \| 130.12 \| 95.50 \| \| \| Y \| 2147 \| 1936 \| 2176 \| 1977 \| 2118 \| 1840 \| 2187 \| 1789 \| \| Uttranchal \| A \| - \| - \| - \| 3.13 \| 2.99 \| 2.83 \| 2.88 \| 2.99 \| \| \| P \| - \| - \| - \| 6.22 \| 6.14 \| 4.83 \| 5.49 \| 5.50 \| \| \| Y \| - \| - \| - \| 1988 \| 2056 \| 1707 \| 1906 \| 1839 \| \| West Bengal \| A \| 46.93 \| 44.54 \| 46.76 \| 40.33 \| 46.14 \| 44.36 \| 44.67 \| 44.07 \| \| \| P \| 96.67 \| 83.95 \| 92.91 \| 78.87 \| 108.42 \| 101.92 \| 103.73 \| 106.28 \| \| \| Y \| 2060 \| 1885 \| 1987 \| 1955 \| 2350 \| 2297 \| 2915 \| 2729 \| \| A & N Islands \| A \| 0.12 \| 0.12 \| 0.11 \| 0.11 \| 0.10 \| 0.11 \| 0.11 \| 0.11 \| \| \| P \| 0.30 \| 0.26 \| 0.28 \| 0.32 \| 0.27 \| 0.32 \| 0.31 \| 0.29 \| \| \| Y \| 2459 \| 2148 \| 2679 \| 2954 \| 2786 \| 2945 \| 2615 \| 2729 \| \| D & N Haveli Admn. \| A \| 0.15 \| 0.14 \| 0.13 \| 0.14 \| 0.14 \| 0.14 \| 0.14 \| 0.14 \| \| \| P \| 0.22 \| 0.17 \| 0.22 \| 0.20 \| 0.30 \| 0.23 \| 0.22 \| 0.23 \| \| \| Y \| 1545 \| 1259 \| 1674 \| 1471 \| 2200 \| 1672 \| 1652 \| 1733 \| \| Daman & Diu Admn. \| A \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| 0.02 \| \| \| P \| 0.03 \| 0.03 \| 0.06 \| 0.03 \| 0.04 \| 0.03 \| 0.04 \| 0.04 \| \| \| Y \| 1450 \| 1650 \| 3733 \| 1600 \| 2222 \| 2125 \| 2167 \| 2353 \| \| Puducherry \| A \| 0.21 \| 0.16 \| 0.2 \| 0.21 \| 0.21 \| 0.18 \| 0.19 \| 0.19 \| \| \| P \| 0.4 \| 0.37 \| 0.46 \| 0.5 \| 0.52 \| 0.41 \| 0.50 \| 0.50 \| \| \| Y \| 1918 \| 2256 \| 2318 \| 2413 \| 2539 \| 2253 \| 2658 \| 2628 \| \| Delhi Admn. \| A \| 0.06 \| 0.07 \| 0.08 \| 0.06 \| 0.06 \| 0.06 \| 0.07 \| 0.06 \| \| \| P \| 0.05 \| 0.06 \| 0.07 \| 0.05 \| 0.18 \| 0.19 \| 0.11 \| 0.14 \| \| \| Y \| 828 \| 822 \| 827 \| 820 \| 2813 \| 3180 \| 1708 \| 2383 \| \| All India \| A \| 398.24 \| 404.56 \| 409.49 \| 407.03 \| 406.19 \| 380.37 \| 392.31 \| 383.64 \| \| \| P \| 725.20 \| 727.20 \| 774.81 \| 727.78 \| 805.22 \| 630.83 \| 786.19 \| 722.30 \| \| \| Y \| 1821 \| 1798 \| 1892 \| 1788 \| 1982 \| 1658 \| 2004 \| 1883 \| State-wise trends in Area, Production and Productivity of Rabi /summer Rice during 1997-98 to 2005-06 A - Area in lakh Hectares P - Production in lakh tonnes Y - Yield in kg/ha. \| Sl No \| State/Uts \| \| 1997- 98 \| 1998- 99 \| 1999- 2000 \| 2000-01 \| 2001- 02 \| 2002- 03 \| 2003- 04 \| 2004-05 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1 \| Andhra Pradesh \| A \| 11.17 \| 15.04 \| 11.65 \| 12.39 \| 13.99 \| 7.13 \| 8.66 \| 8.71 \| \| \| \| P \| 32.92 \| 48.72 \| 35.82 \| 42.24 \| 48.89 \| 22.73 \| 31.11 \| 32.08 \| \| \| \| Y \| 2947 \| 3239 \| 3073 \| 3409 \| 3496 \| 3188 \| 3592 \| 3683 \| \| 2 \| Asom \| A \| 1.75 \| 2.24 \| 2.95 \| 3.29 \| 3.26 \| 3.27 \| 3.19 \| 3.11 \| \| \| \| P \| 3.14 \| 4.46 \| 6.54 \| 6.81 \| 6.53 \| 6.22 \| 5.73 \| 6.10 \| \| \| \| Y \| 1797 \| 1992 \| 2217 \| 2068 \| 2003 \| 1902 \| 1796 \| 1959 \| \| 3 \| Bihar \| A \| 1.24 \| 1.33 \| 1.29 \| 1.25 \| 1.15 \| 1.20 \| 1.17 \| 1.16 \| \| \| \| P \| 2.37 \| 2.71 \| 2.53 \| 2.13 \| 2.22 \| 1.98 \| 1.70 \| 1.66 \| \| \| \| Y \| 1901 \| 2039 \| 1968 \| 1702 \| 1932 \| 1643 \| 1453 \| 1430 \| \| 4 \| Gujarat \| A \| - \| - \| - \| - \| - \| - \| 0.24 \| 0.24 \| \| \| \| P \| - \| - \| - \| - \| - \| - \| 0.84 \| 0.84 \| \| \| \| Y \| - \| - \| - \| - \| - \| - \| 3056 \| 3506 \| \| 5 \| Jharkhand \| A \| - \| - \| - \| - \| - \| - \| - \| 0.10 \| \| \| \| P \| - \| - \| - \| - \| - \| - \| - \| 0.20 \| \| \| \| Y \| - \| - \| - \| - \| - \| - \| - \| 2000 \| \| 6 \| Karnataka \| A \| 3.22 \| 3.48 \| 3.54 \| 3.63 \| 3.30 \| 1.24 \| 1.30 \| 2.52 \| \| \| \| P \| 8.72 \| 10.58 \| 10.38 \| 10.54 \| 8.40 \| 2.86 \| 4.50 \| 10.56 \| \| \| \| Y \| 2710 \| 3043 \| 2935 \| 2904 \| 2547 \| 2304 \| 3474 \| 4190 \| \| 7 \| Kerala \| A \| 0.62 \| 0.58 \| 0.58 \| 0.55 \| 0.44 \| 0.41 \| 0.37 \| 0.36 \| \| \| \| P \| 1.37 \| 1.45 \| 1.45 \| 1.55 \| 1.05 \| 1.12 \| 0.83 \| 0.90 \| \| \| \| Y \| 2219 \| 2511 \| 2493 \| 2796 \| 2392 \| 2723 \| 2237 \| 2515 \| \| 8 \| Maharashtra \| A \| 0.33 \| 0.37 \| 0.41 \| 0.25 \| 0.27 \| 0.26 \| 0.30 \| 0.31 \| \| \| \| P \| 0.65 \| 0.73 \| 0.83 \| 0.50 \| 0.61 \| 0.61 \| 0.66 \| 0.66 \| \| \| \| Y \| 1964 \| 1939 \| 2024 \| 2000 \| 2259 \| 2346 \| 2200 \| 2129 \| \| 9 \| Meghalaya \| A \| - \| - \| - \| 0.04 \| 0.06 \| 0.06 \| 0.08 \| 0.09 \| \| \| \| P \| - \| - \| - \| 0.13 \| 0.22 \| 0.22 \| 0.30 \| 0.37 \| \| \| \| Y \| - \| - \| - \| 3275 \| 3842 \| 3877 \| 4027 \| 4065 \| \| 10 \| Mizoram \| A \| 0.01 \| 0.01 \| 0.003 \| 0.006 \| 0.006 \| 0.005 \| 0.003 \| 0.005 \| \| \| \| P \| 0.03 \| 0.02 \| 0.006 \| 0.016 \| 0.015 \| 0.014 \| 0.008 \| 0.012 \| \| \| \| Y \| 2545 \| 1545 \| 2000 \| 2667 \| 2500 \| 2800 \| 2667 \| 2400 \| 11 \| Sl. No \| State/Uts \| 1997- 98 \| 1998- 99 \| 1999- 2000 \| 2000- 01 \| 2001-02 \| 2002- 03 \| 2003- 04 \| 2004- 05 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999-2000 TO 2005-06 Area in thousand hectares Andhra Pradesh P - Production in thousand tonnes Y – Yield in kg/ha. DISTRICT-WISE AREA PRODUCTION AND RODUCTIVITY OF TOTAL RICE DURING 1999-2000 TO 2005-06 Area in thousand hectares Arunachal Pradesh P - Production in thousand tonnes Y – Yield in kg/ha. \| Sl. DISTRICT 1999 2000- 2001- 2002- 2003- 2004-05 no - 01 02 03 04 2000 \| 2005- 06 \| \|---\|---\| \| 12 Papumpare A 7 7.3 7.9 8.1 8.5 9 P 6.8 7.5 8.3 8.5 9.8 10.3 Y 971 1027 1051 1060 1160 1140 13 Upper Siang A 6.3 5.4 5.4 5.5 5.5 6.1 P 5.6 3.9 5 5.4 5.4 7.7 Y 889 722 926 980 980 1250 14 Lowe Dibang A - - - 9.5 9.7 9.7 Valley P - - - 13.5 11.1 14.9 Y - - - 1410 1150 1540 15 Kurung A - - - 6.3 7.4 6.3 Kameng P - - - 7.4 6.4 7.4 Y - - - 1190 860 1180 16 Anjaw A - - - - - 3.3 P - - - - - 1.9 Y - - - - - 570 \| 9.3 11.61 1248 6.2 7.67 1237 9.7 15.03 1549 6.37 7.53 1182 3.4 5 1471 \| \| Total A 122. 118.6 119.5 124.6 119.2 121.6 7 P 134. 132.7 134.6 152.5 154.6 135.0 8 Y 1099 1119 1126 1224 1297 1110 \| 122.27 146.19 1196 \| DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Asom A=Area in thousand hectares P -Production in thousand tonnes Y -Yield in kg/ha. DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 BIHAR A= Area in thousand hectares P - Production in thousand tonnes Y – Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Chattisgarh A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Goa A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Gujarat A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Haryana A= Area in thousand hectares P - Production in thousand tonnes Y – Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Himachal Pradesh A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Jammu &Kashmir A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Jharkhand A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Karnataka A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha 33 Y 2523 2632 2168 2231 2346 2607 2953 DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Kerala A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Madhya Pradesh A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Maharashtra A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Manipur A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Meghalaya A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Mizoram A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Nagaland A= Area in thousand hectares P - Production in thousand tonnes Y – Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Orissa A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Punjab A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Rajasthan A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Sikkim A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Tripura A= Area in thousand hectares P - Production in thousand tonnes Y – Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Tamil Nadu A= Area in thousand hectares P - Production in thousand tonnes Y – Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Uttar Pradesh A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Uttranchal A= Area in thousand hectares P - Production in thousand tonnes Y – Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 West Bengal A=Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha DISTRICT-WISE AREA PRODUCTION AND PRODUCTIVITY OF TOTAL RICE DURING 1999- 2000 TO 2005-06 Andaman &Nicobar Islands A= Area in thousand hectares P -Production in thousand tonnes Y –Yield in kg/ha Puducherry	<urn:uuid:91ce1207-a6bc-48f4-b735-63b2a5424d28>	CC-MAIN-2017-43	http://drdpat.bih.nic.in/Downloads/Handbook-of-Statistics-2007.pdf	2017-10-18T12:56:05Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00787.warc.gz	103,797,176	13,983	eng_Latn	eng_Latn	0.631383	eng_Latn	0.642045	[ "slv_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 208, 714, 2107, 4674, 7282, 10212, 12632, 15185, 17967, 20328, 20487, 20679, 20874, 21780, 21962, 22149, 22511, 22695, 22887, 23077, 23264, 23449, 23490, 23672, 23862, 24049, 24232, 24417, 24600, 24785, 24967, 25149, 25334, 25516, 25700, 25887, 26076, 26263, 26450, 26664 ]	[ 1.546875, 0.76953125 ]	1	2
HANOI CONFERENCE ON ILLEGAL WILDLIFE TRADE 1. We, the representatives of Governments and Regional Economic Integration Organizations, gathered in Hanoi on 17 November 2016, recognizing the significant scale and detrimental economic, environmental, security, and social impacts of the illegal trade in wildlife, make the following political commitment and call upon the international community to act together to further support urgent collective action to end poaching and wildlife trafficking. 2. In doing so the Governments and Regional Economic Integration Organizations which attended the London and/or the Kasane Conferences on Illegal Wildlife Trade reaffirm our determination to address the illegal trade in wildlife and wildlife products. We welcome the important actions already being taken by Governments and others in implementing some of the commitments made in these Conferences. 3. Illegal wildlife trade is increasing the risk of extinction for many endangered and protected terrestrial and aquatic species and over-exploitation of others. This destabilizes the wellmanaged, sustainable utilization of wild species; adversely affects natural resources and rural communities; results in the conversion of land uses; generates illegal profits for transnational organized crime syndicates; undermines good governance and the rule of law; fuels and thrives on corruption; and increases the risk of transmission of infectious diseases. 4. Comprehensive and well-coordinated approaches are needed across the entire supply chain, including conserving wildlife populations and habitat, managing potential human-wildlife conflicts, sustainably managing legal trade, significantly curbing poaching, involving local stakeholders and promoting sustainable livelihoods and local community development around wildlife conservation and its sustainable use as well as other forms of livelihoods, strengthening legislation and enforcement, preventing illegally traded wildlife from crossing borders, improving international cooperation on wildlife law enforcement, combatting corruption at all levels, and significantly reducing demand for illegally traded wildlife in consumer and online markets in order to effectively address poaching and wildlife trafficking. BUILDING ON THE SUCCESS OF COLLABORATIVE AND INDIVIDUAL IMPLEMENTATION OF COMMITMENTS RELATING TO ILLEGAL WILDLIFE TRADE 5. We welcome the adoption by the United Nations General Assembly of the Resolution Tackling Illicit Trafficking in Wildlife on 30 July 2015, reaffirmed in September, 2016, calling for firm and strengthened responses to wildlife trafficking. The United Nations General Assembly again confirmed the importance of the issue of illegal wildlife trade in adopting the global Sustainable Development Goals (SDGs), specifically Goals 14 and 15, at the UN Sustainable Development Summit on 25 September 2015. Further, the United Nations Environment Assembly adopted Resolution 2/14 on Illegal trade in wildlife and wildlife products in May 2016 promoting stronger national, regional, and international cooperation in combatting poaching, trafficking, and demand for illegally traded wildlife and wildlife products. 6. We welcome the actions taken by Governments and regional economic integration organizations to implement their obligations and commitments under international agreements, in particular under the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). We endorse the outcomes of the 17th meeting of the Conference of the Parties to CITES (CoP17), held in South Africa from 24 September to 4 October 2016, taking particular note of the decisions that encourage Parties to make full use of the ICCWC indicator framework; Demand-reduction strategies to combat illegal trade in CITESlisted species, which calls for well-targeted, evidence-based, species-specific, country-specific demand-reduction campaigns to more effectively bring about behavior changes; the Resolution on Prohibiting, Preventing and Countering Corruption which Facilitates Activities Conducted in Violation of the Convention; and the full set of decisions on CITES and livelihoods, and we commit to the full and timely implementation of relevant decisions and resolutions. 7. We welcome the significant financial resources that have been committed by public and private donors to tackle the illegal wildlife trade, as identified in the Analysis of International Funding to Tackle Illegal Wildlife Trade led by the World Bank. We particularly welcome the Global Environment Facility (GEF) funding of over US$130million to support the Global Wildlife Program (GWP), which involves investments in 19 range, transit, and destination countries in Africa and Asia to tackle the illegal wildlife trade and promote collaboration across GEF implementing agencies (United Nations Development Programme (UNDP), United Nations Environment Programme (UNEP), the World Bank, and the Asian Development Bank), the international donor community, and other stakeholders. We encourage similar long-term funding programmes that take into account the myriad species being traded illegally and the time needed to develop and execute long-term strategies for capacity development and practical action. 8. We emphasize the importance of enhanced donor co-ordination in order to maximize the benefit of international donor funding. We welcome the data collection and analysis of public and private funding commitments in the period 2010-2016 provided by the World Bank's Analysis of International Funding to Tackle Illegal Wildlife Trade. We request the World Bank to continue to lead this work, underpinned by the periodic exchange and analysis of project- and programme-level data and information. 9. We welcome the ongoing support from the International Consortium on Combating Wildlife Crime (ICCWC) 1 for Governments to strengthen their criminal justice systems and enhance enforcement capacities and call for those countries that have undergone an ICCWC Toolkit assessment to implement recommendations. ICCWC's Strategic Programme 2016-2020 can further strengthen the capacity of law enforcement authorities to take well targeted and coordinated enforcement actions to combat poaching and illegal wildlife trade and give them access to the tools and services required to fight transnational organized criminal groups. The ICCWC Indicator Framework for Combating Wildlife and Forest Crime, launched in January 2016, allows countries to track and monitor their progress and identify where a change in response is needed. We commit to supporting ICCWC with the delivery of its Strategic Programme 20162020. 10. We welcome the United Nations Office on Drugs and Crime's (UNODC) first World Wildlife Crime Report developed with the support of ICCWC partners, which provides a global wildlife crime assessment that can be used to further inform decisions on measures to be implemented to fight wildlife crime and address vulnerabilities in legal trade to promote better global regulatory systems. We further welcome the work of UNODC and other UN Agencies to improve Member States' criminal justice and preventive responses to wildlife crime, particularly by building national capacity of enforcement, prosecutorial, legislative and judicial authorities. We acknowledge the prioritization of wildlife crime within the normative framework of the Commission on Crime Prevention and Criminal Justice and we welcome in particular the adoption of CCPCJ Resolution 23/1 and ECOSOC Resolution 2013/40. 11. We welcome the adoption by the International Criminal Police Organization (INTERPOL) 83 rd General Assembly of a resolution on INTERPOL's response to emerging threats in Environmental Security in November 2014, and their confirmation of the commitment to address environmental security at the 84 th General Assembly (in November 2015), where a specialized panel was convened to discuss tackling the criminal threat to wildlife and environmental sustainability. We welcome the actions taken by INTERPOL to intensify its support to the international law enforcement community by enhancing the exchange of information on wildlife crimes and criminals, augmenting its capacity building activities, and providing operational investigative support to national and international wildlife investigations, all with a focus on a multi-agency approach and close collaboration with relevant stakeholders and networks. 12. We welcome engagement with the transport industry, including through the United for Wildlife Transport Taskforce and the Reducing Opportunities for Unlawful Transport of 1 CITES Secretariat, INTERPOL, United Nations Office on Drugs and Crime, the World Bank and World Customs Organization. Endangered Species (ROUTES) Partnership, to secure commitments and put in place practical measures to avoid legitimate forms of transport being exploited by criminals to transport contraband. We underline that measures implemented to address illegal trade should not negatively impact upon legal trade in wildlife. We urge other business sectors that could be exploited by criminals involved in the illegal wildlife trade to follow the example set by the transport sector. We call upon governments to strengthen engagement with the private sector. 13. We welcome the ongoing initiatives and programmes instituted by the World Customs Organization and its 180 Members to strengthen controls in the global supply chain, and welcome the significant contributions made by the various customs administrations in seizing illegally traded wildlife products. 14. We welcome the actions taken by the Financial Action Task Force (FATF) and its FATF-Style Regional Bodies, the CITES Secretariat, INTERPOL, UNODC, the World Bank, World Customs Organization and others, to put the issue of illicit financial flows related to the illegal wildlife trade on their agendas and support Governments to detect, investigate, and disrupt money laundering and other financial crimes related to the illegal wildlife trade. We also welcome the "Wildlife crime and anti-money laundering" training programme developed under the auspices of ICCWC. 15. We call upon governments to adopt legislation identifying illegal trade in protected species of wild flora and fauna involving organized criminal groups as a serious crime, in accordance with their national legislation and Article 2(4) of the UN Convention against Transnational Organized Crime. 16. We welcome and reaffirm commitments to strengthen efforts to counter corruption that facilitates the illegal trade in wildlife and wildlife products, including those taken in the context of the Resolution on Prohibiting, Preventing and Countering Corruption which Facilitates Activities Conducted in Violation of the Convention, by the 17th meeting of the Conference of the Parties to CITES. We further welcome the increased attention given to the links between illegal wildlife trade and corruption as a key enabler throughout the supply chain, including in the Doha Declaration, adopted at the thirteenth United Nations Congress on Crime Prevention and Criminal Justice; at the Conference of the Parties of the United Nations Convention against Corruption in St Petersburg; and in a special meeting prior to the Anti-Corruption Summit in London in May 2016. 17. We welcome the International Union for Conservation of Nature (IUCN) –led Beyond Enforcement initiative, and others like it, recognizing the importance of supporting and engaging communities living with wildlife as active partners in conservation, through reducing human‐wildlife conflict and supporting community efforts to advance their rights and capacity to manage and benefit from wildlife and their habitats; and developing collaborative models of enforcement. We also welcome the work of the Collaborative Partnership on Sustainable Wildlife Management (CPW) which brings together the expertise of several relevant organizations to promote conservation and increase cooperation and coordination on issues related to sustainable wildlife management. 18. We welcome the launch of the One UN Global Campaign, Wild for Life, led by UNEP, with UNDP, UNODC, CITES, and other partners, that uses an open-source platform in eight languages and aims to raise broad public awareness on the implications of the illegal trade in wildlife and to demonstrate how individuals, civil society, businesses, and governments can use their spheres of influence to help change behavior. We encourage targeted national efforts to take into careful consideration regional issues around species, consumer profiles and market dynamics, including speculation and traditional use. 19. We recognize that illegal wildlife trade is an issue that crosses disciplines, and we take note of collaborative cross-disciplinary initiatives and approaches, including the United States' Presidential Task Force on Wildlife Trafficking, comprising seventeen US federal agencies and offices; the European Union's (EU) decisions on an EU Action Plan Against Wildlife Trafficking, to be implemented jointly by EU institutions and authorities in the EU Member States; the African Union African Strategy on Combating the Illegal Exploitation and Illegal Trade in Wild Fauna and Flora in Africa, calling for regional cooperative participation of the judiciary, customs, economic and private sector, and others; the Southern African Development Community (SADC) SADC Law Enforcement and Anti-Poaching Strategy; and the Association of Southeast Asian Nations (ASEAN) Senior Officials Meeting on Transnational Crime decision to include wildlife and timber trafficking crimes on par with other major transnational crimes, reaffirmed at the 10 th ASEAN Ministerial Meeting on Transnational Crime. We encourage countries, regions, and sub-regions to pursue similar cross disciplinary collaborations in the fight against illegal wildlife trade. 20. We recognize the important role that non‐governmental organizations, civil society, academic institutions, and the private sector can play in actions against illegal wildlife trade. We welcome and encourage collaboration and partnerships between and among governments, NGOs, civil society, academic institutions, and the private sector in implementing the commitments made at international meetings relating to illegal wildlife trade, such as the International Conference in the Hague in March 2016. 21. We recognize the commitment of all women and men involved in anti-poaching activities and the Governments' efforts to face a variety of poaching methods. We therefore encourage the international community to promote the work of rangers and strengthen human and material resources. 22. In the fight against illegal trade, we recognize education and awareness-raising initiatives, targeting in particular the youth, as essential tools. COMPREHENSIVE AND COLLABORATIVE IMPLEMENTATION IS NEEDED 23. The illegal wildlife trade has many inter‐related dimensions, and can only be effectively tackled with the involvement of Ministries and agencies, not only within, but also beyond the wildlife conservation sector. Action needs to be taken at all points in the illegal supply chain in source, transit and destination countries. International co‐operation is essential, with full engagement by Governments in relevant bilateral, regional and international mechanisms. Similarly, strengthening legislation and enforcement, demand reduction for illegally traded wildlife, and sustainable use and economic development should be seen, not as mutually exclusive avenues, but as three interconnected prongs each with a role to play towards addressing wildlife conservation. 24. To this end we, the representatives of Governments and Regional Economic Integration Organizations, recognize the progress made since the Kasane Conference and welcome those Governments that are newly participating in the Hanoi Conference. All participants commit ourselves and call upon the international community to provide the political leadership and practical support needed to find a lasting solution to the illegal wildlife trade through carrying the outcomes of the previous Conferences into the future and pledge ourselves in the spirit of unity to encourage and support each other, as appropriate, to implement the commitments we have made to combat illegal wildlife trade. 25. We welcome the offer by the United Kingdom of Great Britain and Northern Ireland (UK) to host a 4 th High Level meeting in London in 2018. ACTIONS A. ERADICATING THE MARKET FOR ILLEGAL WILDLIFE PRODUCTS In the London Declaration and Kasane Statement, it was recognized that the illegal wildlife trade can only be effectively tackled if we eradicate both the demand for and supply of illegal wildlife products wherever in the world this occurs. To this end we, the representatives of Governments and Regional Economic Integration Organizations gathered in Hanoi on 17 November 2016 commit ourselves, and call upon the international community to take strong actions against wildlife crime on both the demand and supply sides, and to work to implement the actions set out in the Annex A of this document. B. ENSURING EFFECTIVE LEGAL FRAMEWORKS AND DETERRENTS In the London Declaration and Kasane Statement, countries committed themselves and called upon the international community to address the illegal wildlife trade by adopting or amending legislation, as necessary, to ensure that criminal offences such as poaching and trafficking are serious crimes, as defined within the UN Convention against Transnational Organized Crime. We recognized that to curb the illegal wildlife trade it is important to ensure that the organized criminal groups involved, and in particular their members and those individuals managing these illegal activities, are prosecuted and that strong penalties be imposed that will serve as an effective deterrent. To this end we, the representatives of Governments and Regional Economic Integration Organizations gathered in Hanoi on 17 November 2016 commit ourselves, and call upon the international community, and to work to implement the actions set out in the Annex B of this document. C. STRENGTHENING LAW ENFORCEMENT In the London Declaration and Kasane Statement, it was acknowledged that successfully tackling the illegal wildlife trade demands a strong and co-ordinated enforcement response, at the site, community, national and international levels, and in source, transit and destination countries, using the fullest capacity of institutions and available tools and techniques. It is crucial to provide national law enforcement agencies with the ability to share knowledge and information and cooperate in a timely and effective manner. We recognize the importance of increasingly deploying the tools and techniques used against other domestic and transnational organized crimes, such as provided for in the United Nations Convention against Transnational Organized Crime and the United Nations Convention against Corruption, against the criminal groups involved in wildlife crime. We need to ensure that central authorities for international crime cooperation are sufficiently resourced and empowered to respond to, and action, requests for extradition and mutual legal assistance efficiently. To this end we, the representatives of Governments and Regional Economic Integration Organizations gathered in Hanoi on 17 November 2016 commit ourselves, and call upon the international community, and to work to implement the actions set out in the Annex C of this document. D. SUSTAINABLE LIVELIHOODS AND ECONOMIC DEVELOPMENT In the London Declaration and Kasane Statement, it was acknowledged that the illegal wildlife trade is a major barrier to sustainable, inclusive, and balanced economic development. The illegal wildlife trade threatens the survival of species, damages ecosystems, undermines good governance and the rule of law, threatens security, and reduces current and future revenue from economic activities such as wildlife-based tourism and sustainable utilization. Sustainable livelihoods are most likely to be secured with the engagement of relevant community groups and the appropriate retention of benefits from wildlife for local people surrounding protected areas. The active participation of local people is critical to effective monitoring and law enforcement as well as sustainable socio-economic development. To this end we, the representatives of Governments and Regional Economic Integration Organizations gathered in Hanoi on 17 November 2016 commit ourselves, and call upon the international community, and to work together to implement the actions set out in the Annex D of this document. ANNEX A ERADICATING THE MARKET FOR ILLEGAL WILDLIFE PRODUCTS Kingdom of Cambodia - Cambodia is committed to increasing its collaboration with its development partners and others in redoubling efforts to reduce the illegal trade across its borders. - Cambodia will enhance cooperation amongst law enforcement agencies across the country to suppress wildlife markets and restaurants. Republic of Cameroon - During 2017 and 2018 The Ministry of Forestry and Wildlife will fight to eradicate the trade and trafficking of Pangolins as bushmeat and its scales in the south Basins of Cameroon. - In 2017 and 2018 after the implementation of the first phase of the Food and Agriculture Organization (FAO) project, the Ministry of Forestry and Wildlife will enforce and enhance the application of wildlife legislation in forest concessions and try to integrate wildlife parameters into forest controls ones. - In 2017 and 2018 the Ministry will continue implementing its PANI (national Action Plan for Ivory ) to control the trade and trafficking of Ivory People's Republic of China - China will strengthen publicity and education, in particular, related government agencies will cooperate to distribute publicity brochures on the planes and trains and warn the tourists not to carry illegal wildlife products. In addition, the Chinese government will also cooperate with internet and logistics enterprises to refuse illegal wildlife and its products. Federal Democratic Republic of Ethiopia - The Ethiopian Wildlife Conservation Authority, in collaboration with line ministries, federal and regional stakeholders, law enforcement agencies and the communities at the grassroot level will fight to eradicate illegal trade in general, and the poaching crisis of elephants in particular, as one of the targets indicated in the second round National Growth and Transformation Plan of the next five years, 2016-2020. - Ethiopia is committed to implement the National Elephants Action Plan and National Ivory Action Plan of the country, effectively and efficiently . - Ethiopia continutes in its commitment to strengthen the Elephant Protection Initiative (EPI), an African led, high level, partnership based, results oriented initiative and is committed to implement the EPI implementation Strategy and Resource raising strategy of the Initiative and to maintain a ban on ivory trade for the next 10 years as a pillar of Elephant Protection Initiative. - Ethiopia will ensure effectively and committed realization of approved motion 007 Closure of Domestic Markets for Elephants Ivory approved at IUCN World Conservation Congress (WCC) 2016 in Hawaii, USA in September2016 French Republic - France will reinforce its commitments to tackle illegal wildlife trade. As an example, France will apply a new Ministerial Decree taken at Minister Ségolène Royal's Initiative. The Decree prohibiting trade in elephant ivory and rhinoceros horn entered into force on 17th August 2016. It forbids any internal trade in raw elephant ivory and rhino horn, regardless the age of the specimens, as well as trade in worked elephant ivory or rhino horn items which were processed after CITES came into force (1975). Case by case exemptions to the trade prohibition may be issued to both the seller and the buyer when evidence is provided that the worked specimens were processed prior 01.07.1975. These provisions supplement the raw ivory re-export prohibition which France has been implementing since January 2015. - The French Development Agency will support until 2018 a €942,000 project implemented by WWF Vietnam and TRAFFIC. This project aims at reducing the rhino horn demand in Vietnam by 50% by 2020. Federal Republic of Germany - In 2017-2018, Germany will work together with its partners within the framework of the Wildlife Consumer Behavior Change Toolkit to promote the exchange of information, knowledge and lessons learned regarding the effectiveness of demand reduction and behavior change initiatives in order to advance their impact and reach. Republic of Indonesia - Starting in first quarter 2017, Indonesia will work in partnership with relevant stakeholders, including civil society, experts and other key stakeholders, to conduct a comprehensive study on supply and demand reduction strategies, especially for priority species. Indonesia will use this study to develop an effective strategy for demand reduction using well-targeted, evidence-based, species-specific information to more effectively bring about behaviour changes by engaging the public and the private sector through social media platforms, trainings, and workshops. Republic of Malawi - Malawi is currently discussing with China's CITES Directorate on possible bilateral cooperation on matters relating to illegal wildlife trade is in the progress. - The MoU will be developed between China and Malawi Government through Parks and Wildlife Department, probably to be in place by June 2017. - Malawi will finalize review of National Parks and Wildlife regulations by 2017 - Malawi will finalize CITES regulations by June 2017 - Malawi Law Commission who are developing sentencing Act have been requested to include wildlife cases The Republic of the Union of Myanmar - In 2017, Forest Department and Wildlife Conservation Society will collect market information regarding the illegal wildlife trade along Mandalay-Muse Road, the major wildlife trafficking route in Myanmar, to understand the trafficking networks. - Ministry of Natural Resources and Environmental Conservation, in collaboration with line Ministries, will promote efforts in 2017 and 2018 to eradicate the markets for illegal wildlife and there parts. - Wildlife Conservation Society will facilitate the distribution of existing educational materials related to conservation values, laws and regulations protecting wildlife, identification of traded wildlife and wildlife parts and basic life support and referral of seized live animals. Republic of South Africa - South Africa will continue to work with consumer States to address demand for illegally sourced wildlife products, including through research United Arab Emirates (UAE) - The UAE will conduct several public awareness campaigns to promote the eradication of illegal wildlife trade and share its experience with the Gulf Cooperation Council (GCC) States - The UAE will organize a national conference on illegal trade in wildlife to include all sectors in the country to discuss issues related to eradication of illegal wildlife trade. United Kingdom of Great Britain and Northern Ireland (UK) - A UK funded research project to support action to reduce demand for illegal wildlife products, with the aim of improving understanding of the most effective interventions and to produce tools and guidance to support governments, non-government organisations (NGOs) and others in developing their campaigns, will be published in early 2017. United States of America - The United States will implement the new "Saving Species" initiative, a $9 million USAID program under the U.S.-Vietnam Partnership to Combat Wildlife Trafficking. The United States will collaborate with the Vietnam CITES Management Authority reduce consumer demand for illegal wildlife products, build wildlife law enforcement and prosecution capacity, harmonize the legal framework for combating wildlife crime in Vietnam. - The United States will initiate the "Wildlife Asia" program, a $23 million USAID-led Southeast Asia regional initiative. Wildlife Asia is designed to reduce demand and expand international cooperation around wildlife trafficking, and two collaborate with ASEAN members states to enhance enforcement of wildlife laws. The initial focus will be on reducing demand for elephant ivory, pangolins, rhino horn, and tiger products. The program will promote behavior change, strengthen regional law enforcement, engage with Asian governments to harmonize laws and penalties, and support judges and lawyers to bring counter-wildlife trafficking cases to court. Socialist Republic of Vietnam - From 2017 Vietnam will continue to raise awareness of the public on the role of wildlife in nature through workshops, trainings, and wildlife demand reduction programmes. European Union - The European Commission will step up engagement with business sectors to strengthen the fight against wildlife trafficking and will organise a dedicated event in February 2017. - The European Commission under the Partnership Instrument will provide up to a million Euros to support communication activities aimed at the public in selected Asian partner countries to reduce demand for illegally traded wildlife products. International Criminal Police Organization (INTERPOL) - INTERPOL will provide countries operational and analytical support to investigate and dismantle wildlife supply chains; United Nations Environment Programme (UNEP) - In 2017, UNEP, with funding from Norway, will build on the success of the One UN Wild for Life Campaign with an ambitious scale up of global awareness-raising, social mobilization and partnership-building activities and support countries to implement targeted national efforts, through the development of an Illegal Trade in Wildlife Communications Toolkit, to help meet their commitments on outreach, awarenessraising and demand reduction. ANNEX B ENSURING EFFECTIVE LEGAL FRAMEWORKS AND DETERRENTS Kingdom of Cambodia - Cambodia has been undertaking reforms and applying interrelated approaches, including the (1) modernization and harmonization of the country's legislation affecting the environment, natural resources conservation, and sustainable development; (2) the incorporation and revision of laws related to forestry, mining, water resources, fisheries, and wildlife; and (3) the inclusion of provisions affecting wildlife trafficking, climate change, and public participation in natural resources and environmental matters that are not adequately addressed in existing laws. - Increased collaboration and coordination between government agencies consistent with relevant international conventions and treaties will continue to be emphasized to strengthen programs and activities directed to the deterrence of the illegal trade in wildlife and the securing of a higher rate of prosecutions and convictions associated with forest and wildlife crimes particularly for those involving transnational crimes. Republic of Cameroon - In 2017, A new enforcement brigade will be assessed for feasibility and if possible put in place and rendered operational in Limbe Town for patrols in Korup; Mbanyang Mbo and and Mount Cameroon protected areas. - The Ministry of Forestry and Wildlife will enhance and enforce the implementation of PAPECALF (a sub-regional Action plan for compliance of wildlife legislation in COMIFAC countries) at the Cameroon country level with the support of the NGOs WWF and TRAFFIC - In 2017 and 2018 the Ministry of Forestry and Wildlife will continue sensitizing stakeholders, especially from the Ministry of Justice about wildlife regulations related to anti-poaching, and illegal wildlife trade or trafficking. Canada - In September 2016, Canada convened an exploratory meeting of Arctic countries to look at issues related to enforcement involving trade of northern species. In 2017 Canada will continue to develop a working group to ensure compliance and collaboration in trade of Arctic species. People's Republic of China - The newly-amended China's Wild Animal Conservation Law will come into force on January 1st 2017, in which one article is listed specifically on combating illegal wild animal trade and penalties are stipulated clearly for activities such as illegal wildlife consumption, illegal online wildlife trade and advertisements for wildlife trade. For the next move, China will improve the supporting regulations for Wild Animal Conservation Law of China to effectively deter the criminals. Federal Democratic Republic of Ethiopia - Ethiopia will: o revise, and endorse the Ethiopian Wildlife Conservation Authority Establishment proclamation by the end of the year 2017; o finalize and endorse the protected areas and Wildlife Conservation Trust Fund proclamation; o develop and approve Guidelines of Donor Support Project Implementation and Management for transparent utilization of partners fund; o implement decisions and resolutions, proposals and amendments adopted and approved by parties at CoP17 relating to addressing wildlife trafficking, demand reduction, and community participation; o strengthening Training activities and awareness creation campaign for all public and stakeholders at different level; o introduce sniffer dog unit at Bole International Airport and implement inflight announcement on illegal wildlife products in all flights of Ethiopian Airlines. Federal Republic of Germany - In Africa, Germany will support selected partner countries in improving judicial frameworks and legislation to reduce wildlife crime, for example by enhancing access to updated legal resources in order to help, for example, prosecutors and judges to handle wildlife-related cases and to contribute to raising awareness on the scope and nature of wildlife crimes. Republic of Indonesia - Midyear 2017, Indonesia will strengthen our institutional and personal capacity to monitor and detect illegal wildlife trafficking by investing in developing and establishing an analytical room for wildlife crimes, particularly for tackling cybercrime. - In 2017, Indonesia will prepare a National Strategy that will become a framework for synergizing the efforts from all related stakeholders to combat illegal wildlife trade in Indonesia implement the Conservation Act revision that is being discussed in the Indonesia parliament. - Indonesia is now in the process of renewing our conservation act in order to increase the effectiveness of conservation efforts including wildlife law enforcement. On the proposed new law, we urge to treat wildlife crime as a serious crime and apply a necessary and appropriate punishment for the IWT criminal offences. We also address the need to include efforts in tackling online wildlife trafficking. Mongolia - Since 2015 and running through 2018, Ministry of Environment and Tourism of Mongolia in cooperation with Zoological Society of London is implementing 3 year project "Tackling Illegal Wildlife trade in Mongolia through improved law enforcement", which aims to strengthen national legislative and prosecution system, and conduct capacity building activities involving legislative and law enforcement authorities, including to develop and standardize enforcement information collection and sharing, improve capacity at border control points, implement multi-partner exchange and training program. The Republic of the Union of Myanmar - In 2017 and 2018, the Ministry of Natural Resources and Environmental Conservation will amend the wildlife related laws and rules, Protection of Wildlife and Protected Areas Law (1994) and Protection of Wildlife and Protected Areas Rules (2002), particular in increasing fines for wildlife trafficking and linking with CITES. - In 2017 Forest Police Force will be strengthened to against illegal logging. - Protected areas will be increased for better law enforcement. Republic of Namibia - The amendment bill to increase penalties for wildlife crime will be tabled and enacted in parliament in 2017. The implementation will commence soon thereafter. The Netherlands - The Netherlands will support UNODC in a training project and using a container scan in the harbour of Mombasa in Kenya. - Support for a branch operation of the Netherlands Forensic Institute to develop DNAanalysis methods to use in detection of wildlife crime; in cooperation with Stellenbosch University of South Africa. Republic of South Africa - South Africa will implement decisions and resolutions adopted by the 17th Conference of Parties to the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) relating to actions to address illegal trade in wildlife, including reducing demand for illegally sourced products; enforcement actions and the continued involvement of communities - South Africa will continue to roll out the training and awareness raising programmes with emphasis on building South Africa's capacity to focus on the illicit value chain and the investigation and prosecution of wildlife trafficking syndicates as well as addressing corruption - South Africa will undertake a review of the legislative provisions currently used to combat wildlife trafficking to determine whether any legislative amendments are required Republic of Uganda - Uganda will finalize the review of the Uganda Wildlife Act to incorporate more deterrent penalties and define the roles of institutions in the conservation of wildlife. - Will develop the National Elephant strategy with the view to addressing the enhanced protection of Uganda's elephants. United Arab Emirates (UAE) - The UAE will work with the Gulf Cooperation Council (GCC) States to implement the GCC Environment Strategy which address issues related to conservation and illegal wildlife trade. - The UAE is developing national action plans for sharks, dugongs and marine turtles and will share the outcomes of these action plans with the GCC states. - United Kingdom of Great Britain and Northern Ireland (UK) - The UK will commit up to £4 million to the International Consortium for Combatting Wildlife Crime to strengthen criminal justice systems and provide coordinated support at national, regional and international level to combat wildlife and forest crime United States of America - On September 7, 2016, President Obama signed the Eliminate, Neutralize, and Disrupt Global Anti-Poaching Act. This law gives the United States and partner countries additional tools to combat wildlife trafficking moving forward. - The United States will work with UNODC over the next two years through a $6.2 million agreement that will develop capacity of vulnerable countries to identify, trace, seize, and confiscate the proceeds from wildlife crime. The program will focus on providing training to enhance technical skills for investigators and prosecutors, improving their ability to follow the money. - The United States will implement a global $1.9 million grant to help strengthen legislative frameworks, working with governments to close legal loopholes and increase penalties for wildlife crimes. A additional $475,000 agreement will provide case management training for prosecutors, encouraging prosecutors and investigators to work together to build cases for successful prosecution. Socialist Republic of Vietnam - Beginning in 2017, Vietnam will continue to harmonize the legal documents and by-law documents on wildlife protection, focusing on endangered species, and develop and implement conservation programmes for elephant, tiger, rhinoceros, pangolin, and primates. International Consortium on Combatting Illegal Wildlife Crime (ICCWC) - ICCWC will, subject to the availability of donor funding, actively implement its Strategic Programme 2016-2020, in order to pursue its mission to "strengthen criminal justice systems and provide coordinated support at national, regional and international level to combat wildlife and forest crime". - In particular, in line with the focus areas and activities contained in its Strategic Programme, ICCWC will support the review and strengthening of national legislative frameworks, and conduct activities to increase the capacity of national authorities' to successfully prosecute wildlife crime offences, including raising awareness of the serious nature of wildlife crime. United Nations Development Programme (UNDP) - UNDP will continue to support countries, through its global portfolio of biodiversity projects, to establish effective national legal and policy frameworks that strengthen CITES implementation and help combat illegal wildlife trade, including through the development of national strategies to combat IWT. UNDP will also partner with UNEP and others to deliver an Africa-Asia Symposium on Wildlife Crime Laws in 2017. United Nations Environment Programme (UNEP) - UNEP will continue to support countries in Africa, Asia and Latin America to review and strengthen national legal frameworks to combat wildlife crime and to enhance enforcement capacity. This work will include: (a) partnership with the CITES Secretariat on implementing its National Legislation Project; (b) undertaking targeted legal reviews and assessments, including: (i) a global gap assessment on institutional and legal frameworks relevant for combating illegal wildlife trade; (ii) a study on the investigation and prosecution of environmental crimes in Latin America; (iii) an analysis of the key impediments to the ratification and implementation of the Lusaka Agreement; (v) working with the Government of Vietnam to conduct a review of the policy and legal framework for wildlife in Vietnam and drafting proposed amendments; and (c) organizing, in partnership with UNDP and others, a Africa-Asia Symposium on Wildlife Crime Laws to be delivered in 2017. United Nations Office on Drugs and Crime (UNODC) - Conduct assessments of national criminal justice system responses to wildlife and forest crime in select countries, after which targeted technical assistance will be provided to strengthen the capacity of the relevant criminal justice actors. - Organize regional and national-level workshops to promote effective approaches to address corruption and the development of national and regional strategies with measures to prevent and mitigate corruption in wildlife and timber supply chains. - Provide technical assistance to ensure domestic legal frameworks are in line with international obligations and that the level of penalties is harmonized with other countries especially at regional level. - Maintain and expand the SHERLOC database (a platform which compiles legislation and case-laws related to wildlife and forest crime) to support prosecutors and judicial officers. Organize national and regional workshops to raise awareness of the serious nature of wildlife and forest crime amongst prosecutors and judicial officers, and promote tools such as SHERLOC, the Mutual Legal Assistance Tool, the United Nations Convention against Transnational Organized Crime and the United Nations Convention against Corruption. - UNODC work with the Financial Action Task Force (FATF) and FATF-Style Regional Bodies to ensure that wildlife crime is on their agenda; including developing and distributing good practice guidelines to support countries in detecting, investigating and disrupting illicit financial flows from wildlife crimes. UNODC will also provide training workshops on 'following the money' to support countries to prosecute wildlife criminals. ANNEX C STRENGTHENING LAW ENFORCEMENT Botswana - Botswana will work with other Southern African Development Community (SADC) member states to develop a SADC Trade in Wildlife Exchange (TWIX) by March 2017. - Botswana will develop a Memorandum of understanding with the University of Pretoria on access to the Rhino DNA Indexing System (RhoDIS) database by March 2017. Kingdom of Cambodia - Cambodia has been implementing a sustainable natural resource management reform program by enforcing relevant laws against illegal land grabbing, logging, poaching, and fishing and by establishing an effective enabling environment for promoting communitybased development. It is committed to improving law enforcement and protected area management to reduce wildlife poaching and ultimately to reintroduce iconic species such as the tiger through increasing the number of law enforcement rangers and budget for protection. Republic of Cameroon - The Global Wildlife Programme Project Document for Cameroon has planned the acquisition and installation in 2017 or in 2018 of an I-24/7 apparate Scanner, at Ntam village (South border of Cameroon (Cameroon- Congo) and the acquisition and use of special Dogs to combat illegal Trade or trafficking of wildlife. - The Ministry of Forestry and Wildlife will continue its interagency collaboration with National and regional INTERPOL , Customs, and the Army to fight illegal trade and trafficking of wildlife - In 2017 and 2018 the Ministry of Forestry and Wildlife will proceed with the compliance and enforcement of Wildlife regulation globally in the country and especially in its three transboundary protected areas complexes through joint patrols or joint and mix patrols against illegal trade or trafficking of wildlife. Canada - Canada will renew its annual contribution to INTERPOL's Environmental Security Programme to support initiatives related to wildlife and pollution crime. Canada will also continue to provide in-kind support and leadership to the operations and initiatives of INTERPOL's Wildlife Crimes Working Group as well at the Forestry Crimes Sub-Group. - In September 2016, Canada convened an exploratory meeting of Arctic countries to look at issues related to enforcement involving trade of northern species. It will continue to develop a working group to ensure compliance and collaboration in trade of Arctic species in 2017. People's Republic of China - China will continue to strengthen the coordination among relevant agencies, carry out special law enforcement campaigns at multiple levels, and maintain a tough stance against illegal wildlife trade. Federal Democratic Republic of Ethiopia - Ethiopia will: o establish an anti-poaching operation leadership training center in collaboration with strategic partners by the end of the year 2018; o continue its commitments for the realization of establishing the Horn of Africa Wildlife Enforcement Network (HA-WEN) which is currently underway; o provide training for peace keeping forces at border points and wildlife enforcement agencies. French Republic - France will strengthen law enforcement related to illegal wildlife trade. In particular, it will implement the provisions of a new biodiversity law adopted in August 2016, whereby the fines for trafficking in protected species have been raised from 15 000 euros to 150 000 euros (and up to 750 000 euros if perpetrated by an organized group) and the jail sentence from 1 to 2 years. In addition, this law fosters cooperation between enforcement and management agencies and makes it possible for enforcement officers to use special investigation techniques so that they can best fight illegal wildlife trade, including on the Internet. - France will provide 85,000€ to support the International Consortium on Combating Wildlife Crime (ICCWC). ICCWC is the collaborative effort of five inter-governmental organizations working to bring coordinated support to the national wildlife law enforcement agencies and to the sub-regional and regional networks that, on a daily basis, act in defense of natural resources. The ICCWC partners are the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) Secretariat, INTERPOL, the United Nations Office on Drugs and Crime, the World Bank and the World Customs Organization. Federal Republic of Germany - Apart from continuing its support for training and equipment of rangers in and around protected areas in Africa and Asia, Germany will in 2017-2018, investigate innovative approaches how to further improve conditions of service, incentives and motivation of ranger forces in poaching hotspots. - In 2017, Germany will, in collaboration with World Customs Organization (WCO) and other partners, support countries in southern Africa to set up or respectively enhance interagency intelligence units to better coordinate law enforcement efforts against wildlife crime. Republic of Indonesia - Indonesia will continue to strengthening law enforcement efforts thorugh existing cooperation agreement with other countries which also aimed to reduce demand of illegal wildife trade and welcome to enlarge our network to work together in combating illegal wildlife trade. - Government of Indonesia is ready to host for the next Asean Working Group CITES WEN meeting in 2017. Indonesia and Republic of Laos will be the honorary chair and co chair of the Working Group for 1-year period. Republic of Malawi - Malawi is in the process of establishing online wildlife offenders' database. This aims to develop the capacity in Malawian law enforcement agencies to combat poaching and illegal wildlife trade through tracking of habitual offenders. - Malawi is recruiting and training of additional 60 law enforcers. - Malawi will establish a Wildlife Crimes Investigations Unit in the Department of National Parks and Wildlife. This initiative has improved investigation operations and a lot of ivory and other wildlife products are being confiscated and culprits being taken to courts. Wildlife investigators work with Police investigators including Interpol. - Malawi will training of customs, immigration, police and wildlife officers in law enforcement towards the fight against wildlife crimes. - Malawi is in the process of establishment of regional wildlife forensic satellite laboratory for the identification of wildlife products that are trafficked in the region. The project will be implemented with funds from TRACE Project. - Malawi will work on bilateral cooperation within the frameworks of MoUs between Malawi and neighbouring countries and other countries such as Zimbabwe, Republic of South Africa and the Peoples' Republic of China by the end of June 2017. The Parties will encourage cooperation in the field of wildlife management and conservation on the basis of equality, reciprocity and mutual benefit. - Malawi will host a regional meeting for Malawi, Zambia, Mozambique and Tanzania in the areas of networking, Law Enforcement, intelligence sharing and investigation. This is to be done by end June 2017. This will be done with financial assistance from the US government. Mozambique - Mozambique will work with Tanzania to develop a joint Action plan as part of the implementation of the Memorandum of Understanding on wildlife conservation across Niassa and Selous landscape; - Mozambique will continue to work with regional countries to strengthen law enforcement and approach consumer states in order to reduce demand of Illegal wildlife Products; The Republic of the Union of Myanmar - Application of SMART patrolling in protected areas will be increased from 4 PAs in 2016 to 15 PAs in 2018. - Community participatory patrolling and law enforcement will be initiated in protected areas in 2017 and 2018. - Implementation of CITES will be strengthened by the support of EU in 2017. - Coordination among the National Wildlife Law Enforcement Task Force (consist of Forest Department, Customs Department, Directorate of Trade, General Administrative Department, Union General Attorney's Office and Ministry of Border Affairs) will be strengthened in 2017 and 2018. - Wildlife Conservation Society will give training for the application of i2 professional intelligence analysis software in combating wildlife crime in 2017. Republic of Namibia - Namibia will train rangers, and other law enforcement agencies, provide them equipment, intensify patrols, enforcement at ports of entry, train prosecutors and other staff in the criminal justice system, collaborate with partners and countries to tackle illegal wildlife trade. The work is expected to start in 2016. The Netherlands - Support for the development of a secure enforcement database in the EU (TWIXdatabase) to stimulate exchange of data between several enforcement services (Customs, Police, Europol). - Support for the Wildlife Justice Commission, founded by WWF-NL, to support government authorities in several countries to bring perpetrators to justice (f.i. Maps of Facts on Viet Nam and China). Republic of the Philippines - The Philippines as Incoming Chair (2017) of the Association of Southeast Asian Nations (ASEAN) will further pursue thru its leadership in raising the profile of Illegal Wildlife Trade (IWT) as a transnational crime in different ASEAN meetings next year & onwards, in close collaboration with 10 member states & other key stakeholders in the region. Republic of South Africa - South Africa will implement the National Integrated Strategy to Combat Wildlife Trafficking once approved. The overall objective of the Strategy is to focus and direct law enforcement's ability, supported by the whole of government and society, to address the threat wildlife trafficking poses to national security and biodiversity by:: - Improving law enforcement, supported by the whole of government and society, to effectively investigate, prosecute and adjudicate wildlife, trafficking as a form of transnational organised crime; - Increasing the government's ability to detect, prevent and combat wildlife trafficking in South Africa and beyond; - Increasing national, regional and international law enforcement collaboration and cooperation on combating wildlife trafficking. Togolese Republic - In recent years, criminal networks have used Togo as a hub for trafficking, especially ivory. Faced with this scourge, the high authorities of the country ordered the rereading of our law n ° 2008-009 of 19 June 2008 on the forestry code to tighten penalties in this matter. Moreover, in the framework of bilateral relations, the USA is supporting our country in strengthening the capacity of magistrates and forestry agents in the field of law enforcement in the fight against the trafficking in wild species. Uganda - Uganda will work with other Parties under the East African Community to finalize the Regional Strategy on fighting poaching and illegal wildlife trade. United Arab Emirates (UAE) - The UAE will organize national workshops to the build capacity of customs, and transport sector on combating illegal wildlife trade and share its experience with the Gulf Cooperation Council States. United Kingdom of Great Britain and Northern Ireland - Building on the commitment made during China's State Visit to the UK in 2015, UK and China will adopt pragmatic measures to jointly tackle the illegal trade of wildlife products including ivory. To prevent smuggling of illegal wildlife products and effectively deter the offenders, UK and China will jointly develop and implement a law enforcement training project in Africa in 2017. With support from the range states, the training project will focus on enforcement, the identification of species and conservation issues. - The UK will fund Interpol to expand their work with key nations, tracking and intercepting illegal shipments of ivory, rhino horn and other illegal wildlife products. - The British military will train a new team of anti-poaching trackers to be deployed in African range states, beginning with Malawi in 2017. - The UK will commit up to £4 million to the International Consortium for Combatting Wildlife Crime to strengthen criminal justice systems and provide coordinated support at national, regional and international level to combat wildlife and forest crime United States of America - The United States will support ICCWC and the implementation of its Strategic Programme. - The United States will fund UNODC rough a $1.6 million agreement to support its implementation of the ICCWC Wildlife and Forestry Analytic Toolkits, helping to provide national assessments for countries who request them. - The United States will work with grantees and international organizations to strengthen the inspection and interdiction capabilities of source and transit countries, improving their effectiveness at disrupting wildlife trafficking networks. Socialist Republic of Vietnam - Beginning in 2017, Vietnam will strengthen wildlife protection at both terrestrial and marine national reserves, strictly monitor the domestic markets, and eradicate the illegal wildlife trade points. - Beginning in 2017, Vietnam will strengthen law enforcement and cooperation among forest rangers, environmental police, customs, border armies, and market controls and focus on capacity building on identification, investigation, prosecution, and judgement skills of the law enforcement officials. European Union - The European Commission will significantly increase its financial contribution to ICCWC in 2017 to support the implementation of the Strategic Programme 2016 – 2020. - The European Commission will provide support to UNODC and CITES for training activities to law enforcement officials in 14 different Asian countries and at regional level, including for anti-corruption activities and investigative and prosecution techniques. - The European Commission will organise regular joint meetings between wildlife enforcement and customs experts in the EU to improve cross-agency cooperation in the fight against wildlife trafficking. - The European Commission will facilitate, upon request, in 2017 the provision of technical assistance, by EU experts on strengthening enforcement in the area of illegal wildlife trade through the Technical Assistance and Information Exchange Facility (TAIEF) programme. International Consortium on Combatting Illegal Wildlife Crime (ICCWC) - ICCWC will, subject to the availability of donor funding, actively implement its Strategic Programme 2016-2020, in order to pursue its mission to "strengthen criminal justice systems and provide coordinated support at national, regional and international level to combat wildlife and forest crime". - In particular, in line with the focus areas and activities contained in its Strategic Programme, ICCWC will support national and regional cooperation and coordination across identified illegal wildlife trade chains and between range, transit and destination countries in order to prevent, detect, deter and mitigate the illegal wildlife trade. Activities will include collection and exchange of information and intelligence; provision of technical advice and support; the deployment of Wildlife Incident Support Teams to support countries affected by significant poaching, or that have made large-scale seizures of wildlife specimens; and, supporting the development and expansion of comprehensive border control strategies. - The Consortium will also, subject to the availability of funding, continue to: - implement the ICCWC Wildlife and Forest Crime Analytic Toolkit to analyse preventive and criminal justice responses at the national level, and identify technical assistance needs, including developing work plans to address identified gaps and better allocate resources; - support countries in making full use of the ICCWC Indicator Framework for Wildlife and Forest Crime to enable them to establish baselines and monitor progress on their responses to wildlife and forest crime; - build wildlife forensic capacity and access to laboratory analysis services; and - promote research regarding the illegal wildlife trade and increase the collection of information on patterns and flows of the illegal wildlife trade to inform decision making, through publication of updated editions of the World Wildlife Crime Report. International Criminal Police Organization (INTERPOL) - INTERPOL and its Wildlife Crime Working Group made up of member countries, in collaboration with Wildlife Enforcement Networks and the ICCWC partners, will organize a globally-coordinated operation to counter illegal wildlife trade in 2017; - As the largest police organization with an enforcement mandate, INTERPOL will work with its 190 member countries to further strengthen multi-agency law enforcement response to wildlife crime; - INTERPOL will support the development of analytical capacity within member countries to enable intelligence-led targeted enforcement response. This will ensure impactful use of limited resources available to enforcement agencies; - Provide assistance to countries on investigations by making available experts on advanced enforcement techniques such as intelligence management and analysis, wildlife crime scene investigation, interviewing suspects, operational planning, cybercrime, digital forensics, controlled deliveries, fugitive investigation, financial crime and anti-corruption; - Build enforcement capacity within countries to strengthen the entire law enforcement chain and ensure institutionalised enforcement responses in a sustainable manner; - Coordinate joint transnational operations to assist in the location and arrest of wildlife fugitives through the INTERPOL notice system, and investigation of key criminals and organized criminal networks; - Encourage the use of INTERPOL's secure platform for intelligence exchange and use of INTERPOL's global databases; - Support as ICCWC partner the implementation of the ICCWC Strategic Program 20172020. International Union for Conservation of Nature (IUCN) - Direct resources to new grantees to assist civil society and governments tackle illegal wildlife trade through strengthening enforcement, implementing legislation, raising awareness and building capacity. These grants will initially focus on tigers, lemurs, and African carnivores. - Continue to make available IUCN's expertise and robust evidence on the status of wild plants, animals and fungi to support the conservation of species that are threatened by illegal wildlife trade from local to global scales. United Nations Office on Drugs and Crime (UNODC) - Follow up on the recommendations included in ICCWC Wildlife and Forest Crime Analytic Toolkit reports; continue the implementation of the Toolkit process in countries that are in progress; and begin implementing the Toolkit in new requesting countries. - Continue to deliver training courses and capacity building for law enforcement officials and prosecutors on advanced investigative techniques related to combating wildlife crime, including controlled deliveries, financial investigations, wildlife risk profiling for container profiling units, crime scene investigation, wildlife forensics, intelligence development, etc. - Expand access to online training courses via the UNODC Global eLearning Programme to support the work of law enforcement officials investigating wildlife and forest crimes. - Support information and intelligence exchange within the Association of Southeast Asian Nations (ASEAN) region, and also inter-regionally between Africa and Asia for key countries along the wildlife criminal supply chain, amongst Police, Customs and Prosecution officers in cooperation with ICCWC partners. - Continue to provide support to regional networks such as the ASEAN Senior Officials Meeting on Transnational Crime (SOMTC) and South Asia Wildlife Enforcement Network (WEN) to strengthen law enforcement and criminal justice cooperation to combat wildlife and forest crime. - Continue to build awareness and capacity in wildlife forensic science as well as increase access to wildlife forensics services in order to strengthen investigations and evidence to support successful prosecution and adjudication of wildlife crime cases. World Customs Organization (WCO) - In line with its commitment expressed in the 'United for Wildlife Transport Taskforce Buckingham Palace Declaration' signed in March 2016 in London, United Kingdom, the WCO will continue developing the ENVIRONET, a secure communication and information exchange platform for stakeholders, such as Customs and other law enforcement agencies, NGOs, academia and transport industry. - With the support of Sweden, GIZ, US State Department and CITES Secretariat, the WCO will continue the implementation of Inama, a multi-donor funded, 5 years' project to strengthen Customs enforcement capacity related to CITES in selected countries of the Sub-Saharan Africa. The project includes such activities as capacity building and regional training sessions, exchange of personnel between customs administrations of different countries and development of relevant tools and instruments. - The WCO, in cooperation with its Members and external donors, will seek to continue strengthening skills and capacities of the frontline customs officers by organising and coordinating cross-border operational activities. ANNEX D SUSTAINABLE LIVELIHOODS AND ECONOMIC DEVELOPMENT Commonwealth of Australia - Australia will work with the Secretariat of the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES), the United Nations Conference on Trade and Development (UNCTAD) and the Centre of Excellence Gibraltar, the Government of Papua New Guinea and other interested countries to establish a pilot project to create simple electronic systems for issuing and managing permits and reporting on trade in species listed in the CITES Appendices. Botswana - Botswana will roll out the Community Based Natural Resources Management Programme (CBNRM) that promotes coexistence with wildlife and livelihoods improvement for communities living around protected areas and wildlife management areas in 2017. The private sector will be facilitated to undertake partnerships with communities in their non-consumptive tourism projects. Kingdom of Cambodia - Cambodia is in the process of developing a comprehensive cross-sectoral strategic plan that incorporates more integrated, multi-level, participatory and people-centered approaches. The implementation of those approaches, which will be of critical importance in achieving our common Sustainable Development Goals, will require concerted efforts to change our mind-sets, as well as adapt our ways of thinking, acting and behaving, by prioritizing not only economic growth, but also social responsibility and environmental sustainability. - Cambodia will continue to support the more than 2,000 community-based management schemes, including those associated with Community Forestry, Community Fisheries, and Community Protected Areas, established throughout the country. Cambodia will further strengthen the National Natural Resource Forum to ensure private sector, local communities, and NGOs, and government work closely together to promote sustainable livelihoods which preserve biodiversity. Republic of Cameroon - In 2017 and 2018 the Ministry of Forestry and Wildlife will continue with its collaborative management and the CDA approach (conservation Development Agreements) signed with local populations to ameliorate the efficacy and efficiency of the protected areas actions and illegal wildlife trade or trafficking fight. This is to be done with the support of PSMNR/SWR programme. - In 2017, with the support of IUCN, the Ministry of Forestry and Wildlife will continue ameliorating the livelihood of local populations surrounding Waza National Park, and developing alternatives to poaching, income generating activities, or ecotourism activities for the populations surrounding 10 of its 31 protected areas(Waza, Mbam et Djerem, Campo Maan, Korup, Takamanda, Mount Cameroon, Kimbi Funfom, Lobeke, Boumba Bek, Dja, Bouba Ndjidda). - In 2017 and 2018 the Ministry will put in place the informant network in those protected areas that do not have these networks in place and equip them to fight more effectively against illegal wildlife trade or trafficking. People's Republic of China - China will continue to step up the aid for developing countries of Africa and southeastern Asia in wild animal conservation sector, including conservation equipment and training projects, to improve their ability to combat illegal wildlife trade and improve local people's livelihood. French Republic - France will provide 82,500€ to support the African Elephant Fund, created under the auspices of the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) . This fund addresses illegal wildlife trade as it relates to the African elephant range States in addressing illegal trade in ivory, habitat loss and fragmentation and the illegal killings of elephant populations in Africa across their range. Federal Republic of Germany - Germany will continue its international commitments to support developing countries and emerging economies to help achieve the conservation and sustainable use of biodiversity, by making available €500 million annually for the conservation of forests and other ecosystems worldwide. - In cooperation with African partner countries, Germany will support the implementation of community-led approaches to reduce wildlife crime, by strengthening partnerships between communities, law enforcement and conservation agencies and by addressing urgent conservation issues such as human-wildlife conflicts. Republic of Indonesia - With support from the GEF, facilitated by UNDP, Indonesia will put more efforts in local engagement to overcome poverty at the site level, including facilitating sustainable agriculture practices, involving local community in forest patrols, and recruiting local people as local intelligence and informants, aimed at contributing to improving livelihoods and reducing the pressure of illegal hunting and poaching. Mongolia - Mongolia would, subject to the availability of donor funding, establish pilot project to develop and strengthen multi-stakeholder platform (PPP inclusive CSO and NGOs) to combat and control illegal wildlife trade by addressing human-wildlife conflicts. - Mongolia would, subject to the availability of donor funding, initiate transnational action to prevent of transit illegal wildlife trade involving concerned neighboring countries. The Republic of the Union of Myanmar - Buffer zone management will be promoted in protected area management in 2017 and 2018. - Community based ecotourism will be promoted in 2017 and 2018. - Livelihood support to elephant poachers will be continued in Southern Rakhine State in 2017 and 2018. - Community forestry will be promoted in 2017 and 2018 for securing the land tenure of local community to increase the sense of ownership in wise use of forests and associated wildlife. Republic of Namibia - Namibia will continue to implement its community based natural resources programme that gives community rights to own, manage and benefit from such resources as of 2016. The Netherlands - Support African Elephant Fund which finances projects in African range states of the African elephant to reduce poaching, effective protection of natural areas and awareness raising of local communities. - Support a programme coordinated by IUCN in the Horn of Africa (Ethiopia)encompassing a series of projects in wildlife. Republic of South Africa - South Africa will implement the action plans developed to implement the Biodiversity Economy Strategy, including actions aimed at rhino conservation, which includes a detailed component on community empowerment. United Kingdom of Great Britain and Northern Ireland (UK) The UK will announce successful projects from the third round of its Illegal Wildlife Trade Challenge Fund in early 2017, worth up to £5 million. United States of America - The United States will continue to support community conservation as a key element in fighting wildlife crime, including through the programs noted in the previous annexes. The United States funds programs with communities in over ten countries to improve livelihood options that are compatible with wildlife conservation, including projects that improve community governance, promote better managed natural resources, and strengthen community engagement in monitoring and addressing wildlife crime. Socialist Republic of Vietnam - Starting in 2017, Vietnam will balance socio-economic development and wildlife conservation priorities, and establish a management and monitoring mechanism that is fair and mutually beneficial for the people involved in wildlife conservation, especially in remote areas and near nature reserves. International Union for Conservation of Nature (IUCN) - Recognize the critical role of indigenous peoples and local communities that live with wildlife and raise awareness of their role in combatting illegal wildlife trade by collating regional experiences of drivers of successful and unsuccessful community involvement in Latin American and other regions in the next two years. - Promote opportunities for indigenous peoples and local communities to engage as equal partners in planning, including making and implementing decisions and interventions to address illegal wildlife trade and wildlife conservation and management through IUCN grant-giving mechanisms that fund field-based conservation efforts - Provide advice to donors, policy makers and implementers based on a series of projects directly engaging local communities as "The First Line of Defense in Combatting Illegal Wildlife Trade" in East and Southern Africa, and other regions, to field test the 'Beyond Enforcement' theory of change developed by IUCN Sustainable Use and Livelihoods Specialist Group (SULi), International Institute for Environment and Development (IIED), TRAFFIC ,and partners. United Nations Development Programme (UNDP) - UNDP will continue to support countries, through its global portfolio of biodiversity projects, to explore and implement practical measures that strengthen CITES implementation and efforts to combat illegal wildlife trade – and support sustainable livelihoods and economic development in parallel. This will include support to multiple countries across Africa and Asia in the development and implementation of their national projects in the Global Wildlife Program (GWP), and support for the overall coordination of the GWP in collaboration with the World Bank, GEF and members of the Program Steering Committee. The World Bank - The World Bank will coordinate the delivery of the $131m Global Wildlife Program (GWP), funded by the Global Environment Facility (GEF), in collaboration with the GEF implementing agencies (United Nations Development Programme (UNDP), United Nations Environment Programme (UNEP), the World Bank, and the Asian Development Bank) the international donor community, and other stakeholders. This will support action to tackle the illegal wildlife trade in 19 countries in Africa and Asia. - The World Bank will, as part of its role in implementing the Global Wildlife Program, continue to coordinate among the GWP recipient countries and the international donor community. This work will build on the report Analysis of International Funding to Tackle Illegal Wildlife Trade, and its precise scope will be defined in consultation with the donor community and others. Annex E The following countries and regional economic integration organizations participated in the Hanoi Conference on Illegal Trade Republic of Angola Republic of Austria Commonwealth of Australia Republic of Botswana The Kingdom of Cambodia Republic of Cameroon Canada People's Republic of China Republic of Colombia Federal Democratic Republic of Ethiopia French Republic The Gabon Republic The Federal Republic of Germany The Republic of Indonesia Japan Republic of Kenya The Lao People's Democratic Republic Republic of Madagascar Republic of Malawi Malaysia United Mexican States Mongolia Republic of Mozambique Republic of the Union of Myanmar Republic of Namibia Kingdom of the Netherlands Kingdom of Norway Republic of the Philippines Republic of Singapore Republic of South Africa Democratic Socialist Republic of Sri Lanka Kingdom of Sweden Kingdom of Swaziland Swiss Confederation Togolese Republic United Arab Emirates Republic of Uganda United Kingdom of Great Britain and Northern Ireland United States of America Socialist Republic of Vietnam Republic of Zambia Republic of Zimbabwe European Union	<urn:uuid:7d86b02c-5b4a-4f2e-8e47-1a22255bef3e>	CC-MAIN-2017-43	http://iwthanoi.vn/wp-content/themes/cites/template/statement/Hanoi%20Statement%20on%20Illegal%20Wildlife%20Trade%20(English).pdf	2017-10-18T12:48:17Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00790.warc.gz	170,639,835	13,799	eng_Latn	eng_Latn	0.943671	eng_Latn	0.992844	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "bam_Latn", "kiu_Latn" ]	false	docling	[ 3196, 5776, 8781, 12128, 14760, 16577, 19486, 20799, 22861, 25441, 27347, 29517, 30184, 32281, 34537, 36691, 38975, 42091, 43798, 45919, 48134, 50544, 52453, 54579, 56699, 59250, 61727, 64078, 65214, 67434, 69646, 71555, 73918, 75574, 76218, 76734 ]	[ 1.0546875, 1.53125 ]	2	6
Empathy Aaron J. Allen Minnesota School of Business CM200 Intercultural Communications Michelle Rivard April 19, 2012 I'm driving downtown and I come to a stop light at a busy intersection. There I see a man dressed in rags, and looks like he hasn't had a shower in months. This man is holding a piece of cardboard, with writing on it. The cardboard says "Homeless, need money for food." I dare not make eye contact, for fear he will approach my vehicle with an open hand. I have no desire to give him anything. Why should I? I wasn't born with a silver spoon in my mouth. I moved out at eighteen, and have been on my own ever since. I got to where I am today using only me as a resource. I have a car, a house, a job, and a future. Why couldn't this bum do the same? If I did it, why can't he? The answer is, I don't know. Therefore, I cannot empathize with his situation. Empathy is not an emotion, but can create emotion. Sympathy is an emotion. Having sympathy for others is simply sharing a feeling of emotion. An example of sympathy would be feeling sorry for someone who had a death in the family. Sympathy is almost like an extension of empathy. My explanation of empathy is somewhat complicated. To empathize is to get a true understanding of the position, predicament, and/or situation that people are faced with. The complicated part is truly understanding their thoughts and feelings associated with their position. If that is achievable, it is then that you can evoke empathy. Having empathy can be a hard task to accomplish. So many people are self-centered or stuck in their own way of thought that they have trouble viewing life through someone else's eyes. Trying to grasp the idea of what others are going through can be challenging. I believe people who have a natural talent for empathy are more than likely to be good listeners, understanding, selfless, and intelligent. As previously mentioned, empathy is not an emotion, but can create emotion. This emotion that is created by empathy is on a personal basis. Empathy is simply an understanding. To empathize with others one needs to try and imagine they are that person, in that current position. In accomplishing that, empathizing is possible. When trying to be empathetic, all personal feelings and opinions need to be put aside. Strictly focusing all effort in capturing the others situation is key. Empathy does not mean that one needs to agree, or condone the decisions of another. Personally, I find myself in contest with the actions and decisions of others more frequent then not, but I still am empathetic. I understand their position, and I understand how they feel. I can imagine if that was me, how I would feel. Whether I agree, or disagree with each individual scenario is moot. The point is I truly understand their situations and emotions. In conclusion, empathy can be complicated and a hard concept for some to accomplish. The promising aspect of empathy is that it can be learned. From a communication standpoint, it is a very important tool. Empathizing with the situations of others, especially in a multicultural environment, will increase communication skills, as well as help you gather a better understanding of society in general.	<urn:uuid:ad967ca2-22ce-4585-a85b-0396590dacdf>	CC-MAIN-2017-43	http://aaronallen.info/assets/pdf/Aaron%20Allen%20-%20Empathy.pdf	2017-10-18T12:42:00Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00787.warc.gz	7,806,978	688	eng_Latn	eng_Latn	0.754415	eng_Latn	0.999463	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 122, 2836, 3238 ]	[ 2.265625 ]	1	3
The Catharine Township Board of Supervisors has the Responsibility to protect the Township's Recreational Assets and Natural Heritage Areas The Pennsylvania Municipalities Planning Code gives townships the authority to "promote the preservation of the Commonwealth's natural and historic resources" through setbacks. We ask that the Catharine Township Board of Supervisors enact an ordinance providing for a 1/4 mile setback from a surface mine to the Lower Trail and to the Heller Caves Blair County Natural Heritage Area. A proposed limestone quarry adjacent to the Lower Trail in the Covedale area of Catharine Township, Blair County will have a severe adverse impact on the trail and its users, local residents, the Frankstown Branch of the Juniata River Important Bird Area (IBA), and the Heller Caves Biological Diversity Area (BDA). Catharine Properties, which owns approximately 200 acres fronting the trail for one mile, is proposing to develop limestone quarry next to the trail, with its attendant blasting, bulldozing, heavy truck traffic, dust, noise, etc. The BDA and a portion of the IBA are part of the proposed mine. The Heller Caves Biological Diversity Area is habitat for bat species of special concern in Pennsylvania. Heller Caves serve as hibernacula for 100+ eastern smallfooted bats (Myotis leibii), a Threatened species in Pennsylvania and a "priority species" in the Commonwealth's Wildlife Action Plan: According to the Blair County Natural Heritage Inventory done under the direction of the Blair County Planning Commission from 2001-2006, these hibernacula can be destroyed by adjacent blasting or other earth-moving activities that disrupt bedrock. In addition, the Inventory states that reduction of forest cover would reduce habitat area for roosting and feeding needed by these bats. According to the Pennsylvania Game Commission "forested areas with caves, mines, rock outcrops or talus provide key summer habitat" for small-footed bats. The Blair County Natural Heritage Inventory goes on to state; "Blasting and other activities that will affect the bedrock should be avoided within this area so as not to damage the cave being used as a hibernation site" and "maintaining and cultivating forest cover will increase the amount of available habitat for bats." Enjoyed by more than 100,000 people annually, the Lower Trail is one of Blair County's major recreation assets. In addition, the trail and its river valley and adjacent ridge have been designated as an Important Bird Area by the Ornithological Technical Committee of the Pennsylvania Biological Survey. The Commonwealth Court in Hoffman Mining Company v. Zoning Hearing Board of Adams (958 A.2d 602) determined that the Surface Mining Conservation and Reclamation Act, 52 P.S. 1396.1 does not preempt a township setback requirement . The question in this action was a township setback to residences which exceeded the 300' setback required by the Surface Mining Conservation and Reclamation Act. The Court found that this setback limitation was a proper land use control as provided for in the Pennsylvania Municipalities Planning Code, since this setback did not address mining activity such as berms, overburden storage, or details related to reclamation. During August's Catharine Township Board of Suprvisors meeting, Attorney Gibbony stated that a setback to mining activity would be appropriate under the township's Subdivision and Land Development Ordinance. The Catharine Township Board of Suprvisors has received about 1,000 postcards, letters, emails, phone calls, etc from citizens requesting a ¼ mile setback from the Heller Caves BDA and the Lower Trail to any mining activity. In addition, all the groups listed below are unconditionally opposed to any quarrying and blasting within ¼ mile of the Heller Caves BDA and the Lower Trail: Mid State Trail Association (Ed Lawrence firstname.lastname@example.org ) Juniata Valley Audubon (Dave Bonta email@example.com ) Pennsylvania Cave Conservancy (Karen Bange firstname.lastname@example.org ) Audubon Pennsylvania (Kim van Fleet email@example.com ) Save Our Allegheny Ridges (Laura Jackson firstname.lastname@example.org ) Mid Atlantic Region of the National Speleological Society (Karen Bange email@example.com ) Center for Biological Diversity (Mollie Matteson firstname.lastname@example.org ) Huntingdon County Cave Hunters (Derek Flaig email@example.com ) Little Juniata River Association (Bill Anderson firstname.lastname@example.org ) Bedford Bird and Nature Club (Mike Jackson email@example.com ) Canoe Club of Centre County (Joyce Furfaro firstname.lastname@example.org ) John Kennedy Chapter of Trout Unlimited (Jerry Green email@example.com ) Pennsylvania Native Plant Society (Debra Grim firstname.lastname@example.org ) State College Bird Club (Deb Grove email@example.com ) Moshannon Group of the Sierra Club (Gary Thornbloom firstname.lastname@example.org )	<urn:uuid:e20f36a6-5923-4ab9-8f68-dc7c994aa492>	CC-MAIN-2017-43	http://moshannon.pasierra.org/articles/SEPT_SpecialMeetingCatharineTwp.pdf	2017-10-18T12:46:28Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00789.warc.gz	240,291,764	1,064	eng_Latn	eng_Latn	0.898921	eng_Latn	0.972274	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3263, 4939 ]	[ 1.4296875 ]	1	1
PREFACE The Book of Revelation is the culmination of Bible prophecy—the point at which all the prophecies of the ages converge and find their ultimate fulfillment. Revelation discloses the future of the Jew, Gentile, and the Church of the Lord Jesus Christ. Within it's pages are specific details concerning the Saviour's return, the establishment of His Millennial kingdom and, finally, the eternal state of both the saved and the lost. The word revelation comes from the Greek apokalupsis, meaning "appearing, coming, revelation, an uncovering or unveiling." For this reason, the Book of Revelation is also know as the Apocalypse. In either case, the definition reflects the fact that God has made known to mankind those eternal, supernatural truths and realities which man, on his own, could never realize or discover. The book of Revelation is the final work of the New Testament and the Revelation of Jesus Christ which details world history from the time of John (the Early Church Age) to eternity. It constitutes God's last special revelation to mankind this side of Heaven. Simply put, Bible prophecy and Revelation are history written in advance of it's occurrence. They form God's description of future facts and events. Such prophecy is absolutely trustworthy simply because God is omniscient. He knows all things, whether they be actual or merely possible, and He knows them perfectly from all eternity. God is not bound by time constraints and if we could possible begin to understand the fact that God is past, present and future all at once. Acts 15:18 states: Known unto God are all His works from the beginning of the world. Thus, the Almighty is able to fully and accurately describe the future in advance of its actual occurrence. Although current events reflect exactly the conditions stated in apocalyptic Scripture there is comparatively little prophetic teaching and preaching taking place in the "latter days" that we are all witness to. This probably due to the fact that this field of endeavor involves a great amount of research and study (see 2 Timothy 2:15-16). I myself, the more I study the more I realize how little I know and this endeavor will be a combined work of many of my years taking notes in college and continued study during the course of my ministry as a teacher and pastor. Millions would prefer not to have prophecy explained to them because they would rather live by the world's standards and it's dictates. As individuals who are seeking satisfaction and rewards in this life, they are obviously not anxiously anticipating Christ's return and cannot be obedient to pray for the soon appearing of our Saviour, "Come not sweet Jesus and take me home!" As we walk through this study of Revelation together, I want everyone to remember that this endeavor to study together has been given to reveal God's truth, not conceal it; and to clarify God's eternal purpose, not mystify it. I trust that, as a result of this study course, each of us will gain a clear understanding of the blessed truths the Book of Revelation contains. May my efforts be a beacon to alert those who study it that Jesus is coming soon! In "HIS" Service Rev. D.C. Jackson Let us begin! All scripture quoted is from the King James Version of the Bible unless otherwise stated. Copyright ©1991, Rapture Evangelism, Inc. Revised 2006 The Art used by permission by Pat Marvenko Smith, copyright 1992. To order prints visit her Website: www.revelationillustrated.com INTRODUCTION PRECURSOR TO THE STUDY! The Book of Revelation is perhaps the most misunderstood book of the Bible. Yet, there may be more books written on it than any other. Revelation has often been neglected because of its mysterious character, yet there are many ways one begin to unveil or open this writing without the use of "interpretation" which is often more a "man" thing than a God invoked act. Many have stated that the book is written in code but I must say that if it is then simply reading the "Word" under in inspiration of God's Holy Spirit is the simple key that unlocks that code! It's theme: "The Moral and Spiritual Conflict of the Ages." The main character: "The Lamb." At last victor over all the powers of evil. The Lamb is mentioned some thirty times. Pivotal Events: "Numerous" I want to point out two events to keep in mind while we are in the midst of "Apocalyptic Study of visions." (1) The birth of the man child (2) The sounding of the seventh trumpet (Revelation 11:15) which heralded his worldwide victory, the victory attained at Calvary is finally undeniable and cannot be ignored anymore. You will notice as a student that this great and marvelous gift from God and Christ the Word is diced and minced in many ways in a effort to help us absorb all that we can! It's a number thing like (sevens) 7's (ten's)10's, (twelves) 12's, etc. that you will see throughout this endeavor to bring information together. The word revelation means to "open," "unveil," "THE VEIL ROLLED ASIDE" or "make simple so all understand." So we wee that the Book of Revelation is often called the Apocalypse. Note these verses : "....blessed is he that keepeth the sayings of this prophecy, and keep those things which are written therein: for the time is at hand" (Revelation 1:3). God wants us to understand this book. "Seal not the sayings of the prophecy of this book: for the time is at hand" (Revelation 22:10). "He that hath an ear, let him hear what the Spirit saith," appears seven times. Passages in Revelation also appear in these Old Testament books: Isaiah, Daniel, Joel, and Zechariah. appears often in Revelation. The number seven For example: 1) Seven churches & candlesticks 2) Seven seals 3) Seven spirits 4) Seven trumpets 5) Seven signs 6) Seven vials 7) Seven-fold judgment 8) Seven-fold triumph 9) Seven "No mores!" 1. Sea (21:1) 2. Sorrow (21:4) 3. Crying (21:4) 4. Pain (21:4) 5. Curse (22:3) 6. Night (22:5) 7. Death (21:5) –ii– Dr. Griffeth Thomas has outlined the Bible this way: Genesis to Deuteronomy —Revelation Joshua to Esther —Preparation — Job to Song of Solomon Aspiration Isaiah to Malachi —Expectation Matthew to John —Manifestation Acts to Jude — Realization Revelation (The Apocalypse) — Consummation DR. W. GRAHAM SCROGGIE, in "The Unfolding Drama of Redemption," outlined Revelation: Revelation 1 — The Christ Revelation 2-3 — The Church Revelation 4-22 — The Consummation Note the comparison of Genesis and Revelation by Scroggie: GENESIS REVELATION God First Heaven and Earth First Rest Paradise Lost The Tree and the River Husband and Wife God Last Heaven and Earth Final Rest Paradise Regained The Tree and the River The Lamb and the Bride Note the contrast of Genesis and Revelation by Scroggie: GENESIS Satan victorious Judgment pronounced The divine face hidden The curse pronounced The gates are shut against us Death overtook all men All faces wet with tears Terror came with the night Banished from the tree of life Exiles from the earthly garden The cherubim keeping man out REVELATION Satan defeated Judgment executed We shall see His face The cursed removed The gates are never shut There is no more death All tears wiped away No terror because there is no night We have a right to the tree of life Inheritors of the heavenly city The cherubim welcoming man in Three views of the coming of Christ: 1. Post-Tribulation. The church will be raptured after the seven-year tribulation. 2. Mid-Tribulation. The church will be raptured after three and one-half (3½) years of the tribulation (at the middle of the tribulation). 3. Pre-Tribulation. The church will be raptured before the tribulation and saved from all tribulation. These people believe Christ may return at any time. (The word RAPTURE does not appear in the Bible. Rapture (Greek Parousia) means a "catching away" of Christians to be with the Lord. 1 Thessalonians 4:13-18 Also note a difference between persecution and tribulation. Persecution comes from man against man. Tribulation is the punishment of [from] God toward man. Let me digress to make an observation about the power of language and more specifically words. If one were to look up the word rapture in a good dictionary (Britannica World Language Dictionary © 1954) one would read the following: 1 The state of being rapt or transported; ecstatic joy; ecstasy. 2 The act of transferring a person from one place to another: Elijah's rapture to heaven. 3 An act expression of excessive delight. 4 Obs. A snatching away; violent seizure. – v.t. -tured, tur–ing To enrapture; transport with ecstasy. [RAPT] Synonyms (noun): bliss, delight, ecstasy, exultation, happiness, joy, rejoicing, transport, triumph. Rejoicing is happiness or joy that finds utterance in word, song, festivity, etc. Delight is vivid, overflowing happiness of a somewhat transient kind; ectasy is a state of extreme or extravagant delight; rapture is closely allied to ecstacy, but is more serene, exalted, and enduring. Transport is the condition of one carried away out of himself by some powerful passion or emotion, whether joyous or the reverse. Triumph is such joy as results from victory, success, achievement. See ENTHUSIASM, HAPPINESS. Antonyms: agony, apathy, dejection, despair, distress, ennui, horror, misery, pain, tedium, torture, woe, wretchedness. Britannica World Language Dictionary © 1954 Pay close attention to each definition listed. Isn't it fascinating to observe that we have come, from this one word, to associate all these various human emotions with that one act of our Saviour to bring us to Himself so the "marriage supper" can finally begin and He can once again drink of the cup (commune with us) once again. Look at the antonyms! This is what will be for those "Left Behind" as has been expounded in a series of books and a movie. NOW BACK TO THE STUDY! Salem Kirban gives the stages of the earth in his "Prophetic Charts." 1. Original earth — Genesis 1:1 2. Earth cursed (man sins) — Genesis 3 3. Antediluvian Age (before the flood) wickedness increases — 2 Peter 2:5 (Genesis 6) 4. Flood judgment — Genesis 7:4 5. Present evil age — Galatians 1:4 6. Tribulation period judgment — Zechariah 14:3–4 7. 1,000 year millennial age — Revelation 20:4 8. Earth destroyed by fire — 2 Peter 3:10 9. The new heaven and new earth — Revelation 21:1 We begin our study by immediately recognizing that the noun is revelation, singular, not revelations, plural. This term comes from the Greek word apokalupsis and quite simply means "appearing, coming, unveiling or uncovering." It is often used in the epistles as a "manifestation" (Romans 8:19), a "coming" (1 Corinthians 1:7), a "revealing" (2 Thessalonians 1:7), and an "appearing" (1 Peter 1:7). The Book of Revelation, then, concerns the unveiling or appearing of our precious Saviour, the Lord Jesus Christ. It is not the unfolding of the story of St. John the Divine, or even of prophetical truth, but rather the message of the "appearing of Christ." This appearing takes place at the Rapture (Revelation 4:1), as well as at the hour of His return to earth when every eye shall see Him (Revelation 1:7). Secondly, we see that this revelation was given to Jesus Christ, as is everything, for Jesus said, All things are delivered unto me of my Father (Matthew 11:27). They are presented unto Him to shew unto his servants things which must shortly come to pass. The term shortly in the original means "rapidity of action once there is a beginning." This certainly pictures the present hour when signs pointing to His return are beginning to appear with alarming frequency. These truths, then, are sent and signified by Christ's angel unto John, the writer of the book, under the inspiration of the Holy Spirit. Notice that the first four letters of the word signified spell SIGN. Why! The Book of Revelation is a study of signs. There is the sign of the Holy Spirit presented as a seven spirits (verse 4) and the sign of the seven golden candle-sticks and the seven stars (verse 20). Thus, through signs, we come to an understanding of this gloriously revealed portion of Scripture. The book of Revelation has THREE (3) divisions. This threefold division is found in (Revelation 1:19). Revelation 1:19 is the key that unlocks the interpretation and the understanding of Revelation. It speaks of the past, the present, and the future. I. THE BOOKS OF THE BIBLE: There are 66 books in the Bible, and every book has a key verse. Sometimes the key is hanging at the very beginning of the book, and this is true of Revelation. A. "Write … the things which thou hast seen." What John had just seen is recorded in verses 10-18. Christ is in the midst of the seven golden candlesticks and this is the central object of these verses and this is past tense. B. "Write the things … which are." These things are recorded in Chapter 2 and 3. In these chapters the professing church is traced throughout its stay upon this earth from Pentecost to the Rapture. This is the present tense and has been in progress since the day of Pentecost. C. "Write the things … 'Which shall be hereafter.'" The things which will happen after the church age. This third division begins with Chapter 4 and continues through Chapter 22:5. It is essentially the prophetic part of the book of Revelation. The third division is all future (future tense). The seals, the trumpets, the vials, Babylon, the marriage of the Lamb, the reign of Christ, the reign of the Anti–Christ, the battle of Armageddon, the imprisonment of Satan in the pit for the specified period of time … all these are future. Everything from Revelation 4:10 throughout the rest of the book is yet to be fulfilled. At this present hour, we are living between Revelation 3:7 and Revelation 3:20. There are members of the church of Philadelphia (the true church) on earth today. Also present with us are the Laodiceans - the lukewarm professors who profess but do not possess the love of God and a genuine experience with the Lord Jesus Christ. We are living in the closing hours of the "Dispensation of Grace." The next outstanding event in store for the church is the RAPTURE, and this can take place at any moment. No man, not even the Son of God, "knows the day or the hour" – but we are not ignorant concerning the times and the seasons. Those of us who are spiritually minded and who search the Scriptures, can see the coming of the Lord is certainly very, very near. There are twelve distinct sections in the Book of Revelation. A study of these sections will help in a definite way to better understand the book. 1. Chapter 1:1-9 — Introduction 2. Chapter 1:10-18 — We see Christ in the midst of the seven candlesticks which represent the churches. 3. Chapters 2 and 3 — We see the church – God's witness on earth – growing in its departure from the truth and its first love, moving farther and farther from God until the Laodiceans are spewed out of His mouth and the true believers at Philadelphia are caught out to meet the Lord in the air. 4. Chapters 4 and 5 — We see the saints enthroned and glorified. 5. Chapters 6:1 through 8:1 — We learn of the seven seals opened by the Lamb … the only ONE worthy to remove the seals from the Book. 6. Chapters 8 and 9 — Chapter 11:15-19 — We see the seven trumpets which are sounded by seven angels. 7. Chapters 12–14 — We see two imposters and the seven outstanding events of their actions. 8. Chapters 15–16 — We will study the seven vials of wrath poured out upon the earth. These vials are filled with the wrath of God in His dealings with Israel and this earth. 9. Chapters 17–13 — This section has to do with Babylon … the mystical Babylon in her political and ecclesiastical affairs in the closing days of time. We will see the utter destruction – both political and ecclesiastical. 10. Chapters 19:1–21:8 — This section has to do with events from the fall of Babylon until the eternal state begins. It opens with rejoicing in Heaven … Hallelujahs that sound like many waters and closes with the terrible picture of eternal misery in the lake of fire. 11. Chapters 21:9–22:5 — We will study the Bride of the Lamb (The New Testament Church). We will see the Bride and the Bridegroom in the Millennium in all it's splendor. 12. Chapter 22:6–21 — In these solemn verses we find warnings, threats, encouragements. And we find the last prayer recorded in God's Holy Word. As we study Revelation, we will clearly see seven chief figures or persons in the coming crises, the coming judgments, and the glorious reign of righteousness in this earth. 1. THE LORD JESUS CHRIST, who is worthy to reign because He purchased the church at the tremendous price of His own blood. (Revelation 5:12) 2. THE GREAT DRAGON, the old serpent, Satan, the devil (Revelation 12:7-9; 13:7). In his last evil mission … Satan will be supported by his two distinguished ministers — the beast and the false prophet. ) 3. THE BEASTS, one religious, the other political. (Revelation 11:7 4. THE ANTI–CHRIST, who will be the false messiah. This man is also known as the false prophet. (Revelation 16:13; 19:20; 20:20) 5. THE KING OF THE NORTH. (Daniel 11 ) 6. THE KING OF THE SOUTH. (Daniel 11) 7. GOG, the last dictator (by all indications and obscure ancient maps Gog and Magog are Russia), is the last actor in this great drama of the ending of the ages and the beginning of the never ending eternity. Gog will be the head of the great Northern army which will sweep down upon Israel when she is safely dwelling in her own land. Ezekiel 38 – 39, relates much about the Gog and Magog. The allies of Gog who will ATTACK Israel and be defeated on the mountains of Israel. (Let me take time to mention the fact that the one-time enemy of the former U.S.S.R. is fast becoming one of Russia's biggest customers. Purchasing weapons with the millions of dollars made from not only the oil wells of their homes but also from the donations being derived from Muslim churches here in the United States. This ally is one of the great religious powers in the world today evangelizing our own nation, they fight in the name of Allah, and claim that the Muslim faith is the only true faith and these war-mongers usurp it's authority for the purpose of a Jihäd "Jehad" a holy war.) The great battle will occur but Jesus will destroy them all in the final battle. They, Gog and Magog and the allies, will fight against Christ (Revelation 19). The Lord Jesus will be triumphant in the final battle. Good will over-run evil, light will wipe out darkness. There will be a new Heaven and a new Earth, a new Jerusalem. All things will be made new. I humbly join with John, the beloved disciple and pray, "Even so, come, Lord Jesus." The only way to understand Revelation is to read it. Let it say exactly what it says, and look to the Spirit to reveal the deep truths He would have us know. No one will ever understand all of Revelation. May God bless us as we study this great book of God concerning past, present and future. I. THE BOOK OF REVELATION HAS, BEEN CALLED APOCALYPTIC LITERATURE. Similar to the many pieces of literature between the Old and New Testaments, apocalyptic literature was the product and result of an undefeatable and indestructible Jewish hope. A. Some do not accept the book - Luther Zwingli. B. Most have accepted as Inspired Word of God. C. Jewish apocalyptic literature represents their hope of deliverance (example: "Enoch," "The Siliylline Oracles," "The Testaments of the Twelve Patriarchs," "The Ascension of Isaiah," "The Assumption of Moses," "The Apocalypse of Baruch," and "Fourth Ezra." D. Revelation is the only Christian apocalyptic literature. 1. Jewish – situation bad on the earth but will become better. 2. Christian – situation bad on the earth and the only solution is the return of Christ. II. REVELATION DEALS WITH TWO AGES! A. The present age of turmoil and difficulty. B. The age which is to come: 1. Wholly good and wholly righteous. 2. The golden age of God. In it there would be peace, prosperity and righteousness. C. The time between the ages would be judgment. III. APOCALYPTIC AND PROPHECY! The difference between the prophets and the apocalyptists were very real. There were two main differences, one of message and one of method. A. The prophet thought in terms of this present world. His cry was injustice and alienation from God. He sought reform for the present world or he foretold the event of God's punishment in the present world. B. The apocalyptic believed not in reformation, but in the destruction of the present world. God would create anew. (message was written) C. Both were used as instruments of God to tell and foretell His message. IV. THE AUTHOR OF THE REVELATION! A. Written by a man named John. "I, JOHN." B. This man, John, was a Christian who lived in Asia in the same sphere as the Christians of the seven Churches to whom he wrote. He knows something of the situation. He has surely been there. C. Some believe this John not to be the one of the disciples and the same John who wrote the Gospel. 1. Some scholars differ in their opinions: a. One group suggest that Greek in Revelation is very poor with many errors of the structure b. Others hold that John is simple Greek but is structurally correct. 2. Revelation's John called himself a prophet. 3. The role of prophet in the first century church (Elders, Deacons, and the Teachers). Prophets were wandering preachers who had left all to follow and listen to God. They were greatly respected and no one questioned their message. D. Another theory is that the author is pseudonymous, using John's name so that the literature would be acceptable. E. Traditional view is that the author is the same John, the beloved disciple, who wrote the Gospel of John from Ephesus and wrote the Book of Revelation at a much later age from the region of Ephesus. There is too much similarity in the two not to be able to see the works of the same man. V. THE DATE OF THE BOOK OF REVELATION! (AD 96) Tradition gives us this account. John was banished to Patmos in the time of Domitian. He was given his visions at Patmos. At the death of Domitian he was liberated and came back to Ephesus, and there set down the visions which he had seen. Jerome wrote: "In the fourteenth year after the persecution of Nero, John was banished to the island of Patmos, and there wrote the Revelation … Upon the death of Domitian, he (John) returned to Ephesus, while Nerva was Emperor." VI. BACKGROUND TO THE WRITING OF REVELATION AND THE CAUSE OR REASONS FOR THE BOOK. A. The development of Caesar or Emperor worship. 1. The emperor pronounced himself as Lord and God. 2. Christians would not acknowledge but one God and therefore placed themselves in jeopardy. 3. This became a test of political and spiritual loyalty often the right decision spiritually resulted in a horrible death. B. Let us trace the development of this worship under the Emperors up to, and immediately beyond, the writing of the Revelation. 1. Augustus, who died in AD 14, allowed the worship of Julius Caesar, his predecessor. He did not enforce the worship. 2. Tiberius, (AD 37) could not stop the Emperor worship. He did stop the building of temples and did not encourage such practices. 3. Caligula, (AD 37-41) was an epileptic and a madman. He insisted on divine honors. He forced the issue on everyone including the Jews. He planned to place his image in the Holy of Holies in Jerusalem. He died before this took place. 4. Claudius I, (AD 41-54) completely reversed the insane policy and granted the Jews liberty to enjoy their own worship. 5. Nero, (AD 54-68) did not take the divinity seriously, but did nothing to stop it. It is true that he persecuted Christians; but he did so because he sought a scapegoat for the great fire in Rome, for which he was responsible. On the death of Nero, there were three Emperors in 18 months – 6. Galba, Otho, Vitellius (AD 68-69) In just eighteen months, political change did nothing to promote Caesar worship. 7. Vespasian, (AD 69-79) was wise and sound in his term upon the throne but was no different that any other ruler. 8. Titus (AD79-81) Titus continued to be a wise and sound ruler who made no insistence on the practice of emperor worship. It is noted that under the rule of Titus, Jerusalem was destroyed. 9. Domitian, (AD 81-96) – there came a complete change. Domitian was a devil. A cold-blooded persecutor. He took the divinity seriously and insisted that everyone call him Lord and God. His persecutions were horrific among the Jews and especially the Christians. 10. Nerva (Marcus Coccelus), repealed the savage laws but the damage was already done and at this point in the evolution on and off emperor worship Christians had come to be considered outlaws; and the Revelation is the trumpet call to the faithful unto death in order to win the crown of life. It is true that Rome did fall. History has judged that they were one of the greatest civilizations that ever existed. They had a great military, a well-defined justice system, and even under Emperor rule they had a representative government. Discounting their barbaric and cruel atrocities they would appear to be any well civilized nation. In the years to come they would become the conquered nation simply because the forgot one thing, one of the most important factors in determining the perpetual well-being of any great nation, their youth. Their youth grew up lazy, totally against the teachings of their parents and elders and because of this the future of Rome became perilous almost guaranteeing that Rome would die and that it did. If you look at life today, our own great nation is beginning to look a lot like Rome in her latter days. As the values of our elderly begin to die, as we forget the tragedies that have brought the United States to the measure of the most powerful nation on earth I can but see a nation that is soon to be dead. How can I say this? I can say this as a student of history. Any time a nation's youth rebel against the values that have been taught and passed down over time, that nation is soon to suffer great loss. Look around you, the facts speak for themselves our churches tell the real heartbreaking truth—the present-day generation who is in or about to be in the mainstream of American society have chosen not to follow the leadership of their elders and learn from their mistakes. They have all but abandoned God, and the salvation that is offered freely and now they make for themselves a religion that can please the masses and appeal to all people. The God of Abraham, Isaac and Jacob, the God of my father and his father has not changed but we have! Once sin was an abomination against God but now it is a simple infraction against society. The sin that brought about summary judgment and the destruction of "Sodom and Gomorrah" is now embraced by just about all religions as being simply an alternative lifestyle. Enough is enough! Jesus is about to appear and this time His appearing will not be "a babe in a manger" or "a suffering servant" who died on Calvary for the sin of the world, this time He will be the judge of all that has been and all that there is, yes He is the judge of all humanity. Our pulpits have become silent on the matter of sin, and our pastors have come out of their schools with a major in "The Power of Positive Thinking" and a minor in "Social Bliss!" It's time that we all rise up and exalt Christ crucified, resurrected, ascended, soon to come and Satan defeated and indeed let us sing the old old song "Victory in Jesus" for this lost and dying world. It's time to name sin and condemn it while we pray for the sinner. Dear Lord, it is my prayer that as we study this precious Word that we would return to the roots of our salvation and allow the Word to become flesh [within us] and truly dwell among men as the LIVING TESTIMONY that it is meant to be heard as we continue to sing as we work and that would be another great standard to keep all saints in perfect timing along with the Holy Spirit, "We'll Work Till Jesus Comes." NOW ON TO CHAPTER ONE! & May God bless our endeavor.	<urn:uuid:7419e9a2-f08f-4392-af9c-a9fefa4a3d3e>	CC-MAIN-2017-43	http://raptureroad.org/PDF/00_I_Rev_Introduction.pdf	2017-10-18T13:07:07Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00789.warc.gz	289,980,964	6,713	eng_Latn	eng_Latn	0.990659	eng_Latn	0.997846	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3505, 5986, 7386, 9926, 13165, 16521, 19152, 21434, 24316, 28362 ]	[ 1.03125, 1.328125 ]	2	1
CHAPTER 13 – How Populations Evolve Chapter Reading Guide Reading guide based on the text, BIOLOGY: Concepts and Connections, 4 th edition. Images used with permission from Pearson Education for www.bridgestoliterarcy.com. 1. Describe five adaptations that help blue-footed boobies survive. 2. Explain how Darwin's voyage on the Beagle influenced his thinking. 3. Describe the ideas and events that resulted in Darwin's 1859 book. 4. Explain how fossils form, noting examples of each process. How is the fossil record some of the strongest evidence of evolution or the change in organisms over time? 5. Explain how the following divisions of science document evolution: Biogeography - Comparative anatomy - Comparative embryology - Molecular biology - 6. Describe Darwin's assumptions in developing the concept of natural selection. 7. Explain how artificial selection supports natural selection. 8. Describe two examples of natural selection known to occur in nature. Note three key points about how natural selection works. 9. Explain the significance of the Hardy-Weinberg equilibrium to natural populations and in public health science. Describe the five conditions required for the Hardy- Weinberg equilibrium. 10. Explain how the following processes influences microevolution: Bottleneck effect - Founder effect - Gene flow - Mutation - 11. Explain why only some variation is heritable. Explain how genetic variation is measured. 12. Label the drawing below. Then explain in 25 words or less how mutation and sexual recombination produce genetic variation. Remember to number your words. Advanced (Honors) Biology Name_____________________________________ Mrs. Senegar-Mitchell 13. Explain why multiple drug "cocktails" are more likely to be effective against HIV than single drug treatments. 14. Define Darwinian fitness. Explain why "survival of the fittest" can be misleading. 15. Explain why antibiotic resistance has evolved.	<urn:uuid:613e6800-7519-4a37-aeb5-37e39bb93efc>	CC-MAIN-2017-43	http://bridgestoliteracy.com/honorsbiology/reading/chp13.pdf	2017-10-18T13:03:04Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00790.warc.gz	47,961,551	392	eng_Latn	eng_Latn	0.986265	eng_Latn	0.989236	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 845, 1363, 1615, 2045 ]	[ 2.96875 ]	1	0
Austin ISD Problem-Solving Steps During your child's school career, problems or challenges may arise If you have a concern, you may seek resolution by following these steps STEP 2 PRINCIPAL OR ASSISTANT PRINCIPAL STEP 3 ASSOCIATE SUPERINTENDENT The first person to contact is your child's teacher. You may request a parentteacher conference at any time during the school year. If talking to your child's teacher does not resolve the problem, you may request a meeting with the assistant principal or principal. When a concern cannot be resolved at the campus level, the next step is to contact the Associate Superintendent's Office. Unsure how to reach your child's teacher, assistant principal or principal? Visit austinisd.org/schools/campuses for contact details and more information. Solución de Problemas en Austin ISD En la vida estudiantil de su hijo, pueden surgir problemas o retos Si usted tiene alguna preocupación, puede buscar ayuda siguiendo estos pasos PASO 3 SUPERINTENDENTE ASOCIADO La primera persona que debe contactar es el maestro de su hijo. Los padres siempre pueden solicitar una cita con el maestro para expresar en privado sus inquietudes. Si no llega a ninguna resolución con el maestro de su hijo, la siguiente persona a quien puede solicitar una cita es el subdirector o el director. Cuando un problema no se puede resolver al nivel de la escuela, el siguiente paso es visitar al supervisor del director, que es el superintendente asociado. ¿No está seguro de cómo ponerse en contacto con el maestro de su hijo, el subdirector o el director? Visite austinisd.org/schools/campuses para detalles y más información.	<urn:uuid:d8bf6aec-7b5d-4511-9a4b-c5d0fb3b12ef>	CC-MAIN-2017-43	https://www.austinisd.org/sites/default/files/dept/parent-info/docs/2015_ProblemSolving.pdf	2017-10-18T12:55:19Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00793.warc.gz	880,023,190	384	eng_Latn	eng_Latn	0.498967	spa_Latn	0.79022	[ "eng_Latn", "spa_Latn" ]	false	docling	[ 794, 1655 ]	[ 2.125 ]	1	1
Presenting the Complete Story of the Flags of the Texas Navy With the outbreak of hostilities that led to the Texas Revolution in Oc tober 1835, the provisional government of Texas sanctioned the creation of a navy for Texas. In a bill passed on No vember 25, 1835 the Council authorized the purchase of four schooners and the formal organization of maritime defense. These first four ships of the Texas Navy were purchased in January 1836 and, in March, placed under the command of Commodore Charles E. Hawkins. The navy distinguished itself throughout the revolution and played a deciding role in securing Texas' inde pendence. Following the Battle of San Jacinto, the Texas Navy was constituted as a permanent, albeit controversial wing of the Republic of Texas War Department. 9, 1836, while his government was headquartered at Harrisburg. Burnet's order called for a flag that is: "union blue, star central, thirteen stripes prolonged, alternate red and white." This flag, however, was not a new design. Examples of it are seen on letterhead for the firm McKinney, Williams and Company dating to as early as 1834. It appears that the flag adopted for use by the Texas Navy was the standard flown on McKinney and William's ships, sev eral of which, including the famous steamer Yellowstone, were utilized during the Texas Revolution. As the newly minted government of Texas got down to the business of forging a country, it soon became clear that nations require symbols to distinguish themselves and to solidify their collective identity. These include a great seal of state, a national flag, and, quite often, a maritime flag. The flag of the Texas Navy is one of the key features of Republic-era iconography. The first flag of the Texas Navy was adopted via executive order issued by President David G. Burnet on April The initial design for the Texas Navy flag was indeed very clever and would have no doubt served the twin interests of both McKin ney, Williams and Company and Texan naval commanders. Upon the high seas, peering through a handheld telescope, the first flag of the Texas Navy is virtually indistin guishable from that of the United States national standard, flown on all U.S. Navy ships. As such, potential enemies would be discouraged from attacking a vessel backed by the full force of the American military, rather than that of the rising Lone Star Republic. CONTINUED... Texian Navy Day!! Attention All Admirals! Please join with us to celebrate TEXIAN NAVY DAY 2008 Sponsored by: The Sons of the Republic of Texas SATURDAY, SEPTEMBER 20, 2008 SCHEDULE OF EVENTS "RAIN OR SHINE" 10:00 AM – ceremony Keynote address by: Harris County Judge Ed Emmett Founders Memorial Cemetery 1101 W. Dallas St. at Valentine St. Houston, Texas 11:00 AM – reception (hors d' oeuvres & refreshments) Sponsored by: Texas Navy Association Heritage Society Tea Room 1100 Bagby St. Houston, TX 77002 On Saturday, September 20, 2008, at 10:00 a.m., The Sons of the Republic of Texas (SRT) will honor the second com mander of the Texas Navy, Commodore Henry Livingston Thompson, at the historic Founders Memorial Cemetery, in Houston, as part of the SRT's official observance of Texian Navy Day. The Texas Navy Association will also participate by laying a wreath to honor Thompson and the entire Republic of Texas Navy. The keynote speaker will be Harris County Judge Ed Emmett. Commodore Thompson launched an audacious plan to raid Mexican ports to force the Mexican Navy to defend Mexico rather than attack Texan ports during the Texas Revolution. At the time, this plan was highly controversial, but now historians agree this put the world on notice that the Texas Navy was a small, but potent force. On January 25, 1839 the Congress of the Republic of Texas revisited the ques tion of national symbolism. They abolished the use of the previous national and maritime standards and adopted a new national flag for Texas. Today, we know this flag as the "Lone Star" flag that still flies over our state. Following the adoption of the "Lone Star" flag as the national flag of the Republic of Texas, the ordinance calling for a maritime flag was repealed. The national standard then became the official flag of the Texas Navy. It served this duty until the Republic of Texas joined the United States and the Texas Navy was formally abolished. However, the story of the Texas Navy flag does not end there! In 1958, Texas Gov ernor Price Daniel re-activated the Texas Navy. Further, in 1973, the Texas Legislature authorized the charter of the Texas Navy Association, Inc., as the official body to oversee the operation of the Texas Navy. In order to preserve Texas' mari time history, the TNA has ad opted the first flag of the Texas Navy as its symbol, appearing on association letterhead, Web site, and in other formats. Unfortunately, the use of this flag in a symbolic manner poses a problem. The first flag of the Texas Navy is very close in appearance to the modern flag of the nation of Liberia. As such United States military personnel are forbid den from saluting the flag of another nation. Therefore, the TNA Board of Directors has adopted a modified version of the Texas Navy flag for use as a ceremonial tool. Through this flag, the symbolic heritage of the Republic of Texas Navy lives on. The First Flag of the Texas Navy Yet, Freedom! Yet the banner, torn, but flying, Streams like the thunderstorm against the wind! George Gordon, Lord Byron The Texas Navy Needs YOU!! The Texas Navy Associa tion is only as strong as its members! This is your op portunity to get involved and help us build a strong organization. We are engaged in a lot of exciting projects and we are calling on you for assistance. The TNA needs your help! SILENT AUCTION NEWSLETTER At this year's Christmas Party the TNA will be hosting a fundraising silent auction. Please dig deep and donate an interesting book, artifact, antique, or collectible to the auction. All proceeds go to help out your Texas Navy Association. We need your story ideas, photos, and event infor mation for our quarterly newsletter. Let's use it as a tool to keep in touch! To suggest a newsletter story or donate an item to the silent auction contact Admiral Jerry Drake at: firstname.lastname@example.org Texas Navy Annual Meeting & Christmas Party 2008 Friday Evening, December 12, 2008 Galveston Artillery Club 3102 Avenue O, Galveston, Texas Cocktails at 6:30 - Seated Dinner at 7:30 Black tie preferred $70.00 per person	<urn:uuid:46e4a3ac-8397-45f1-881a-702880645dbe>	CC-MAIN-2017-43	https://texasnavy.org/Resources/Pictures/Newsletters/2008/Newsletter-Fall.pdf	2017-10-18T13:15:30Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00793.warc.gz	841,388,387	1,464	eng_Latn	eng_Latn	0.997746	eng_Latn	0.99774	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3743, 6626 ]	[ 2.265625 ]	1	9
3. Inferences and Predictions 7. Propaganda and persuasive techniques 7. Genre Non-Fiction and Fiction a. Poetry i. Figurative Language 8. Text Structure Fact and opinion Cause and Effect Problem and Solution Sequencing Events Chronological	<urn:uuid:d8a959e2-a19a-4fb5-99ca-ede0b62895cd>	CC-MAIN-2017-43	http://readingminilessons.wikispaces.com/file/view/mini%20lesson%20order.pdf/244378723/mini%20lesson%20order.pdf	2017-10-18T12:51:03Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00793.warc.gz	279,284,139	63	eng_Latn	eng_Latn	0.571503	eng_Latn	0.605944	[ "unknown", "eng_Latn" ]	false	docling	[ 29, 242 ]	[ 1.65625 ]	1	2
Biotechnology Dr. Senegar-Mitchell TEXT: Barnum, Biotechnology 2e Chapter 4 NAME___________________________ Basic Principles of Immunology Learning Objectives 1. List and define the various types of nonspecific immunity. 2. Be aware of the complexity of the acquired (adaptive) immune response, knowing the types and roles of the various B cells and T cells. Know how the acquired immune response works together with nonspecific immunity. 3. Understand the role of the major histocompatibility complex (MHC) in the immune response, as well as in the rejection of organs. 4. Know the structure of an antibody and know how antibodies can be specific for such a large number of antigens. List and define the roles of each of the five types of antibodies. 5. List the steps of the cell-mediated and antibody-mediated immune responses. 6. Name the different ways vaccines are created. How do vaccines prepare the immune system for an infection? 7. Be familiar with the various types of disorders of the immune system. 8. Know how polyclonal and monoclonal antibodies are generated, and why monoclonal antibodies are so important in biotechnology. 9. Western blotting, fluorescent antibody technique, and the enzyme-linked immunosorbent assay are three techniques in biotechnology that employ antibodies. Be familiar with how each of these techniques is performed. Compare the techniques in terms of what each technique is looking for, and if one technique is favored over another.	<urn:uuid:a6246fb9-44fb-4a7a-9dc1-a2bcb375d3a5>	CC-MAIN-2017-43	http://bridgestoliteracy.com/biotech/readingguides/chp4.pdf	2017-10-18T12:58:12Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00791.warc.gz	46,451,851	304	eng_Latn	eng_Latn	0.996673	eng_Latn	0.996673	[ "eng_Latn" ]	false	docling	[ 1480 ]	[ 2.25 ]	1	0
INVERLOCH HISTORICAL SOCIETY Inc. ARBN-A33738Z ABN-79652 460 440. Issue No Correspondence Address PO Box 46 Inverloch 3996 Patron: Treasurer: Secretary: Minute Secretary: Eulalie Brewster. (03 5674 3012. President: Vern Burchett. (03) 5674 1224. Vice President: Kevin Allen (03) 5674 1387. Elizabeth Catt. (03) 5674 1354. Lindsay Olden (03) 5674 3779. Robyn Allen. (03) 5674 1387. Next Meeting: Wednesday 27 th of May 2015 at the R.S.L. Hall Inverloch commencing at 2:00 P. M. Afternoon tea will be served at the conclusion of the meeting. Visitors are always very welcome. Guest Speaker: The guest speaker at the next General Meeting will be Elaine Miller. She will talk about her memories of Wonthaggi. Anzac day 2015: The Inverloch Historical Society was involved with the R.S.L. and other Inverloch Clubs and Groups, in the preparations to commemorate 100 years since the Australian and New Zealand Army Corps landed at Gallipoli. Two Display boards with details concerning World War One were located in The Hub, and Flowers were placed at the Cenotaph during the Anzac Day morning Service. Excursion to Foster Museum and places of interest along the way: On April 22 nd ,with Kevin Allen as our bus driver and Vern Burchett providing the commentary, we made our way to the Foster Historical Museum. Including Kevin and Vern, there were 20 members on board as we travelled to Foster via Tarwin, Walkerville and Fish Creek. At the Bald Hills Wind Farm we paused for a short time to watch as most of the blades on the turbines were moving. We made another stop to see all of the turbines from the lookout just past the turnoff to Cape Liptrap. The next part of the journey took us down to the Walkerville North beach, to see the view across Waratah Bay . We were told that it was 10 Km to travel to Walkerville South by road, and to walk along the beach, it was 800 metres. Continuing, on we travelled towards Fish Creek enjoying the lovely scenery of the hills and the farmland before turning towards Foster and the special views of Corner Inlet and the Mountains of Wilson's Promontory in the background. Arriving at Foster we had morning tea before meeting our tour guide Jennifer Jones who is Curator and President of the Foster Museum. Jennifer has a great knowledge of the Town's history, and showed us many places of interest. Gold was discovered at Stockyard Creek in 1870, word soon got out and the Stockyard Creek Gold rush began. By 1871 there were hundreds of miners working at Stockyard Creek, with three tonnes of gold found in and around the district by 1879. The Wind Farm at Bald Hills. Jennifer showed us where Stockyard Creek was in the town and said that in early days the area had been heavily timbered. The town of Foster was named after W.H.Foster, a Warden, who was a nephew of Governor Latrobe. The Miners had argued for the name to be Foster and were successful. The Foster Museum is located in the old Post Office building which was functioning in 1890. It was the third Post Office in the district. In 1974 the Historical Society opened Foster Museum in the former Post Office Building, which was moved from the corner of Main St. and Station Rd to its present location near the site of the old Victory gold mine. The Museum features the Foster and districts gold, timber and dairying history, together with an extensive 204 collection of photographs, the former Agnes State School, a furnished early settlers' cottage, replica bark hut and H.L.Lasseter's work boat amongst other displays. On the occasion of our visit, there were a number of displays featuring the 100 th anniversary of the landing at Gallipoli. Jennifer guided us further around the town as we saw the site of the old Police stables and now the site of the police Station. Another point of interest was Church Hill where interestingly, it was the place where all the churches in the town were located. Most of the churches were destroyed in bushfires, however the Roman Catholic Church was not affected. The medical precinct was most impressive, consisting of the South Gippsland Hospital, the Medical Centre, a Specialist building and the Prom. Country Aged Care Centre. Jennifer told us that Foster was a productive agricultural area. We moved on to the site of the old Railway Station, in use when the train came from Melbourne to Foster. It has been Statue in the main street renovated and is now the Men's Shed. Harold Lasseter lived in the Foster Toora area from 1918 to c1923.He was well known to many people as the man who perished in the Central Australian desert in 1930 while on an expedition to find a fabled golden reef. Lasseter undertook many activities during his life in Corner Inlet district including survey work. Lasseter had grand ideas to boost Corner Inlet district. An original signed blueprint of his project is at the Foster Museum as is his workboat Victory. At the conclusion of Jennifer's guided tour, she was thanked with acclamation for her excellent presentation. Our group then went in various directions to have lunch, after which we had the opportunity to explore the Museum, which was very interesting and well worth the experience. At the conclusion of our journey, we thanked Kevin Allen for being our bus driver for the day, Vern Burchett for his commentary along the way, Robyn Allen for her organisation before the excursion, and I would like to thank Barbara Houston for taking a large number of photographs for the Newsletter, as well as placing the photos in an album for display at our meetings. Foster Historical Museum. Vale: We were saddened to learn that Kath Bendle had passed away recently. Kath was an active member of the Historical Society for many years. We remember Kath for her cheerful nature, and her support and encouragement for the Historical Society's activities at all times. We will miss her very much, and we send our condolences to all members of her family. Membership Subscription: Couples $32:00 Couples $20:00 I.H.S Website: www.vicnet.net.au/~invhs Editor: Ian McBurnie.	<urn:uuid:f92d664f-eaae-4d5d-ada5-d04825ec2c6c>	CC-MAIN-2017-43	http://inverlochhistory.com/data/documents/nsl-204-15-05.pdf	2017-10-18T12:47:16Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00794.warc.gz	167,845,678	1,396	eng_Latn	eng_Latn	0.998224	eng_Latn	0.99833	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3467, 6179 ]	[ 1.421875 ]	2	4
PhD, author of Healing the Angry Brain. "People assume they're calm after 30 seconds of deep breathing," he says. "But our bodies don't recover that quickly. Though we may feel a pseudo calm, most people need at least 20 minutes to an hour to truly let the emo tion pass. And as long as we're still amped up, it's easy to retrigger the anger that's just beneath the surface." The solution is to use your cooldown time to figure out exactly what's at the root of your annoyance. "In many cases, people can fairly quickly pin point the real issue if given time to think it through clearly," says Potter-Efron. Of course I wanted solutions to pull my self out of an irritable rut—but I also wanted to learn how to avoid that rut in the first place. Neuropsychologist Rick Hanson, PhD, author of Hardwiring Happiness, believes that we can retrain our brains to focus on the positive and prevent ragey feelings from taking hold. This doesn't mean thinking about glitter and sunshine when you'd rather slam the bathroom door. It's about consis tently paying attention to what makes you feel good and then spending time actually doing it. The goal is to shore up reserves for when things go off track. It's not unlike the logic of getting a flu shot—you want your defenses up before the bug hits. To inoculate against AWS, Hanson suggests taking note of as many small, happy moments as you can throughout the day and stopping to enjoy them. "Researchers have found that people who regularly practice mindfulness tend to have more neural connections in the regions of the brain associated with self-awareness— making them less likely to react negatively to frustrating situations," Hanson says. I knew my madness had to stop when I found myself cringing at the end of every day over how I'd snapped at someone—my poor boyfriend, a coworker, a cashier at the drugstore. Step one was buying a pair of sneakers and dragging my cranky self out side for a run. From there I inched my way 81 forward, making a point to reconnect with friends I'd been "too busy" to meet up with; doing little things for myself, like buying a new bottle of my favorite lotion; and cook ing more often—an activity that, while time-consuming, relaxes me. Don't get me wrong—I still catch myself mid–eye roll when someone sits directly in front of me in yoga class. (It's called staggering, girlfriend.) And last week when I was grocery shopping, a guy banged his basket right into my elbow and kept walking. I wanted to stomp up to him and say, "Um, excuse you." Instead I reminded myself that a plastic basket isn't an assault weapon and focused on the delicious stuffed squash I was planning to make. Sure, he'd thrown the first (most likely innocent) jab, but I've learned to stop jabbing back. Caitlin Moscatello is a writer based in New York City. Her work has appeared in Glamour, Redbook, and Sports Illustrated. 1/21/14 10:44 AM	<urn:uuid:5befc6c8-3e5a-40ce-b22d-bfe1af04450c>	CC-MAIN-2017-43	http://static.squarespace.com/static/51880479e4b0b930f1d22885/t/52ea4abfe4b071ea6731f70a/1391086271983/AngerTraps.pdf	2017-10-18T12:57:04Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00791.warc.gz	315,320,745	650	eng_Latn	eng_Latn	0.999046	eng_Latn	0.999046	[ "eng_Latn" ]	false	docling	[ 2917 ]	[ 1.421875 ]	1	2
The Community Foundation of Southeastern Alberta is celebrating 25 years of giving back to our region, and 5 years performing Random Acts of Kindness. To celebrate, we're asking you to Pay it forward and let us know (@RAKDAYMH) how you are spreading kindness in your community! 25 Ways to Be Kind 1. Tweet or Facebook message a genuine compliment to three people right now. 2. Bring doughnuts (or a healthy treat, like cut-up fruit) to work. 3. While you're out, compliment a parent on how well-behaved their child is. 4. Cook a meal or do a load of laundry for a friend who just had a baby or is going through a difficult time. 5. If you walk by a car with an expired parking meter, put a quarter in it. 6. Each time you get a new piece of clothing, donate an old one. 7. Don't interrupt when someone else is speaking. 8. Email or write an old teacher or person who made a difference in your life. 9. Compliment someone to their boss. 10. Leave a nice server the biggest tip you can afford. 11. Smile at someone on the street, just because. 12. Let someone into your lane. They're probably in a rush just like you. 13. Let the person behind you at the supermarket checkout with one or two items go ahead of you. 14. Give someone a book you think they'd like. 15. Give someone a hug. 16. When you're throwing something away on the street, pick up any litter around you and put that in the trash too. 17. Put sticky notes with positive slogans on the mirrors in restrooms. 18. Hold the elevator. 19. Leave some extra quarters in the laundry room. 20. Write your partner or friend or boss a list of things you love about them. 21. Give up your seat to someone (anyone!) on the bus or subway. 22. Tell your siblings how much you appreciate them. 23. Plant a tree. 24. Every night before you go to bed, think of three things you're grateful for. 25. When you hear that negative, discouraging voice in your head, remember to leave yourself alone — you deserve kindness too!	<urn:uuid:ec907dcf-8158-45c4-b6ca-49bd91892ee1>	CC-MAIN-2017-43	http://rakdaymh.com/wp-content/uploads/2017/10/25-Ways-to-Be-Kind.pdf	2017-10-18T12:40:22Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00791.warc.gz	271,521,743	463	eng_Latn	eng_Latn	0.998921	eng_Latn	0.998921	[ "eng_Latn" ]	false	docling	[ 1970 ]	[ 2.53125 ]	1	2
Term Three, Week 8 September 7 th , 2017 Leadership and Management News Dear Parents, Students and Friends, Confirmation is a significant aspect of our Year Six students' faith and spiritual formation. This sacrament will be celebrated on Thursday, September 14th, and Friday, September 15th, at 5.30 pm. There will also be a Sunday Service on September 17th at 11.00 am. Confirmation empowers us to live by and to know the strength of the Spirit of God within and opens us to know that God is really alive in us. On the first Pentecost the Holy Spirit confirmed the Apostles. It gave them the power to practise their faith and to preach Christ throughout the known world. Our Confirmation is the official time to accept responsibility for our faith; we are anointed to share more completely in the mission of Jesus; it unites us more firmly to Christ, it strengthens us to be witnesses to Christ in word and action. Confirmation is not simply a minor event that occurred in our life many years ago. Confirmation makes firm the gifts of the Spirit we first received at Baptism. This new character of Confirmation binds us more closely to Christ and as we become more active in promoting our own lives, we promote Christ through the decisions we make and the way we live our lives. The Holy Spirit is embedded within us as it was in Jesus. We can't really see the Spirit anymore than we can see the air around us. But we can feel the air, the wind blowing, and we can see its effects as it stirs the limbs of trees and moves loose leaves across the ground. So, too, we can feel the Spirit in our lives as we are moved to love God and others, to care for our family, friends and neighbours, to offer forgiveness genuinely and sincerely whether or not forgiveness is sought. In our parent role, we have responsibility not only for the physical and intellectual welfare of our children but their spiritual welfare as well. None of us lives in isolation, particularly our children, who yearn for the company of their peers and are subjected to its various influences. Peer influence and the social influence of our materialistic society provide many challenges to our children and the concept of living a Christian lifestyle can be easily over run. If we are in the habit of calling on the Gifts of the Spirit within us – wisdom, understanding, fortitude, counsel – to assist us in our life's challenges, we can encourage our children to do likewise. Instead of the Holy Spirit being the focus for one day of our life, the Holy Spirit becomes our life companion, always available, never judgemental, always a living act of God's love in our life. Our children share or have had passed onto them, many of our physical and intellectual attributes; they are united to us in all aspects of their existence. In much the same way they share with us the same Spirit given fully to all of us through Confirmation. This enables us to be linked to our children in body, mind and Spirit. 'May the Spirit who inspired the Apostles to know how to live and teach the message of your Son's Gospel, be our source of inspiration. May the gifts of the Spirit be alive in all aspects of our daily living. Amen." School Community News School Building Project Parent Teacher Interviews The school building project involves the addition of another learning area above the I-Centre. The building project will commence on Monday, September 18 th and it is estimated to take eight weeks to complete. I will provide information on school management procedures during the construction period in next week's newsletter. Insight SRC Parent Opinion Surveys So far we have many parents (provided with a survey) who haven't returned their Insight SRC Survey to the school. The school relies on the feedback of these surveys in relation to school improvement and the school review process. If you haven't completed the survey, I ask that you give this your urgent attention and return to St Margaret's School no later than Friday, September 8 th (tomorrow). Brian Everett Principal Spirit of St Margaret Parish Pantry Collection Many thanks to our school families who have kindly donated to the Spirit of St Margaret Parish Pantry Collection. This final day for donations will be Friday, September 15 th . This term the Year 3-4 and Year 5-6 Interviews will be held on separate dates. Years 3-4 September 11th & 13th Years 5-6 September 18th & 20th The Year 3-4 Interviews will be held on Monday, September 11 th and Wednesday, September 13 th from 4.00 – 6.50 pm. The Year 5-6 Interviews will be held on Monday, September 18 th from 4.00 – 6.50 pm and Wednesday, September 20 th from 1.00 – 5.00 pm. (Please note earlier starting time.) Each interview will have a ten minute duration. It is an expectation that a parent attends the interview, which will allow time for teachers to provide insights and information regarding your child's progress. To make an interview appointment please log into: www.schoolinterviews.com.au Year 3-4 parents enter the code 5sgxq Year 5-6 parents enter the code mxpkm Once you have entered the applicable code, enter the required details and select the time you would like. Year Prep - 2 teachers are available for interviews on Wednesdays after school. Parents need to schedule an interview time by contacting Anne at the school office or by e-mailing the class teachers. SPRING TIME AT ST MARGARET'S! Please be aware that we've had some reported cases of Chicken Pox and Slap Cheek amongst students recently. As these are communicable conditions it's good for everyone to be on the lookout. Please ensure your child still wears a jumper on cold mornings. This information has been sourced from Kids Matter. KidsMatter provides families with a range of information sheets to help them support children's mental health and wellbeing, and to recognise if and when professional help is needed. This article outlines the importance of setting rules and limits for children in order to guide their behaviour. Other similar articles can be accessed by Googling KidsMatter – information sheets. RULES AND LIMITS ARE IMPORTANT FOR GUIDING BEHAVIOUR Children need to know what you expect of them in order to behave appropriately. This does not mean giving children lots of dos and don'ts – having too many rules, or rules that are too complicated, often confuse children. It is often helpful to involve children in setting some basic rules. This helps them understand the value of having rules and motivates them to cooperate. For example, you might discuss as a family the sorts of rules that will help you all get on well together. These might include things like talking to each other rather than shouting, asking before borrowing things, putting away games and toys after playing with them, or taking a turn to wash up after dinner. Deciding as a family those things that are most important to you and stating rules positively so that children know what to do rather than simply being told what not to do works best. SET LIMITS Set limits for children by giving clear directions for what you expect of them. Providing reasons for the directions you give helps children accept your limits without becoming defensive. It also gives them a basis for understanding what you will expect of them in other similar situations. The following examples show how parents and carers can set limits for children in positive ways. Kind of limit Limit stated negatively Limit stated positively with reasons FOLLOWING UP Providing positive consequences for positive behaviour is very important and effective for encouraging children to comply with rules and expectations. For example: - When children do what you have asked, be sure to notice it and praise or thank them. - Expect some lapses, as changing or learning new behaviours takes time. Be prepared to offer reminders without nagging. - Checklists and reward charts can be useful for keeping track of positive behaviour and motivating children to complete assigned tasks. - If children repeatedly ignore your clear and reasonable instructions, logical consequences may be necessary. Logical consequences are directed at stopping the undesired behaviour rather than punishing the child. Examples include withdrawal from the situation (quiet time) – use when behaviour is unsafe or disruptive. School Community News Parents and Friends' Association The next meeting of the Parents and Friends' will be held TOMORROW at 9.00 am. The school's ongoing support to the upcoming St Mary's Derby Day Fete will be an important agenda item. We will be holding the meeting at 9.00 am to further encourage parent attendance for those who find it more difficult to be present at evening meetings. St Mary's Derby Day Fete Sat November 4 th , 2017 This is a major fundraiser for our Parish & School. Many hands make light work - we would appreciate all families to get involved! For the rest of this term and beginning of next we are trialling Matific, an award-winning maths program designed to make learning maths fun, engaging and interactive. Teachers are using Matific to support their teaching in the classroom. We also encourage you to use Matific at home with your child using the login details provided by their teacher. We are looking at continuing the program in 2018 so would be keen to hear your feedback. Please provide this to your class teacher if you get the chance. To gain access to the program at home, there is a Matific app that you can download or you can go online at www.matific.com.au Upcoming Dates September 8 th Special lunch 8 th Parents and Friends meeting 9.00am 8 th Crazy hair / casual clothes 11 th Parent – teacher interviews Gr 3/4 th 8 th Insight SRC Parent Opinion Surveys due in 13 Parent – teacher interviews Gr 3/4 15 th Beauty and the Beast excursion Gr 3/4 15 th Assembly 1/2 presenting 18 th Parent – teacher interviews Gr 5/6 22 nd Final day of term – wear your footy colours! 20 th Parent – teacher interviews Gr 5/6 Crazy Hair Day A crazy hair / casual clothes day will be held TOMORROW Gold coin donation Money raised will go towards student engagement resources: Eg. friendship station, wet day games. Footy Colours On the final day of Term 3, students, staff and parents are invited to wear their footy colours. No donation necessary. St Margaret's Primary School 83 St Albans Road East Geelong 3219 Ph 5229 7453 Fax 5229 5531 Principal: Brian Everett email@example.com Office Manager: Anne Miller firstname.lastname@example.org Parish Priest: Father Jim Clarke email@example.com	<urn:uuid:96cc99ed-0bc7-416c-9060-e4743d5fd5e8>	CC-MAIN-2017-43	http://smgeelongeast.com.au/images/newsletters/newsletter_2017_3_08.pdf	2017-10-18T13:12:47Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00792.warc.gz	301,823,626	2,272	eng_Latn	eng_Latn	0.996337	eng_Latn	0.997626	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3199, 5687, 8372, 10670 ]	[ 1.53125 ]	1	0
Topic: Planning is essential Brief description of activities: The necessity to plan business activities is an essential part of running own company and that is why the first step a potential entrepreneur should take is to organize business objectives we set ourselves and to sketch tasks resulting from it. So, it is essential to prepare a business plan – a document which should be prepared thoroughly so that we can analyse the success of undertaken activities and achieve set goals more easily. In this workshop students design a business plan for a hypothetical business activity. While working in groups they have a chance to use their creativity to solve a given problem and share information. As a result a seemingly very difficult task turns out to be quite an easy one. Objectives: students: - list situations in which it's essential to design a business plan - characterize business environment - describe the role of a business plan in a company - can write a simplified business plan - understand the importance of creating a business plan - understand the necessity of designing a business plan thoroughly - predict causes and effects of own business activities Methods and techniques: - a talk - student worksheet - group work Materials and Tools: - self-stick notes - large sheets of paper - coloured felt-tip pens - Business Plan Worksheet (Appendix 9.1) - computers with the Internet access Preparation for classes: - a teacher prepares necessary materials and prints out Business Plan worksheets (Appendix 9.1) Class duration: 3 hours Class activities in brief: 1. Having welcomed the students suggest doing an exercise called "Ideal future for my company". Divide students into groups of 4-5 and hand out sheets of paper and felt-tip pens. Ask them to prepare a short comic-strip presenting a concept of an ideal company. Set a time limit of 20 minutes. While completing the activity each group should agree on an ideal picture of a company and what should be done to achieve it. After completing the task groups present their results to others. Students choose the best company by voting. 2. Explain that the first part of the workshop showed an idealized and often unreal picture of a company. In reality a company is influenced by many factors which can either a positive or a negative effect on its performance. Ask students to list all such factors, phenomena, circumstances on self-stick notes (each factor on a separate note). Explain that economists divide all indicated factors depending on their strength and influence on microenvironment and macro environment. Briefly characterize micro and macro environment. Microenvironment: factors or elements Lesson Plan 9 in an organization's immediate area of operations that affect its performance and decision-making freedom. These factors include competitors, customers, distribution channels and the general public. Macro environment: external and uncontrollable factors that influence an organization's decision making and affect its performance and strategies. These factors include: - demographic factors – sex, age, birth rate, population density or household structure; - economic factors – level of economic development, distribution of people's income, tendency to save, debts and availability of credits (both for individuals and companies); - political and legal factors – regulations and the areas they cover, government interference in a given business activity; - environmental conditions– availability of raw materials, ecological conditions, costs of energy acquisition, requirements concerning natural environment, climatic factors; - social and cultural conditions – traditions of a given country, level of citizens' education, cultural diversity, ethical and moral norms observed; - technical factors – technological development, attitude towards innovations introduced; 3. Draw a circle on the board which represents an organization and ask students to stick their self-stick notes on proper places, deciding at the same time whether a given factor belongs to micro or macro environment. Compare students' work with the following: * *blue buttons in a clockwise direction: demographic, economic. political and legal, environmental, social and cultural, technical orange buttons in a clockwise direction: clients, competition, suppliers, middlemen, subcontractors. Emphasize that fact that every organization is influenced by external factors so when we start and run our business activity we need to take them into consideration. We use business plan to do that. 4. Discuss rules for designing a business plan. You may use materials included in Appendix 9.2 5. Explain that in next stages of a workshop, students will design a business plan for a chosen company/organization. It can be a school shop – a retail catering with two employees. It should offer sandwiches, snacks, fruit, salads, etc. Write a list of products on the board. Remember about defining amount of money that a businessman has (e.g. €4000). Tell students that they will be working in groups which will have to work on certain elements of a business plan, according to a Business Plan Worksheet (Appendix 9.1). Divide students into 6 teams. Each team should be given felt-tip pens and a large sheet of paper. Make sure that students have the Internet access. 6. Each group presents their work by sticking the sheets on the board. To sum up the workshop help students prepare a summary of a business plan. Prepared by Katarzyna Garbacik Business Plan Worksheet ------------------------------------------------------------------------------------------------------------------------------------------------ Your task is to prepare a part of a business plan which will include: Company Characteristics You should take the following into consideration: - a short company history - objectives and mission, - legal status, - competitiveness of an offer - company's assets, - sources of financing, Write your answers on a large sheet of paper. You have 10 mins to complete the task. ------------------------------------------------------------------------------------------------------------------------------------------------ Your task is to prepare a part of a business plan which will include: SWOT Analysis You should take the following into consideration: - company's strengths - company's weaknesses - opportunities that should be used in business environment, - threats that might hinder business activity Write your answers on a large sheet of paper. You have 10 mins to complete the task. ------------------------------------------------------------------------------------------------------------------------------------------------ Your task is to prepare a part of a business plan which will include: Marketing Plan You should take the following into consideration: - a detailed description of an offer, - description of a target market - description of competitors - description of distribution, - pricing strategy - promotion Write your answers on a large sheet of paper. You have 10 mins to complete the task. ------------------------------------------------------------------------------------------------------------------------------------------------ Your task is to prepare a part of a business plan which will include: Management Plan You should take the following into consideration: - a plan for the first year of business activity, - description of tools and methods used to motivate employees, - decisions connected with delegating some tasks to other entities Write your answers on a large sheet of paper. You have 10 mins to complete the task. ------------------------------------------------------------------------------------------------------------------------------------------------ Your task is to prepare a part of a business plan which will include: Organization Plan You should take the following into consideration: - employment plan, - distribution of tasks, - professional experience of employees, - working time Write your answers on a large sheet of paper. You have 10 mins to complete the task. ------------------------------------------------------------------------------------------------------------------------------------------------ Your task is to prepare a part of a business plan which will include: Financial Plan You should take the following into consideration: - costs and estimate revenues - break-even point Write your answers on a large sheet of paper. You have 10 mins to complete the task. ------------------------------------------------------------------------------------------------------------------------------------------------ Appendix 9.2 Elements of a Business Plan There is not a uniform template for a business plan which one should use or follow. Depending on our goal or business activity we want to start, our business plans will differ in size and structure. Some entities like banks which give grants have their own forms which we have to use. The most common structure of a business plan 1. Executive Summary 2. Company Description 3. SWOT Analysis 4. Marketing Plan 5. Management Plan 6. Organization Plan 7. Schedule of main activities 8. Financial Plan Executive Summary should be placed at the very beginning of a business plan, yet it should be created when other parts have already been completed because it is easier to collect most important information and conclusions this way. It should contain the following: objectives, short presentation of a company and strong arguments to convince the reader your objectives will be achieved Company Description should cover basic information about your company, such as a name, organizational and legal frame, registered address, telephone number and scope of activity (whether a company produces goods, sell them only or provides services). We also describe owners, their business career and shares in company capital. SWOT Analysis involves specifying the objective of the business venture and identifying the internal and external factors that are favourable and unfavourable to achieve that objective. It defines what company represents and what is its place among competitors but also analyses relations with microenvironment ad macro environment. It should consist of four basic elements: - strengths - weaknesses - opportunities that should be used in business environment, - threats in the environment The first two elements concern a company as such – it is an internal analysis. The last two refer to elements of environment, so it is an external analysis. Marketing Plan should consist of product and target market characteristics. It's worth justifying why a given product or market has been chosen. What is more, we should describe competitors, pricing strategy, promotion and distribution plan. Management part should include description of the following elements: - planning – both long-term plans (for 1-5 years) and short-term ones (up to 1 year) should be discussed; - motivating – description of tools and methods used to motivate employees, so that they perform their tasks according to superiors' expectations; - controlling – what a control system looks like in accompany. Organization Plan should be mainly devoted to people forming a company. It should include an organization structure with a detailed description of management staff and their competence and experience. We should describe employment plans, working time and rates at different positions. Schedule of main activities in a company should cover basic objectives and tasks, how long it will take to complete them and who will be responsible for that. Financial Plan should consists of basic financial documents, i.e. balance sheet, profit and loss account and cash flow statement. While creating a business plan we should remember about this basic rule, namely we should write truth and not create fiction. Certainly, when we prepare this document before starting business activity it is more complicated as we only create a simulation of company functioning but even though we should stick to market reality. (Source: K. Garbacik, M. 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Climate Camp NZ Biofuel imports from third world countries: Crime against nature & humanity Talk given by Kay Weir, editor Pacific Ecologist email@example.com for Climate Camp NZ on Friday 18/12/09 Upper Hutt To avoid dangerous climate change it's vital to move away from fossil fuel use and to develop renewable wind and solar energies and some biofuel production. For example we can develop biofuels from waste products, like whey, or algae on sewage ponds. A spinoff from developing sustainable biofuels is it will create stable ongoing jobs into the future. Fish and chip shops waste oil can easily be turned into locally produced biofuel, and immediately used in essential vehicles, within the local region with no waste of energy in transport costs as Geoff Waterhouse with his sustainably fuelled tourism taxis has shown in Northland. This type of biofuel production is benign. But massive agrofuel plantations being developed in third world countries under the banner of sustainability, and promoted by development banks and rich countries so they can continue with unsustainable private car travel and also plane travel are a hideous plague on the earth, destroying nature, the habitats of threatened species and the places where millions of people living sustainable subsistence lives produce their food. That this is happening shows how enormously unsustainable are rich countries like New Zealand, Australia, the UK, EU and United States. We are blundering from unsustainable development into more unsustainable development with no proper analysis of what is sustainable and what is not. Instead of sitting down and working out how to make the world sustainable and equitable, rampant exploitation of third world countries continues. Instead of reducing the dangers of climate change, millions of hectares of third world land being used in vast plantations of monocrops with oil-based fertilisers and pesticides are massively extending the industrial agricultural frontier in Africa, Brazil, Latin America and South-East Asia, thus contributing to soil erosion, deforestation and global warming emissions, as well as devouring much needed water and land resources. Unsustainable development is continuing in the name of sustainability, causing misery, hunger and havoc to keep the rich world in the manner to which it is accustomed with sustainable indigenous peoples and others being evicted from their land. Many countries, e.g. in sub-Saharan Africa, currently being used to produce biofuels for the rich industrial world's cars are the poorest countries in the world, where people live on communal land, not clearly protected in law from takeovers, and some are famine countries, already under great stress through drought caused by climate change. Even protected areas like the Babile Elephant Sanctuary in Ethiopia, home to endangered elephants have been allocated for export fuel production, and orangutans, elephants and other creatures are in rapid decline in Borneo, Sumatra and Kalimantan with ever expanding plantations for export biodiesel crops destroying their forest homes. Africans call for agrofuel Moratorium The misery and injustice agrofuel projects are bringing to third world countries was in 2007 correctly called a crime against humanity by then UN special rapporteur on the right to food, Jean Ziegler. African civil society organisations from many countries have signed a statement calling for a moratorium on agrofuel developments on the African continent saying: "We need to protect our food security, water, land rights, farmers and indigenous people from the aggressive march of agrofuel developments which are devouring our lands and resources at an unbelievable scale and speed."– (see African Biodiversity Network for full statement.) Yet these projects still continue to devastate Africa. For example, Norway-based BioFuel Africa Ltd, aims to produce biofuel by growing the oil-rich jatropha tree - 1.7 million of them, eventually, on lands in Ghana. Other companies from countries like the UK, Germany and the US have also bought up land in places like Ethiopia and Tanzania to grow "biofuels." An article in The Independent this year reported, biofuels are bringing a global land grab with about 20 per cent of international land deals taking place are for cultivation of biofuels rather than food. A race in rich countries to achieve targets by providing a percentage of "renewable" biofuels for cars and even for plane travel, is driving this grotesque destruction. Most unfortunately, the promise of `"sustainable palm oil," according to shonky certification processes of the Roundtable on Sustainable Palm Oil" was backed by the World Wide Fund for Nature (WWF), which was an important factor behind the EU's decision to go ahead with a 10% agrofuel target by 2020. And no, the 10% is not going to be achieved by EU countries using their own lands to source the "biofuels," it's to be sourced from tropical countries with priceless rainforests, like Malaysia, Indonesia, Papua New Guinea, Colombia, and these countries are greatly at risk from climate change damage. Ethanol from Brazil in NZ At some stage last year, 2008, about 15 Mobil petrol stations in the greater Wellington region were reported to be selling bioethanol blended petrol sourced from Brazil and other stations in the North Island are reported to be selling it. Mobil has been selling a 98 octane fuel containing up to 10% ethanol (E10), and a 91 octane fuel containing up to 3% ethanol. E10 and E3 is available from Mobil's Johnsonville station. The station is only selling bioethanol blends. I also found mention on a website of bioethanol from Brazil being sold by Mobil in other places around NZ. Next year and continuing onwards there could be much more biofuel from Brazil or Latin America in our petrol stations. – (NB: - see later section Action: raising awareness) Serious problems in Brazil's sugarcane fields In June 2008, EECA, NZ's Energy Efficiency and Conservation Authority welcomed Mobil's trial of two ethanol blends, saying it was sourced from "sustainable Brazilian sugarcane." A paper, commissioned and published in 2008 for EECA, The Sustainability of Brazilian Sugarcane Bioethanol: a Literature Review , by Andrew Barber, Glenys Pellos & Mariana de Aragao Pereira, raises more problems for Brazilian sugarcane's sustainability than it solves, yet this paper surprisingly is interpreted by EECA as showing Brazil's bioethanol to be "environmentally sustainable." Many pages of problems are reported in this paper, including severe water pollution, caused from waste products including nitrates from sugarcane production released to waterways and causing death of fish, crustacean and vegetation, increased water acidity, soil erosion in sugarcane fields, air pollution from burning of sugarcane causing respiratory problems. It is not believable to be told in a few short sentences that these problems have been alleviated or are on the wane. Agrofuel production is on the increase in Brazil, so it's highly unlikely these problems are on the wane, and other reports attest to increasing problems. In January 2008, The Smithsonian Institute of Tropical Research reported sugar-based ethanol and soy-based agrodiesel brought more environmental destruction than fossil fuels. This research draws attention to the environmental destruction in Brazil caused by increased sugarcane production. Maria Luisa Mendonca, journalist and coordinator of the Network for Social Justice & Human Rights in Brazil, reports in her 2009 paper Impacts of Expansion of Sugarcane Monocropping for Ethanol Production: "The sugarcane industry has expanded rapidly and generated enormous environmental damage. To begin planting sugarcane, it's necessary to clear native vegetation, and thus all trees are uprooted. In August 2008, an agreement between the Ministry of Agriculture resulted in a series of modifications of the Law of Environmental Crimes. One of these results was announced in a decree from President Lula allowing for construction of sugarcane factories in the Panatal. According to data from the National Institute for Space Research, INPE from IBGE and Brazil's Ministry for the Environment MMA, new sugarcane factories are being built in conservation areas, close to natural springs." These natural spring can only be polluted and degraded by sugarcane production. Mendonca's paper reports that studies indicate each year nearly 22,000 square kilometres of savannah in the vital Cerrado region in Brazil are cleared. The Cerrado region provides most of Brazil's water and is rich in biodiversity with 160,000 species of plants and animals. It's estimated half this vital region has already been devastated and if the same destructive development model continues its destruction will be complete by 2030. This would be a huge environmental disaster and tragic loss not just for Brazil but the entire world. . WATER ISSUE VITAL A study from the Center for studies in Applied Economics, University of Sao Paulo, estimates 73 new ethanol companies will be built in the next five years in the Center-South region of Brazil costing $US14.6 billion. Researcher Sergio De Zen believes "ethanol has become an environmental threat." Studies, including the UN Millennium Ecosystem Assessment Report, show human pressures on the biosphere and resource use are already highly unsustainable, without large-scale modern agroenergy production. According to this report, 60% of ecosystem services are already degraded and there is increasing likelihood of non-linear changes in ecosystems which could have severe impacts on human society. Any major shift from fossil fuel energy to bioenergy will significantly increase human demands on the planet's photosynthesis capacity, and on the biosphere in general. "If we look at how much more water we will need for food and how much more for biomass for energy going forward ... it is quite worrying," said Jan Lundqvist, director of the Stockholm International Water Institute (SIWI). Global food needs are expected to roughly double by 2050, at the same time as climate change and dwindling oil reserves are pressuring countries to set aside ever more land for producing biomass to replace greenhouse gas-emitting fossil fuels. These global trends risk colliding with "the water-constrained biophysical reality of the planet," according to SIWI. ) Large quantities of water are needed to grow agrofuel crops, and water pollution is exacerbated by agricultural drainage containing fertilizers, pesticides, and sediment. Rich countries expectations dangerous Rich industrial countries expectations that third world countries can be used to sustainably maintain their car and plane travel are absurdly impossible. How can the UK and all EU countries, and the US and NZ and Australia, all get their cars AND plane travel even partially fuelled from third world countries resources, sustainably? These countries are where most of the world's people live and millions of people are badly affected by agrofuel production. Long haul flights across the world use enormous amounts of fuel, and this demand can't be met without immense destruction and pollution. More than anything else the biofuels issue shows the dangerous energy illiteracy of the rich world, which third world social movements know all about as shown in issue 17 of Pacific Ecologist Even the best life-cycle greenhouse gas assessment cannot help prevent agrofuels from accelerating global warming, because it cannot account for indirect impacts, displacement of other agricultural activities, or accelerated deforestation linked to infrastructure to transport agrofuels, (the link between road building and forest degradation is well established). Nor do life-cycle assessments account for non-linear climate feedbacks from deforestation, which are amongst the most serious risks to carbon sinks and so to stability of the global climate. There is a high risk, according to research - (see Maria Luisa Mendonca, AND Almuth Ernsting, HOW MEANINGFUL ARE 'GREENHOUSE GAS STANDARDS' FOR BIOFUELS IN A GLOBAL MARKET?) of non-linear events, such as Amazon die-back which could be rapid, irreversible and lead to catastrophic acceleration of global warming as well as major changes in rainfall patterns, which could very rapidly cause global food shortages and large numbers of refugees. Such risks cannot be represented in 'life-cycle' studies done for agrofuels. Given strong evidence that biofuel targets in NZ, Australia. the EU, US and elsewhere will threaten to accelerate Amazon destruction, a precautionary climate strategy means opposing biofuel imports from the Latin American region and of course from all third world countries. Right to Food According to Article 11 of the UN's International Convention on Economic, Social and Cultural Rights, states have the obligation of "respecting, protecting and guaranteeing" the right to food. To respect this right means states cannot obstruct or impede people's access to adequate food as is the case when rural communities are displaced from their lands, especially those who depend on them for their subsistence. States should guarantee the universal right to food through measures that protect vulnerable social groups. Padre Thorlby, who works in a sugarcane zone in Brazil with an ecumenical church organisation, The Land Pastoral Commission, says cars are causing a holocaust. He talks and writes about the Academic roadshow travelling the world to encourage you to believe in myths about Brazil's ethanol being clear, sustainable energy for the rich world's cars. But don't' expect them to tell you the truth, he says, because they have never been near a canefield or talked with any of the hundreds of thousands of families evicted from the land. "To say the energy produced by this model is 'clean, sustainable' is an attack on Nature and a crime against those expelled from the land to make way for this green desert." The developedworld, he says, singles out the under-developed' but more under-justiced world to produce the materials "to allow it to continue consuming at lunatic rates." Action: Raise awareness of biofuel imports in NZ In August, the conservative International Energy Agency's chief economist Fatih Birol, warned world crude oil production is set to peak in about 10 years. But an "energy crunch" could start in 2011, with soaring oil prices threatening to derail any recovery from the current world recession. Fatih recommends "accelerating mobilisation of renewables, energy efficiency and alternative transport. The energy crises will bring increasing pressures for "biofuels. " We must face up to the fact the private car and the jet plane are not and will never be sustainable mass transit systems. Our main priority is how to put a halt and reduce increasing fuel consumption. We must work to bring about a ban on all imported biofuels into New Zealand on human rights grounds as well as environmental factors to help prevent continued deforestation and increased global warming emissions caused by industrial agrofuel plantations. We cannot any longer hide behind the devastation of third world countries and deprivation of millions of people and pretend agrofuel production is sustainable. It is bringing ecocide, total devastation, the death of life. As Rahui Katene for the Maori Party said so inspirationally in Parliament at the First Reading of the Sustainable Biofuel Bill: "the fact is we need to radically change the way we live. A safe environmentally sound and economically viable energy pathway that will sustain human progress into the distant future must be the horizon we seek to achieve and we must start to do something about this now." As many New Zealanders are unaware biofuels from Brazil are here and of their terrible effects, firstly 1. we must raise awareness, perhaps by small groups of people with appropriate placards, walking in the streets particularly during peak hour traffic jams. A flute player or two would help create a festive air. We are seeking to make a much better, less stressful more equitable world, and doing it in as good humoured, charming way as possible may bring better results. 2. Secondly another focus of our attention could be the EECA conference at Te Papa in Wellington on Biofuels and Electric cars on 21 April next year , 2010 where Elizabeth Beall, of the Roundtable on Sustainable Biofuels, who works for the Inter-American Development Bank, which promotes biofuels produced in third world countries, will be a key-note speaker. 3. Thirdly, of course, we must look to our own transport footprints, can we stop using the car and plane travel? Can we find satisfying ways to live by walking more and using public transport? We must constantly promote to government and city councils the need to greatly improve public transport and to live in solidarity with our fellow human beings in third world countries, who do not have cars or get into planes. In conclusion, here's a Christmas message from Padre Thorlby in Pernambuco, Brazil: " Peace on the Land ... what Peace? … what Land? Peace and Land to maintain piece-meal privilege … concentrated in the hands of the few - the agro-industry? - the agro-auto industry? - the agro-chemical industry? … "the violent latifundiary – self-satisfied at the other´s expense … the devastating monoculture model – profits that cost the earth … the servile State – and unrepresentative governments? "OR: "the Peace-Solidarity of the People and Shepherds of the countryside - the Peace-of the land, of the water, of the bread, shared "The Peace of Mother Earth preserved " YOU, ME: We have a choice! Be Happy This Christmas!" Kay Weir, author of this talk, "Biofuel Imports: crime against nature & humanity," is editor of Pacific Ecologist, produced in Wellington - see issue 17 for more information on biofuels – firstname.lastname@example.org – PO Box 12125, Wellington, New Zealand -www.pacificecologist.org Talk ends here…. Additional Notes about Brazil In Latin America, deserts are expanding. In Brazil, 58 million hectares of land, at least, are affected by desertification. Scientists warn global warming will accelerate desertification in the region increasing poverty and fuelling emigration. Figures from the Brazilian Institute of Geography and Statistics state 48.4 percent of the population in the Northeast is poor, nearly triple the rate of the Southeast (17 percent, on average) and of the South (18.3 percent). The semiarid region of the north-eastern interior "is the most vulnerable to climate change, with a portion of it tending to become fully arid," said José Antonio Marengo, CPTEC researcher. The "Semi-Árido" covers nearly 1.1 million square kilometres of the Northeast, and the northern part of the south-eastern state of Minas Gerais. This is 13 percent of the national territory, and is home to 29 million people. There is serious maldistribution of resources in Brazil, the world's 9th-largest economy, which is a net exporter of agricultural products. Yet a mere 1% of the Brazilian population holds 47% of the arable land. Large tracts have historically been left idle for speculation. Though the 1988 Constitution guarantees land reform, large landowners have used their close ties to the political elite to block progress on its implementation. Under such conditions, when large numbers of people have nothing to fall back on, drought becomes famine. Mary Lorena Kenny reports Brazil is a "'low-intensity' democracy" which has had few social and economic reforms that have hampered elite interests, minimized inequity, or empowered the poor. Patronage continues to be the dominant tool for survival, especially in the drought-ridden Northeast, where access to scarce state services is extremely competitive and personal connections determine or facilitate access." Of note, if there is so much unused land, why is it that Brazil has the world's highest rates of deforestation, and the Amazon region has been "utlised" for cattle farming, with great destruction of the globally important Amazon rainforest. Why is it that Brazil's civil society and social justice organisations, are calling out for agrarian reform and for recognition of the territories of traditional peoples and communities, and for a process of land democratisation as a way to guarantee food and energy sovereignty. If there is so much land, why not bring about land reform in Brazil? A Declartion in Oct 2007 from 500 participants, including via Campesina, representing millions of peasant farmers, at the First National and Popular Conference on Agroenergy in Brazil, said: "The current agribusiness model [in Brazil} is a process of continuous land concentration." "The current model of agroenergy production is pushing and expanding agricultural frontiers, menacing Brazil's biomes, mainly of Amazonia and the Cerrado." They demand an end to deforestation and expulsion of farmers in Brazilian ecosystems. Today it's agrofuels invading Brazilian land to keep the rich world in "biofuels" for its cars under a false sustainability banner. A decade ago it was soybean plantations for export, to feed animals in first world countries like The Netherlands, which shoved peasants from the land on to the margins. Now both soybeans and agrofuels for export compete for land and precious water in Brazil, and this enriches small elites and impovershes millions of the poor, and is a health hazard for the poor sugarcane workers. Effects of ever spreading plantations of agrofuels in the Cerrado and Panatal regions and elsewhere on Brazil is tremendous destruction of biodiversity. If it continues the Amazon rainforest will be at risk. See Maria Luisa Mendonca's Jan 2009 paper, Impacts of Expansion of Sugarcane Monocropping for Ethanol email – . 2009 Summer , 17 issue , Ecologist ad Pacific To find out more re . Production nz . net . paradise @ pirmeditor org . see pacificecologist -	<urn:uuid:fb70c7a6-57f0-431d-a3c5-95e3a032d88c>	CC-MAIN-2017-43	http://pirm.org.nz/submissions/pirm-talk-climate-camp-NZ-biofuel-imports-dec09.pdf	2017-10-18T12:39:42Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00792.warc.gz	261,722,196	4,489	eng_Latn	eng_Latn	0.996582	eng_Latn	0.997671	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2438, 5969, 9866, 14233, 17521, 21102, 22083 ]	[ 1.9765625, 1.3359375 ]	1	10
FRANCO DONATONI David C F Wright DMus Franco Donatoni wrote glorious, sparkling music in his own avant-garde style. He was a man of contradictions. He did not always value his work and yet it is music of quality with scintillating sound. It is music of vision. Franco had a marvellous sense of humour and yet it would be lost on many people. He was a very funny man and yet he suffered many years of depression. In post-war fascist Italy there were few opportunities to learn music and very few teachers of any purport. As a result, composing music was fraught with problems. He was born, in Verona in 1927. His father was a civil servant and considered that his son should go into banking even if that meant starting as a humble bank clerk. But, in Italy, even this respectable job did not earn much money and so young Franco was encouraged to take up the violin to earn extra cash. He played in the Verona Arena Orchestra. He was a lonely child. On Sunday afternoon walks he would imagine music and regret that the mechanics of writing it down was beyond him. And, as we have said, it was very difficult to obtain decent music tuition in Italy in those days. It was the great Petrassi that was Franco's first encouragement. But the young student was interested in other aspects of music. He would talk about how one lives with music as someone would talk about how one would live with a disease or a handicap. He felt that people going to concerts all dressed up and the orchestra were dressed in their tails was a convention and tradition that made no sense. He would say that one goes to a concert to hear music not to admire someone's clothes or social standing. He spoke of the emotional high at a symphony concert and how the audience in that environment were transported but as soon as they left to go home what did they have but a memory? How does one live with music was Donatoni's question. The next great influence on his life was Bruno Maderna another composer of great originality, but then there were so few composers in Italy that the claim to originality could be made quite easily. Franco attended the Summer School at Darmstadt in 1954 and encountered Stockhausen and John Cage. While he had some admiration for Stockhausen he would say that he was always perfecting his own ego. What I shared with Donatoni was this conclusion -- namely that composers with big egos were not really composers at all but showmen and they merely wanted to advance themselves, not music. This is why Donatoni said, "I am not an artist but an artisan". I know exactly what he means. The British composer, Francis Routh, has often said, "I want to make music not money". Humphrey Searle would say, "A composer must know his skill but write what he wants to write. If he imitates another he will not be original. He should not want to make a name for himself. If he does he should take up politics or something " Donatoni experimented briefly with serialism and admired its discipline, writing some piano works in this most demanding of styles. He took an interest in John Cage for a while since he felt that traditionalism was strait-jacket music. But he also found that Cage's style and philosophy was so negative that it dragged him down as well. His score Black and White for two pianos have no precise notes, durations and dynamics. His Composition in Four Movements (1955) is based on permutations of various rhythms, but this chance music a la John Cage was so contrary to the concept of composition. In the mid-1960s Donatoni was still searching for a means of original expression in music. In 1 967 he took eight bars of the second piano piece of the Five Pieces op 23 by Schoenberg and wrote an extensive piece around it. He analysed the fragment and rewrote it every way he could. He got inside the piece and got everything out of it that anyone could. What we have is a detailed, in-depth study in which no stone is unturned; it is a colourful piece in a quasi-concertante style, a marvellous experiment of what you can do with merely eight bars of music. There is a clarity of texture in a well-developed musical argument. At times the music is agitated. The tension builds up dramatically. Donatoni said, "There is something elusive about Schoenberg's notes. " The piece, Eiwas ruhiger im Ausdiuck is scored for flute, clarinet, violin, cello and piano. As Reginald Smith Brindle points out, "It is a tour de force of technical contrivances having brilliant qualities, particularly in its texture and austere monastic tone." The 1960s were not happy for Donatoni. Italy had nothing to offer musically. The 1970s were even worse. He lived on pills for a while and the tragic death of Maderna in 1973 devastated him. As he believed that music should never be egotistical and, therefore, not a means of self-expression, he did not want to show his feelings. To him music was absolute and while it had to have expression it was not to be self-expression or egotistical "You cannot really write your life story in music because words express self best whereas music expresses something beyond words," he would say. His Duo per Bruno is, however, his mourning for Maderna. It is a homage. There are moments of exceptional poignancy from the two violins and the sparingly used percussion suggests heartbeats. The ringing of the bells suggests a cortege and the two pianos and two harps are employed to portray confusion caused by grief. The brass depicts a controlled anger. Here is Donatoni paradoxically hiding his feelings and not wanting to wallow in self-indulgence. The string collage towards the end is very impressive. Written at the time of the composer's darkest days and his deep depression, the concluding snarling brass rasps angrily and the bells toll. This is cerebral, intellectual music and not for the musically squeamish. And it is unconventional. Yet, eventually, Donatoni had to succumb to the conventional and accept that symphony concerts had a mode of dress and behaviour and that the concert hall had a reverence about it. Yet in the 1970s he said that in composition he could do no more and so became a copyist. His wife was troubled by his decision and tried to encourage him to take up composition again. Gradually, he changed and moved out of his crippling depression and found his feet. He found that there were students who wanted the benefit of his experience and who had been influenced both by his music and his writings. He took on some of these students. They all found him to be an energetic teacher who enthused about many things even the dull mechanics of music. He was a strict master and did not approve of students using the piano to compose. Indeed, he expected a lot from his students. And he was tough. Yet he was kind and generous. He had both an enormous presence and smile. He was a big man and would travel around on his bicycle. He had begun to compose again. He had a new lease of life. His music became confident, euphoric and melodious which still retaining his 'modern' style. His music had a compulsive wit and a delicate virtuosity and yet it was never weak. His music was never extreme in tone. Rather, it was a strong mezzo forte throughout generally. He loved to be provoked. People would say that he could not write for such an instrument or combination of instruments and he would rise to the challenge and do so. As he now had a circle of musicians around him, he would write for small chamber ensembles so that they could play his music. "Writing for small groups can be very gratifying as you are writing for friends and people you know who want to play your music," he would say. He would also refer again to the traditional position of the symphony orchestra and comment that a composer would spend a year or so writing for a large orchestra and hope that it would be played. And if it were, it may be played just once and forgotten. Re/rain is a magnificent chamber piece. It includes a guitar, marimba, viola, double bass, harp, clarinet and bass clarinet and produces a euphonious sound, effortless and very exciting. It has the recurring thrill of sudden bursts of sound and the concertante style of the music, particularly the marimba, adds to the quality of a wonderfully virtuoso piece. 1 have often thought that John Adams has imitated this piece very often particularly in the dances from Nixon in China. The work is less severe than others and ends almost in E major with almost a Mediterranean vigour. The sheer brightness of the music is a delight. Cloches for wind, percussion and pianos is another superb and striking piece. It has rich textures and is very thrilling musically. There is the usual Donatoni toughness and density but also that lightness of touch. It is an unforgettable piece. And that cannot be said about many pieces. He did not write for voices until late in his career. In 1993 he wrote a song An Angel within my Heart for soprano, two clarinets and string trio to words by his wife, Susan Park. Again it is a work of high quality throughout. Donatoni regarded himself as Veronese rather than an Italian and yet there are those who believe that he is more a central European. He had some great ideas such as the view that a composer does not create, he transforms. As with his musical treatise on eight bars of Schoenberg he put forward the idea that detailed material could be so reworked that you could never run out of it. He had a tremendous wit and his work is full of surprises. He is a modern day Haydn. Donatoni had come a long way since his early days studying at the Verdi Conservatory in Milan (1946-8) and the Martini Conservatory in Bologna (1948-51) and with Pizzetti in the Academia Saint Cecilia in Rome. Pizzetti was a real traditionalist and hated anything modern. If music was not in a key signature and did not have melody and traditional harmonies it was not music at all. See the article Hypocrisy in Music How naive and backward can one be? Donatoni's first works were reasonably conventional with four string quartets, a Sinfonia for string orchestra, Doubles for harpsichord and Doubles Two for orchestra and then came the Schoenberg piece, one of Donatoni's "de-composed" works. Donatoni died on 17 August 2000. He leaves a wife and two sons. But he has also left a legacy of a new musical language and has paved the way with Luigi Nono for a new renaissance in Italian music. How long must we wait until this original genius is recognised? List of Works: Quartet no. 1, for string quartet (1950) Concerto for Orchestra (1951) Il libro dei Sette Sigilli, biblical cantata for soli, horn and orchestra (1951) Recitativo e allegro for violin and piano (1951) Concertino, for 2 horns, 2 trumpets, 2 trombones, 4 timpani and archi (1952) Concerto, for bassoon and orchestra (1952) Sonata, for viola solo (1952) Ouverture, for chamber orchestra (1953) Symphony, for string orchestra (1953) Cinque pezzi, for 2 pianos (1954) Divertimento, for violino e gruppo strumentale (1954) Musica, for chamber orchestra (1955) La lampara, ballet (1957) Tre improvvisazioni for piano (1957) Quartet no. 2, for string quartet (1958) Movimento, for harpsichord, piano, and 9 instruments (1959) Serenata, for female voice and 16 instruments, text from Dylan Thomas (1959) Strophes, for orchestra (1959) For Grilly ("improvvisazione per sette" [improvisation for seven]), for 7 performers (1960) Sezioni ("Invenzione per orchestra" [inventions for orchestra]) (1960) Doubles, for harpsichord (1961) Puppenspiel I, ("Studi per una musica di scena" [studies for theatrical music]) for orchestra (1961) Quartet no. 3, for four-channel tape (1961) Per orchestra (1962) Quartet no. 4 (Zrcadlo), for string quartet (1963) Asar, for 10 string instruments (1964) Babai, for harpsichord (1964) Black and white, for 37 string instruments (1964) Divertimento no. 2, for strings (1965) Puppenspiel II, for flute and orchestra (1966) Etwas ruhiger im Ausdruck, for flute, clarinet, violin, violoncello, and piano (1967) Souvenir ("Kammersymphonie op. 18" [Chamber Symphony op. 18]), for 15 musical instruments (1967) Black and white II "Esercizi per le dieci dita" [Exercises for the Ten Fingers] for keyboard instruments (1968) Estratto for piano (1969) Orts ("Souvenir n. 2"), for 14 instruments and narrator ad libitum (1969) Solo, for string orchestra (1969) Doubles II, for orchestra (1970) To Earle, for chamber orchestra (1970) Secondo estratto, for harp, harpsichord, and piano (1970) To Earle Two, for orchestra and instruments (1971) Lied, for 13 instruments (1972) Jeux pour deux, for harpsichord and positive organ (1973) Voci - Orchesterübung, for orchestra (1973) Espressivo, for oboe and orchestra (1974) Quarto estratto, for 8 instruments (1974) Duetto, for harpsichord (1975) Duo pour Bruno, for orchestra (1975) Lumen, for 6 strumenti (1975) Terzo estratto, for piano and 8 instruments (1975) Ash, for 8 instruments (1976) Musette per Lothar, for musette (1976) Algo, for guitar (1977) (Written for Ruggero Chiesa and Oscar Ghiglia) Ali, 2 Pieces for viola solo (1977) Diario 76, for 4 trumpets and 4 trombones (1977) Portrait, for harpsichord and orchestra (1977) Spiri, for 10 instruments (1977) Toy, for 2 violins, viola, and harpsichord (1977) Arie, for female voice and orchestra, texts by Omar Khayyam, Renato Maestri, Fray Luis de León, Tiziana Fumagalli, Hafiz (1978) De Près, for female voice, 2 piccolos and 3 violins (1978) Ed insieme bussarono, for female voice and piano (1978) About..., for violin, viola, and guitar (1979) Argot, for violin (1979) Marches, for harp (1979) Nidi, for piccolo (1979) Clair, for clarinet (1980) L'ultima sera, for female voice and 5 instruments, text by Fernando Pessoa (1980) Le ruisseau sur l'escalier, for violoncello and 19 performers (1980) The Heart's Eye, for string quartet (1980) Fili, for flute and piano (1981) Small, for piccolo, clarinet, and harp (1981) Tema, for 12 instruments (1981) Feria, for 5 flutes, 5 trumpets an organ (1982) Lame, for violoncello (1982) In cauda (in three movements), for choir and orchestra (1982–1986), Abyss, for low female voice, bass flauto in C, and 10 instruments, text by Susan Park (1983), Ala, for violoncello and contrabass (1983), Alamari for violoncello, contrabass, and piano (1983), Diario '83 for 4 trumpets, 4 trombones, and orchestra (1983) Lem, for contrabass (1983) Rima, for piano (1983) She for 3 soprani and 6 instruments, text by Susan Park (1983) Symphony, op. 63 ("Anton Webern"), for chamber orchestra (1983) Françoise Variationen, for piano (1983–1996), Atem, opera in two movements and an intermezzo, text by Brandolino Brandolini d'Adda, Tiziana Fumagalli, Renato Maestri, and Susan Park (1984) Cadeau, for 11 performers (1984) Darkness for 6 percussionisti (1984) Ombra for contrabass clarinet (1984) Ronda for violino, viola, violoncello, and piano (1984) Omar for vibrafono (1985) Sextet, for 2 violins, 2 violas, and 2 violoncellos (1985) Still for soprano leggero e 6 strumenti (1985) Eco for orchestra da camera (1985–1986) Arpège, for 6 instruments (1986) Refrain, for 8 instruments (1986) Ave, for piccolo, glockenspiel, and celesta (1987) Flag, for 13 instruments (1987) O si ride for 12 solo voices, tesxt by Brandolino Brandolini D'Adda (1987) A Françoise, for piano (1988) Cinis, for female voice and bass clarinet, testo di Gaio Licinio Calvo (1988) La souris sans sourire, for string quarteti (1988) Short, for trumpet in C (1988), Cloches, for 2 pianos, 8 wind instruments, and 2 percussionists (1988–1989) Blow, for wind quintet (1989) Ciglio for violin (1989) Frain, for 8 instruments (1989) Hot for sopranino or tenor saxophone and 6 performers (1989) Midi, for flute (1989) Soft, for bass clarinet (1989) Ase (Algo II), for female voice and guitar (1990) Bok, for bass clarinet and marimba (1990) Chantal, for solo harp, flute, clarinet, and string quartet (1990) Cloches II, for 2 pianos (1990) Het, for flute, bass clarinet, and piano (1990) Holly, for cor anglais, oboe, oboe d'amour, and 13 instruments (1990) Marches II for solo harp, 3 female voices ad libitum, 12 instruments, and 3 percussionists (1990) Rasch, for 4 saxophones (1990) Spice (Ronda n. 2) for violino/viola, clarinet in B-flat/E-flat clarinet, violoncello, and piano (1990) Cloches III, for 2 pianos e 2 percussionisti (1991), Madrigale, for 4 choirs of white voices and 4 percussionists, text by Elsa Morante (1991) Refrain II, for 11 performers (1991) Aahiel, for mezzosoprano, clarinet, vibraphone, marimba, and piano, anonymous text (1992) An Angel within my Heart for female voice, 2 clarinets, and string trio, text by Susan Park (1992) Concerto Grosso, for orchestra and 5 electronic keyboards (1992) Feria II, for organ (1992), Feria III, for organ (1992) Jay, for piano, 2 trumpets, 3 horns, and 2 trombones (1992) Late in the Day (Ronda n. 3), for soprano, flute, clarinet, and piano, text by Michael Riviere (1992) Mari for marimba (1992) Mari II for 4 marimbas (1992) Nidi II, for tenor recorder (1992) Scaglie, for trombone (1992) Sincronie, for piano with accompaniment of a solo violoncello (1992) Sweet, for tenor recorder (1992) Algo II, for 2 guitars (1993) Ciglio II, for violine and flute (1993) Concertino no. 2, for 5 electronic keyboards (1993) Refrain III, for 14 performers (1993) Small II, for flute, viola, and harp (1993) Sweet Basil, for trombone and big band (1993) In cauda II, for orchestra (1993–1994) Ciglio III, for violin and piano (1994) Flans, per coloratura soprano and 9 instruments, text by François Villon (1994) Portal, for clarinet in B-flat, bass clarinet, E-flat clarinet, and orchestra (1994) Puppenspiel III for piccolo, flute, alto flute in G, and 14 performers (1994) Serenata II for 5 instruments (1994) Sincronie II for violoncello, piano, and 7 instruments (1994) Alfred, Alfred opera in seven scenes and six intermezzi, text by the composer (1995) Algo III for guitar and 23 performers (1995) Cinis II, for bass clarinet, marimba and percussion (1995), Duet no. 2, for 2 violins (1995, Fanfara, for brass (1995) Incisi, for oboe (1995) Luci, for flute in G (1995) Rasch II for 4 saxophones, vibraphone, marimba, percussion, and piano (1995) Triplum, for flute, oboe, and clarinet (1995) Algo IV for 13 instruments (1996) In cauda III, for orchestra (1996) Lame II, for 8 violoncellos (1996) Lem II, for contrabass and 15 instruments (1996) Luci II, for bassoon and horn (1996) Refrain IV, for 8 strumenti (1996) Till, for corno (1996) Al, for mandolin, mandola, and guitar (1997) Che, for tuba (1997) Feria IV, for accordion (1997) Luci III, for string quartet (1997) Tell, for cor anglais (1997) Cerocchi 70 for clarinet, violoncello, and piano (1998) Elly, for clarinet, violoncello, and piano (1998) Fire (In cauda IV), for 4 female voices and orchestra, text by Jack Beeching (1998) Poll, for 13 performers (1998) Clair II, for clarinet (1999) Prom, for orchestra (1999) ESA (In cauda V), for orchestra (2000) Copyright David C. F. Wright. 20 August 2000. This article or any part of it, however small, must not be copied, quoted, reproduced, downloaded or altered in any way whatsoever nor stored in any retrieval system. Failure to comply is in breach of International Copyright Law and will render any offender liable to action at law. The author wishes to thank Reginald Smith Brindle for his help in the study of Donatoni over many years.	<urn:uuid:d92adf72-52f0-432b-8279-345bc9345b6c>	CC-MAIN-2017-43	https://www.wrightmusic.net/pdfs/franco-donatoni.pdf	2017-10-18T13:04:22Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00793.warc.gz	1,013,490,691	5,215	eng_Latn	eng_Latn	0.701104	eng_Latn	0.993312	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4547, 8838, 11894, 14486, 17219, 19622 ]	[ 1.78125 ]	1	0
ISAAC'S LOVE FOR ESAU: A WAY OF DRAWING HIM CLOSER TO HASHEM is written, "Isaac loved Esau, for game was in his mouth, but Rebecca loved Jacob" (Bereshith 25:28). This is astonishing, for what kind of reason does "for game was in his mouth" constitute? Furthermore, the Midrash states that Isaac loved Esau because "choice meat and choice wine were reserved for his mouth" (Bereshith Rabba 63:10). This too is surprising, for how can we say that our father Isaac, who was sanctified by a tremendous degree of holiness, loved Esau more than Jacob (who studied Torah) because of the delicious meals that he brought him? meals consisting precisely of game. By so doing, Esau was at least practicing (albeit reluctantly) ritual slaughter, as well as verifying and salting meat in order to kasher it so his father Isaac could eat it. In reality, Isaac did not have to send Esau into the field to bring him delicious meals, since Isaac had domesticated and wild animals in his home. Why did he send Esau into the field to bring him game? If this was how Isaac loved his sons, to the point that he sought Esau in order to bless him with the dew of heaven and the fat of the earth, and that the nations of the earth should bow before him, then why did he want to bless Esau more than Jacob? After all, Jacob was an upright man who lived in tents, and he was even more deserving of a blessing than Esau. Although Isaac did not suspect Esau of unsightly deeds, he still knew that one son studied Torah and the other went out into the fields. Did Jacob, who studied Torah, not deserve a blessing even more than Esau, who spent his entire day in the field and brought his father delicious meals? We may explain this by saying that Isaac knew that Esau committed vile deeds. As the Sages say in the Midrash, the Shechinah dwelled in Isaac's home, but when Esau took wives for himself from among the daughters of Canaan, they began to burn their idolatrous incense and the Shechinah left Isaac. When he saw that Esau had taken to a bad path, that he had married the daughters of Canaan, and that they had turned his heart away by enticing him to commit evil – as they were accustomed to seeing their fathers doing in Canaan – Isaac was greatly distressed and wanted to bring Esau back to the right path. was steeped in evil. As the Midrash states, Esau committed all the sins that Hashem detests. This is why Isaac could not ask Esau to study Torah, for he certainly would not have listened to him. In fact evildoers detest being reprimanded. What did our father Isaac do? He demonstrated his great love for Esau and began to speak with him: "My son, I also love game as you do. Please, make me some delicious meals that I love!" When Esau heard this, he began to listen to what his father was telling him. Once Isaac's words entered Esau's ears, he began to chat with him, saying: "My son, pay close attention not to bring me nevelot or treifot to eat. Slaughter the animals according to the law, and salt the meat according to the law, for I love delicious food." In this way, Isaac wanted to educate and accustom Esau to performing mitzvot, for if he paid attention to this mitzvah, he would eventually pay attention to other mitzvot. And when he would pay attention to the mitzvot, he would eventually study Torah. Isaac began with small things, telling himself: "I will give Esau an easy mitzvah to perform, and in the end he will pay attention to all the mitzvot." As the Sages say, "If you take hold of too large a thing, you may lose your hold. However if you take hold of a smaller thing, you will retain your hold" (Yoma 80a). Hence Isaac told Esau, "If you bring me nevelot or treifot, I will not bless you." He did this in order to infuse Esau's heart with a love for Hashem. Yet Isaac could not openly reprimand Esau and ask him to behave like Jacob and study Torah. If he were to have said to him, "My son, look at how badly you are behaving, at how vile your deeds are! I beg of you, enter the Beit HaMidrash and study Torah like your younger brother Jacob," Esau would not have listened because he On the other hand, Isaac did not need to demonstrate his love for Jacob, even though he loved him dearly, for Jacob studied Torah all day long. Isaac did not openly demonstrate his great love for him, as he did for Esau, because Jacob studied Torah and followed the ways of Hashem. It was therefore better not to demonstrate his love, as it is written: "One who spares his rod hates his child, but he who loves him disciplines him" (Mishlei 13:24). Since Esau had taken to a bad path and his father wanted to bring him back to the right one, he demonstrated his love for him by pretending to be interested in game. In this way, he would accustom Esau to performing mitzvot. We should not be surprised by the fact that Isaac commanded Esau to bring him delicious Isaac thought: "Since Esau will put an effort into performing mitzvot by going into the field and bringing me game – by slaughtering it and kashering the meat according to the law – he will cleave to Torah and mitzvot." Hence he did not command Esau to wear his beautiful garments, which he had taken from Nimrod, so that all the animals of the field would fall before him. If the animals of the field were to fall before Esau, he would not have needed to put an effort into this mitzvah, and the Torah only endures with a person who puts an effort into it. Isaac's sole intention was to infuse a love for Hashem into Esau's heart by making him perform easy mitzvot; he even promised to bless him if he did so. Furthermore, because Esau would perform these easy mitzvot for selfish reasons, he would eventually perform difficult mitzvot for non-selfish reasons. This is how we progress: By doing things with ulterior motives, we come to doing things for their own sake. Isaac believed that by accustoming Esau to performing easy mitzvot, he was readying him for all mitzvot. From what we have said, we can understand Rashi's comments: "In his mouth – as the Targum renders: In Isaac's mouth. The Midrashic interpretation is: With Esau's mouth, for he would entrap him and deceive him with his words." These two explanations are really one, for why did Isaac demonstrate his great love of Esau? It was because he saw that Esau was taking to a bad path and trying to deceive him by saying, "I would have liked to study Torah today!" Isaac proved to be more cunning by asking Esau to bring him some game. In doing so, he was accustoming Esau to the performance of mitzvot. Concerning the Parsha A Person's Name Bears Witness to His Character It is written, "Esau said to Jacob, 'Please feed me some of that very red stuff, for I am exhausted' " (Bereshith 5:30). The Sages in the Gemara warn us about the obligation to wash our hands after a meal (mayim acharonim). In fact they are so adamant about it that they have said that failure to do so "killed a person" (Yoma 83b). sign that they had heard from his own mouth, namely that he had eaten a meal of lentils on that day. "What did you do," Kidor asked anxiously. "I returned their money to them," his wife replied. When Kidor heard this, he arose and killed his wife in a fit of rage. The Gemara recounts a terrible incident in this regard: Three Tannaim among the Sages of the Mishnah – Rabbi Meir, Rabbi Yehudah, and Rabbi Yossi – were on a journey. Rabbi Meir always paid close attention to people's names, whereas Rabbi Yehudah and Rabbi Yossi did not. (After this incident, however, they began paying attention to people's names, just as Rabbi Meir did.) On Friday afternoon, the eve of Shabbat, as the sun was about to set, they proceeded to a local inn. When they arrived, they asked the innkeeper his name. "Kidor," he said. Rabbi Meir (who, as we said, would evaluate a person based upon his name) thought, "It is obvious that he is an evildoer, since it is said: 'For they are a generation [ki-dor] of reversals' [Devarim 32:20]." Rabbi Yehudah and Rabbi Yossi entrusted their purses to Kidor, along with the money they contained, whereas Rabbi Meir did not entrust his purse to him. Instead, he went to hide it by the grave of the innkeeper's father. That night, Kidor saw his father in a dream, and he told him: "Go, take the purse lying at my head!" In the morning, when Kidor recounted his dream to the Sages who were staying at the inn, they told him that there is nothing to dreams that take place on the night of Shabbat. However Rabbi Meir was still cautious, and he went to the cemetery to look after the money he had hidden there. At the end of Shabbat, he took his purse and returned to the inn. The day after Shabbat, both Rabbi Yehudah and Rabbi Yossi went to get their purses from the innkeeper, with whom they had left them at the start of Shabbat. To their great surprise, however, he arrogantly said to them: "You never left anything with me!" When Rabbi Meir heard this, he said to them: "Why didn't you pay attention to his name, to see if he was pleasant or crude?" They answered with a question of their own: "Why didn't you tell us to evaluate him according to his name?" Rabbi Meir replied, "Although I usually evaluate people according to their names, it is simply a hunch. I would not consider it a definite presumption. From the fact that I heard that the innkeeper's name was Kidor, what came to mind was the verse, 'For they are a generation [ki-dor] of reversals.' At that point, I was cautious and paid attention to this man. However I could not confirm that this was that case. I could not tell you that he was someone who is not upright or honest, or warn you not to entrust your money with him!" As a result, the three Sages left the inn and headed for the city, when suddenly they noticed the innkeeper having fun with his friends. When they saw him, they realized that there were lentils on his mustache from a previous meal. The three immediately returned to Kidor's home and said to his wife, "Your husband told us that you would return our purses, which we entrusted to him on the eve of Shabbat. The sign that he gave us to certify that it is really him sending us is that you made him a meal of lentils today." When Kidor's wife heard the request of the Sages and the sign they had given her – that she had prepared some lentils for her husband today – she immediately went to retrieve the purses that her husband had hidden, and she returned them to the Sages. When Kidor returned home, his wife told him that the three Sages had come to their home and asked for their money. They had even given her a The Gemara (Yoma 83b) ends its account by saying that failure to use the mayim acharonim "killed a person." This is because, had Kidor fulfilled the mitzvah of washing his hands after a meal, as stipulated by the Sages, he would have washed his moustache. In that case, the three Sages would not have seen that he had eaten lentils on that day, meaning that Kidor would not have killed his wife. Yet since Kidor did not heed the words of the Sages, he neglected this mitzvah and ended up killing his wife. A Clever Ruse In his book Sha'arei Yehoshua, the gaon and tzaddik Rabbi Yehoshua Attiya Zatzal uses this story to explain why Esau told Jacob, "Please feed me some of that very red stuff." After all, why did Jacob have to pour this food into his mouth? Although he was exhausted at the time, could Esau have not used his own hands to eat? The answer is that our father Isaac did not allow lentils into his home, for he realized and was afraid that something bad could happen as a result of eating them. In fact the wicked Esau certainly paid no attention to the mitzvah of mayim acharonim (and the holy Patriarchs, as we know, observed the entire Torah). This is why the wicked Esau had a tremendous desire to taste some lentils, and it is why these lentils seemed so appetizing that he agreed to sell his birthright for them. It happened that people were mourning the passing of Abraham on that day, and lentils are usually eaten in a house of mourning (since lentils are a meal for mourners). The wicked Esau was afraid that Jacob would not allow him to taste it, for Jacob obeyed the orders of his father. Hence Esau schemed and cleverly asked Jacob, "Please feed me some of that very red stuff." In other words, "I cannot eat lentils with my own hands because I don't want to dirty my hands and mouth. But you can take the pot of lentils and pour it directly into my mouth, and there will be no reason to worry that I will not properly wash my mouth after eating, so nothing bad can happen." Esau added that even if he were to dirty his face when Jacob poured the lentils – "that red stuff" – into his mouth, because of the fact that Esau was exhausted at that point, and because a tired person often has a red face, nobody would notice that he had eaten them. Guard Your Tongue Not Even Death Can Atone For It If a person transgresses by speaking Lashon Harah about someone, and he wants to repent, his repentance depends on whether or not his listeners have believed his words, and on whether the individual he has disparaged has become lowered in their eyes. If this has not happened, his words constitute a sin between G-d and man, meaning that he has transgressed Hashem's will. Rectifying this sin consists of regretting what he has done, confessing it, and wholeheartedly committing himself to never doing it again, as is the case for all sins between G-d and man. However if the person he has disparaged becomes lowered in the eyes of his listeners, and if that person experiences either physical or financial harm, it then becomes a sin between man and man, which not even Yom Kippur and the day of death can atone for unless the wronged party forgives him. – Chafetz Chaim At the Source Three Kinds It is written, "These are the generations of Isaac the son of Abraham. Abraham begot Isaac" (Bereshith 25:19). To explain this double expression, Rabbi Neiman Zatzal, the Rosh Yeshiva of Ohr Israel in Petah Tikva, wrote: "There are three kinds of sons: There are sons who have turned away from the path of their fathers, but continue to take pride in them and in their wisdom. There are also sons who have so strayed so much, they are ashamed of their fathers who observe Torah. Among the first kind, it is not their parents who are proud of them, but they who are proud of their parents. As for the second kind, their parents are not proud of them and they are not proud of their parents. Our father Abraham had both kinds of sons. He had the sons of his concubines, to whom he gave gifts and sent away, the result being that they no longer had any connection with him, nor him with them. Abraham also had Ishmael, whom he was certainly not proud of, although Ishmael was proud of him. In fact the Torah calls him 'Ishmael the son of Abraham,' and even until today, the children of Ishmael consider themselves to be the descendants of Abraham. "The third kind are the best of all, these being sons who are attached to their fathers and to the Torah. In such a case, the fathers are proud of their sons, and the sons are proud of their fathers. Hence the verse states, 'These are the generations of Isaac the son of Abraham. Abraham begot Isaac.' Isaac cleaved to Abraham, and likewise Abraham cleaved to Isaac. We can now understand why the Midrash [Bereshith Rabba 63:2] cites the verse: 'Grandchildren are the crown of old men, and the glory of children are their fathers' [Mishlei 17:6]." Not a Useless Prayer It is written, "Isaac entreated Hashem before his wife, for she was barren" (Bereshith 25:21). Why did Abraham not pray for his wife, since she was barren as well? To answer this question, we shall cite the Brisker Rav Zatzal in regards to what the Mishnah in Berachot says: "To cry over the past is to utter a useless prayer. If a man's wife is pregnant and he says, '[G-d] grant that my wife bear a male child,' this is a useless prayer" (Berachot 54a). This means that to pray for a change in nature is not a valid prayer. In the Gemara we read, "Our mother Sarah was incapable of procreation, for it is said, 'Sarai was barren; she had no child' [Bereshith 11:30]. She did not even have a womb" (Yebamot 64b). Therefore according to nature, it was impossible for her to have any children whatsoever. Hence Abraham refrained from praying for her to have children, since that would have constituted a prayer to change nature. Such was not the case for Rebecca, who was simply childless. Praying for her to have children did not constitute a request for a change in nature, which is why Isaac prayed for her. Shortened Even More It is written, "Isaac entreated Hashem before his wife, for she was barren. Hashem was entreated of him, and Rebecca his wife conceived" (Bereshith 25:21). Rashi states, "He did much praying and entreating. He [G-d] allowed Himself to be entreated and placated and swayed by him." This is difficult to understand. Children had been promised to Isaac even before he was born, since the Holy One, blessed be He, had promised them to Abraham. If Hashem delayed because He desired to hear the prayer of the righteous, a few prayers would have sufficed. That said, why did Isaac have to implore Him to such an extent? Furthermore, why did the Holy One, blessed be He, have so much difficulty accepting his prayer, such that Rashi states: "He allowed Himself to be entreated and placated and swayed by him"? Rabbi Yosef Chaim Sonnenfeld Zatzal answers these questions in the following way: We know that Abraham merited to live for 180 years. Yet in order to prevent him from seeing what his grandson Esau would become, his life was shortened by five years, meaning that he died at the age of 175. Since the life of our father Abraham was certainly very precious to Hashem, we learn that it was very difficult for Him, so to speak, to allow Himself to be easily swayed by the prayers of Isaac and Rebecca, for if Esau were to have been born right away, Abraham's life would have been shortened to an even greater extent. All Three It is written, "Only obey me and go take for me" (Bereshith 27:13). Since Jacob was afraid of being caught in this ruse, Rebecca advised him not to think of benefiting from the blessings, nor of defeating Esau, but simply to fulfill the mitzvah of obeying his mother. In that case, she promised that nothing bad would happen to him, for those who perform a mitzvah suffer no harm. This is why the verse praises Jacob, explains Rabbi Moshe Alsheich, for although Rebecca only said "go take for me" – take only – Jacob did three things: He went, he took, and he brought. Hence we read, "He went and took and brought to his mother" (v.14). He did all three things solely to obey his mother. In the Light of the Parsha The Voice of Torah and the Shira of the Angels It is written, "The voice is the voice of Jacob" (Bereshith 27:22). By way of allusion, we may explain the double expression ("the voice is the voice") according to what the book Mishpat Tzedek says on the statement, "If Israel only knew why G-d visits their sins upon them more than those of the other nations, they would realize that He does not collect even a hundredth of His due" (Zohar III:66a). The Mishpat Tzedek states that according to our holy books (see Be'er Mayim Chaim, Bereshith 1:1, note 6), all the upper and lower worlds are given over to man. If a Jew studies Torah and serves Hashem, He will shower man with abundance that he can pass on to the worlds that depend on him, giving the angels strength to recite the shira. Yet when Jews neglect Torah study and the service of Hashem, the angels cannot recite the shira, and the worlds do not receive the outpouring of abundance that they need. If the Jewish people sin, this damages all the worlds, which is why it is so grave. Thus from here we learn that when the voice of Jacob is heard, the angels can recite the shira. This allows us to understand the double expression, "The voice is the voice of Jacob." This refers to "the voice of Jacob" in the Torah that we study in this world, and "the voice of Jacob" on high, for the voice of Jacob is what gives the angels strength to recite the shira. Your Eyes Shall Behold Your Teacher Rabbi Shemuel Eliezer Eidels – The Maharsha The Torah commentaries of the Maharsha, Rabbi Shemuel Eliezer Eidels Zatzal, appear in all editions of the Talmud published after his death. All who study Torah, both great and small, consider his commentaries as the foundation for understanding the words of the Gemara and the explanations of Rashi and Tosafot. One of the Torah giants of his generation wrote: "All his words are based upon the pillars of wisdom and solid foundations, and all the winds in the world cannot move him in the slightest way. Whoever opposes him, it is as if he opposes the Shechinah." Rabbi Shemuel Eliezer HaLevi was born in the Polish town of Krakow in 5315 to a famous line of rabbis. His family name became "Eidels" in recognition of his mother-in-law, the Rebbetzin Eidel Lipschitz, who supported both him and his numerous disciples who gathered under his roof. The Maharsha was known far and wide as a Torah genius and leading figure among his generation. All the great men of Israel were in contact with him, corresponding with him in regards to Halachah and Aggadah. He was also appointed as the leader of the Vaad Arba Aratzot (Council of the Four Lands), which guided the Jews of Poland at the time. In this role, the Maharsha enacted numerous decrees. Besides his tremendous intelligence, the Maharsha was also known for his righteousness, the purity of his heart, and the aid that offered to others. It is said that during all the time that he served as the Rav of Ostrova, nobody ever suffered from hunger. Indeed, engraved upon the door of his home were the words: "A stranger shall not spend the night outside. My door is open to guests." The Terrestrial Court It happened one morning, immediately after sunrise, that panicstricken cries were heard coming from outside the Rav's home. "Let him in!" ordered the Rav. A local Jew entered, gasping and trembling from head to toe. "Please sit down, my son. Sit and calm down. How can I help you?" said the Rav. "I have a problem that began a few years ago," began the Jew. "At the time, I and a childhood friend made a tremendous amount of money on a business deal. Unfortunately, I behaved badly, committing the worst sins possible: I drank forbidden wine and ate non-kosher food, which I did in a drunken haze, for I drank too much. When I became sober, I was depressed and dejected, finding no rest for my soul. "Since my friend couldn't bear to see my pain, he said to me: 'I see that you're very upset. That's why I'm prepared to purchase your sins in exchange for your part of the profits that we made in doing business together.' "Without hesitation, I agreed to this 'deal.' Therefore all my money went to him, and by a tekiat kaf between us, he took upon himself all the grave sins that I had committed. "My friend died not long afterwards, and now for several nights he has been coming to me in my dreams, demanding that I appear with him in a din Torah before the Celestial Court. He says that it's because he is being accused of sins that he never committed. He claims that he only agreed to 'purchase' them from me in order to ease my mind. Last night, my friend appeared to me in another dream and violently threatened me. I'm a complete wreck! What should I do?!" The Rav thought about the problem, and then he said: "When he returns to you, tell him that you're prepared to be judged alongside him, but only before a terrestrial court." Sure enough, his dead friend appeared to him in a dream on that very night, and after numerous assurances and supplications, he agreed to appear at the Maharsha's beit din. Strike His Grave with My Cane The set day arrived, and the residents of the community, even strangers, gathered at the great synagogue where the beit din was scheduled to take place. The synagogue was completely packed, and crowds even surrounded the building. A curtain hung in one corner of the synagogue, behind which a place for the deceased had been assigned. Trembling and fear could be seen on the faces of everyone present, as they waited with dread for what was about to happen. When the Rav arrived, he told the shamash: "Take my cane, go to the cemetery, and strike the grave of the deceased with it three times. Tell him that the Maharsha is summoning him to a din Torah." When the shamash left the synagogue, dead silence fell upon the crowd. Seated at the mizrach were members of the court, headed by the Rav, who was dressed in while and radiated sanctity. Time passed. The shamash returned, struck the bimah three times, and proclaimed: "The din Torah has begun." "Let the prosecution speak first," said the Maharsha in a loud voice. The Jew arose, trembling from head to toe, and recounted his story. Once the turn of the accused had come, the Rav arose and spoke once again, his words resounding through the hall: "Let the accused express his grievances." At that point, an unintelligible voice was heard coming from the other side of the curtain. The hearts of those in the synagogue raced, and their faces turned pale. The deceased finished speaking, and then there was silence. When the Rav realized that people had not understood the deceased's words, he said: "The deceased believes that he acted solely in order to ease the fears of his friend. He had absolutely no intention of taking responsibility for his sins. He also said, 'My friend is still alive, and he can repent of his sins. As for myself, I can no longer do this.' " The members of the beit din then discussed the case among themselves, and the Maharsha arose and said: "The beit din finds the Jew among us innocent, for the accused purchased his sins with full knowledge of the facts. However since a good intention is connected to his deed – trying to ease the fears of his friend – I promise to pray for the atonement of the deceased's soul." The din Torah ended, at which point the deceased no longer tormented his friend. The soul of the Maharsha ascended to Heaven on Kislev 5, 5392. Since that time, his lips have not ceased to move in the grave due to his teachings, which people learn in every place of study and Beit HaMidrash around the world.	<urn:uuid:4e202dcd-e663-4d28-898b-7909ac026561>	CC-MAIN-2017-43	http://hevratpinto.org/PDF_n/Anglais_5771/364_toldot.pdf	2017-10-18T12:59:53Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00791.warc.gz	148,168,815	6,280	eng_Latn	eng_Latn	0.999257	eng_Latn	0.999355	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 6543, 13798, 20248, 26467 ]	[ 1.2890625, 1.3671875 ]	1	1
WALLER, A, Francis, J, Tait, L, Booth, L, Hood, H (1999). The Write-Talk Project: story-based interactive communication, in: C. Buhler and H. Knops (Eds), Proceedings AAATE '99 Assistive Technology on the Threshold of the New Millennium Vol 6, 180-184. The WriteTalk Project: Story-Based Interactive Communication Annalu WALLER 1 , Jenny FRANCIS 2 , Lesley TAIT 3 , Lynda BOOTH 3 , Hilary HOOD 2 1 Department of Applied Computing, University of Dundee, Dundee DD1 4HN, Scotland 2 Department of Speech and Language Therapy, Dundee Healthcare (NHS) Trust, Scotland 3 Education Department, Dundee City Council, Scotland A two-year study investigated the relationship between classroom writing and story telling within augmented communication. A single case-study design methodology was used to determine whether of not the development of story writing and story telling skills had an effect on the interactive communication of young people with unintelligible speech. Researchers worked with six young people between the age of six and nineteen. The aetiology of the subjects' disabilities varied, but they all had difficulties with expressive communication. A story-based communication approach using a Macintosh PowerBook™ with a talking wordprocessor, a word predictor and a story-based communication system was implemented. Evaluations indicate that subjects' were able to initiate and control communication more effectively with the system. Their self-esteem and willingness to interact improved, as did their formal writing skills. Most notably, the communication system had a therapeutic effect with subjects who had oral speech with poor intelligibility. 1. Introduction A two-year multi-disciplinary study has investigated ways in which story writing skills can be used by six young people with severe communication disorders [1]. They were taught to use Talk:About™, a computer-based communication system which allows people to write and tell their own stories. Researchers — a special education teacher and a speech and language therapist — worked with the young people, their teachers, therapists and families. The use of the system, together with changes in the subjects' communication skills were monitored and evaluated. This paper reports the results of this research. Issues are highlighted which impact on the way teachers and speech and language therapists introduce and structure communication intervention programmes. 2. Background Conversational interaction can be divided into two main areas [2]: Transactional interaction refers to conversation that is needs and wants driven. This communication is characterised by instructions, commands, warnings and requests. Interactional conversation is characterised by free narrative (story telling) and phatic communication or predictable chat, e.g. "hello", "goodbye". It is by using interactional conversation that we go beyond casual acquaintance into firm friendship and meaningful relationships. More importantly, interactional skills allow us to develop and define who we are in relation to other people [3]. The majority of currently available communication aids offer various routes of access to transactional communication. The needs and wants aspect of communication is vital when capturing a child's interest in the power of communication and access to this type of interaction must be retained within any augmentative and alternative communication device. However, when introducing a communication aid, the need to develop story telling skills that allow individuals to reflect their own personalities must be addressed if AAC users are to have the potential to become fully rounded communicators. The need to engage in story telling led to the development of a story-based communication system called Talk:About™ [4]. The WriteTalk project has taken this research further by investigating ways in which such an approach can be implemented. 3. Project Aims The overall aim of the study was to ascertain whether, given the opportunity, children with severe communication disorders would use pre-stored stories for interactive conversation. The following questions were investigated: * Given a story-based communication system, will young people with expressive communication disorders use their own pre-stored stories in interactive conversation? * Can young people be encouraged to tell their own stories in a social way and if so how does this affect their interactional skills? * Does a story-based communication approach lead to a more natural form of conversation, i.e. does the approach allow the augmented communication partner to share the control of the conversation? * Will the motivation to create written material which reflects the young person's own life have an effect on the quality, and quantity of their interactive language and formal writing skills (i.e. skills required to write, spell and construct sentences)? 4. Methodology 4.1 Subject Selection Six subjects were selected to participate in the study. The disabilities experienced by the subjects had different aetiologies, but all had problems with expressive communication — they were seldom understood by staff and parents reported some difficulties with intelligibility with unknown topics. Subjects had existing or emerging literacy skills and could access a conventional computer keyboard. 4.2 The Communication System Each subject was provided with a Macintosh™ PowerBook with a colour screen. The following software packages (Don Johnston Inc) were installed on each system: Co:Writer™ (word prediction), Write:OutLoud™ (a talking word-processor) and Talk:About™ (a conversation system). Each system was customised for individual subjects, e.g. personalised vocabulary was entered into Co:Writer™ and some personalised stories and topics were stored in Talk:About™. 4.3 The Intervention Procedure The researchers worked with subjects on a one-to-one basis, both at home and school, and within the classroom situation. Two main types of intervention took place: Classroom support: Researchers facilitated the use of the system in interactive classroom work, e.g. contributing to news time, answering questions, completing worksheets. The researchers had advance knowledge from the teachers about project work and prepared appropriate texts with the subjects. This enabled researchers to identify the sorts of language and vocabulary which would be useful for classroom activities and helped the subjects to interact meaningfully within the sessions. Conversation Modelling: The goal here was to develop subjects' story telling skills. This involved working with subjects on a one-to-one basis, assisting subjects in the creation of story texts. The appropriate use of these stories was modelled by researchers as most subjects had little or no understanding of the pragmatic use of story telling for social interaction. The idea of chatting or "gossip" was introduced and researchers shared their own news with subjects. As well as modelling the principle of sharing stories, this had the added benefit of encouraging the subjects to initiate questions — this language form was initially absent from the subjects' communication. Subjects were encouraged to engage in conversations and were facilitated to use pre-stored stories to interact socially with others. 4.4 Evaluation The intervention stage of the single subject design was staggered so that the starting dates for subjects were different. The language and communication abilities of the subjects were measured at the beginning and end of the intervention period using the following tests: "T.R.O.G." [5], "Basic Language Concepts" [6] and "Profiles of Development" [7]. The subjects' written work was monitored and examples were analysed at regular intervals. Conversations between subjects and speaking partners were video-recorded at monthly intervals. These were analysed using subjective and objective methods [cf. 8]. Feedback from teachers and parents was obtained at regular intervals using interviews and questionnaires, but most valuable were the spontaneous unprompted comments. 5. Results and Discussion The first two pilot case studies are presented in this paper. Both subjects attended a Special Needs school. Subject 1 is a 17 year-old girl with cerebral palsy. She uses a powered wheelchair. She has no oral communication but some limited gestural signs. She took part in the original PAL™ research [9] but used a TouchTalker™ for communication purposes. She made some use of WordStrategy™ for proper names, some verbs and small words such as conjunctions and prepositions, but her preferred method of communication was to use "Spell Mode" and "Speak Display". Subject 2 is an ambulant girl of 10 years. She has a severe oral dyspraxia and prior to intervention spoke at a telegrammatic level. Although Makaton was introduced to her at a pre-school nursery level, she never used it effectively. She was first introduced to a Macaw™ at a Primary 1 stage, followed by Speaking Dynamically™. She was shown the "Facilitated Keyboard" within this program and was fascinated by it. Thereafter, the desire to create her own text dominated. Both subjects showed an improvement in interactive communication, formal written work and self-esteem. Subject 1 has developed story telling skills and now generates a wider variety of sentence constructions. Most notably she is now able to spontaneously question within social conversation. Story retrieval can be difficult for this subject, but the researchers continue to develop strategies to solve this problem. Subject 2 responded in a very different way to subject 1 and the system has had a therapeutic effect on her interaction and oral skills. It has provided a tool through which she has been able to follow developing patterns of social interaction. Most importantly, she has had the opportunity to make mistakes and experience positive reinforcement. Preliminary observations of the other subjects are supporting issues raised by the first two subjects: 5.1 Acquisition of Pragmatic Skills for Story Telling It is not always the desire to create the story that is absent but the experience of how to tell the story. It is essential to develop story telling skills. It is also perhaps fundamentally important to encourage experience of imaginative narration. Observations indicate that although subjects with some oral ability did have pragmatic story telling skills prior to the intervention, they had learnt to communicate in telegrammatic utterances to ensure successful communication. 5.2 Literacy Skills Results support previous research [9] in which the use of word-prediction has led to improved written language structure and spelling. Subjects' written language skills have benefited from a literacy-based story-telling approach. The fact that even subjects who exhibited emerging literacy skills were able to use the system has implications when recommending augmentative and alternative communication aids. 5.3 Therapeutic and Augmentative Communication Tool The study indicates that those subjects with little or no intelligible speech used the system as their primary form of communication. However, those whose intelligibility decreased with utterance length tended to decrease their reliance on the system as their confidence grew. They then moved towards intentional use of it to back up poor intelligibility in specific circumstances. This is the real meaning of augmentative communication. 5.4 Creating Environments for Successful Story Telling The researchers observed that successful communication tended to occur in environments where teachers used an "open question" approach and encouraged questioning from subjects. Subjects were able to use the story-based system in classes in which teachers encouraged discussion and provided opportunities for students to direct activities, e.g. news time. However, the system was obsolete in situations where staff controlled the conversation. Some teachers and other staff tended to use a "closed question" communication approach to reduce the risk of communication breakdown and this has a negative effect on the child's ability to expand utterance length. This in turn effects the development of narrative skills. There is a real issue that communication partners do not expect expanded utterance or narrative abilities from poor communicators and therefore the environment where these skills will be encouraged and developed is absent. 6. Conclusions The WriteTalk project has shown that a story-based communication approach has allowed two young people with severe expressive communication disorder to communicate more effectively in conversation and social situations. The success of the intervention can be attributed to the change in approach but the use of a literacy-based communication system within a personal computer has provided these young people with a wide range of communication modes and the use and development of pre-stored stories. The use of a literacy-based communication system provides a bridge between formal classroom work and interactive communication and allows teachers and speech and language therapists to use the same system to achieve a common communication and educational goal. No less significant has been the subjects' potential to access the entire lexicon of their native language through literacy. 7. Acknowledgements This research is funded by the Engineering and Physical Science Research Council (EPSRC). We would like to thank members of the advisory board: Prof. Alan Newell, Dr David Coghill, Yvonne Carling, Barbara Hughes and Don Johnston Special Needs Ltd. 8. References [1] A. Waller et al, Story Writing for Communication. In: Proceedings of the 8th Biennial Conference of the International Society for Augmentative and Alternative Communication, Dublin, Ireland, 1998, 433434. [2] C. Cheepen, The Predictability of Informal Conversation. Oxford: Printer Publishers Limited, 1988. [3] R. Schank, Tell me a story: a new look at real and artificial intelligence. New York: Macmillan Publishing Co., 1990. [4] A. Waller et al., From Lab to Laptop: An Example of Technology Transfer. In: Proceedings of the 7th Biennial Conference of the International Society for Augmentative and Alternative Communication, Vancouver, Canada, 1996, pp 523-524. [5] D. Bishop, T.R.O.G. Test for Reception of Grammar. Medical Research Council, London, 1982. [6] S. Engelmann, et al, Basic Language Concepts Test. C.C. Publications Inc, 1982. [7] A. Webster and V. Webster, Profiles of Development. Avec Designs, 1990. [8] F. Dennis et al, Can Conversations using AAC be Evaluated? A Discussion of 3 Methods. In: Proceedings of the 8th Biennial Conference of the International Society for Augmentative and Alternative Communication, Dublin, Ireland, 1998, pp 340-341. [9] A. Newell et al, Effect of the "PAL" word prediction system on the quality and quantity of text generation. 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Citizen Science, the benefits and challenges: How do you make citizen science both fun and useful? Simon Baltais (Ba Inf & Tech; DipAppSc – Marine Resources), President Wildlife Queensland Abstract Citizen Science is gaining in momentum and popularity as a means to aid and benefit academics and natural resource managers. However, the benefits of Citizen Science are so much more. Citizen Science advances community education, scientific knowledge and innovation, it can reduce the costs associated with the management of natural resources and it facilitates collaboration. Citizen Science is also not without its challenges. Data collection taxes a community group's time and resources. How do you make the data useful and what are the legal, technical and financial hurdles and pitfalls around which a community group must navigate? How do you make citizen science both fun and useful? Wildlife Queensland manages many community science projects from simplistic online based systems to those projects funded to the order of $100,000 annually and supported by a team of skilled employees. These projects all have their own benefits and challenges. A number of these projects employ innovative techniques and new technologies, they certainly generate useful data and they engage communities and are collaborative by nature. Wildlife Queensland can bring useful awareness to those interested in pursuing, advancing or using citizen science within their organisation. Introduction Citizen science is defined as the involvement of volunteers in science (Tweddle et al, 2012). Though Citizen Science is a new term the actions are not. Silvertown (2009) shows us that Benjamin Franklin (1706) was a printer and politician and Charles Darwin (1809) an unpaid guest of Captain Fitzroy on the Beagle. Neither made a living as a professional scientist. Despite citizen science's deep rooted beginnings there are few papers dealing specifically with Citizen Science. Silvertown (2009) stated in January 2009 the ISI Web of Knowledge database contained only 56 articles specifically dealing with Citizen Science, 80% of these published in the last 5 years. Yet hundreds of scientific publications investigating large-scale pattern and processes are based upon data gathered by citizen scientists (Silvertown, 2009), (Devictor et al., 2010). Though the growth in Citizen Science is partly due to re-branding (Roy et al, 2012) there is real growth. A recent check of ISI Web of Knowledge database revealed there are 1,433 articles on the topic of Citizen Science under the criteria of Environmental Science and Ecology. Scientific America likewise shows there is an abundance of exciting and worthy community science projects (Scientific American, 2013). The drivers of this growth are stated to be increasing costs and logistical difficulties faced by scientists and increasing confidence in the accuracy of Citizen Science data (Roy et al, 2012). Advances in technology, such as iPhones and their ability to take GPS referenced images enable the growth of Citizen Science. Wildlife Queensland advocates and supports Citizen Science. The Wildlife Preservation Society of Queensland (WPSQ) is the oldest, largest wildlife-focused conservation group in 4th Queensland Coastal Conference, Townsville October 2013 Queensland. Currently WPSQ manage 9 Citizen Science projects. The most notable are Quoll Seekers, Queensland Glider Network, Moreton Bay seagrass monitoring and Moreton Bay Mangrove Watch. Many of these projects are successful and it's perhaps not surprising as biodiversity monitoring lends itself well to Citizen Science (Roy et al, 2012). This paper will examine a number of these projects with the aim of providing insight into the benefits, costs and innovations that arise from Citizen Science. Projects The success of a project is generally determined by the enjoyment the volunteers gain by participating in a project and the confidence they have in the usefulness of the data they collect (Roy et al, 2012). Wildlife Queensland's Citizen Science projects have very specific aims and use robust methodologies, which are learned through formal class and field training and mentoring. * Quoll Seekers Network (QSN) was established to raise community awareness of quolls in Queensland, gather information on quoll populations, and help people enjoy living alongside quolls. http://www.wildlife.org.au/projects/quolls/ * Queensland Glider Network (QGN) aims to raise awareness about gliders and their habitat requirements. The QGN aims to improve community knowledge and interest in gliders.. http://www.wildlife.org.au/projects/gliders/ * Moreton Bay Seagrass Monitoring works with the award winning Seagrass Watch (SGW) program based at James Cook University. SGW aims to raise awareness of the condition and trends of seagrass populations and to provide an early warning of major coastal environmental changes. Methodology can be viewed at http://seagrasswatch.org/manuals.html * Mangrove Watch is a response to an urgent need to preserve and protect threatened tidal wetland ecosystems. James Cook University Marine Scientists have devised the mangrove monitoring methodologies used by Citizen Scientists. The overall aim is to have baseline data from which to assess future change. Methodology can be viewed at http://www.mangrovewatch.org.au/ These projects fall into one of three classes of Citizen Science. * Contributory projects – those designed by scientists and participants who primarily collect data. * Co-created projects - those designed collaboratively between scientists and participants. * Collaborative projects – those designed by scientists but participants are involved in more than one aspect of the scientific process. Many of the projects WPSQ manage can be classified as collaborative or co-created projects. Mangrove Watch and Seagrass Watch are examples of collaborative projects while Quoll Seekers and Queensland Glider Network are co-created projects. Interestingly, Roy et al (2012) reveals many citizen science project were contributory projects. How do you measure success When committing volunteer time and organizational resources to a project it is essential to know if the project delivered meaningful results (success). There are several components to success. Success is achieved when the data is accurate, when volunteer's enjoyment and motivations are met and the project is clearly leading to improved management decisions and or environmental outcomes. An example of how not to measure success can be found in the key performance indicators associated with federal funding arrangements. Under federal funding Moreton Bay Seagrass monitoring was only required to engage at least 10 community groups and submit a number of financial reports. These KPIs don't improve knowledge or advance environmental protection. Little surprise that the State of the Environment Report (SOE, 2011) found that despite billions of dollars being allocated to the environment the decline in biodiversity has not been reversed (SOE, 2011). Confirming the accuracy of data collected should be part of any scientific undertaking. Finn et al. (2010) confirmed the accuracy of Moreton Bay seagrass monitoring and showed volunteers were as capable as trained staff in seagrass monitoring. Likewise Crall et al. (2011) stated volunteers were capable of fairly reliable cover estimates using plot-based assessments if provided training. A point recently covered by Environmental Decision Group publication Decision Point (Issue 73) who showed volunteers were competent at producing usable data from above-ground carbon-stock measurement project (Butt, 2013). Mangrove Watch has also achieved considerable success when it comes to collecting data chiefly through the result of thorough training. Both Seagrass Watch Headquarters and the Mangrove Watch HUB at JCU provide excellent training. The certificate system in particular initiated by SGWHQ motivates volunteers to aspire to higher levels of competency. These aspirations can lead to a more informed public when it comes to matters of science and coastal management. Brossard et al. (2005) suggesting that a well-designed citizen-science project can provide an environment for increasing adult knowledge of science. Volunteer's enjoyment and motivation can be measured by volunteer attrition rate and by attendance. The seagrass monitoring project has been in operation since 2003. * Between Nov-Dec 2003 survey period to Jul-Aug 2010 on average 29 of the 54 sites were monitored every survey period (3 surveys per year). * Between Nov-Dec 2003 survey period to March-April 2013 on average 24 of the 54 sites were monitored. * Of these sites 6 had been monitored 25 times out of the potential 30 times, 13 had been monitored more than 20 times, and 33 had been monitored more than 10 times. * At least 6 teams have not changed since they commenced 10 years ago. 4th Queensland Coastal Conference, Townsville October 2013 There are many reasons why sites are not monitored, weather, availability of vessels or team members and the attrition rate of teams. Heavy rain in late 2010 and floods in 2011 and a reduction in available funds saw volunteer numbers drop. An attrition rate in any Citizen Science project is to be expected. A turnover of 15% a year even in a successful project is not surprising. However, a loss of 15% or greater can readily arise if volunteers are not engaged. If projects funding source diminishes communication does likewise. The outcome in 2011 was expected because volunteer engagement could not be maintained given the size of the project and volunteer base. It is also important to note that volunteers need to be provided opportunities to advance their talents (Roy et al , 2012). While in the early stages of a project this is not an issue, in the long-term it is. Meaningful outcomes can take many forms. Table 1 shows some of those achieved. Table 1: Table of achievements. WPSQ Seagrass and Mangrove monitoring projects use internal reports to help determine success. WPSQ projects are designed to improve our understanding about our natural environment; the belief is you can't manage well that which you don't understand. The same applies to WPSQ's projects. Reporting is used to help understand how the projects are performing. WPSQ reporting covers the following topics. 1. Volunteers – status on numbers, participation and recipients of publications. 2. Workshops and training – what was undertaken and when. 3. Locations and sites – status on sites. 4. Monitoring – what was monitored and when and review outcomes. 5. Data summary – the data is summarized, basic trends and analysis undertaken. 6. Overview of seagrass/mangrove condition – an assessment is made. 7. Data accuracy and consistency – a review of quality assurance. 8. Budget – a review is undertaken. Projects are audited annually. 9. Future directions – discussions and recommendations. Innovation undertaken/planned. Data and innovation Wildlife Queensland supports open source data that is, data that is stored and shared with others. The Terrestrial Ecosystem Research Network (TERN) share a similar view stating sharing data increases the capacity of the science community to advance science and contribute to effective management of our ecosystems (TERN, 2013). Perhaps more importantly, volunteers want to know their data is useful and being used. Ensuring our data is available and accurate is leading to several innovations and challenges. A major challenge is storage. WPSQ video and photographic data is quickly growing to about a terabyte of data. While local and online storage is relatively cheap long term solutions are needed. The ability to effectively move large amounts of data around Australia still relies on Australia Post. While data has been moved onto public and private cloud storage the ability to move large volumes is still difficult. WPSQ is talking with a variety of parties who are keen to store WPSQ's data the goal being to make it publicly accessible. The desire to improve accuracy and reduce the impact of on ground monitoring has led to the use of video and photographic imagery. While some experts question the value of volunteer gathered transect data their photographs provide compelling evidence. IPhone technology is providing many new tools to monitor our environment. WPSQ is partly funding the development of an iPhone application that will help anyone identify mangrove species. This will assist Mangrove Watch volunteers and the general community hopefully increasing public awareness and support for mangrove protection. The Glider Network use remote video technology to monitor nest boxes in public reserves. Rather than using ladders and volunteers to scale those ladders a pole with a remote camera enables those on the ground to safely monitor the occupants. It's good for the possums and gliders and good for the volunteers. Visit http://www.youtube.com/watch?v=9ky33hnK34&feature=player_embedded The increased use of GPS capable high resolution digital cameras lends itself to packages such as Coral Point Count (CPCe). CPCe is a Windows based software package that provides a tool for the determination of coral cover using transect photographs (Kohler and Gill, 2006). WPSQ is trialing CPCe to identify seagrass coverage. To date success has been achieved when examining photographs of seagrass taken on certain substrates. The trials continue. Photographs are also helping those in the team who have remote sensing skills. These volunteers are using seagrass data and photographs to help them analyze changes in intertidal seagrass meadows across Moreton Bay using satellite imagery. While still in the early stages 4th Queensland Coastal Conference, Townsville October 2013 the GPS referenced photographs are proving to be useful. A word of caution about innovation. Not all volunteers want to change what or how they are gathering data. Regardless of the improvement volunteer's views and feelings need consideration before embarking on new methodologies. Better sometimes to introduce new recruits to new methodologies. Challenges Insurance and work place health and safety are emerging concerns for WPSQ. WPSQ is undertaking a review of its policies and insurances with the generous help of Allans (international law firm) to ensure WPSQ keeps pace with changing laws and circumstances. Many contributory and collaborative projects offer no insurance to those who support those projects through their own organizations. WPSQ has in all instances carried the financial burden of insuring its projects. Work Place Health and Safety, First Aid qualification, protection of WPSQ interests and its volunteers represent matters that require significant amount of administration. WPSQ receives no monetary support from State or Federal agencies and certainly no support to navigate the legislative minefield created by government. Funding continues to be an ongoing matter of concern. While WPSQ can scale back projects to run on minimal funds this is not sustainable in the long-term. Mangrove and Seagrass monitoring has fared well with SEQ Catchments support and our corporate sponsors Brisbane Airport Corporation. Corporate sponsorship offers greater flexibility and certainty though commitments beyond 3 years are rare. Funding through NRM groups is likewise a pleasurable experience and collaborative in nature. WPSQ has nothing but admiration for SEQ Catchments help and involvement. While federal agency funding is available it's plagued with bureaucracy and seems too focused on meeting their administrative requirements. Important to note corporate support is not without risks. These risks however are mitigated when the nature of the relationship is well understood. Finally managing volunteers requires qualified staff. The success of any project relies heavily on the volunteer coordinator; their people skills determine the success of a project. Conclusion – Take home messages J.B.S. Haldane allegedly said in his 1939 book, Science and everyday Life: I am convinced that it is the duty of those scientists who have a gift for writing to make their subject intelligible to the ordinary man and woman. Without a much broader knowledge of science, democracy cannot be effective in an age when science affects all our lives continually (Irwin, 1995). Scientific monitoring is essential because you can't manage what you don't know. Volunteers will increasingly play a big role in improving our knowledge about our natural environment. This is good for science and will help advance public awareness and support for the environment. The key to success is. * Value your volunteers; they are the only reason why your citizen science project exists and they bring many and varied skills to one's organization. Ensure opportunities exist for them to grow. * Value your data, ensure it is accurate and use innovation to improve its value. Data accuracy is underpinned by well trained volunteers. Reference BROSSARD, D., LEWENSTEIN, B. & BONNEY, R., 2005, 'Scientific knowledge and attitude change: The impact of a citizen science project'. International Journal of Science Education, vol. 27, pp. 1099-1121. BUTT, N 2013. Citizens in the woodwork. Decision Point. Issue #73 / September 2013. Environmental Decision Group (EDG) 2013. Accessed at http://www.decisionpoint.com.au/images/DPoint_files/DPoint_73/dpoint_73.pdf#page=3 Viewed on Saturday, September 07, 2013. CRALL, A. W., NEWMAN, G. J., STOHLGREN, T. J., HOLFELDER, K. A., GRAHAM, J. & WALLER, D. M., 2011, 'Assessing citizen science data quality: an invasive species case study'. Conservation Letters, vol. 4, pp. 433-442. DEVICTOR, V., WHITTAKER, R. J. & BELTRAME, C., 2010, 'Beyond scarcity: citizen science programmes as useful tools for conservation biogeography'. Diversity and distributions, vol. 16, pp. 354-362. FINN, P. G., UDY, N. S., BALTAIS, S. J., PRICE, K. & COLES, L., 2010, 'Assessing the quality of seagrass data collected by community volunteers in Moreton Bay Marine Park, Australia'. Environmental Conservation, vol. 37, pp. 83-89. IRWIN, A 1995. Citizen Science: A Study Of People, Expertise And Sustainable Development. Routledge. KOHLER, K.E. and S.M. Gill, 2006. Coral Point Count with Excel extensions (CPCe): A Visual Basic program for the determination of coral and substrate coverage using random point count methodology. Computers and Geosciences, Vol. 32, No. 9, pp. 1259-1269, DOI:10.1016/j.cageo.2005.11.009. National Coral Reef Institute 2013, CPCe Software. Accessed at http://www.nova.edu/ocean/cpce/index.html Viewed on Sunday, September 15, 2013. ROELFSEMA, C. M., PHINN, S. R., UDY, N. & MAXWELL, P., 2009, 'An integrated field and remote sensing approach for mapping Seagrass Cover, Moreton Bay, Australia'. Journal of Spatial Science, vol. 54, pp. 45-62. ROY, H.E., Pocock, M.J.O., Preston, C.D., Roy, D.B., Savage, J., Tweddle, J.C. & Robinson, L.D 2012. Understanding Citizen Science & Environmental Monitoring. Final Report on behalf of UK-EOF. NERC Centre for Ecology & Hydrology and Natural History Museum. SILVERTOWN, J., 2009, 'A new dawn for citizen science'. Trends in ecology & evolution, vol. 24, pp. 467-471. SOE 2011. Accessed at http://www.environment.gov.au/soe/2011/report/keyfindings.html#biodiversity Viewed on Thursday, September 05, 2013 TERN 2013. Accessed at http://www.tern.org.au/What-is-TERN-pg22570.html Viewed on Thursday, September 05, 2013 TWEDDLE, J.C., Robinson, L.D., Pocock, M.J.O. & Roy, H.E 2012. 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Investigating Australian Coins Lower Primary Unit of Work Introduction In the early years of schooling, students begin to learn about money and financial mathematics by exploring Australian coins. They learn to recognise, describe and order coins according to their values and experiment with counting small coin collections. Children are often curious about money and how it works. This unit of work will encourage their curiosity and assist in building students' knowledge about Australia's coins. The unit of work There are five lessons in the unit. Each one can be completed in a standard 'lesson', or may require several, depending on your class. Each lesson contains specified learning outcomes, a list of required resources (including activity sheets) and step-by-step instructions. The lessons follow a 'whole class introduction', 'group work', 'whole class conclusion' format. Each lesson will begin with a whole class shared activity followed by three small group work activities which are provided. These could be completed as rotations within one lesson or over several lessons. The lesson concludes with a whole class plenary session where learning is discussed and consolidated. This may take the form of a class discussion, partner discussion or a game. Fast finishing / extension ideas are also included to complement the unit. Links to the Australian Curriculum (v8.2) Mathematics Year 1 Number and algebra Money and financial mathematics * Recognise, describe and order Australian coins according to their value ( ACMNA017 ) Number and place value * Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) * Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Page 1 Year 2 Number and algebra Money and financial mathematics * Count and order small collections of Australian coins and notes according to their value (ACMNA034) Number and place value * Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030) Assessment There are multiple opportunities for formative assessment during the lessons. Students will record their learning in their maths books and teachers are encouraged to work with small groups and take photographs to document learning. Contributions to the 'Coin KWL chart' can also be used to assess learning. At the end of the final lesson, a quiz is provided as a summative assessment option. Create a class shop The extent to which children achieve successful learning outcomes is augmented by being immersed in the topic and given ample opportunity for play. This unit provides an excellent opportunity to create a shop area in your class where students can label items with price tags and practise using a cash register. This area can also be used to support learning in many of the lessons in this unit. Page 2 Lesson 1: Australian coins Learning outcomes At the end of this lesson students will be able to: * correctly use the terms 'heads', 'tails', and possibly 'obverse' and 'reverse'. * describe each of the Australian coins – focusing on colour, size, shape and images Resources * several collections of Australian coins (if possible, use a set of real coins for the whole class introductory activity) * maths books to record learning * 'Coin KWL chart' activity sheet * '$ and c' activity sheet * 'Australian coins' activity sheet * 'Look, cover, draw, check' activity sheet * cloths to cover collections of coins Lesson steps Whole class introduction Using the 'think, pair, share' strategy, ask students to brainstorm what they know about Australian coins. Record ideas on an enlarged copy of the 'Coin KWL chart' activity sheet. This sheet will be added to and reviewed at the end of each lesson during the unit of work. Provide pairs or small groups of students with collections of Australian coins (make sure all coin denominations are included). Ideally, real coins should be used for this activity, but plastic replicas can be used. Ask students to touch and look at the coins. Describe them to their partner / group. How do they feel? What colour are they? What is on the coins? After a few minutes ask students to share what they have been discussing. Explain that coins have two sides: heads (obverse) and tails (reverse). The obverse side always has an image of the reigning monarch while the reverse side varies. Ask students to describe what else is on the coins. Are there things that are common to all coins (e.g. does the word 'Australia' appear on all coins)? Page 3 Small group activities Organise students into small groups to undertake the following activities (these can also be completed as a whole class if you wish). Activities can be rotated throughout the lesson. Activity 1: Students complete the 'Australian coins' activity sheet. Activity 2: Students complete the '$ and c' activity sheet. When they finish, students can look for $ symbols in catalogues and create a collage (individual or whole class). They could also practice drawing the symbols on a large piece of butcher's paper. Activity 3: Students to complete the 'Look, cover, draw, check' activity sheet. Whole class conclusion Discuss what students have learnt about the coins. Return to the 'Coin KWL chart' and record this information in the last column. What else would students like to learn about coins? Record this in the middle column. Finish the lesson with a game of 'heads or tails' or 'which coin is missing?' using the instuctions below. Heads and tails – You will flip a coin. Students will make a prediction about whether the coin will land with the heads side facing up or the tails side facing up. If they think heads, they put both hands on their head. If they think tails, they put both hands on their bottom. The students that guess incorrectly are eliminated and the game continues until you have one winner. Which coin is missing? – Place a set of coins on a table with the heads sides facing up and cover with a cloth. Secretly remove one coin from under the cloth. Remove the cloth and then have students identify which one is missing. Alternate each game with the tails side facing up and a combination of both heads and tails side up. This can be played as a whole class or in smaller groups. Page 4 Lesson 2: Lowest to highest Learning outcomes At the end of this lesson students will be able to: * order the Australian coins from lowest to highest value. Resources * collections of coins * maths books to record learning * 'Lowest to highest' activity sheet * scissors * 'Coin mobile' sheet * glue * masking tape * string (you may wish to pre-cut this for students – see 'Coin mobile' sheet) * 'Coin relay instructions' sheet * 'Coin KWL chart' activity sheet (started in Lesson 1) Lesson steps Whole class introduction Explore the numbers on the coins. Ask students to read them out while you write them on the board. Ask students how they could order the coins? They might suggest size or value. Explore all options, but finish by focusing on the value order. Students may argue that the one and two dollar coin are worth less than the five cent coin (as one and two are less than five) so you may need to explain to students that the one and two dollar coin are worth 100 cents and 200 cents. Using coins, have pairs of students order the coins from lowest to highest value on the floor in front of them. Small group activities Organise students into small groups to undertake the following activities (these can also be completed as a whole class if you wish). Activities can be rotated throughout the lesson. Activity 1: Students complete the 'Lowest to highest' activity sheet. Activity 2: Students use the 'Coin mobile' activity sheet to make a coin order hanging mobile. Instructions are found on the sheet. Activity 3: Students to sort collections of coins in as many different ways as think of. Consider size, shape, colour, images etc., and then have them record their thinking in their maths book. Page 5 Whole class conclusion To finish the session, take the students outside for a game of coin relay (this can be played inside if required). Instructions for this game are provided on the 'Coin relay instructions' sheet. As a class, add any new information or questions to the 'Coin KWL chart' started in Lesson 1. Lesson 3: Which is worth more? Learning outcomes At the end of this lesson students will be able to: * indicate which coin is worth the most when two or more coins are selected. * recognise that coin value is not related to size Resources * 'Which is worth more?' activity sheet * maths books to record learning * 'Coin cards' you will need one or more sets, printed, laminated and cut out. A set has 36 cards (i.e. six of each coin), so you will need to photocopy six copies of this sheet per set. * laminator * 'Card game ideas' sheet * scissors * bag or container to hold the coins * collections of coins * 'Coin KWL chart' activity sheet (started in Lesson 1) Lesson steps Whole class introduction Recap what was discussed in Lesson 2 (the value of each coin and how to order them from lowest to highest value). Reinforce the concept that $1 = 100 cents and $2 = 200 cents and discuss how the size and shape does not indicate value. Allow students time to practice ordering the coins. Explain that the value links to what students already know about numbers (e.g. ten is more than five, 50 is more than 20 etc.). Ask the class questions about the coins such as: * Which coin has the lowest value? * Which coin has the highest value? * Which is worth more? Provide several examples for this one. Page 6 Small group activities Organise students into small groups to undertake the following activities (these can also be completed as a whole class if you wish). Activities can be rotated throughout the lesson. Activity 1: Students complete the 'Which is worth more?' activity sheet. Activity 2: Students use the 'Coin cards' to play one of the games on the 'Card game ideas' sheet. Ideally, they should begin with 'Higher and lower' or 'Up and down'. Students will need extra support for this activity until they are comfortable with the rules of the games. Activity 3: Using coins placed in a bag / container, students, in pairs, close their eyes and each pull a coin out. The person with the highest value coin wins a point with the first player to reach a score of seven the winner of the game. Whole class conclusion For this activity, you will require an enlarged card of each coin (these can be made from the coin card sheets and then laminated). Select two coin cards, hold them up and ask students to decide which one they think is worth more. Students can move to a designated side of the classroom to express their answer, or simply point to the coin they think is worth more. Give students the opportunity to come out the front and select two new cards. As a class, add any new information or questions to the 'Coin KWL chart' started in Lesson 1. Page 7 Lesson 4: How much do I have? Learning outcomes: At the end of this lesson students will be able to: * use coins to make a specific total * add collections of coins using skip counting strategies and addition skills * recognise that there is often more than one way to make a total. Resources * coins (including bags of single denomination and mixed denominations) * maths books to record learning * bags or containers to hold coins * 'Money box – level 1' activity sheet * 'How much do I have?' activity sheet * 'Money box – level 2' activity sheet * 'Coin KWL chart' activity sheet (started in Lesson 1) Lesson steps Whole class introduction Begin by having the whole class skip count by 5 or 10, clapping as you count. Count to 100. Do this again but this time, drop a coin into a bag each time you count. For example, if you are skip counting by 5, drop a five cent coin into a bag each time you count. Explain to students that this demonstrates how we can use our skip counting skills to help us count collections of coins. Try it with another number (e.g. if you have done 5, try 10 or 20). Explain to students that we can also add collections of coins, of varying value, using our addition skills. Demonstrate a few simple examples of this to the class (e.g. 10 cents and 20 cents is the same at 10+20 which equals 30 cents). In pairs, provide students with a variety of coins and ask them to calculate how much their value adds up to. This is an opportunity to differentiate learning by providing larger collections for those students who can be challenged or smaller collections for students who require support. Small group activities Organise students into small groups to undertake the following activities (these can also be completed as a whole class if you wish). Activities can be rotated throughout the lesson. Activity 1: Students to complete the 'How much do I have?' activity sheet. This sheet provides practice at writing the value of a coin in words and numbers. Once they are finished, students can randomly select coins from a bag and record what they have selected. Page 8 Activity 2: Provide students with a bag of coins of single denominations (e.g. all 5c pieces or all 10c pieces). Ask students to use skip counting to work out the total value of the coins in the bag. They should record this in their maths book. This activity can be extended by providing mixed bags of coins. Activity 3: Students to complete one or both levels of the 'Money box' activity sheet. Students will be asked to add the total value of the coins in each money box or to draw coins that total the value written underneath it. Whole class conclusion Play a whole class game of 'Who can make it?' To do this write a money amount on the board then ask students (individually or in pairs) to use coins to make it. This can be a game of speed or you can extend students by asking 'who can make this total using the least number of coins?' or 'who can make this total using exactly four coins?' or 'who can make this total in three different ways?'. As a class, add any new information or questions to the 'Coin KWL chart' started in Lesson 1. Lesson 5: Using money Please note: This lesson is slightly different in that all students will essentially be undertaking the same task in the 'small group' activity. However, there are three levels to choose from to ensure that students can be grouped according to learning needs. Alternatively, students can work through each level progressively. Learning outcomes At the end of this lesson students will be able to: * identify the coins needed to make a total. * use addition skills to add the cost of multiple items Resources * coins * maths books * catalogues * 'Make the total' activity sheet * items from the class shop (optional) * digital camera, phone or tablet to take photographs (optional) * scissors * 'What's for lunch?' activity sheet * glue * 'What did I learn?' activity sheet * 'Coin KWL chart' activity sheet (started in Lesson 1) Page 9 Lesson steps Whole class introduction Discuss how we use money in our lives. Students to share ideas. Provide students with copies of catalogues, allowing them to select an item that they would like to buy and costs less than $5. Ask them to make the required total using coins. This can be done individually or in pairs. This activity could also be undertaken using items from the class shop if one has been created. Small group activities Level 1: Students will make simple money totals using multiple coins. This can be done on the 'Make the total' activity sheet or items could be selected from the class shop (in which case students should record their learning in their maths books or by taking photographs). Level 2: Students will complete the 'What's for lunch?' activity sheet. They will answer the questions relating to the fictional canteen price list. Level 3: Students will use catalogues to cut out items, glue them into their books and record which coins they could use to pay for them. They should provide several ways of making each total. Have students add several items and show how they could make the combined total. This level may involve the rounding of totals. Whole class conclusion As a class, complete the 'What we have learnt' column of the 'Coin KWL chart' started in Lesson 1. Discuss any unanswered questions from the middle column. Students then complete the 'What did I learn?' activity sheet as a summative assessment task. This could also be completed in a subsequent lesson. Fast finishing / extension ideas * Make a class shop – students write price tags or make catalogues to promote items. * Make a class mural of coin rubbings on a large sheet of butcher's paper. * Use the animal mask templates (with the activity sheets) to make a kangaroo, platypus or echidna mask. * Heads or tails * In pairs or small groups play: * What coin am I? Describe the qualities / features of a coin to each other. * Card games using the coin cards. * Higher or lower – in pairs, students take turns thinking of a coin or a total amount of money which their partner has to guess. 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Slides: http://tinyurl.com/ksb32xw How to use SMT http://rise4fun.com/z3py/tutorial http://stackoverflow.com/users/2327608/juan-ospina?tab=questions&sort=activity Pencil and paper 1) Find the conditions on 𝑎, 𝑏 s.t. 𝑎𝑥 4 + 𝑎𝑥 3 + 𝑏𝑥 2 + (𝑎+ 𝑏) < 0 2) Prove Sturm's Theorem. Hint: break interval (𝑎, 𝑏) into fundamental intervals: Each interval contains at most one root of ℎ0, ℎ1, … , ℎ𝑛 Ifℎ 𝑛 is not a constant polynomial, consider the sequenceℎ 𝑖 = ℎ 𝑖 ℎ 𝑛 Programming 1) Implement the basic operations (+,×, … ) for univariate polynomials. Suggestion: represent polynomials using list (or vector) of coefficients. 2) Implement the Polynomial division algorithm for univariate polynomials. 3) Use to implement Sturm's sequences, and find the number of roots.	<urn:uuid:f94748c1-0786-46e1-bd04-c915410e79ed>	CC-MAIN-2017-43	https://leodemoura.github.io/files/srisc13-ex.pdf	2017-10-18T12:46:48Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00797.warc.gz	761,549,032	268	eng_Latn	eng_Latn	0.881504	eng_Latn	0.881504	[ "eng_Latn" ]	false	docling	[ 775 ]	[ 1.6796875 ]	2	6
Inside: Biosecurity tips to help protect your herd's health. National Pork Board • P.O. Box 9114 • Des Moines, IA 50306 Russ Nugent, Fayetteville, Arkansas On-Farm Biosecurity Is Moving Target By Russ Nugent, chair of the Pork Checkoff Swine Health Committee Pork producers are an adaptive bunch, always on the lookout for new ideas and advancements, which is certainly the case when it comes on-farm biosecurity. Whether it's establishing visitor protocols or creating a line of separation, biosecurity continues to evolve. Your veterinarian is key to helping you stay up to date with the latest biosecurity practices for your farm. Find someone you feel comfortable and confident with and allow them access to your facilities, records and business objectives. Not only will your veterinarian be essential in navigating the new feed-grade antibiotic process, your vet will help guide your herd's health and productivity. On the farm, be sure biosecurity procedures are not only in place, but are well executed. Don't overlook the basics, such as well-maintained footbaths used correctly and clear clean/dirty farm entry lines. Yes, pathogens sometimes arrive in unexplained ways or are carried into a barn via wind. But often, people inadvertently drag pathogens to a site in a way that could have been prevented with simple, yet effective biosecurity procedures. Pork producers have always done an excellent job of meeting on-farm challenges with their customers in mind. It's important that we continue to take the necessary steps to keep our animals healthy and to provide safe, healthy, highquality and nutritious pork products to our customers. Newsletter Report Pork Checkoff Biosecurity: Essential Piece of Today's Herd-Health Puzzle Keeping pigs healthy and growing is priority No. 1 on hog farms, with biosecurity arguably playing the most critical part in good swine health management. Pig farmers have made tremendous progress in identifying effective biosecurity practices and in better understanding disease pathogens, but biosecurity remains an area of continuous learning. "Swine diseases that we know about challenge biosecurity protocols every day," said Lisa Becton, DVM, director of swine health information and research for the Pork Checkoff. "But it's the diseases that we don't yet know about or face that raise the stakes." Emerging diseases, such as porcine epidemic diarrhea virus (PEDV) and Seneca Valley virus, have provided valuable lessons. Not only have they tested the limits of tried-andtrue biosecurity protocols, but they also have challenged the need to find new or additional ones. "With recent federal rule changes for on-farm antibiotic use, biosecurity and other animal-health protocols are growing in importance," Becton said. "Today, the biosecurity discussion needs to expand to include biocontainment and bioexclusion." She added, "Biocontainment would be especially important in relation to a market-limiting disease, such as footand-mouth disease. Put another way, biocontainment is Bioexclusion – Preventing the introduction of disease pathogens into a herd, site or country from an outside source. Biocontainment – Preventing a pathogen from escaping one herd or site and spreading to expose another herd or site. It is about limiting the number of farms infected by a disease. May 2017 • VOL. 13, NO. 2 about protecting the health of the broader industry." Effective biocontainment requires a few specific steps, such as contacting your veterinarian immediately if you see something new or different within your herd. "An early diagnosis offers the best chance to minimize disease spread," Becton noted. "It's also important to determine the epidemiology of the disease and how it got to your farm." Draw a Strict Line of Separation "If you don't have a 'line of separation' on your farm and maintain it, you don't have biosecurity," Becton said. "In fact, you may need to set up several lines within a site, because biosecurity is not just about exposure from the outside, but also the lateral spread of disease." At its most basic, a line of separation designates the outside (contaminated) area and the inside (clean) area. Think in terms of drawing a line in the sand – a point at which certain parties must not cross. For example, identify a line where the animal transporter is not to cross and where farm or market personnel are to remain. If a barn worker does cross it, they cannot return to the clean side. The separation line must be clearly marked, with individuals made aware of where it exists in every situation. Lines of separation for transporters might be at the cab of a truck, the back of a trailer or a loading chute. Within a production site, the shower or bench entry would be the 'dirty' side, while the shower exit would represent the clean line. Another line could be a designated driveway that feed trucks must use to control traffic flow and potential exposure. The take-home message? Approach every contact with a site or market as if it could contaminate a truck, trailer or herd. The one time you don't follow biosecurity rules could be the time when your herd will get sick. ©2017 National Pork Board, Des Moines, IA USA. This message funded by America's Pork Checkoff Program. Build a Biosecurity Culture The many layers of biosecurity can be overwhelming. While education and training are essential, protocols must be executed properly and consistently. To build a biosecurity culture on the farm, everyone on your farm must understand why certain procedures matter and the potential fallout if they aren't followed. Here are some actions to consider: Follow Biosecurity in Your Barns – * Set up a bench-entry and shower system to clearly designate clean/dirty sides and to control the movement of people. * Provide instructions on proper showering, apparel removal and storage. Offer personal hygiene products and thoroughly clean the areas at least weekly. * Assign separate coveralls and boots to each building or site. Color-coding the apparel adds quick recognition if someone is out of place. * Promote frequent, thorough hand-washing throughout the day, which means having hot water and soap accessible within barns. If using gloves, provide for proper disposal. * Keep tools for facility repairs and animal treatment within each barn to minimize the need to carry tools into facilities. * Establish protocols for bringing products, such as boar semen, lunches and service providers' tools, onto the site. A double-bag or box system might suffice. Some units use UV-light scanners to "sterilize" packages. * Periodically drain water lines and run bleach or a disinfectant through them. * Between pig groups, remove organic matter from barns and use soap/detergent to clean rooms, as well as equipment that remains in place. * Once dry, inspect the barns, checking cracks and crevices. If feed, hair or manure is found, re-cleaning is required. Use sidewalk chalk to mark spots to ensure that they aren't missed. * Once a building is completely clean, disinfect and allow rooms to dry. For information on disinfectant options, go online to cfsph.iastate.edu/Disinfection. * Maintain downtime as long as possible before reloading a barn. * Periodically clean offices, load-out and storage areas. * Clean and disinfect equipment that is removed from barns but will be brought back in again. Discard cracked plastic panels, sort boards or paddles because they can harbor pathogens. * Inspect and clean chutes and load-outs. As needed, repaint or reline chutes to ensure the wood is clean. * Work with your veterinarian and breeding stock suppliers when bringing in replacement animals. Establish the health status of the herd supplying the animals. Isolate replacements away from the production site. Test and ensure the animals are healthy before moving them into the herd. Ensure that boar semen tests negative before accepting it. Take Control of Non-Farm Personnel – * Whether it involves pigs, people or vehicles, control traffic to minimize the risk of introducing pathogens into your herd. * Replenish rodent-control baits. * Instruct visitors about your biosecurity policies before they arrive at the site. "The one universal truth is that disease control is a moving target. Pathogens will continue to evolve and new ones will surface, requiring biosecurity practices to follow suit." – Lisa Becton, DVM, Pork Checkoff * For anyone going from one farm to another, downtime requirements between farm visits will vary, but at minimum require an overnight downtime period. * Ask that vehicles be washed and the interiors cleaned before arriving at your farm and suggest that visitors do the same once they leave. * Designate a parking space on a hard or gravel surface located away from the animals. * Designate a visitor entrance to barns where everyone must sign in. * Have visitors follow your farm's showering and barn clothing protocols. Audit Your Biosecurity Program – * Conduct a biosecurity audit to help identify whether procedures are being followed and to shed light on what works, what doesn't and what needs to change. * Meet with your veterinarian at least annually to review the health status of your herd, as well as within the surrounding area, and then compare the biosecurity measures in place. * Ask your staff for new ideas and suggestions for actions that need improvement. "Certainly every hog site should have biosecurity protocols in place," said Russ Nugent, chair of Pork Checkoff's Swine Health Committee. "But it's even more important that they be executed and monitored." For more biosecurity tips, go to pork.org/biosecurity. Monitor Transport Practices Organisms that cause disease in pigs, such as bacteria, viruses and parasites, can survive in a range of materials, so they can easily hitch a ride and spread disease. Organic matter (shavings, manure), feed, water, mud and snow can all transfer diseases from site to site. "While we don't have all the answers, research has already told us much about the risk of cross-contamination through transport practices," said the Pork Checkoff's Lisa Becton. "Contaminated boots, clothing, tires, undercarriages, trailers, shovels, sorting panels and people's clothes are all potential risks." She added, "Applying a line of separation and other farm biosecurity steps that address cleanliness will go a long way in offering protection during transport activities. Other activities, such as walking into a contaminated barn or packing plant, can increase disease risk because boots and trailers can become contaminated." Other steps to take include designating a trailer to transport specific pig groups, such as one for weaned pigs and another for market hogs. "If finished hogs are transported to market through a service, make sure the collection moves from the highest to lowest health-status sites," Becton said. "Invest in a truck-wash facility or gain access to one." To clean trailers, the priorities are to scrape out all organic matter, wash, disinfect, dry (heat if possible) and allow downtime between pig shipments. Overall, design pig flow to reduce cross contamination. For more ideas, check out the Transport Quality Assurance ® program online at: pork.org/tqacertification. Several lines of separation should be implemented, such as (top to bottom) at the cab of a truck, in the shower-in/shower-out area and between the back of the trailer and the loading chute. Create a Clean Crossing If someone must cross over a line of separation within a farm, market or livestock transport equipment, follow these steps: * Cover-up: Wear protective gear such as boots, coveralls and gloves. * Contain: Dispose of or store the contaminated supplies in a trash bag or plastic, covered bin. Have a decontamination plan for supplies and a disposal plan for any garbage. * Clean up: Change clothes and shoes and shower before leaving the facility or, at the very least, wash/disinfect your hands.	<urn:uuid:089230e8-5e45-40dc-933c-eea56f5bea8c>	CC-MAIN-2017-43	http://www.pork.org/wp-content/uploads/2017/05/checkoff-report-newsletter-may-2017.pdf	2017-10-18T13:06:33Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00796.warc.gz	553,695,493	2,455	eng_Latn	eng_Latn	0.998054	eng_Latn	0.998207	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1658, 5287, 8235, 12024 ]	[ 1.6015625 ]	2	0
Haaswurth Books 71 Terrace Dr Binghamton, NY 13905 email@example.com African printings 1850-1939. 94 volumes. Various sizes, but mostly 8vo. All but 8 in their original bindings (morocco, calf, cloth, boards or wrappers). A unique collection of Bibles, gospels, daily readings, psalms, catechisms and other Biblical texts from Congo, and to a lesser extent, Nigeria, Gabon and Zambia. Missionary work in Congo began in the second part of the 19th century. The goal was to spread Christianity to as many Africans as possible; translating the Bible into native tongues was, of course, of prime importance. Translations were published in London by the British and Foreign Bible Society, and (Protestant) printing presses were set up at San Salvador, Lukolela, Bolobo, Yakusu, Upoto, etc. The output of these presses was quite considerable: "by the beginning of the twentieth century, books usually were issued in several thousand copies" (Yates), yet few copies seem to have survived. The present collection includes texts in Bangala, Bobangi, Bangala, Kele, Kisi Congo, Kongo Fiot, Mpongwei (spoken in (French) Congo), Dualla (spoken in Nigeria), Lamba, and Wulamba (spoken in Zambia and parts of Zaire), some copies with manuscript annotations by the translator. The collection forms an important record of European missionary ambitions and the spread of printing in Africa. In good condition. Darlow & Moule lists most of them (cf. list of contents); cf. Yates, 'Knowledge Brokers: Books and Publishers in Early Colonial Zaire', in: History in Africa vol. 14 (1987), pp. 311-340. AFRICAN BIBLES AND BIBLICAL TEXTS BANGALA LANGUAGE: The lingua franca of Upper Congo on both banks of the River Congo, chiefly spoken from Bungudu to Mobeka, Upper Congo. 1. [NEW TESTAMENT, Matthew, in Bangala.] Nsangu Yandau ya Jizu Masiya, Yakomaka Matai, Yabongwana o Likoli ja Bonsembe. Translated by John H. Weeks. Monsembe: Baptist Missionary Society, 1895. 8vo, pp. 82; original blue muslin, paper label on upper cover; some rubbing but good and sound, or better. With a 2-p. alphabetical word list at the back. Weeks, a missionary with the B.M.S., established the mission-station at Monsembe in 1890. Printed at the "Hanna Wade" Printing Works, Lukolela, Congo Independent State. The press was afterwards moved to Bolobo. Darlow & Moule, 1934. 2. [NEW TESTAMENT, Matthew, in Bangala.] Nsango Ndau Iyakomaka Matai. Monsembe: Baptist Missionary Society, 1902. Thin 8vo, pp. 85; orig. green cloth lettered in blind on upper cover; good and sound." Imprimerie "Hanna Wade", Bolobo, Haut Congo, Etat Independent du Congo." Darlow & Moule, 1938. BOBANGI LANGUAGE: Spoken on the Upper Congo from Stanley Pool to Beyond Equatorville, and the basis of the Trade-language of the Congo Free State. 3. [JESUS.] Mambi Masiso Ma Jisu … Liozengwibw o lokota lo Bobangi na Lusala Kavendi ["More About Jesus."] Lukolela: [Baptist Missionary Society],1893. 8vo, pp. [8], 140; orig. green cloth-backed printed paper-covered boards; some soiling else near fine. Printed at the "Hannah Wade" Printing Press, Lukolela, Congo Independent State. 4. [GOSPELS, Luke, in Bobangi.] Ncango Ndamo Lisonibwi na Luka. Translated by J.A. Clark. Lukolela: Baptist Missionary Society, 1895. 8vo, pp. [2], 95; contemporary black cloth-backed marbled boards; extremities rubbed; very good. Printed at the "Hanna Wade" Printing Works, Lukolela, Congo Independent State. Darlow and Moule, 1942. 5. [GOSPELS, Mark, in Bobangi.] Ncango Ndamo Lisonibwi na Malako o Lokota lo Ela. Translated by J.A. Clark and John Whitehead. Lukolela: Baptist Missionary Society, 1895. 8vo, pp. 57; contemporary black cloth-backed marbled boards; extremities rubbed; very good. Printed at the "Hanna Wade" Printing Works, Lukolela, Congo Independent State. Darlow and Moule, 1941. 6. [GOSPELS, in Bobangi.] Ncango Ndamu li Yesu Masiya [cover title]. [Bolobo, n.d., ca. 1896.] Sm. 8vo, , pp. 177; original brown cloth printed [?with a rubberstamp] on the upper cover in orange. Not found in Darlow and Moule. 7. [ACTS OF THE APOSTLES, and Epistles to Galatians and Philippians, in Bobangi.] Monkano mo Mambi ma Ntoma, mpe na Mangongo ma soni Paulo ombe Ba-Galatia mpe ombe Ba-Pilipoi. [Translated by the Rev. J. A. Clark] Baptist Mission Society, Bolobo Mission, Upper Congo River, 1906. 12mo, pp. [4], 111; orig. gray cloth printed in black on upper cover; very good. Printed at the Hanna Wade Printing Press, Bolobo. Not found in Darlow & Moule. 8. [GOSPELS, Luke and John, in Bobangi.] Ncango Ndamu li Yesu Masiya Lisonibwi na Luka na Yoane [cover title]. Bolobo, 1906. Small 8vo, pp. [2], [85]-177; original gray boards printed [?with a rubberstamp] on the upper cover, terra cotta cloth spine. Not found in Darlow and Moule. 9. [GOSPELS, in Bobangi.] Mazalela na Mateyo ma Jesu. Masonibwi na Matayo na Malako na Luka na Yoane. [Harmony of the Four Gospels in the Bobangi Language.] Bolobo Mission, Upper Congo: Baptist Missionary Society, 1906. 8vo, pp. [10], 217; many illus. throughout, many full-page; orig. blue cloth lettered in black on upper cover; very mild dampstaining of the fore-edges, some bubbling of the cloth, else very good. Printed at the "Hannah Wade" Printing Press, Bolobo, on the Congo River. Not found in Darlow & Moule. 10. [HYMN BOOK, in Bobangi.] Nzembo li Bonyambe. Bolobo: Baptist Missionary Society, 1911. Small 8vo, pp. [2], 16, 134, 28; spine slightly darkened, else near fine in orig. green cloth lettered in black on upper cover. Printed at the "Hanna Wade" printing press, Bolobo Mission, Haut Congo, Congo Belge. 11. [DAILY READINGS, in Bobangi.] Bitangela bi Tanga Busa na Busa Bilimbola Ntina li Ncango Ndamu. [After Dr. Andrew Murray's "Day by Day."] Bolobo Mission, Upper Congo River: Baptist Missionary Society, 1911. 24mo, pp. [370]; original green cloth lettered in black on upper cover; very good. On the verso of the title: "Printed at Lukolela and Bolobo." Readings for each day of the year. 12. [NEW TESTAMENT, in Bobangi.] Mbenge Etemu embe Yesu Masiya, e Mokonzi mpe Mokosoli o Biso. [A revision by A.E. Scrivener and J.A. Clark.] Bolobo: Bible Translation Society, 1912. 8vo, pp. [6], 480; contemporary and probably original blue cloth, morocco label on upper cover, a.e.g.; interleaved throughout, heavily used and extensively annotated in English and Bobangi, with inserted quires for notes at the front and back; first gathering loose. A fair copy, at best, showing the rigors of missionary work. Presumably the property of Thr. [?Theodore] Tyrell, Bolobo, and presumably with his annotations. Printed at the “Hanna Wade” Printing Press, Bolobo, Upper Congo River. Darlow and Moule. African Supp. No. 410. 13. [GENESIS in Bobangi.] Monkana mo Mose mo Nconco Mokotangibwa mo Mabandela. [?Translated by A. Billington.] Tchumbiri, Haut Congo, Congo Belge: American Baptist Foreign Mission Society, 1913. Slim 8vo, pp. [2], 97; orig. brown cloth lettered in black on upper cover. The translator is attributed in pencil on the title-page. Darlow & Moule, African Supplement no. 411. 14. [NEW TESTAMENT, in Bobangi.] Mbengu Etemu embe Yesu Masiya e Nkolo mpe Mokosoli o Biso, Bozengwibwako Lokota lo Bobangi. Bolobo: Bible Translation Society (auxiliary of Baptist Missionary Society), 1922. 8vo, pp. [6], 491; orig. black cloth lettered in blind on upper cover; title and half-title creased, else good. This is the second edition, revised over that of 1912. Printed at the "Hanna Wade" Printing Press, Bolobo Mission, Haut Congo. Darlow & Moule African Supp. No. 413. 15. [PSALMS, in Bobangi.] Nzembo li Ba-Yuda. Bolobo, Congo Belge: Baptist Mission Press, 1928. 8vo, pp. [2], 169; original red cloth lettered in brown on upper cover. Darlow & Moule African Supplement, no. 414. 16. [NEW TESTAMENT, in Bobangi.] Mbengu Etemu embe Yesu Masiya e Nkolo mpe Mokosoli o Biso, Bozengwibwako Lokota lo Bobangi. Bolobo: Bible Translation Society (auxiliary of Baptist Missionary Society), 1931. 8vo, pp. [6], 491 (being a reprint of the item above); bound with: [Hymn Book, in Bobangi.] Nzembo li Bonyambe. Bolobo: Baptist Missionary Society, 1940; pp. [2], 8, 176; title-p. printed in red. Together 2 vols. in 1, contemporary red cloth-backed red cloth boards; extremities rubbed, Hymnal with several signatures loosening; good. Printed at the Baptist Mission Press, Bolobo. With 2 sheets of mimeograph hymns, in Bobangi, laid in. Bible not found in Darlow and Moule. 17. [WORDS OF LIFE, in Bobangi.] Mambi ma Bomoi. Bolobo: Baptist Mission Press, 1931. Small 8vo, pp. [4], 136; original printed boards, red cloth spine; some soiling, else near fine. Readings from the Gospels. Not found in Darlow & Moule. BOSEMBE LANGUAGE: Akin to the Bangala, the lingua franca of the Upper Congo, chiefly spoken from Bungundu to Mobeka. 18. [BIBLE STORIES, in Bosembe.] Ja-Bonsembe. Mpo ya Abalayama, Yisaka, Yakobo, Yosefa. Monsembe: Baptist Missionary Society, 1895. 8vo, pp. [4], 55; orig. tan printed wrappers; very good. Stories about Abraham, Isaac, Jacob, and Joseph. DUALLA LANGUAGE: Spoken inland from Douala and in Cameroons Province, Nigeria. 19. [OLD TESTAMENT, Scriptures, in Dualla.] Kalati ya Loba, bwambu bo Dualla. Scriptures in the Dualla or Cameroons Language. [Translated by Alfred Saker.] Cameroons, Western Africa. Baptist Mission Press, 1857. 8vo, pp. [2], 288; orig. limp brown cloth; spine faded and chipped at extremities, else very good. Darlow & Moule African Supplement, 566. 20. [NEW TESTAMENT, Epistles, in Dualla.] Kalati ya Loba, Bwambu bo Dualla. Scriptures in the Dualla or Cameroons Language. [Secondary title: Kalati e ta e Loma na Miemba. Na Kalati ya Bebiisedi. Epistles to the Churches and the Book of the Revelation. Western Africa, Mission Press, 1861.] [Translated by Alfred Saker.] Cameroons. Western Africa: Baptist Mission Press, 1857. 8vo, pp. [2], 193; the last 2 pp. are a table of weights, measures, and coins, in English; running headers also in English; orig. brown cloth lettered in gilt on spine. Not found in Darlow & Moule. 21. [NEW TESTAMENT, Epistles, in Dualla.] Kalati ya Loba, Bwambu bo Dualla. Scriptures in the Dualla or Cameroons Language.] [Secondary title: Kalati e ta e Loma na Miemba. Na Kalati ya Bebiisedi. Epistles to the Churches and the Book of the Revelation. Western Africa, Mission Press, 1859.] [Translated by Alfred Saker.] Cameroons. Western Africa: Baptist Mission Press, 1857. 8vo, pp. [2], 193; the last 2 pp. are a table of weights, measures, and coins, in English; running headers also in English; orig. brown cloth lettered in gilt on spine. Not in Darlow & Moule. 22. [NEW TESTAMENT, Epistles, in Dualla.] Kalati e ta e Loma na Miemba. Na Kalati ya Bebiisedi. Epistles to the Churches and the Book of the Revelation. [Secondary title: Kalati ya Loba, Bwambu bo Dualla. Scriptures in the Dualla or Cameroons Language. Cameroons. Western Africa: Baptist Mission Press, 1857.] [Translated by Alfred Saker.] Western Africa, Mission Press (Cameroons), 1861. 8vo, pp. [2], 193; the last 2 pp. are a table of weights, measures, and coins, in English; running headers also in English; bound with: Mienge ma David. [Psalms of David.] Cameroons, West Africa Mission Press, 1859; pp. [2], 112; together 2 vols. in 1, contemporary quarter black calf over marbled boards, rubbed; good and sound. Darlow & Moule African Supplement 569. 23. [PSALMS, in Dualla.] Kalati ya Loba, Bwambu ba Dualla. Kalati ya Mienge. [Secondary title: Scriptures in the Cameroons Tongue: The Book of Psalms.] Cameroons. Western Africa, Mission Press, 1868. 8vo, pp. [4], 183; original black cloth-backed green paper-covered boards; front hinge cracked at title-p., else 24. [GOSPELS, in Dualla.] Scriptures in the Cameroons Tongue. Gospels and The Acts of the Apostles. [Secondary title: Kalati ya Loba, Bwambu ba Dualla. Miango ma Bwam, na Bebolu ba Bamololoma.] [Translated by Alfred Saker.] Cameroons. Western Africa, Mission Press, 1868. 8vo, pp. [4], 384; vignette title-p., bound with: Kalati ya Loba, Bwambu bo Dualla. Scriptures in the Dualla or Cameroons Language, Cameroons. Western Africa, Mission Press, 1867; pp. 192; the last page with a table of measures, weights, and coins, in English; running headers in English; original black cloth-backed green paper-covered boards, rubbed and worn, but sound. This copy with a presentation from the translator "Fanny Fondi, May 20th/'71. From her friend, A.S." Not found in Darlow & Moule. 25. [PENTATEUCH, in Dualla.] Betiledi, Kalati Itanu ya Moses. Scriptures, the Five Books of Moses. Cameroons. Western Africa, Mission Press, 1870. Square 8vo, pp. [4], 205; vignette title-p., text in double column; some rubbing but very good in orig. black cloth-backed green paper-covered boards. Darlow & Moule African Supplement, 580. 26. [NEW TESTAMENT, in Dualla.] Kalati ya Loba, Mbun a Penya ya Sango Moongiseri asu Jezu Krais. Translated by the Rev. Alfred Saker of Cameroons River. Chilworth & London: printed for the Bible Translation Society, by Unwin Brothers, 1882. 8vo, pp. [6], 628, [1]; vignette title-p.; orig. terra-cotta cloth a little soiled, else very good. Darlow & Moule 3263: "A reprint of the revised New Testament published some years previously." 27. [NEW TESTAMENT, in Dualla.] Kalati ya Batu Barome [drop-title]. [Romans to Revelations.] N.p., n.d., ca. 1882. 8vo, constituting pages 365-628, [1] of the Dualla New Testament, original terra-cotta cloth, some soiling, else very good. Not found in Darlow & Moule. 28. [NEW TESTAMENT, in Dualla.] Kalati ya Loba, Mbun a Penya ya Sango Moongiseri asu Jezu Krais. Translated by the Rev. Alfred Saker of Cameroons River. Woking & London: printed for the Bible Translation Society, by Unwin Brothers, 1897. 8vo, pp. [6], 628, [1]; vignette title-p.; orig. terra-cotta cloth a little soiled, else very good. A reprint of the 1882 New Testament, on less bulky paper. Not found in Darlow & Moule. HESO LANGUAGE: Spoken in the Basoko districts, at the junction of the Rivers Congo and Arawuni. 29. [BIBLE STORIES, in Heso.] Molenga la Molenga la Lohoto lo Mungu. Lihiolani la Liohi li Baso la E. Kirby. Yalemba, Congo Belge. London: Religious Tract Society for the B.M.S., 1917. 8vo, pp. 96 pages, colored frontispiece; fine in orig. green cloth lettered in black on upper cover. 30. [NEW TESTAMENT and other Biblical texts, in Heso.] Ngoto Imoi I hala la Lohoto Lo Ngembo la Mboli Njali e Mangene la Moumesi Yesu Klisto. Heso Version. B.M.S. Yalemba, Congo Belge. London: Bible Translation Society, 1920. 8vo, pp. [2], 666; orig. black cloth lettered in blind on upper cover; very good. Includes the Pentateuch and Psalms, among other texts. 31. [NEW TESTAMENT, in Heso.] Nboli Njali e Mangene la Moumesi Yesu Klisto. Translated by W.R. Kirby, D.C. Davies and A.B.Palmer. B.M.S. Yalemba, Congo Belge. London: Bible Translation Society, 1920. Sm. 8vo, pp. [111]-666; original black cloth lettered in blind on upper cover; very good. As above, but without the Pentateuch and the Psalms. Darlow & Moule, African Supplement, no. 1000 KELE LANGUAGE: The Kele language which is entirely distinct from the Kele of Gabun, is spoken in the Congo Free State, from the Aruwimi River (an affluent of the Congo River) to Stanley Falls, and for about 100 miles beside the Lomani River (another affluent of the Congo River). 32. [OLD TESTAMENT, Nehemiah, in Kele.] Translated by S.O. Kempton, B.M.S. Yakusu, Upper Congo, West Central Africa. [London:] Bible Translation Society for the B.M.S, [1904]. 8vo, pp. 71; orig. flexible red cloth stained. Darlow & Moule, 5950. 33. [GOSPELS, John, in Kele.] Mboli Ilau kwani iyataka Yoane. (Lokele version by Walter H. Stapleton.) London: B.M.S. and B.T.S.; Yakusu, Congo Independent State, 1906. 8vo, pp. 95; orig. flexible red cloth printed in black on upper cover; very good. Darlow & Moule African Supplement 1271. 34. [NEW TESTAMENT, Acts of the Apostles, in Kele.] Tomo Bia e Batomomo. Translated by Rev.W.H. Stapleton. B.M.S. Yakusu, Congo Independent State and Bible Translation Society, London, 1907. First edition, 8vo, pp. 118; very good in orig. flexible brown cloth. Darlow & Moule African Supplement 1274. 35. [HYMN BOOK, in Kele.] Beele ya Mungu. Yakusu, Stanley Falls, Haut Congo, Congo State: B.M.S., 1907. 8vo, pp. [6], 97; orig. mauve printed wrappers backed in blue cloth, exhibition copy label on upper cover; good. 36. [OLD TESTAMENT, Isaiah, in Kele.] Lokasa loa Botondoli Boko Yesaya, Lokele version by S.O. Kempton. Yakusu, Stanley Falls, Congo Independent State: B.M.S., 1907. 8vo, pp. [2], 150; orig. limp red cloth printed in black on upper cover; exhibition copy label on upper cover; good or better. Darlow & Moule Africal Supplement, 1273. 37. [NEW TESTAMENT, Epistles, in Kele.] Kasa ya Paulo, Yakobo, Petelo, Yoane, Yuda … [The Epistles to the Thessalonians, James, Peter, John and Jude, translated by Rev. W.H. Stapleton.] London: B.M.S., Yakusu, Congo Independent State, 1907. 8vo, pp. 68; orig. limp green cloth printed in black on upper cover; very good. Darlow & Moule African Supplement 1276 38. [PSALMS, in Kele.] Beele ya e Ba-Yuda. Translated by the Rev. W. Millman. London: Bible Translation Society, for B.M.S., Yakusu, Congo State, 1908. First edition (2000 copies printed); 8vo, pp. viii, 168; original black cloth lettered in gilt on spine and upper cover; bottom corners a little abraided, else very good. 39. [GOSPELS, Matthew, in Kele.] Mboli Ilan Kwani Iyataka Matayo, Lokele version by the Rev. W.H. Stapleton. London: B.M.S; Yakusu, Congo Independent State and B.T.S. London, 1908. 8vo, pp. 108; orig. limp tan cloth, printed in black on upper cover; soiled, else good or better. Not found in Darlow & Moule. 40. [GOSPELS, in Kele.] Mboli Ilau Kwani Iya ta ka Matayo. [Gospels of Matthew and John, and the Acts of the Apostles, translated by The Rev. W. H. Stapleton.] London: B.M.S., Yakusu, Congo Independent State, 1908-0706. 8vo, pp. 108, 95, [1], 118; orig. limp red cloth lettered in black on upper cover; separate title-pp. for each part. Darlow & Moule African Supplement 1278. 41. [OLD TESTAMENT STORIES, in Kele.] Lokasa Lwa Isato. Translated by the Rev. H. Sutton Smith and revised by the Rev. A.G. Mill. London: Religious Tract Society, n.d. [ca. 1909]. 8vo, pp. 85; frontispiece and 3 illus. in text; very good in orig. blue cloth printed in black on upper cover. 42. [NEW TESTAMENT, Epistles, in Kele.] Kasa ya Paulo ende eba Epeso la ende…[Epistles of Paul to the Ephesians, Phillippians, Colossians, Galatians, Philemon, Titus and Timothy and the Epistle to the Hebrews, translated by H. Sutton Smith, S. O. Kempton, and E. E. Wilford.] London: Bible Translation Society for B.M.S., Yakusu, Congo, 1909. 8vo, pp. 154; orig. limp ochre cloth printed in black on upper cover; good and sound or better. Darlow & Moule African Supplement 1279. 43. [NEW TESTAMENT, in Kele.] Kasa ya Ngele Eyai. The New Testament translated into the Lokele language by the missionaries of the Baptist Missionary Society at Yakusu, Upper Belgian Congo. London: B.T.S., 1918. 8vo, pp. [4], 597; very good in orig. blue cloth. Includes a translation of Revelation prepared by W. Millman, assisted by Basuli and Baluti. Darlow & Moule African Supplement 1284. 44. [NEW TESTAMENT, in Kele.] Kasa ya Ngele Eyai. [Revised by W. Millman.] London: British & Foreign Bible Society, 1927. 8vo, pp. 553, [2]; fine in orig. black cloth. Darlow & Moule African Supplement 1285. 45. [NEW TESTAMENT MANUAL, in Kele.] Eluweselo ya Ngela. Manuel du Nouveau Testament en Lokele. Yakusu, Congo Belge: B.M.S., 1928. 12mo, pp. [2], 52, [2]; 2 maps; orig. red cloth-backed blue paper-covered boards printed in black; this copy belonging to the missionary/translator W.H. Ford, with his annotations throughout. 46. [WORSHIP SERVICE BOOK, in Kele.] Likomonyi lia njaso ya Liineli lia eba Etanda [cover title]. BM.S. Yakusu, n.d. [1928]. Small 8vo, pp. 16; original gray printed wrappers separated at hinges; the missionary/translator W.H. Ford's copy, with his annotations in the text. 47. [OLD TESTAMENT, Job, in Kele.] Lokasa loa Yobo. (Le livre de Job traduit en Lokele.) [Translated by W.H. Ford]. Yakusu, Haut Congo Belge: B.M.S., 1930. 8vo, pp. [2], 67; orig. red paper-covered boards printed in black, backed in black cloth.; very good. Darlow & Moule African Supplement 1287. 48. [SCRIPTURE LESSONS FOR NATIVE TEACHERS, in Kele.] Njaso Yonangolomo nda classse lise la lise (Manuel d'Instruction Religieuse pour ecoles rurales, en Lokele.) B.M.S. Yakusu, Haut Congo Belge, 1935. 8vo, pp. [8], 202; map of the Holy Land and a city plan of Jerusalem; orig. pink cloth embossed in silver on upper cover; a worn copy, with many annotations throughout by the missionary/translator, W.H. Ford, and with his ownership signature in the front. 49. [NEW TESTAMENT, in Kele.] Kasa ya Ngela Eya. London: British & Foreign Bible Society, 1939. Reprint of the above. Fine in orig. black cloth. Not found in Darlow and Moule. 50. [HYMN BOOK, in Kele.] Beele Yoinela Mungu. Une Collection de Chants Chretiens en Lokele. Yakusu: B.M.S., 1946. Tall 12mo, pp. [218]; 2 internal leaves with tears at gutter and entering text, but no loss; spine perished; good in orig. black cloth. Informed annotations throughout, and with the ownership signature of A. Wilkinson, 1946 on first flyleaf. KISI KONGO LANGUAGE: Spoken in the surrounding area of the lower River Congo to Leopoldville. 51. [GOSPELS, John, in Kisi Kongo] I Nsangu Zambote Zasoneka Yowani [translated by W.H. Bentley]. London: Baptist Missionary Society, 1892. 82 pages, sm. 8vo, original bright blue cloth with minimal wear to extremities, else very good. Darlow & Moule, African Supplement, No. 1416 52. [New Testament, in Kisi Kongo.] Luwawanu Luampa Lua Mfumu eto Yisu Klisto wa Mvuluzi eto, Lusekwelo Muna Kniglekia Yamu Kisi Kongo. London: Bible Translation Society, 1909. The "Bentley Memorial [i.e. fifth edition, revised] Edition," sm. 8vo, 496 pages, original black enameled paper-covered boards, worn, gilt lettering on upper cover, also worn; a good, sound copy. Darlow & Moule, African Supplement, No. 1424. 53. [OLD TESTAMENT, Genesis to Ruth, in Kisi Kongo.] Luwawana Luankkulu, Etuku-Lut. London: Bible Translation Society, 1912. 8vo, 539 pages, contemporary black sheep, some wear to extremities, spine ends chipped away, spine rubbed, joints cracked, front hinge cracked, good. Translations by R.H.C. Graham, G.R.R. Cameron and M.N. Nekaka. Darlow & Moule, African Supplement, No. 1426 54. [OLD TESTAMENT, Job to Malachi, in Kisi Kongo] Luwawanu Luankulu, Yob, Kimpovi, Nkung a Nkunga ye Nkanda Miakete Mia Ngunza. London: Bible Translation Society, 1914. 8vo, 211 pages, contemporary black sheep, worn at extremities, spine ends chipped away, spine rubbed, upper corners of pp. 21-43 creased. Interleaved copy, with informed annotations throughout, probably those of a missionary. Translated by H.R. Phillips, T. Lewis, W.B. Frame, R.H.C. Graham and Walter Wooding. Darlow & Moule, African Supplement, No. 1428. KONGO FIOTI LANGUAGE: Spoken North of Boma and by other groups of people inhabiting the area beside the mouth of the River Congo near Leopoldville. 55. [BIBLE, in Fioti.] Nkand a Nzambi vo Masonukwa Manlongo Mabundane Nkanda Mia Luwawanu Luabkulu ye Luampa. [The Holy Bible, translated into the Fioti language by K.E. Laman, Swedish Missionary Society]. London: British and Foreign Bible Society, 1905. First edition, 1208 pages, 2 maps, thick. 8vo, original brown cloth; one signature starting, else good. Darlow and Moule African Supp. No. 1393 KONGO KIKONGO LANGUAGE: Spoken in the surrounding area of the mouth of the River Congo; Leopoldville and south to Ambriz, also in the Kwango District. 56. [GOSPELS, Luke, in Kongo.] Nsamu Wambote Kua Luke Wasekulua muna Ki-Kongo. Translated by H. Richards of the American Baptist Missionary Union. London: East London Institute for Home and Foreign Missions, 1888. First edition, small 8vo, pp. 154, [1]; orig. decorated brown cloth, soiled, spine faded and chipped, else good. Darlow & Moule 5973. 57. [GOSPELS, Mark, in Kongo.] E. Nsangu Zambote za Jizu Kristu Zasonekwa Kwa Marku: Zasekulwa Muna Kixikongo. London: Baptist Missionary Society, 1888. First edition, 12mo, pp. [4], 48; original green cloth, worn at edges; good. Darlow & Moule, 5978: "In 1879 the B.M.S. opened a mission-station in Portuguese territory, at San Salvador, the capital of the old Kongo Empire. Soon afterwards a printing-press was sent out, with which in 1883 a few chapters of St. Matthew's Gospel were printed. In 1888 this earliest book of the Bible in the San Salvador dialect was printed in London." 58. [CATECHISM, in Kongo.] Katekisimu muna sadis alandi basata yo zay e sono yavelela muna maka malongi ma kwikizi kia klisto. Nkubiki: R.L. Jennings, n.d. [ca 1890]. 12mo, pp. [2], 28, original printed wrappers. Printed at the Baptist Mission Press, Bolobo, Belgian Congo. 59. [NEW TESTAMENT, in Kongo.] Ekangu Diampa dia mfumu eto Jizu Kristu wa Mvuluzi eto Disekwelo Muna Kingrekia Yamu Kisi Kongo. [Translated by W. Holman Bentley.] London: British and Foreign Bible Society, 1893. First edition of the Congo New Testament, sm. 8vo, pp. 496; front cover loose, rear cover missing, first gathering loose. Presentation copy, inscribed "From W. Holman Bentley, the translator, to his mother. Nov. 24, 1893." Darlow & Moule 5981: "Printed under the supervision of the translator during his furlough in England." Printed at Bungay. 60. [NEW TESTAMENT, in Kongo.] Ekangu Diampa dia Mfumu eto, Jizu Kristu wa Mvuluzi eto Disedwelo Muna Kingrekia Yamu Kisi Kongo. London: British and Foreign Bible Society, 1895. Second edition of the above, sm. 8vo, pp. 496; front hinge cracked, spine chipped, else good in orig. original straight-grain morocco lettered in gilt on upper cover. Printed at Bungay. Not found in Darlow & Moule African Supplement. 61. [OLD TESTAMENT, Samuel, in Kongo.] I Nkand Antete a Samuel. [First book of Samuel translated by H. Ross Phillips.] San Salvador do Congo: Baptist Missionary Society, 1897. Small 8vo, pp. 92; original wrappers, good. Printed at the Edwin Wade Printing Press, San Salvador, Congo. Bookplate of the Baptist Missionary Society. Reported by F. Starr to Darlow & Moule who had not seen a copy. Darlow & Moule, 5981A. 62. [MAGAZINE, in Kongo.] Agonde ya agonde. Yingana, yo maka mambu. [Month by Month Magazine.] San Salvador, Congo: Baptist Missionary Society, April, 1900 thru March 1901. Bound volume of 12 issues, 12pp. each; 8vo, contemporary red cloth, good. Contains death notices, hymns, monthly calendars, moralizing anecdotes, etc. Printed at the Edwin Wade printed press, San Salvador. Bookplate of the Baptist Missionary Society. Two leaves from an 1897 issue are also bound in. Laid in is a "Kalenda" for 1901 in Portuguese and Kokongo, and printed at the Edwin Wade Printing Press, San Salvador. 63. [NEW TESTAMENT, in Kongo.] Ekangu Diampa dia Mfumu eto Jizu Kristu wa Mvuluzi eto Disekwelo Kingrekia Yamu Kisi Kongo. London: British and Foreign Bible Society, 1903. Revised edition of the above, small 8vo, pp. 496; orig. pebble-grain morocco lettered in gilt on upper cover, a.e.g.; rubbed, else very good. A new edition of the New Testament printed in 1893 including a revision of Galatians and a few corrections in other parts of the book. Darlow & Moule, 5983. 64. WHITEHEAD, JOHN & L.F. Whitehead. A method of transliteration of the proper names of Scripture into Congo languages. Lukolela: Baptist Missionary Society, 1903. First edition, 16mo, pp. [2], a-c, [1], 138; orig. cloth-backed stiff paper wraps; bottom edge nibbled, else good. With an 8-page note on the problems of transliteration and a 3-page preface. English entries in alphabetical order, with Congo equivalents. Printed at the Hanna Wade Printing Press, Bolobo. 65. [PSALMS AND PROVERBS, in Kongo.] Nkunga yo Ngama: I Nkanda Miole Mia Luwawanu Luankulu, Misekwelo Muna Kikongo. London: Bible Translation Society, 1907. Small 8vo, pp. 212; fine in orig. black cloth, gilt lettering on upper cover. Bookplate of the Baptist Mission House. Darlow & Moule 5983A. 66. [HYMN BOOK, in Kongo.] Nkunga mia Yimbidila Nzambi. [Hymn Book printed in the Kongo Language.] London: Baptist Missionary Society, 1907. 12mo, pp. 336; original brown cloth lettered in gilt on upper cover, good. Ten internal leaves dog-eared and soiled, one or two with loss at the corners (no loss of text). 67. [GOSPELS, Luke, in Kongo.] Po Malamu Ikomaki Luka. Ibongolaki o koloba na Bangala (la lingua franca de l'Etat en Haut Congo) na Yoka Instituteur de la B.M.S., Monsembe na ipongaki na C.J. Dodds, Missionaire de la B.M.S., Upoto. [The Gospel according to Luke in the Commercial Dialect of the Upper Congo, translated by Yoka, Native Teacher, Monsembe; edited by the Rev. Chas. J. Dodds, Missionary, Upoto.] Bolobo: Baptist Missionary Society, 1908. Small 8vo, pp. 94 pages, orig. green cloth-backed printed beige cloth; cloth cracked along front joint, stain on top of upper cover; good. Printed at the Baptist Mission Press, Bolobo. Not found in Darlow and Moule. 68. [NEW TESTAMENT, in Kongo.] Luwawanu Luampa Lua Mfumu eto Yisu Klisto wa Mvuluzi eto, lusekwelo Muna Kinglekia Yamu Ki-Kongo. London: Bible Translation Society, 1914. Sixth edition of the above, small 8vo, pp. [2], 496; orig. limp black morocco, spine rubbed; good. Printed on India paper. Not found in Darlow & Moule, African Supplement. 69. [OLD TESTAMENT, in Kongo.] Luwawanu Luankulu, Nkanda mia lusansu. [Old Testament Historical Books.] London: Bible Translation Society, 1916. Small 8vo, pp. [6], 467, [1]; orig. black calf, gilt-lettered spine, joints rubbed and starting, else good. Bookplate of the Baptist Missionary Society. 70. [HYMN BOOK, in Kongo.] Nkunga mia Yimbidila Nzambi. London: Baptist Missionary Society, 1917. 8vo, pp. Ix, [1], 184; orig. black morocco lettered in gilt on upper cover. An extensively used copy, worn, shaken, and with front hinge cracked, containing extensive annotations throughout, probably a missionary's hand, and probably that of R.H.C. Graham whose signature is on the front flyleaf, in red and blue ink, and approx. 27 mimeograph slips laid in, most with Graham's typed name at the bottom (English renderings of the hymns), plus at least 4 slips of manuscript music also laid in. 71. [NEW TESTAMENT, in Kongo.] Luwawanu Luampa lua Mfumu eto Yiso Klisto wa Mvuluzi eto, Lusekwelo Muna Kingalekia Yamu Ki-Kongo. London: Baptist Missionary Society, 1921. Seventh edition of the above, sm. 8vo, pp. 496; original black cloth lettered in gilt on upper cover, spine chipped; good. Not found in Darlow & Moule. 72. [NEW TESTAMENT, in Kongo.] Luwawanu Luampa lua Mfumu Eto Yesu Kristu wa Mvuluzi Eto. London: British and Foreign Bible Society, 1926. 8vo, pp. 241, [1]; fine in orig. black cloth, gilt lettering on upper cover. Not in Darlow & Moule. LAMBA AND WULAMBA LANGUAGE: Spoken in Ndola (Zambia) and across the border into South Katanga Province (Zaire). 73. [GOSPELS, John, in Wulamba.] Icewo iceweme ica kuli yesu klistu copele a lembele yoane… [Five Chapters of St. John's Gospel and Some Psalms.] London: Bible Translation Society, 1915. Small 8vo, pp. 66; original limp brown cloth lettered in gilt on upper cover; gilt faded, else very good. Translated by W.A. Phillips, H.L.Wildey, H. Mastes and C.W. Doke. Darlow & Moule, African Supplement, 1477. 74. [GOSPELS, Mark, in Wulamba.] Icewo iciweme ica kuli yesu klistu ici a lembele mako. Gospel of Mark by the Missionaries of the Kafulafuta Mission, N.W. Rhodesia. London: Bible Translation Society, 1918. Small 8vo, 68pp., original limp blue cloth; very good. Darlow & Moule, African Supplement, 1478. 75. [GOSPELS, John, in Wulamba.] Icewo iciweme ica kuli yesu klistu ici a lembele yoane. Gospel of John by the Missionaries of the Kafulafuta Mission N.W. Rhodesia. London: Bible Translation Society, 1920. Small 8vo, 96pp., orig. limp blue cloth, very good.. Translated by W.A. Phillips and H.L. Wildey and revised by C.M. Doke. Darlow & Moule, African Supplement, 1479. 76. [NEW TESTAMENT, in Wulamba.] Ukulayana kwa wukumo. The Sir Charles and Lady Jane Barrie Edition. London: Baptist Missionary Society, 1921. First edition, 8vo, pp. [4], 626; original blue cloth lettered in gilt on upper cover; good. Bookplate of the Baptist Missionary Society. Translated by the Missionaries at Kafulafuta, N.E. Rhodesia. Darlow & Moule, African Supplement, 1480. LINGALA LANGUAGE: Spoken in the Provinces between Leopoldville and Stanleyville. 77. [STORIES OF JESUS, in Lingala.] Ncango malamu na yesu masiya aponami na matayo malako luka mpe yoane. Akomami na Lingala na J.H. Marker. Arrangements of sections based upon Steven's and Burton's Harmony of the Gospels and James Smith's Life of Jesus Christ." Upoto, Lisala, Haut Congo Belge: Baptist Missionary Society, 1929. Small 8vo, 104pp., original cloth-backed green paper-covered boards; very good. Printed at the Hanna Wade Printing Press, Bolobo. NGOMBE LANGUAGE: Dominant Language over large area to the north and south of Upoto (or Bopto) a station of the B.M.S. beside the Congo River, about 400 miles below Stanley Falls. 78. [GOSPELS, Matthew, in Ngombe.] Miako Mipele mi Jizu Klistu misono Matai. Translated by W. L. Forfeitt. Upoto: Baptist Missionary Society, 1903. Slim 8vo, pp. [2], 81; orig. green cloth printed in black on upper cover; some spotting; presentation from the translator at the top of the upper cover. Printed at the Hanna Wade Printing Press, Bolobo, on the Congo River. Darlow and Moule 6997. 79. [OLD TESTAMENT, Genesis, selections, in Ngombe.] Masolo ma Mokanda mo Bobanga, Mahekoama a Kopi. Translated by Kenred Smith. Upoto: Baptist Missionary Society, 1907. Small 8vo, pp. 96; illus. in text throughout, a number full-p.; orig. flexible green cloth soiled and stained. An annotation in pencil on the front fly reads “1500 / 16-9-07” which we interpret to mean that 1500 copies were printed on September 16, 1907. Not found in Darlow & Moule. 80. [GOSPELS, John, in Ngombe.] Miako Mipele mi Yesu Masiya bo Misonomo na Yoane. Translated by the Rev. C.J. Dodds. London: Bible Translation Society for the B.M.S., Upoto, Congo State, 1908. Slim 8vo, pp. [2], 64; orig. black cloth; very good. Darlow & Moule 7000. 81. [NEW TESTAMENT, Stories of Jesus Christ, in Ngombe.] Ebota Ebota a Mokanda mo Akongo: Miako mi Mohelo mo Yesu. Translated by A. M. Forfeitt. Upoto: Baptist Missionary Society, 1909. 8vo, pp. [2], 150; a number of full-p. illus. in text; orig. flexible green cloth, covers spotted, text skewed; good. 82. [GOSPELS, Luke, in Ngombe.] Miako mipele mi Yesu Masiyamisono Luka. [The Gospel according to Luke in the Ngome language translated by the Rev.W.L. Forfeitt.] Upoto: Baptist Missionary Society, Congo Belge, 1909. Small 8vo, pp. [4], 77; orig. limp red cloth printed in black on upper cover; very good. Printed at the Baptist Mission Press, Bolobo, on the Congo River. Darlow & Moule, African Supplement 2138. 83. [OLD TESTAMENT STORIES, in Ngombe.] Mongbanga, Miako mi Mokanda mo Akongo. Translated by A. M. Forfeitt. Upoto: Baptist Missionary Society, 1912. Small 8vo, pp. [6], 178; text illus. throughout, mostly full page; some soiling and edge wear but good and sound in orig. flexible blue cloth, exhibition copy label on upper cover. 84. [CATECHISM, in Ngombe.] Mahojo na Masombeja. London: Bible Translation Society, 1914. 24mo, pp. 28, orig. orange printed wrappers. 85. [NEW TESTAMENT, in Ngombe.] Mokongo Moyeene mo Kuma na Moheleja o 'su Yesu Masiya a Lingombe. London: Bible Translation Society for the B.M.S., Upoto, Haut Congo, Congo Belge, 1915. First edition, sm. 8vo, pp. [4], 481, [1]; original calf, worn, spine flaking; good. This copy with a presentation slip from the Bible Translation Society to one of the translators, Kenred Smith, and with (presumably) his mss. notes throughout in the margins. Other translators include W.L. Forfeitt, J.H. Marker and C.L. Dodds. Darlow & Moule, African Supplement 2142. 86. [NEW TESTAMENT, Acts of the Apostles, in Ngombe.] Bikomeli bi Babwbji. [Translated by J. L. Cook.] London: Baptist Missionary Society, 1927. Small 8vo, pp. 55; orig. printed wrappers, some soiling, exhibition copy label on upper cover. Darlow & Moule, African Supplement, 2145. 87. [NEW TESTAMENT, in Ngombe.] Mokongo Moyeene mo Kumu na Moheleja o 'su Yesu Masiya. London: British & Foreign Bible Society, 1930. Small 8vo, pp. 453, [1]; fine in orig. black cloth. Revised edition of the above to make the translation more acceptable to the Congo Balolo Mission. R. Glennie supervised the printing. Darlow & Moule, African Supplement, 2146. POTO OR LIFOTO LANGUAGE: Spoken in the areas on either side of the River Congo, also in the Equator Province. 88. [GOSPELS, John, in Lifoto] Nsango Ndamo ya Jizu Klistu Yatsoneme la Yoane, Ikaulami o Lifoto la WL. Forfeitt. Upoto: Baptist Missionary Society, 1900. First edition, 48 pages, sm. 8vo, original ocher cloth printed in black, soiled and stained, good or better. Autograph transcription of title and note on front cover: News Good as written by John / As used at Bopoto. Printed at the "Hannah Wade" Printing Press, Bolobo, Congo Independent State. Darlow & Moule, African Supplement, No. 7626. 89. [GOSPELS, Mark, in Lifoto] Nsango Ndamu ya Klistu Yatsoneme la Malako, Ikaolami o Lifoto la William L. Forfeitt. Upoto: Baptist Missionary Society, 1902. First edition, 48 pages, sm. 8vo, original ocher pebble-grained cloth printed in black, soiled and stained at extremities, else very good. Printed at the "Hannah Wade" Printing Press, Bolobo, Congo Independent State. Darlow & Moule, African Supplement, No. 7629. 90. [Epistles, Timothy and Jude, in Lifoto] Eteni ya Mikanda mwa Libanza [translated by W.R. Kirby]. Upoto: English Baptist Mission, 1905. 8vo, 67 pages, original red cloth, exhibition copy label on upper cover, lower spine end bumped and worned. Printed at the "Hannah Wade" Printing Press, Bolobo, Congo Independent State. Darlow & Moule, African Supplement, No. 7631. 91. [PSALMS, in Lifoto] Njembo ya Ba-Yuda. Ikengolami o Lifoto. Translated by K. Smith. Upoto: Baptist Missionary Society, 1905. Sm. 8vo, pp. 226, orig. gray cloth; a few paint stains and wear to edges, corners worn, but sound. Printed at the Hanna Wade Printing Press, Bolobo. Darlow & Moule. 7630 MPONGWE LANGUAGE: Widely spoken in the regions near the Gabun and Ogowe rivers, in French Congo, where it serves as a lingua franca of commerce. 92. [GOSPELS, Matthew, in Mpongwe]. The Gospel of Matthew in the Mpongwe language. Gaboon, West-Africa, press of the A.B.C.F.M., 1850. 8vo, pp. 126, contemp cloth-backed boards; corners bumped, inside very good. Darlow & Moule 6878. Late Additions to the List 93. [PSALMS, in Bobangi.] Nzembo li Ba-Yuda. Bolobo, Congo Belge: Baptist Mission Press, 1928. 8vo, pp. [2], 169; original red cloth lettered in brown on upper cover. Diagonal crease on front cover. Darlow & Moule African Supplement, no. 414. Signed on the front cover and on the front pastedown by Behrends B. Hathaway. Behrends Bailey Hathaway (1899-1984), American Baptist missionary in Congo c. 1926-1931. Same imprint as no. 15 above. 94. GOSPELS, Luke, in Bobangi. Ncango Ndamo Lisonibwi na Luka. Lukolela: Baptist Missionary Society, 1895. 8v, pp. [2], 95. Navy cloth-covered boards with a paper label printed "LUKA" pasted to the front board. The front endpaper has the inscription 'Mama Nkasa/April 16th 1896' written in the top corner. A very good clean copy. Same imprint as no. 4 above but with a different binding.	<urn:uuid:9e82561d-e1f1-4394-84d0-e7c994474562>	CC-MAIN-2017-43	http://haaswurth.com/wp-content/uploads/2017/08/AFRICAcollection.pdf	2017-10-18T12:59:46Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00795.warc.gz	143,288,486	11,907	eng_Latn	eng_Latn	0.682898	eng_Latn	0.683706	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3383, 9090, 11748, 16638, 19562, 23267, 27549, 31414, 35358, 39029, 39895 ]	[ 1.3984375, 0.875 ]	1	0
Leader's Guide Overview This event will feature competitive/cooperative events, exhibits, awards, a Survival themed movie, adult training opportunities, and plenty of scout spirit! We want units to get to know each other and develop a sense of District and Council identity. Registration Please register early to help us get an accurate head count for supplies. You can register in advance at the scout office. The flier is attached to this guide. The cost is $10 per person. Registration will also be available on site, but please register early to help us plan sufficient supplies. Youth and adults must register. Registration includes a great patch, lunch, on Saturday the camp site, and a great event! On-site check in Unit leaders will check in on site like summer camp. They will be given a packet containing updated information about the event, patrol numbers for the competitive events, and wrist bands for each paid attendant. Wrist bands will be required for lunch and events. There will be a designated parking location. A unit roster of all attendees will need to be provided upon check-in. All units must also have current medical forms with them during Camporee. Senior Patrol Leaders' Meeting There will be a meeting for the SPL's and SM's Friday night at 9:00. A cracker barrel will be provided by Crew 116 who will be the host SPL and troop for the event. Camping Units will camp at assigned areas. Feel free to reach out to your nearby Packs to encourage Webelos Dens to camp with you. Webelos Dens may camp with Boy Scout Troops as guests of the troop in accordance with the Guide to Safe Scouting. There will be a separate camp site for Ventures. Packs interested in camping will need to contact April Lindblom for more information and camping information – 559-664-2066 firstname.lastname@example.org . Cooking/fires No open fires are permitted at camp sites. Use of stoves is permitted. Dutch oven cooking will only be permitted on above ground metal in designated areas. Metal garbage cans will be available for hot coals at designated areas. Water/facilities/trash Water will be available on site. Bathrooms are available throughout the facility. Please pack out your trash when you depart. Uniforms Field (Class A) uniforms will be required at check-in, flags, camp fire, Scout's Own, and departure. Activity (Class B) uniforms may be worn at all other times based on the individual units' rules. Please bring appropriate work clothes and gloves for the service project. Service Project There will be a service project on Saturday. There will be tasks for all units. Everyone should bring gloves. Lunch Lunch will be provided for all paid attendants. Visitors may purchase lunch for $5 on site. Tentative Menu will be hot dogs, Chips, Apples, Carrots, Cookies, and Punch. Boy Scouts should bring mess kits. Plates will be available for visitors. (subject to change) Events All activities are focused on wilderness survival, and will require all scouts to demonstrate their ability to remain safe in challenging conditions. Some events will be competitive while others will be instruction in advanced survival techniques. Each event has been selected to introduce or educate each and every scout in scouting skills pertaining to cooking, orienteering, first aid, shelter building, and other basic survival techniques. This Camporee gives every scout the opportunity to have fun, to demonstrate their skills, to experience new challenges, and fulfill requirements for their Wilderness Survival Merit Badge.. There are two separate categories of events, Instructional Events and Competitive Events. Points are earned in both categories. Instructional Events can help the patrols complete the Competitive Events. Each patrol earns pass/fail points for Instructional Events. If the patrol attends and participates in an instructional event, they earn full points for that event. If they DO NOT attend and participate in an instructional event, they will not be awarded any points. Each patrol earns points based on their ability to complete the Competitive Events. All events are subject to change as may be needed. Wilderness Survival Events Shelter Building: Merit Badge Requirement 8. Improvise a natural shelter. One of the basic needs for wilderness survival is a shelter. The shelter is to provide protection from the elements. This activity can give the leaders a chance to give hands-on instructions of what makes a good shelter for the element that they are in. Patrols will construct a tarp shelter capable of housing their entire patrol in your campsite Each shelter will be tested for its ability to withstand wind and rain. Patrols can use dead branches with a rain fly to pitch a shelter. Blindfold Tent Set-up: One member of the patrol is the leader. The rest of the patrol is blindfolded. The leader must direct blindfolded members of his team to set-up a tent. Scoring is based on time to set up and neatness (standing up straight, good tension on guide wires) Wilderness Survival Quiz: Merit Badge Requirements 2,3,4,9,11. Seven priorities for survival in a backcountry or wilderness location; ways to avoid panic and maintain a high level of morale when lost. The steps you would take to survive in the following conditions cold and snowy, wet (forest), hot and dry (desert), windy (mountains or plains), water (ocean, lake, or river). Poisonous snake and insect identification. Signaling: Merit Badge Requirement 7. Show five different ways to attract attention when lost; demonstrate how to use a signal mirror; describe five ground-to-air signals and tell what they mean First Aid: Merit Badge Requirement 1. When out in the wilderness, you are far away from the nearest medical facility, and what you do before medical help has arrived may save a life. First aid training will be done by the scout leaders complete with CPR, bone splinting and wound dressing. At the end of this training, a contest will be held for the most efficient leg splinting in a designated time frame. This will make it interesting for the scouts. Rescue: In this event the patrol will build a stretcher out of supplied branches or poles and a choice of materials. Patrols should be prepared to provide first aid (triangular bandages). The patrol will be presented with a random "victim scenario" they must properly evaluate and treat the problem. They must then carry a "victim" over a prescribed course. Once the activity is done, the stretchers can be judged for integrity and usefulness. Dropping a victim will result in a 30 second penalty. Fire Building: Merit Badge Requirement #6. Using three different methods (other than matches), build and light three fires. Fire is an important part of wilderness survival. It provides light, heat, cooking energy and can act as a signal for rescue. Building a fire without matches and dry wood is another skill-building exercise that will be taught at the camporee. Instruction on building fires will follow with a fire-building contest. The scouts will gather the wood and kindling and build a fire without matches; whoever gets the flame going first is the winning team. Fire Dousing: Scouts will learn about and practice methods of properly dousing a camp fire Water Treatment: Merit Badge Requirement 10. Scouts will be instructed in 3 ways to treat water found in the outdoors to prepare it for drinking. They will use their skills while cooking. Survival Kit: Bring to the camporee an already constructed survival kit. Each troop/crew will have their survival kit inspected at the Field Cooking Station. Points will be earned for complete kits. Tree/Plant I.D.: Merit Badge Requirement 12. Explain why it is usually not wise to eat edible wild plants or wildlife in a wilderness survival situation. Instruction will be given on trees and plants in our area. Field Cooking: Scouts will be presented with three brown paper bags containing food. They will choose one of the three bags (without first checking the contents) and then prepare and serve the best possible meal using only those ingredients in the bag and any spices made available to each patrol by the staff. Dutch ovens, pots, pans, utensils, etc. will be provided, as will hot coals and wood to start their cooking fire. OTHER THINGS YOU NEED TO KNOW CAMP SITE INSPECTION The ideal camp site is organized, clean, and safe. First aid kits and fire safety implements (extinguisher and/or buckets) should be prominently displayed. The duty roster and menu should be posted. Cooking, cleaning, and trash areas should be clean and organized. A campsite improvement should be present. AWARDS Ribbons will be given to for 1st, 2nd, and 3rd place in each event. There will be a special Camporee Awards for outstanding Troop/Crew. Each unit will receive a participation ribbon at the time of check out. SPIRIT AWARDS Spirit points will be awarded for showing scout spirit throughout the event. Patrol or troop yells, spirited songs, and event theme appropriate costumes, banners, patrol or unit flags will get you spirit points. Be creative and have fun. CAMP FIRE Crew 116 will host the camp fire. Each unit is encouraged to prepare a skit or song. These will need to be reviewed by the Crew 116 President prior to the camp fire for scout appropriate content. Awards will be given out at the camp fire. There will be a flag retirement at the camp fire. If you have a flag or flags you would like to retire, please feel free to bring them and your unit will be included. SCOUT'S OWN - non-denominational service will be after morning flags on Sunday morning. CHECK OUT Check out will be Sunday morning after Scout's Own Service. A camp site inspection will be required prior to departure. You will receive your Troop participation ribbon and patches after camp site inspection. HOW CAN I HELP? We have plenty of opportunities to help with the planning and execution of this Camporee. If your unit can volunteer an adult(s) to help with an event, with cooking, or with any other staff position, please let us know. Older Boy Scouts and Crew members are encouraged to volunteer. THE CAMPING COMMITTEE The Thunderbird District Camping Committee mission is to promote long-term camping in our District. When scouts camp, they stay involved with scouting, recruit new members, and advance in rank. Our methods to accomplish this goal include: * Help leaders of Cub Scout packs, Boy Scout Troops and Venturing crews and ship make the outdoor program an increasingly adventurous, exciting and meaningful opportunity for all youth. * Devise and make effective in districts a plan for camping and outdoor program promotion. * Provide the resources in facilities, equipment, and staff (volunteer as well as professional) essential to the success of the outdoor program. * Provide opportunities for quality camping and outdoor programs, and give consideration to joint ventures with other councils. . * Exercise good stewardship of all camp properties If you are interested in joining the camping committee at the District or Council level, please feel free to contact any of the following people: April Lindblom, Thunderbird District Camping Committee Chairman email@example.com 559.664.2066 Rod Chaney, District Commissioner firstname.lastname@example.org 559.871.4336 Edith Ochoa, District Executive email@example.com 559.281.8983 Or contact your Unit Commissioner TENTATIVE SCHEDULE (SUBJECT TO CHANGE) Friday Oct 7th 6:00 p.m. Check In Starts 6:00-10:00 p.m. Set-up campsites - Start building camp gadgets or improvements 8:00 p.m. Movie night 9:30 p.m. Scoutmaster and Senior Patrol Leader Cracker Barrel 11:00 p.m. Lights Out Saturday Oct 8th 6:00 a.m. Reveille (wake up) 6:00-7:45 a.m. Breakfast in Campsites 8:00 a.m. Flags 8:30 a.m. -12:30 p.m. Games, Events, Displays 12:30-1:30 p.m. Lunch will be provided 1:30–3:00 p.m. Free time, work on camp site & repurposing project 1:30–4:30 p.m. Service project – Tentative Time 5:00 p.m. Dinner in Campsites* 8:00-9:30 p.m. Campfire (Each unit should plan a skit or song) 10:30 p.m. Lights Out Any early checkouts need to have their campsite inspected before sundown. Sunday Oct 9th 6:00 a.m. Reveille (wake up) 6:00-8:00 a.m. Breakfast in Campsites 8:00 a.m. Flags 8:15 a.m. Scouts Own Religious Service - Collection will be taken for the World Friendship Fund 9:30-11:00AM Clean Up and Check Out* **Campsites must be inspected before you leave to receive your patches. Please pack your trash out with you. Unit Registration Form: Unit Number_________________ Number of Scouts_____________ Number of Adults_____________ Total number of attendants_________________ x $10 = $________ Select one payment type: _______Check payment enclosed _______Please charge to my unit account Please charge to my: _____Visa ______MasterCard ______Discover Account No._____________________________________ Exp. Date________________ 3-Digit Security Code_______ Billing Address:________________________________________ City:_______________________________ Zip:________________________ Signature_______________________________________________________ Please complete form and bring to or mail to: BSA Fresno Service Center 6005 N. Tamera Ave. Fresno, CA 93711 Account #: 900161 Account: 1-357-6801-20	<urn:uuid:87289cae-f64c-4c1e-b643-72a5576e42f8>	CC-MAIN-2017-43	http://seqbsa.org/PDFS/Events/2017-10-13-tb_camporee_leader_guide.pdf	2017-10-18T13:09:01Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00795.warc.gz	301,001,484	2,894	eng_Latn	eng_Latn	0.914408	eng_Latn	0.999037	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 16, 2223, 4153, 6089, 8286, 9118, 11164, 11442, 12585, 13386 ]	[ 1.6484375 ]	1	1
Name: _______________ DAY 2: Stylistic Traits of Romantic Music © 2009 Joy Morin \|colorinmypiano.com Fill in the blanks below as we discuss the stylistic traits of Romantic Music. 1. The dates of the Romantic Period are ________ to ________. 2. The composers of the Romantic Period very interested in composing ______________ __________ -- music that tells a story or is based on an idea. 3. Romantic composers often composed ________________ __________ (piano pieces, often short, that are based on an idea) and _________ _________ (orchestral pieces that are based on an idea). Other common forms include concertos, dances, etudes, and variations. 4. Other Romantic Period characteristics: a. Thicker __________ – more layers of notes and fuller chords. b. More frequent and more distant ______________ – switching to other keys during the piece. c. Increased use of the __________ on the piano. d. Increased use of ________________ to increase unpredictability. e. Increased _________________ - half-step motion. 5. Romantic Composers began using new chords, like _____________ _____________ and _______________ ______________ chords. 6. Some famous composers of the Romantic Period are: ______________, _______________, __________________, and __________________. Word Box: Chopin modulations Schumann dissonance 1820 programmatic music tone poems Brahms 1900 pedal secondary dominants Liszt chromaticism texture diminished sevenths character pieces	<urn:uuid:7ed60899-5f38-4688-b600-0d935bb03718>	CC-MAIN-2017-43	http://colorinmypiano.com/wp-content/files/CompRomStyle_DAY2_StylisticTraitsofRomMus.pdf	2017-10-18T13:10:37Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00797.warc.gz	69,811,947	317	eng_Latn	eng_Latn	0.995647	eng_Latn	0.995647	[ "eng_Latn" ]	false	docling	[ 1472 ]	[ 3.546875 ]	1	0
Food Security Early Warning System Agromet Update 2014/2015 Agricultural Season Issue 02 Month: November Season: 2014-2015 3-12-2014 Highlights - Good late-November rains in south-east Botswana and north-west South Africa help to ease dry conditions - Short season (Vuli) in bimodal areas of northern Tanzania starts well - Delayed onset of rains in southern Malawi, central Mozambique, eastern Zambia, and northern Zimbabwe Regional Summary The rainfall season started off with mixed performance this season. In October and November, low rainfall was received in the eastern/central parts of the region, as denoted by the red circle in Figure 1. Areas which are affected by these dry conditions include southern Malawi, central Mozambique, eastern Zambia and northern Zimbabwe. The poor rains in this area present a similar picture to the erratic and delayed onset of rains that occurred during the 2013/2014 season, though this was subsequently followed by good rainfall for the remainder of the season. In contrast good rainfall has been received in many of the bimodal rainfall areas in Tanzania, as indicated by satellite rainfall estimates, suggesting a good start to the short season Vuli rains. Figure 1. Rainfall for 1 Sep to 20 Nov 2014 as percent of average. Source: USGS/FEWSNET The dry conditions in the eastern/central parts of the region continued in the third dekad of November (red circle, figure 2). The dry area expanded to include much of Zambia, Zimbabwe, Malawi, and Mozambique, as well as eastern Botswana and northern South Africa. Below average rainfall conditions are forecast to continue through to mid-December in many of these areas, according to NOAA NCEP forecasts. This implies possibility of a late and erratic onset of rains in some areas, which could compromise crop production if the dryness extends for a long period of time. In contrast, parts of South Africa and Botswana have been receiving good rainfall in late November, as denoted by the blue colours in Figure 2. These areas include the maize regions of central South Africa, as well as the south-eastern areas of Figure 2. Rainfall for 21 to 30 Nov 2014 . Source: NOAA/FEWSNET Botswana which were affected by hydrological drought in the last few seasons. The good rains will help to alleviate the water situation, as well as to replenish soil moisture. Parts of central Angola, which were also experiencing low rainfall earlier in the season, experienced some improvement in rainfall in mid-November, which will help alleviate the dryness, as these rains are forecast to continue in the short term, through midDecember. Parts of Angola experienced a poor 2013/2014 season, and the forecast rains will help to improve the situation. The rains received by end of November have been sufficient to facilitate planting for many parts of the region, as indicated by the purple, blue and green colours in Figure 3. These areas experienced an onset of rains in November (green colours), October (blue colours) and by September (purple colours). The onset of rains has been delayed in parts of eastern Zambia, southern Malawi, central Mozambique, and northern Zimbabwe as denoted by the grey colours in Figure 3 (circled in red). In eastern Zambia, the delay in onset of rains is up to 3 dekads (approximately 30 days), as of 30 November, while in surrounding areas, the delay in onset is 2 dekads. Short term forecasts however suggest that the delay in onset in these areas will continue until at least early December. The current low rainfall, combined with the forecast conditions warrant maintaining a close watch on the progress of the season. Isolated areas in northern South Africa (red circle, Figure 3), have also experienced a late onset of rains of up to 3 dekads (approximately 30 days). Recent rains in mid- to late-November in central South Africa may help to alleviate the situation in some areas. Onset delays of a long duration reduce the window of opportunity for crops to grow and successfully reach full maturity before the cessation of rains at the end of the season, or before the onset of mid-season dry spells, which are a common occurrence in some of these areas. In the event of a prolonged delay in onset, early maturing varieties and crops are more likely to reach maturity than latematuring varieties. Due to the low rainfall received early in the season, and the poor rainfall in previous seasons, vegetation conditions are below normal in many parts of the region, according to satellite imagery (brown colours, Figure 4). In many of these areas, vegetation started off in near normal condition after a good season last year, but became increasingly worse than average due to the earlyseason low rainfall. Despite the poor seasonal progress observed in several areas mentioned above, it is worth noting that there is still ample time left in the season for good production if the remainder of the season performs well. A recent forecast update from the SADC Climate Services Centre is predicting normal to abovenormal rainfall in most parts of the region for the period December 2014 to February 2015. This excludes north-eastern Tanzania, and eastern Madagascar, where normal to below-normal rainfall is forecast. For the January to March period, national forecasts from several countries indicate elevated chances of normal to below normal rainfall occurring. These include Botswana, northeastern Namibia, south-western Zimbabwe, much of South Africa and southern Malawi. The national forecast for southern Zambia is also indicating enhanced chances of normal rainfall, compared to the rest of the country, which is forecast for normal to above normal rainfall. These areas represent a mainly contiguous region in the southern half of the region facing elevated chances of normal to below-normal rainfall, as identified by the national forecasting agencies. Low rainfall associated with extended dry spells can negatively affect agricultural production, and climate-smart agriculture strategies are needed to mitigate the impacts of such climate variability. Oceanic and atmospheric conditions in the Pacific Ocean remain close to El Niño thresholds, with a 58% chance that an El Niño event will occur during the 2014/2015 season, according to a consensus forecast issued in November by US-based climate forecasting centres. This represents borderline chances that El Niño conditions may occur this season. Although an El Niño event has not been declared, El Niño-like impacts have been observed in parts of the world, according to international climate centres. El Niño, a large scale climate phenomenon with global impacts, is often associated with reduced rainfall in some parts of southern Africa. Historically, not all El Niño events have resulted in low rainfall in the region, with some areas being more regularly affected than others. Users of climate information are advised to contact their national meteorological and hydrological services for climate forecast updates, detailed, agrometeorology-specific interpretation of climate forecasts, and advisories. National Agrometeorology Summaries Angola Rains have started in most parts of the country, particularly the central parts of the country, which are the major cereal production areas. However, rainfall totals remain generally below normal in many of these areas. Parts of Angola have experienced poor rainfall over the last few seasons, with negative impacts on crop and livestock production. Botswana After receiving low rainfall in October and early November, south eastern and central parts of Botswana received good rainfall towards the end of November. The good rains received help to alleviate the low water availability conditions which have prevailed in south-eastern areas due to poor rainfall over the last few seasons. Lesotho On average, Lesotho received good rains in the month of November, marking the onset of rains in many areas. Good rains were received in the first and last dekad of the month, with relatively drier conditions mid-month. With the good rains received, farmers in most areas had commenced ploughing and planting activities by mid-November. Malawi Most parts of Malawi had not yet experienced an onset of rains by the end of November. On average, the onset of rains occurs in mid-November in southern Malawi and late November to early Deccember in northern Malawi. As such, the onset of rains in southern Malawi is slightly delayed, with short term forecasts suggesting that the dry conditions may continue into at least early December. As of early November, the main agricultural activity in Malawi was reported to be land preparation and procurement of inputs, in preparation for the expected onset of rains. The forecast from the national meteorological agency indicated likelihood of normal rainfall during the season. However, some areas were forecast to have a possibility of normal to below-normal rainfall, and farmers have been advised to practice climate-smart agriculture. Mozambique Rains started falling in mid-October, with widespread rainfall in the southern and central regions of the country which allowed for initial planting especially in the southern region. However, during the following two dekads (20 days) the intensity of rains reduced significantly, though the weak intermittent rains and relatively low temperatures helped to keep the planted crops in good conditions. Widespread rains during the second dekad of November provided enough moisture for the planted crops, and favored new planting in south and central regions. The northern region is expecting to start planting in early to mid-December, which is the normal onset of rains. South Africa After the low rainfall received in October, rains improved considerably in November, particularly in the central and north-western parts of the country. There were some areas however where rainfall was well below normal, particularly in the northern parts of the country. In a few of these areas, the season was more than 30 days late by end of November. As of mid-November, farmers in some of the central areas had completed land preparation and were awaiting more rains before planting. The livestock and pasture conditions were reported to be fair in most parts of the country, except in the northern-most, southwestern-most, and some central parts of the country. Conditions are however expected to improve in the central areas, with the recent rains that fell in November. National forecast updates indicate that the second half of the season is likely experience below normal rainfall with warmer temperatures, which will necessitate water conservation farming methods, and may affect yields. Tanzania Generally good rainfall has been received in the bimodal areas since the beginning of the Vuli (short season) rains, and maize crops were reported to be in good condition. As of mid-November, maize crops in some bimodal areas were reported to be ranging from the late vegetative stage to flowering stage. Water and pasture availability were also reported to be improving in the bimodal areas. In the unimodal areas, land preparation and acquisition of inputs was reported to be ongoing as of midNovember. The season generally starts in late November to early December in most of the unimodal areas. Zambia Below-normal rainfall has been recorded in eastern Zambia since October. The below normal rainfall has been associated with a delayed and erratic onset of rains. In some areas, the onset of rains had been delayed by at least 30 days. Forecasts from the Zambia Meteorological Services suggest an increase in rainfall activity in early December, which will help to alleviate the dry conditions and cause the onset of the rains. Zimbabwe Below average rainfall was received in many parts of the country in November, particularly in the northern areas, which have not yet experienced an effective onset of the rainfall season and was 20 days late by the end of November. The third dekad of November was quite dry in most parts of the country, and short term forecasts suggest a continuation of the dry conditions into early December.	<urn:uuid:07a977e7-e6d1-4328-b8e2-17dc738aa630>	CC-MAIN-2017-43	http://wamis.org/countries/sadc/SADC_Agromet_Update_Issue-02_2014-2015_Season.pdf	2017-10-18T13:00:51Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00797.warc.gz	370,539,330	2,400	eng_Latn	eng_Latn	0.998107	eng_Latn	0.998364	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2252, 6163, 8451, 11843, 12249 ]	[ 1.671875 ]	2	5
B'nai Mitzvah Program Parent Manual Welcome to the B'nai Mitzvah Program, an amazing journey of study for your child and family. Many of us remember our service when we became a Bar/Bat Mitzvah, but the months of preparation are not so clear. Your child will be logging in many hours of study leading up to that one, joyful Shabbat, and our goal is that every moment, both on and off the bimah, will be worthwhile with time well spent. May this one special moment be followed by many, many milestones on your child's life-long Jewish Journey. The beauty of becoming a bar/bat mitzvah lies in the emotional and spiritual growth which results from prayer and study of Torah. However, such beauty is dependent on the "nuts and bolts" of daily study and progress, the essential elements for success. This handbook is designed to present the "nuts and bolts" of your child's journey to become a B'nai Mitzvah and to provide guidelines for what you, as parents, can do to help your child during this period of study, learning and growth. Table of Contents Rehearsal Worksheet………………………………………………………...……...13 Questions The first place to look is this booklet. For questions on dates, administration and the ballroom, please contact Irene Drantch, Temple Am Echad's Executive Director. For general questions on content of the B'nai Mitzvah Program, contact Rabbi Bellush. For Religious School questions please contact Jared Berry. For B'nai Mitzvah Program questions, please contact Cantor Dubin. All can be reached at (516) 593-4004. Student Requirements Religious School All students must attend at least three years of religious school at Temple Am Echad. Transfer students from other synagogues and from Jewish day schools will be evaluated on a case-by-case basis. Regular and consistent attendance is required during these years. The chart below outlines the education timeline for children enrolled in Temple Am Echad's Religious School. Hebrew The religious school curriculum emphasizes learning siddur (prayer book) Hebrew in third through seventh grades. Fourth through seventh grade specifically targets these lessons and further develops the skill sets essential to leading worship services. Hebrew, in fourth through seventh grades, teaches the reading and grammar necessary to graduate to the next level, reading Torah. As a supplement to our Hebrew teaching, the Tuesday program covers Hebrew reading rules and the decoding strategies for pronouncing Hebrew words without vowels. If your child is consistent in attendance to our Sunday/Tuesday program, attends services as required, and maintains a basic level of home practice, your child will excel in Hebrew learning. Liturgy Shabbat services, both evening and morning, contain the weekly prayer liturgy for the congregation. One of the educational goals for your child is to prepare him/her to be the shaliach tzibor, the public prayer leader of the Saturday morning service. A shaliach tzibor is responsible for leading prayers in both Hebrew and the English. In addition to the Hebrew, the English of Mishkan Tefilah, our siddur, will require practice. Students will receive their own copy of Mishkan Tefilah in order to prepare to become B'nai Mitzvah. In Family Shabbat Services, your child will also learn some of the bimah skills of asking worshippers to rise and to be seated at appropriate times. These are simple skills but they require a familiarity with the service. Torah and Haftarah For the typical student, the assignment of a Torah portion is approximately twelve verses, which are divided into four aliyot. For students with learning issues, the Cantor, in consultation with the Rabbi, will adjust the assignment to create a challenging but doable portion. The Haftarah is taken from the prophetic writings, the middle section of the Hebrew Bible, known in Hebrew as the Tanakh. The portion is designated by tradition. The Haftarah typically assigned is four verses. We expect all of our students to chant both Torah and Haftarah. Torah and Haftarah chanting is based on a system of trope or cantillation marks which serve to provide emphasis and punctuation during the public reading. Service Attendance Attending worship services is part of our weekly ritual and parents need to model service attendance and prayer for children. Celebrating Shabbat is a habit that has to be taught. With your help, our goal is to introduce your child to worship and make them feel comfortable being part of the Kahal, the worshipping congregation. Please remember that children learn by example. If Shabbat observance is treated as a burden, your children will adopt that same attitude. If you celebrate Shabbat with song, prayer, and gathering as a family, they will experience the beauty Shabbat has to offer. We encourage students and their families to attend worship services on a regular basis. Temple Am Echad offers a variety of Friday night services, Saturday morning b'nai mitzvah services and several Shabbat morning learners' Services throughout the year. B'nai mitzvah students need to attend 5 Friday night and 5 Shabbat morning services in the 12 months prior to their becoming b'nai mitzvah. A minimum number of services at other synagogues may count toward this requirement. In order to record service attendance, please note that a binder is provided at the entrance to the sanctuary for Bar/Bat Mitzvah students to sign in for services. Tzedakah – Bar/Bat Mitzvah Project With so much emphasis placed on the child, it is easy for the student to assume that the entire bar/bat mitzvah celebration is about him or herself. Ideally, this Shabbat celebration and this milestone on the journey to becoming a Jewish adult are to be shared by the entire family and the congregation. One of the tools the synagogue uses to teach students that they have a responsibility to the community is the lesson of tzedakah. First, we ask that your child perform acts of tzedakah in preparation for becoming a bar/bat mitzvah. Because we want our children to grow into contributing members of society, and because we also want to use this experience to shape our children into aware adults, we ask that you and your child find some way of rolling up your sleeves and physically doing some work. We ask that your child, and you'll probably have to do it right along with him/her, engage with animals, people (elderly, children, people with disabilities, etc.) or the earth (playground clean-up, community gardening, etc.) We ask you to explore how you would perform tikkun olam, or repair of the world, and then pitch in! We also think that doing this the year before Bar/Bat Mitzvah tutoring begins in earnest is a fine time to fulfill this requirement. Ten hours of donated time is considered an appropriate gift of self as part of becoming a bar/bat mitzvah. We do not track a student's hours for their tzedakah project, but do ask that parents emphasize the importance of fulfilling this aspect of the B'nai Mitzvah Program. Some ideas are at the end of this booklet feel free to explore what works for you and your family. Another act of tzedakah related to our B'nai Mitzvah Program is participation in Mazon, A Jewish Response to Hunger. Our suggestion is that every family donate 3% of the cost of celebrating this simcha to Mazon. More information about the organization and making donations can be found at www.mazon.org. In addition to donating to Mazon, Temple provides other giving opportunities in honor of a child's becoming a bar/bat mitzvah. Please consider a donation to the following: - General Fund - Tikkun Habayit (continues support restoration of sacred scrolls and our Sanctuary) - Rabbi's Discretionary Fund - Prayer Book Fund - Library Fund - Scholarship Fund You can also commemorate this special occasion with a plaque on our Halleluyah Panel in the Lobby - $200 for a small plaque, and $600 for a large plaque. A pew plaque in our Sanctuary is $180, and a brick placed in our brick garden is $500 or $1,000. A leaf on our Wall of Life may be purchased for $360 for a small leaf or $720 for a large leaf. Please call the Temple office at (516-593-4004) to arrange for any of these commemorative donations. Sermon (D'var Torah) One of the last tasks a bar/bat mitzvah student performs is the writing of a d'var torah (Torah teaching) for the congregation. The d'var torah has three components. The first is an examination of the Torah portion; the student will be expected to describe the portion, teach a lesson from those verses, and finally, explain why this portion might be relevant today. The second part of the d'var torah is a personal statement on the meaning of becoming a bar/bat mitzvah and the role Judaism plays in the child's life. The third component of the d'var torah is for the student to describe how performing his/her acts of tzedakah has impacted his/her life. The d'var torah allows the student to reflect on the transition from childhood into young adulthood brought about by becoming a bar/bat mitzvah. Each student will study the Torah portion with Rabbi Bellush using age appropriate commentary. The text of the d'var, a draft of the sermon, should be emailed to Rabbi Bellush for review approximately two to three weeks before the service. The sermon allows parents and child to learn Torah together, but it is to be written by the student in his/her own words. The d'var torah is also an opportunity for students to offer words of thanks to those who have guided them on their b'nai mitzvah journey. A common guide to length is about three pages typed (in Times New Roman, 14 pt font), which also converts to approximately 750 words. After the student meets with Rabbi Bellush to review the draft of the d'var, it should be finalized and copy brought to the bnai mitzvah service rehearsal (see Rehearsal section later in this manual.) Bar/Bat Mitzvah Preparation Homework Because children learn languages differently,a tutorial can be ½ hour to an hour, 1-2 times a week. The program is designed to introduce new material, correct mistakes, and polish bimah-ready Hebrew material. It is not designed to be the only component of study; study must take place at home; daily and with parental supervision. The largest "portion" of the B'nai Mitzvah Program is home study. This is an academic exercise in language acquisition and it is essential that this learning take place on a daily basis. Simply put, if your child does not study, he/she will not master the material. If the parent doesn't read Hebrew, this is not an obstacle. Sitting your child down at the table and keeping him/her on task for a set amount of time is the most important parental duty of home study. Each student is also provided with an MP3 file of all the Hebrew. The students are supposed to use this MP3 at home as a part of the study process. Cantor Google Doc The Cantor will create a google doc in order to keep lines of communication open between you, your child, herself, and the Rabbi. Assignments, expectations, and assessments can be found here. You and your child can write comments and concerns to discuss in person so that we are all working together to know how each child is progressing. Tutoring – Torah portions, Haftorah and Prayers The tutoring schedule begins and is assigned by the Cantor approximately 6-8 months prior to the service. The period may be longer if the summer months occur during this time. There will be approximately 30 sessions that 20 minutes - 1 hour in length with Temple's Cantor. By experience, we have found that for most children, if they study at home and are prepared when they come to their lessons, this is ample time for them to prepare to become a bar/bat mitzvah. Parent participation in a child's journey to become a bar/bat mitzvah is essential. We ask that you invest the time in practicing with your child (even if you don't know Hebrew). Special Needs The Religious School curriculum and the B'nai Mitzvah Program are tailor designed to requirements to meet the needs of students with learning issues. Regardless of the issue or disability, Temple Am Echad will provide a Bar or Bat Mitzvah for students who are willing to engage in study at an appropriate level. When you choose a date for your child, contact the Cantor (or Cantor and Rabbi) to discuss learning issues. We will change and adapt our teaching methodologies to the best of our abilities to match the successful methods used in your child's secular school. Sulam is a local agency that hosts a religious school for children with special needs. Temple Am Echad is a partner with this agency. If your child is autistic, Sulam will provide the training and support services for training. For more information, you may contact Sulam directly by calling Libby Adler at 516-474-1500 or sending an email to firstname.lastname@example.org. Their website is www.sulam-li.org. Parent Responsibilities Three Years Before - Choose a date - Receive this booklet ( also available on line) Two Years Before - B'nai Mitzvah Fee - Booking the Ballroom (if desired) One Year Before - "Family B'nai Mitzvah" Program - Review B'nai Mitzvah Program Parent Manual 8 Months Before - Students begin study with Cantor - Decide on and begin Tzedakah Project 3 Months Before - Schedule Photographer shoot time with office. 1 Month Before - Liability Insurance certificates for outside caterers due for Ballroom rental - Final synagogue payments due - Parents begin to prepare their speech for Friday night - Find Hebrew names for student and those receiving the honor of an Aliyah (blessing before and after the Torah reading) 2 Thursdays Before - Sermon first draft due to Rabbi Bellush - Give out honors (aliyah) - First walk through with Rabbi Bellush and Cantor Dubin 1 Thursday Before - Sermon Rehearsal with Rabbi - Sermon is due - Confirm photographer shoot times. - Second walk-through with Cantor Dubin Booking the Date In years with large numbers of students becoming b'nai mitzvah , some dates may be a double bar/bat mitzvah ceremony. The synagogue cannot determine which dates will be singles and which will be doubles until all of the students have been assigned dates and the dates have been accepted by the parents. Unless families request otherwise, the synagogue prioritizes giving students a single. As soon as the calendar dates are set, families will be notified. Congregation Dues and Fees Dues must be current and religious school fees must be paid in full 30 days prior to the bar/bat mitzvah service. The b'nai mitzvah fee is billed immediately after the bar/bat mitzvah service date is chosen in fifth grade. Family B'nai Mitzvah Program This is a mandatory family education program for both parents and students. This course investigates the themes presented in the book by Rabbi Jeffrey Salkin: Putting God on the Guest List. Purchasing the book is not required, but if you would like to do so, it can be ordered online, and is usually available in the Jewish sections of larger bookstores. Each class is approximately one hour to one and one-half-hour long, and is usually held on a Sunday morning during religious school. Honors A copy of the honors worksheet may be found at the back of this booklet. This copy is for your use for planning purposes. A final version should be brought to the first rehearsal for review by the rehearsal leader. Videotaping & Photography Videotaping of both the Friday night and Saturday morning service is allowed. However, your videographer must do so from the choir loft at the back of the sanctuary. Private still photography is not allowed during the service. However formal portraits, including poses with the Torah are welcomed and encouraged. You may use the photographer of your choice either during the week or Saturday morning before the service. Either the Rabbi, Cantor or a board member must handle the Torah scrolls, which means you must book the date and the time of your photo shoot with the Temple office. The Rabbi and Cantor will make themselves available for photos upon request by the family and if their schedules allow. We would appreciate it if during the service cameras are put away, and phones and recording devices turned off. Thank you for your understanding. Parent Presentation At the Friday evening service the night before your child becomes a bar/bat mitzvah, one of the parent responsibilities is the presentation of the child as the newest member of the worshipping community, the kahal. The congregation looks forward to this presentation. Everyone recognizes the many years of religious school, the intensity of preparation and the significance of another one of our children becoming a bar/bat mitzvah. In many ways, your words will be the highlight of the Friday evening service. On that Friday night, an entire congregation will rise in recognition of your hard work and offer a blessing to the bar/bat mitzvah and his/her family. Service Times Our Shabbat evening service starting times vary between 7:00pm and 8:00pm depending on the program for the evening. Please check the Temple website calendar or call the office for service start times on specific dates. Generally, our service times are as follows: 7:00pm Service - Family Service (usually held on the First Friday of the month) 8:00pm Service - All year Shabbat Morning Service Our Shabbat morning service begins at 10:00am. B'nai mitzvah services usually conclude between 11:45am and 12:00. A bar/bat mitzvah will be leading the service from the beginning of the morning. Please tell your friends and family to arrive on time! Kippot and Tallitot Temple Am Echad does provide baskets of "kippot" for our guests and congregants. These baskets are full of kippot in all sorts of colors, shapes, and sizes. If you would like to purchase kippot for your child's service, you are welcome to do so. Several businesses in the area provide this service but it is just as easily accessible online. Prices will vary between a four panel and a six panel kippah, lined or unlined, and finally, by the material requested. Impressing the name and date on the inside of the kippah is an extra, though usually nominal fee. Please give the manufacturer 8 weeks to complete the order. Kippot and tallitot (prayer shawls) are a matter of personal ritual practice. However, b'nai mitzvah students both boys and girls, are encouraged to wear these items during their service. Please note that kippot and tallitot are available in the lobby for use during the service, should guests and those receiving honors choose to wear them. Bimah Dress Code Our Temple, and especially the sanctuary, are considered sacred space. In that context the bimah (the elevated portion at the front of the sanctuary), on which is located the Holy Ark containing our sacred Torah scrolls and from which our services are led, is considered the 'holiest of holy places.' In keeping with the joyful, yet solemn nature of our worship services, acceptable attire for participating in a bar/bat mitzvah service tends to be more modest than for other, everyday occasions. Those individuals accepting an honor in the service should reflect their understanding of the sacredness of the moment in their choice of attire. Ballgowns, black-tie attire and bare shoulders are not appropriate for a worship service. The bar/bat mitzvah should choose his/her attire with regard to the auspicious nature of the religious service and with thought to his/her ability to hold and carry the Torah scroll, which can be quite heavy, during the hakafah (the ceremonial delivery of the Torah to the congregation.) For this reason, high heels, large gowns, and tight, short dresses are strongly discouraged. Ushering Families in the B'nai Mitzvah Program share the duties of ushering for the Erev Shabbat and Shabbat Morning services. Each family is asked to usher for the bar/bat mitzvah service that directly precedes their own. If your child is the first bar/bat mitzvah in the autumn, you will usher for the last bar/bat mitzvah service in the Spring/Summer and if your child is the first service in the spring, you will usher for the last bar/bat mitzvah service in the Fall/Winter. Ushers should arrive at the synagogue thirty minutes before services both Friday night and Saturday morning. They are asked to welcome all who enter the building and direct them to the coat closet or the restroom as necessary, and to hand out the prayer book insert that is on the table in the lobby. Five minutes before services, ushers should invite the gathered crowd to proceed into the sanctuary for service. Once the service begins, the head usher will direct you regarding additional tasks during the service. Rehearsal There are two rehearsals. One is usually scheduled two Thursdays before the Shabbat Service. The second is the Thursday before the Shabbat Service. At the rehearsal, the Rabbi and Cantor will take the family through evening and morning services, the customs, choreography and honors. The rehearsal worksheet will be reviewed with the family. The family will need the Hebrew names for everyone receiving the honor of blessing the reading of the Torah (aliyah). The students should bring a copy of their completed d'var Torah to the rehearsal. It should be typed in 14 pt type and should have a 3 ½ inch margin at the bottom of each page. The delivery of the d'var Torah will be practiced with Rabbi Bellush. Students should bring their prayerbook Students should bring the copy of their Haftarah that they've been working with. Students should bring their tallit. Students should expect to wear their Bar or Bat Mitzvah shoes. While parents are welcome to call the office and Rabbi Bellush and Cantor Dubin during office hours with their questions, a special effort is made to cover all aspects of the services during the rehearsal. The office telephone number is 593-4004. Rabbi Bellush's email is email@example.com. Cantor Nancy Dubin's email is: firstname.lastname@example.org. Bimah Flowers If you would like fresh flowers on the Bimah they are $75. Please let Irene Drantch know at least one week before the bar/bat mitzvah service. Oneg Shabbat The Oneg Shabbat on Friday evening is part of synagogue Shabbat celebration. The synagogue will take responsibility of all arrangements for this dessert function. However, if you are expecting a large number to attend on Friday evening, please call the office so that more tables will be set in the Ballroom. Afternoon Kiddush or Evening Party Temple Am Echad is available for afternoon Kiddush immediately following services on Saturday, as well as for b'nai mitzvah parties. Bookings can be made as soon as a service date is secured. Please contact our Executive Director, Irene Drantch, 593-4004, or at email@example.com for all of the information and booking. Rehearsal Worksheet Please insert the full names and relationship to the bar/bat mitzvah of the individuals who will be performing these tasks/receiving these honors. Friday Night Candles and Kiddush (The bar/bat mitzvah, accompanied by his/her immediate family will be called to the bimah to lead the congregation in these prayers. Please list these names, as well as any other individuals who will be accompanying them.) ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ L’dor V’dor: (grandparents and parents) Participants in passing the Torah from generation to generation: (Please let us know if we should conduct this ceremony up on the bima or in front of the bima if anyone has trouble with stairs) ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Parent’s Words: Please provide name(s) of parent(s) who will give encouraging words on Friday evening.______________________________________________________ _____________________________________________________________ Saturday Morning Tallit: _______________________________________________________________ ____________________________________________________ Ark Openers for Torah Service:_____________________________ ____________________________________________________ Torah Blessings (aliyah) English Hebrew 1. _____________________ __________________________ _____________________ __________________________ 2. _____________________ __________________________ _____________________ __________________________ 3. _____________________ __________________________ _____________________ __________________________ The fourth aliyah belongs to bar/bat mitzvah student 4. _____________________ __________________________ Hagbah (holds Torah):____________________________ Galilah (wraps Torah):____________________________ Ark Openers for Concluding Prayers: _______________________ ___________________________________________________ Kiddush/Motzi on bimah: (typically immediate family celebrating with bar/bat mitzvah)________________________________ _________________________________________________ _________________________________________________ Please note below any additional circumstances or information the Rabbi needs to be aware of during the bar/bat mitzvah service. Mitzvah Project Ideas People Long Island Volunteer Center 58 Hilton Avenue Hempstead, NY 516-564-5482 firstname.lastname@example.org https://longislandvolunteercenter.org/#/ Ronald McDonald House of Long Island 67-07 76th Avenue New Hyde Park, NY 11040 (516) 775-5683 email@example.com www.rmhlongisland.org United Way of Long Island 819 Grand Boulevard Deer Park, NY 11729 631.940.3700 firstname.lastname@example.org http://www.unitedwayli.org Animals Golden Paw Society 260 Broadway Huntington Station, NY 11746 631.729.1307 email@example.com http://www.goldenpawsociety.org Ruff House Rescue Inc. PO Box 365 Oceanside, NY 11572 516.462.9454 firstname.lastname@example.org http://ruffhouserescue.org Earth Crossroads Farm at Grossmann's 480 Hempstead Avenue Malverne, NY 11565 516-881-7900 http://www.xroadsfarmliny.com	<urn:uuid:2aad2e2f-6af9-41eb-918a-49d265d5ea48>	CC-MAIN-2017-43	http://am-echad.org/wp-content/uploads/2017/08/Bnai-Mitzvah-Program-Parent-Manual-rev-August-7-2017-1.pdf	2017-10-18T12:54:53Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00797.warc.gz	16,955,585	5,678	eng_Latn	eng_Latn	0.890573	eng_Latn	0.999068	[ "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "hau_Latn", "eng_Latn", "unknown" ]	false	docling	[ 35, 1034, 1105, 2229, 5061, 7790, 10893, 13234, 15234, 17419, 20303, 22821, 24477, 25507, 26299, 26344 ]	[ 1.9296875, 0.86328125 ]	3	0
WILLOW TREE ACADEMY 2017-2018 Back to school – Tuesday 5 th September Autumn Half Term Holiday Starts - Monday 30 th October Back to School – Monday 6 th November Christmas Holiday Starts – Monday 25 th December Back to School – Monday 8 th January Spring Half Term Holiday Starts – Monday 12 th February Back to School – Monday 19 th February INSET DAYS School Closed to Pupils: Monday 4 th September Friday 22 nd December Thursday 3 rd May Friday 25 th May Monday 23 rd August Easter Holiday Starts – Monday 26 th March Back to School – Monday 9 th April Summer Half Term Holiday Starts – Monday 28 th May Back to School – Monday 5 th June Summer Holidays Holiday Starts – Tuesday 24 th July Bank Holidays 2018 - Good Friday: Friday 30 th March - Easter Monday: Monday 2 nd April - May Day: Monday 7 th May - Spring Bank Holiday: Monday 28 th April	<urn:uuid:b216dc26-b3b7-4dd3-b66f-6f596f991c01>	CC-MAIN-2017-43	https://greasbroughschool.files.wordpress.com/2017/06/willow-tree-academy-2017.pdf	2017-10-18T12:48:56Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00796.warc.gz	720,773,088	246	eng_Latn	eng_Latn	0.97436	eng_Latn	0.97436	[ "eng_Latn" ]	false	docling	[ 887 ]	[ 1.515625 ]	1	2
ALL KIDS COUNT SEPTEMBER 2012 Recommendations from a roundtable discussion of the nation's leading experts in special education policy that focused on the academic achievement and measurement of students who take an alternate assessment on alternate academic standards. Hosted by the Collaboration to Promote Self-Determination (CPSD), a coalition of national consumer and family-led disability groups that advocate for public policy systems reform on behalf of citizens with significant disabilities. TABLE OF CONTENTS Contents Introduction A Free and Appropriate Public Education (FAPE), guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA), is the right of every eligible child with a disability in this country to be educated in public schools with the supports, services and protections delineated in these statutes. Combined with the IDEA's Least Restrictive Environment (LRE) provision, schools are required to provide FAPE in the LRE that is appropriate to the individual student's needs. The law presumes LRE to be the general education classroom setting unless the student in question can't be educated satisfactorily there even with supplementary aids and devices. Overwhelming evidence demonstrates that when students with disabilities are provided a FAPE in the LRE, are fully engaged in the general educational setting and have the opportunity to participate and make progress in the general education curriculum, the result is higher academic performance for students with disabilities as well as their non-disabled peers. The Elementary and Secondary Education Act (ESEA) is an expansive statute that provides federal funds for both elementary and secondary education in the United States. ESEA does not address LRE or FAPE, but does emphasize equal access to public education. Periodically, ESEA is revised by Congress and the "reauthorized" bill becomes law. The last reauthorization of ESEA resulted in the No Child Left Behind Act (NCLB) of 2001. NCLB was the first federal legislation to mandate school accountability for the academic performance of each subgroup of students at the school, including the subgroup of students with disabilities. Together IDEA and ESEA hold great promise for students with disabilities. However, the gap between that promise and reality remains far too wide. Because Congress has not reauthorized ESEA in the 112 th Congress, the Department of Education (DOE) has allowed states to submit ESEA Flexibility Requests that waive certain provisions of NCLB. In order to receive approval, these Flexibility Requests are supposed to include "State-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction" (http://www.ed.gov/esea/flexibility). As education reform gathers steam, it is critical that students with the most significant cognitive disabilities are incorporated into the career preparation and college readiness plans of state education agencies (SEAs) and local education agencies (LEAs), including the plans articulated in their state's ESEA Flexibility Request. In addition, states and LEAs must be held accountable for fulfilling the purposes of IDEA by providing these students with the individualized special education and related services and supports necessary to prepare each student for further education, employment, and independent living. This is important not only for the futures of individual students but also for the health of our country, both economically and socially. ESEA must continue to work in conjunction with IDEA to promote a learning environment in which all children are given the opportunity to become proficient on grade-level content. The integration of IDEA, Section 504 and ESEA must be enhanced to ensure that all students, regardless of disability status, receive an appropriate education. ESEA holds the bar of expectation high for an educational experience that fosters academic and social growth by providing a challenging, meaningful, and enriched learning environment through equal access to grade level curriculum. IDEA ensures an individualized approach that builds upon each student's strengths and addresses individual needs through the provision of services and supports. IDEA monitoring remains a critical part of the process because IDEA states clearly that the primary focus of federal and state monitoring activities is to be on "improving educational results and functional outcomes for all children with disabilities." 20 USC 1416 (a) (2) (A); 34 CFR §§300.600-300.604. We are pleased that the Office of Special Education Programs (OSEP) is undertaking reform efforts to move towards a more comprehensive and meaningful monitoring system; the product of which must be an enhanced ability to measure outcomes and improve results for students with disabilities. Valuable time, resources, and money are spent on data collection. Such effort can only be well spent if it leads to action. The Collaboration to Promote Self-Determination The Collaboration to Promote Self Determination (CPSD) is a coalition of national organizations that advocates for innovative public policy reform focused on promoting the effective transition of students with intellectual and developmental disabilities into adulthood by preparing them to pursue and obtain optimal outcomes in the areas of employment, economic advancement, and independent living. Based on extensive research and data, we strongly believe that all students with disabilities, including those with intellectual and developmental disabilities, should have access to the grade-level general education curriculum, attain the academic standards set forth by states and participate in fully inclusive general education classrooms and other school settings. CPSD also believes strongly that public policies should promote students with disabilities as part of the general education population and not as a segregated subpopulation. CPSD and its partner organizations have concerns about trends in education that are making it more difficult for students who take an Alternate Assessment on Alternate Academic Achievement Standards (AA-AAS) to participate and make progress in the general curriculum and nearly impossible to earn a high school diploma in most states. A lack of public school accountability for the academic achievement of students with disabilities may lead to a lowering of expectations that have been raised over the past decade through the accountability provisions of NCLB. High expectations have been proved to be among the most important indicators of positive outcomes for young adults with disabilities. The Expert Roundtable On May first and second of 2012, CPSD invited national experts on IDEA and ESEA, as well as state education representatives, to a roundtable aimed at developing a set of agreed-upon policy recommendations on a few specific topics. The discussion focused on the population of students with disabilities who take an AA-AAS. The dialogue included thoughtful articulation of recommended criteria regarding: - How to measure academic growth for purposes of systems accountability and teacher/principal evaluations; and - What constitutes "college preparation and career readiness" for students with the most significant cognitive disabilities (for inclusion in federal legislation and administrative regulations); - How to ensure improved educational results and functional outcomes for all students with disabilities, given the DOE's stated intent to redesign its monitoring activities. This paper will discuss key research, statutory and regulatory background shared by experts and will provide the recommendations developed in breakout sessions attended by the experts and state representatives and CPSD member representatives. These topics are interrelated, so it is important to note that background information from one topic often informed recommendations for another topic. The recommendations and topics discussed in this paper do not represent all of CPSD's positions on education policy; they merely reflect the topics that were explored during the May roundtable. For a complete set of CPSD's education policy positions, please visit our web site at: http://thecpsd.org. 1. College and Career Readiness Outcomes for Students with Significant Cognitive Disabilities Problem: The current ESEA reauthorization has been heavily focused on "college and career readiness." There is no clear definition of what that this means. We must be sure that as specifics unfold, this term is interpreted to include postsecondary programs and paid integrated employment for students with intellectual disabilities. IDEA's purpose has always been "to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living." 20 U.S.C. § 1400(d)(1)(A). The goals of college and meaningful employment are important. However, even though employment is a stated purpose of IDEA, there are currently few effective bridges from high school to employment. What is being taught to students with disabilities in high school does not prepare them for success after they exit public schools. What We Know: A main component of this issue is that goals for postsecondary life for students with disabilities are unclear. Even though the National Longitudinal Transition Study (NLTS2) tracked academic growth of students with disabilities for ten years and then measured it, post-school outcomes are inadequate. In fact, there has been no change in outcomes for students with disabilities over a fifteen year period. The sheer numbers of students who transition into sheltered workshops demonstrate that the majority of students have not been prepared for integrated work in their communities or postsecondary education options or that these options are not being considered regularly as attainable goals. Additionally, low employment rates of young adults with significant cognitive disabilities are further evidence of a lack of preparation in public schools for post-school employment. Findings from a 2011 study indicate that 74 percent of individuals with Intellectual and Developmental Disabilities (IDD) received sheltered employment, day habilitation services, or non-work community integration services, while only 26 percent were working in integrated employment 1 . What we do know is that predictors of paid future employment for students with disabilities should be an integral part of best practices to ensure college and career 1 Butterworth, J., Hall, A.C., Smith, F.A., Migliore, A., & Winsor, J. (2011). StateData: The National Report on Employment Services and Outcomes. Boston, MA: Institute for Community Inclusion, University of Massachusetts Boston readiness for all students. Research shows that the strongest predictors of future paid employment for students with disabilities are: - Prior work history: Students who have worked during their high school years in summer and/or after-school employment are more likely to be employed after exiting high school. - Skill-related factors: Those students with high ratings on classroom social skills had better chances of being employed. - Student Demographic Factors: Males are more likely to be employed than females. - Family-related factors: Young adults whose parents expected that they would work are 3.5 times more likely to work than those whose didn't. - School-related factors: The shocking conclusion in this study is that no educational factors currently designed for employment success translated into employment outcomes 2 . Numbers of postsecondary programs for students with intellectual disabilities are increasing; there are approximately 200 programs in 37 states (www.thinkcollege.net). However, many educators are not aware of available resources or programs and therefore their students do not have a postsecondary vision. One study showed that 76% of family members who responded did not receive information or guidance from the school regarding postsecondary education programs for students with intellectual disabilities 3 . As Meg Grigal, Co-Director of Think College, reported, according to NLTS 2, only 11% of students with intellectual disabilities had the goal of attending a two- or four- year college as compared with 58% of other students with disabilities. Unfortunately, 33% of students with intellectual disabilities had the goal of sheltered employment compared with 8% of students with other disabilities 4 . Postsecondary programs and technical assistance centers that serve students with intellectual disabilities are not yet part of the college readiness conversation. Think College, an initiative of the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston, has a number of initiatives supporting postsecondary education for people with intellectual and other developmental disabilities, including a grant under 2 Carter, E. W., Austin, D., & Trainor, A. A. (in press). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies. doi: 10.1177/1044207311414680. 3 Griffin, M.M., McMillan, E.D., & Hodapp, R.M. Family Perspectives on Post-Secondary Education for Students with Intellectual Disabilities, Education and Training in Autism and Developmental Disabilities, 45(3), 339-346. 4 Grigal M., Hart, D., Migliore, A. (2011) Comparing the transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 417. the Higher Education Opportunity Act of 2008 (HEOA) to serve as a national coordinating center for the model demonstration programs created under HEOA. Eligible students enrolled in approved Comprehensive Transition and Postsecondary programs created by HEOA may now access federal financial aid, including grants and Work Study Jobs Think College. In a study conducted by ICI 5 , individuals with intellectual disability who had postsecondary experience were 26% more likely to attain paid employment than were their peers who did not; their weekly income was 73% higher than their peers without any postsecondary education. Twenty years of research has consistently demonstrated that the inclusion of students with disabilities in general education classrooms results in favorable outcomes for all students. Inclusion in general education classes has been shown to be a moderate predictor of positive post-school outcomes, such as employment, postsecondary education and independent living 6 . The NLTS2 shows that more time spent in a general education classroom is positively correlated with fewer absences from school, fewer referrals for disruptive behavior and better outcomes after high school in the areas of employment and independent living 7 . No studies since the 1970's have demonstrated an academic advantage for students with intellectual disabilities educated in separate settings 8 . Neither the development of necessary social skills nor academic skills can happen outside of an inclusive environment; in fact, academic skills aren't developed where education is based on low expectations for students with intellectual disabilities. In spite of the research, students in disability categories that are associated with the AAAAS have far lower rates of inclusion than other students with disabilities. The focus of education for children with disabilities at the high school level isn't on job development or post-secondary education, despite the fact that paid, integrated employment should be the ultimate goal of the transition process. It is clear, from the information cited above, that public schools must change their focus in order to prepare students with intellectual and developmental disabilities for employment and postsecondary programs. 5 Migliore, A., Butterworth, J., & Hart, D. 2009. Postsecondary Education and Employment Outcomes for Youth with Intellectual Disabilities. Fast Facts Series, No. 1. Boston, MA: Institute for Community Inclusion 6 Test, D., Fowler, C. Kohler, P., Kortering, L. (2010). Evidence-based Practices and Predictors in Secondary Transition: What we Know and What we Still Need to Know. National Secondary Transition Technical Assistance Center. 7 Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth with Disabilities: A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International. 8 Falvey, Mary A. (Spring 2004) Toward realization of the least restrictive educational environments for severely handicapped students. Research and Practice for Persons with Severe Disabilities. 29(1), 9-10. Meg Grigal, Co-Director of Think College, highlights in her work the fact that accountability systems are only one piece of the puzzle when it comes to post-secondary outcomes for students with disabilities. Such systems, Grigal notes, are only overtly connected to employment because of the nature of income and employment and college. Educators and Transition specialists need to be mindful of the importance of teacher preparation so that teachers focus on both training and high expectations for their students. The focus should be on both academics and job development, with postsecondary and employment goals as measurable professional measurable standards. It is important to note that CPSD supports current law and administrative policy that state assessments should focus solely on academic skills and knowledge. Therefore, our use of the term "college and career ready" as it relates to content and achievement standards and growth measures is limited to academics. However, best practices for providing student instruction that leads to success in postsecondary education and paid integrated employment should also include a broader range of skills and knowledge. This is true for students with and without disabilities. Our discussion and recommendations related to "college and career readiness best practices address academics as well as other types of skills and knowledge. RECOMMENDATIONS: - The academic component of college and career readiness: o An AA-AAS, like the regular assessment should solely focus on assessing the academic component of college and career readiness because the alternate academic achievement standard is aligned to the same State content standards as apply to all students. o Instruction must be driven by an AA-AAS and goal setting that is based on high expectations for college participation and/or employment/career options after school. o No out of level testing, meaning that a student who is in one grade is assessed using a level of a test that was developed for students in another grade (http://www.cehd.umn.edu/nceo/onlinepubs/Policy9.htm). o Students need full access to academic content for life-long learning with an achievement standard aligned to content standards for the grade enrolled. o To the extent possible, students should be prepared for a regular High School diploma and/or inclusive access to typical college content with nondisabled student peers. o Self-advocacy for accommodations should be promoted by all four assessment consortia. - Even though the State assessments focus solely on academics, all students should receive instruction that promotes the following types of skills and knowledge for the attainment of integrated paid employment and/or participation in college: o Academic skills and knowledge (especially literacy) to support life-long learning o Communication competence--with access to Augmentative and Alternative Communication (AAC), when needed o Independent work behavior o Social skills that are practiced in settings with typical peers. o Knowledge of how to access supports o Competence with computers and other technology o Collaboration skills o Problem solving o Self-advocacy. - Personnel preparation courses are needed that: o Create the vision for integrated paid employment and participation in college for students with intellectual disabilities, and - Preparation to attain college and career readiness must begin in Early Childhood programs and continue in Elementary and Middle School with links to High School/transition services. o Prepare general and special educators to promote all the skills and knowledge, listed above, as part of academic instruction in general education classes. - Skills and knowledge needed by adults must be mapped backward from the goal to develop a skills development plan early and follow it until the student no longer receives IDEA services. - Key components of Early Childhood Programs that are designed with college and career readiness in mind: - Inclusion and Universal Design for Learning (www.udlcenter.org) should be emphasized from early childhood through postsecondary education. o Inclusive environments o High expectations o Accommodations o Self -advocacy o Skill development. - High School services must be coordinated with vocational rehabilitation and developmental disability agencies, the Department of Labor and other local community services, (e.g. employers, community partners). - High School services must be tailored to include integrated paid jobs before exiting school and to lead to college participation (including high quality alternative college programs) and/or competitive, integrated employment. - IEPs should focus on these post-school outcomes. - Key Components of High School services designed for college and career readiness o Universal design for learning o Supports for inclusive education o On the job training (array of field-based work experience in real jobs) o Summer focused planning early in the second semester to ensure summer employment o The same job/career support and job fairs provided to all other students, including access to informed guidance counselors o Intentional sequencing of content instruction toward grade level academics and the other knowledge and skills that lead to the attainment of integrated paid employment and/or participation in college o The same job/career information for families. - For students 18 and older (age for exiting varies by State), the LRE is NOT on the High School campus o LRE for that age group is dual enrollment in college and/or integrated paid employment, with transportation. - Statutory and regulatory provisions are needed that describe requirements for "highly qualified transition specialists" that include skills in job development and customized employment. o In addition to the current definition of LRE, there should be clarification as to how LRE pertains to preschool and how it pertains to transition or job training programs in high schools, community settings or college campuses (for students still eligible for IDEA services). 2. Growth Measurement Systems Accountability and Teacher/Principal Evaluations Problem: Many states that are using growth measures as part of systems accountability and teacher/principal evaluations do not have an appropriate way to measure growth based on their AA-AAS. In addition, many states have much higher proficiency rates on their AA-AAS than for students with disabilities on other assessments. This practice leads to student scores "topping out" or reaching a plateau where they have scored as high as possible on that assessment but are not moved up to a more challenging assessment. What this tells us about many states is that some of the wrong students are taking the AA-AAS and/or that the AA-AAS is not challenging enough. In order to accurately determine growth for students who take an AA-AAS, states must have a high-quality, challenging assessment before they develop measures for student growth. What We Know: The AA-AAS has moved more firmly into a standards-based accountability world, due in large part to the NCLB and the 2004 reauthorization of IDEA (Quenemoen, Rigney, and Thurlow, 2002) 9 . However, developing growth models that are valid and reliable for both systems accountability and teacher/principal evaluation purposes is challenging for all student assessments—not just for students who take the AA-AAS. If additional outcome measures besides assessment data, referred to as "multiple measures," are to be used in growth models, it is critically important to ensure that the correct measures are chosen. We must make sure that the measures that are used capture growth related to outcomes that are important and relevant to this population. It is important to rigorously assess which outcomes are the essential priorities. The National Center and State Collaborative (NCSC) Alternate Assessment Consortium and Dynamic Learning Maps (DLM) are two projects under a General Supervision Enhancement Grant (GSEG); the goal of these GSEG grants is to develop a system of assessments supported by curriculum, instruction, and professional development to ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for postsecondary options. The quality of an assessment is only as good as its underlying assumptions and whether increasing expectations are evident in tests and standards from year to year. NCSC and DLM are working on developing summative assessments for use in system 9 http://www.naacpartners.org/toolsforAA/validityGSEG.aspx. accountability, for potential inclusion in teacher evaluation systems, and for use in conjunction with classroom assessment data to inform instruction. Different assessment designs are used for different purposes, and no one test will usually serve all functions well. The challenge for developing a growth model becomes: which type of model for measuring academic growth to use, exactly which growth measures to use and how much weight should be given to each measure. RECOMMENDATIONS: - As long as growth measures based on assessment data are being used for accountability and principal/teacher evaluation, the AA-AAS must be included in this process. - Education policy must be flexible enough to adjust as the field evolves. - DO NO HARM. The challenges involved in developing valid, reliable and fair growth measures for accountability and principal/teacher evaluation purposes can lead to unintended, inaccurate and harmful conclusions, which must be avoided (e.g. do not want to inadvertently incentivize schools to focus only on small groups of students whose growth will "count" more or discourage schools from moving students from AA-AAS to the regular assessment). - Examples of what we already know should NOT be done o Growth measures should NOT be based on IEP goals. o Growth measures should NOT be based on comparisons of students with disabilities to other students with disabilities. o Out of level assessments should NOT be used for systems accountability and principal/ teacher evaluation purposes. - General rule for Measuring Growth for Systems Accountability (School, LEA, State) and Principal/Teacher Evaluation Purposes: o Growth measures should NOT be based on value added models if they build in lower expectations based on status (e.g. disability) or prior performance. o Use growth models based on content standards for the grade enrolled that meet the following requirements-- [x] They are based on technically defensible assessments; [x] Confidence must be demonstrated within an acceptable margin of error. [x] States must be able to show that they are using growth measurement methods that are valid, reliable and fair for the intended purposes of systems accountability and principal/teacher evaluation; and o If multiple measures are used to determine the growth component of systems accountability and principal/teacher evaluations, the measures used in addition to growth based on assessment data -- [x] Must be relevant and meaningful for all subgroups; [x] Must be weighted appropriately. [x] Must not hide poor student performance in the subject areas being tested; and - Examples of Acceptable Multiple Measures for Principal, General and Special Educator Evaluations o Use of evidence based practices for teaching academic content for the grade enrolled to all learners. - Other requirements related to growth measurement for principal and teacher evaluations o A measure related to ensuring students' communication competence. o Need high quality "within year" tools to ensure appropriate targets for standards-based classroom progress monitoring data. - Examples of Acceptable Multiple Measures for School, LEA and State Accountability: o Need training and protocols to train principals and other observers on evidence-based practices. o Graduation rate [x] Can measure progress by decline in percentage of students with disabilities exiting with certificates or other exit document that is not a regular high school diploma, and increase in percentage of students graduating with a regular high school diploma. o Attendance [x] There should not be a provision allowing any other exit document (e.g. diploma based on receiving FAPE or IEP goals) to count as if it were a regular high school diploma for the purpose of calculating graduation rate. o Assessments on content areas other than math and reading/language arts, provided that an AA-AAS is available for that subject that has been peer reviewed for ESEA purposes. o A content-based review on whether the models of measuring growth in the current AA-AAs use and those proposed for students taking the AA-AAS in the ESEA Flexibility Requests reflect true growth in content domain understanding. - The following research is needed to support the work in the field on growth measurement for students taking an AA-AAS: o Research on how students with the most significant cognitive disabilities acquire domain-specific or subject-area knowledge and apply these processes to the problems they encounter. o Research on using multiple measures, including classroom-based progress monitoring measures, to inform growth determinations for system accountability and principal/teacher evaluation purposes. 3. IDEA Monitoring As part of the 2004 reauthorization of IDEA, regulations related to Section 616(a)(12) of the statute were enacted that established requirements for state monitoring, enforcement, and annual reporting. The primary focus of the state's monitoring activities were around improving educational results and functional outcomes for all children with disabilities and ensuring that public agencies met program requirements. IDEA is considered a civil rights and not merely an education statute. Each state was required to monitor local education agencies (LEAs) using quantifiable indicators in priority areas, specifically relating to: - Provision of a free appropriate public education (FAPE) in the least restrictive environment (LRE). - Disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification. - State exercise of general supervision, including Child Find, effective monitoring, the use of resolution meetings, mediation, and a system of transition services as defined in 34 CFR 300.43 and in 20 U.S.C. 1437(a)(9). In 2012, the DOE announced that it would suspend IDEA monitoring in favor of Results Driven Accountability. OSEP stated that: All components of accountability will be aligned in a manner that bests supports States in improving results for infants, toddlers, children and youth with disabilities, and their families … The current system places heavy emphasis on procedural compliance without consideration of how the requirements impact student learning outcomes. In order to fulfill the IDEA's requirements, a more balanced approach to determining program effectiveness in special education is necessary. It is unclear what a more balanced approach will look like or whether DOE will continue to rigorously enforce, through monitoring visits, the basic tenets of IDEA: a free and appropriate education in the least restrictive environment. RECOMMENDATIONS: - The effort to move to Results Driven Accountability must include the following in its process: [x] Parents as well as advocacy and civil rights organizations representing parents and students need to be meaningfully involved: at all levels in the monitoring process and in evaluating data and developing improvement plans – at the school, LEA, state and federal levels. o Meaningful involvement of diverse stakeholders. [x] Disability advocates should not be in a separate stakeholder group, but rather interspersed among groups (including CPSD). [x] A high degree of transparency and public disclosure of data needs to be provided at the federal, state and LEA levels, including public reporting of all State Performance Plan/Annual Performance Report (SPP/APR) data, determinations, corrective action and Maintenance of Effort issues. o Transparency [x] Information should be posted in a timely manner and be easy to locate on websites. - Data from monitoring must assure that: o Diverse stakeholders working towards system change have access to the information that will form the basis for their efforts; o Parents have accurate and timely information in order to be meaningful partners in the special education process; o LEAs are accountable for implementation of the IDEA and for meaningful outcomes for students with disabilities on an ongoing basis; and - LRE Data in Indicators 5 and 6 should be reported by disability category at the State and the LEA level, in a timely manner and be easily located. o OSEP and States have the data they need to ensure the law is implemented and on which to base continuous improvement efforts. o It is particularly important for students with intellectual disabilities that this data be disaggregated. Poor LRE data for students with intellectual disabilities is masked by LRE data for larger populations. o IDEA Section 618 data on educational environments had been available by category and by state until 2009. This information is no longer publicly reported and should be. - The LRE data collection for SPP Indicator 6 (preschool inclusion) needs to be revamped. o The current data collection system has resulted in preschool classes that are 50% students with disabilities and 50% students "at risk" as being considered inclusive. o "Credit" should only be given when the percentage of students with disabilities reflects natural proportions. - If the State complaints and due process data are collected through another source, the results still need to be included effectively in OSEP monitoring planning, reports and determinations. - Monitoring determinations must be based on both compliance and results. Failure to do so undercuts the value of monitoring. - Develop criteria for when cases will be referred to the Justice Department (as authorized in IDEA 2004). o Develop a "decision tree" to drill down when the data for a particular indicator is poor. - Rather than eliminating SPP indicators, consider prioritizing and "weighting" the most important indicators more heavily. o For example if the LRE data in general, or for a particular disability category is poor, then consider (as data availability allows) [x] Are the principles of Universal Design for Learning being utilized? [x] Are the communication needs of the students being met, including communication devices when needed? [x] Do the students have access to the general curriculum? - Transition: SPP Indicator 13 should require that the transition goals include paid integrated employment (not sheltered workshops) and/or or postsecondary education (through dual enrollment or otherwise paid for by the LEAs) for the 18 to 21 year old students still eligible for IDEA services. [x] How does the state/district rate on the Quality Indicators of Inclusive Education (http://njcie.net/pdf/tools/quality-indicatorsfor-inclusive-education-manual.pdf)? - Focus on the greatest degree of monitoring and technical assistance on priority states most in need of improvement (and states targeting LEAs most in need of improvement). - Provide financial incentives to high performing states with grants for specific purposes, such as implementing Universal Design for Learning, working to ensure that all students have access to communication support and access to the general curriculum, etc. This approach would be similar to the Race to the Top Grant Program idea. - Consider how monitoring could support the concept of "communicating by kindergarten" to ensure students have the communication support, language, and tools they need. - Consider how monitoring could help keep children and schools safe through a monitoring role regarding restraints and seclusion. Conclusion It is clear from the analysis and recommendations contained within this paper that there is a serious systemic problem in the way the students who take an AA-AAs are prepared for post-school life and in the way they are assessed. High quality assessments can drive high quality instruction. However, the language and implementation of the regulations for the AA-AAS are actually undermining IDEA in many LEAs and schools. One example is that placement in the AA-AAS is often used as an excuse to segregate these students in special education classes and to limit access to the curriculum, which in turn limits their opportunity to earn a regular high school diploma. Another example is that many students who need communication systems to participate in instruction and demonstrate knowledge are not being provided with these tools. The DOE must create an initiative to fix these unintended and negative consequences that have resulted from the use of the AA-AAS by some LEAs and schools. The creation of the two consortia that are developing new AA-AAS options is a very positive step for the states that are participating in them. However, the DOE must ensure that every state, LEA and school is faithful to IDEA and ESEA in their implementation of the assessments and that ALL students, including those who take the AA-AAS, are prepared to transition to postsecondary education and/or integrated paid employment upon graduation. CPSD 2012 Education Roundtable Panelists and Attendees Heather Allcock Maryland Coalition for Inclusive Education Erik Carter Vanderbilt University Candace Cortiella Advocacy Institute Lou Danielson American Institutes for Research Susan Goodman National Down Syndrome Congress (NDSC) Meg Grigal Think College Tom Hehir Harvard Graduate School of Education Stephanie Smith Lee National Down Syndrome Society (NDSS) Lynda Lupp Pennsylvania Department of Education Denise Marshall Council of Parent Attorneys and Advocates (COPAA) Melody Musgrove US Department of Education Rachel Quenemoen National Center on Educational Outcomes/ National Center and State Collaborative GSEG Carol Quirk Maryland Coalition for Inclusive Education Curtis Richards Institute for Educational Leadership Ricki Sabia National Down Syndrome Society (NDSS) Alan Sheinker Dynamic Learning Maps Diane Simaska Pennsylvania Department of Education Debbie Taub Keystone Assessment Barbara Trader TASH Rebecca Walawender US Department of Education Sara Weir National Down Syndrome Society (NDSS) Susan Weigert US Department of Education Patti Whetstone University of Kansas Madeleine Will National Down Syndrome Society (NDSS) To learn more about CPSD, please contact: Allison Wohl 1667 K Street NW, Suite 640 Washington, DC 20006 CPSD Manager, Government and Public Affairs (301) 789-3565 email@example.com www.thecpsd.org Special thanks to Ricki Sabia and Rachel Quenemoen for their expertise and dedication to this project and for their commitment to students with intellectual disabilities.	<urn:uuid:2a12f5b6-6264-46c3-84b4-2f4f2fded17d>	CC-MAIN-2017-43	http://thecpsd.org/wp-content/uploads/2014/02/CPSD-Education-Roundtable-Recommendations-White-Paper-FINAL-Copy3.pdf	2017-10-18T12:41:59Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00795.warc.gz	334,101,329	7,523	eng_Latn	eng_Latn	0.959128	eng_Latn	0.994302	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 503, 532, 3408, 5057, 6747, 8353, 11027, 13893, 17088, 19599, 21537, 23181, 25751, 27996, 30074, 30455, 32462, 34597, 37032, 37163, 38609, 39850, 40221 ]	[ 2.015625, 1.2578125 ]	1	1
Courses available for Erasmus Plus Beneficiaries (2017-2018) For Teacher Trainers, Teachers, Adult Educators, Managers in Education The HELLENIC CULTURE CENTRE offers the chance to attend high quality teacher training programmes (including Certification programmes), to develop your language skills, to share experiences and ideas with teachers from other countries, to extend your personal network. We develop courses on language learning, teacher training and intercultural education with experienced and certified teacher trainers and language teachers, state-ofthe-art didactic materials and methodologies, and evaluation and validation procedures. All educational programmes can be funded by the Erasmus Plus Programme (KA1: Learning Mobility of Individuals). A. 12-day courses 1. Greek Language and Culture Programme (Working language: GREEK and ENGLISH, depending on the level) - Monday to next Friday B. 10-day courses 1. EUROLTA / ICC CERTIFICATION programme for language adult trainers (working language: GREEK)* Friday to next Sunday C. 5-day courses 1. Intercultural skills for adult educators, school teachers and mentors (Working language: ENGLISH) -Friday to Tuesday 2. Language training for refugees and migrants: informal language methodologies (Working language: ENGLISH & GREEK) -Friday to Tuesday 3. Teaching a foreign Language today (Working language: ENGLISH and GREEK) -Friday to Tuesday 4. Language games or all language classes (Working language: ENGLISH and GREEK) 5. Learning to teach Greek (Working language: GREEK) -Friday to Tuesday 6. Teacher training: Greek as a foreign language (Working language: GREEK) -Friday to Tuesday 7. Teacher training: Greek to non-native speakers (Working language: GREEK) -Friday to Tuesday Note* This is the face to face part of the eight-month teacher training and certification programme, which offers the EUROLTA CERTIFICATION for teaching a foreign language to adult learners by the International Language Organization ICC. The HELLENIC CULTURE CENTRE is a certified EUROLTA Centre in Greece and prepares teachers for the Certification process in a blended learning mode. This programme has 100 euro extra fee for certification procedures. Fees for all courses Tuition fee: 70 €/ day/ person, which includes tuition and training materials. Plus Organizational costs: 100 €/ person, paid for each seminar, which include administration costs, organizational costs, and VAT. Extra certification fee only for the EUROLTA / ICC CERTIFICATION programme for Language Adult Trainers: 100 euro (total fee for the EUROLTA programme: 900 euro) 12-day courses Greek Language and Culture Programme Working Language: Greek and English (depending on the level) LEARNING OUTCOMES Depending on the Language Level they will follow, at the end of the seminar participants are expected: A0 of the European Language Portfolio Participants are expected to have developed all four language skills in Greek. More specifically, participants will have developed the basic vocabulary in Greek, they will be able to respond to basic communicational circumstances, and the will know the basic Greek grammar. They will cover material included in the level A1 (course A1a) of the European Language Portfolio. http://www.h cc. edu.gr/images/Syll_A0.pdf A1 of the European Language Portfolio Participants are expected to have developed all four language skills in Greek. More specifically, participants will have developed the basic vocabulary in Greek, they will be able to respond to basic communicational circumstances, and the will know the basic Greek grammar. They will cover material included in the level A1 (course A1b, A1c) of the European Language Portfolio. http://www.hcc.edu.gr/images/Syll_A1.pdf A2 of the European Language Portfolio Participants are expected to have developed all four language skills in Greek. More specifically, participants will have developed the ability to express themselves in more complex situations (descriptions, narrations, feelings, plans for the future). They will cover material included in the level A2 (course A2a, A2b, A2c) of the European Language Portfolio. http://www.hcc.edu.gr/images/Syll_A2.pdf B1 of the European Language Portfolio Participants are expected to have developed all four language skills in Greek. More specifically, participants will enrich their vocabulary in subjects like the family, work and free time, and they will learn the passive voice, participles, special (irregular) nouns and adjectives, the use of prepositions and conjunctions. They will cover Greek Language and Culture Programme Programme Day 1 (Monday) - Presentation of the participants and their organizations - Presentation of the seminar's programme and the trainers (educational contract) - Greek Language Lesson - Greek Language Workshop Day 2 (Tuesday) - Greek Language Lesson - Greek Language Workshop - Educational and Cultural Activities* Day 3 (Wednesday) - Greek Language Lesson - Greek Language Workshop Day 4 (Thursday) - Greek Language Lesson - Greek Language Workshop Day 5 (Friday) - Greek Language Lesson - Greek Language Workshop - Interim evaluation of the course Day 6 (Saturday) - Interactive Outdoor workshops: Thematic workshops up to 7 hours long on cultural topics - Educational and Cultural Activities* material included in the level B1 (course B1a, B1b, B1c) of the European Language Portfolio. http://www.hcc.edu.gr/images/Syll_B1.pdf B2 of the European Language Portfolio Participants are expected to have developed all four language skills in Greek. More specifically, participants will complete their knowledge of the basic grammar (using cases, tenses, irregular adjectives and nouns, compound verbs, pronouns, imperative), and they will enrich their vocabulary (everyday language in big cities, idioms). They will cover material included in the level B2 (course B2a, B2b, B2c) of the European Language Portfolio. http://www.hcc.edu.gr/images/Syll_B2.pdf C1 of the European Language Portfolio Participants are expected to have developed all four language skills in Greek. More specifically, participants will enrich their vocabulary (official letters, essays, idioms, proverbs, special vocabulary, and they will study more complex language forms. They will cover material included in the level C1 (course C1a, C1b, C1c) of the European Language Portfolio. http://www.hcc.edu.gr/images/Syll_C1.pdf C2 of the European Language Portfolio Participants are expected to have developed all four language skills in Greek. More specifically, participants will enrich their vocabulary, they will study local idioms and elements of Katharevousa and ancient Greek language, they will be able to to express themselves in a clear and persuasive way and have an everyday/fast rhythm of speaking. They will cover material included in the level C2 (course C2a, C2b, C2c) of the European Language Portfolio. http://www.hcc.edu.gr/images/Syll_C2.pdf Students of all levels are expected: - To be familiar with many aspects of contemporary Greek culture (the Arts, history, society, nature) - To have explored the contemporary Greek reality, as they will get in contact with local population - To visit places of natural beauty and cultural significance - To have exchanged intercultural experiences METHODOLOGY The course is based on the principles of participatory adult education. The method used is the communicative one, which brings out the communicative aspect of the language. Moreover, the course follows the principles of modern didactics of living languages, which gives emphasis to culture. During the course active learning and exchange of ideas and information about other cultures are encouraged, while the experienced of the Greek Language and Culture Programme Day 7 (Sunday) - Interactive Outdoor workshops: Thematic workshops up to 7 hours long on cultural topics - Educational and Cultural Activities* Day 8 (Monday) - Greek Language Lesson - Greek Language Workshop Day 9 (Tuesday) - Greek Language Lesson - Greek Language Workshop Day 10 (Wednesday) - Greek Language Lesson - Greek Language Workshop Day 11 (Thursday) - Greek Language Lesson - Greek Language Workshop - Educational and Cultural Activities* Day 12 (Friday) - Greek Language Lesson - Greek Language Workshop - Final Evaluation of the course - formation of the contact network - Educational and Cultural Activities* Educational and Cultural Activities: Some of the activities below may be included to your 2017-18 programme, in case you attend the two-week Integrated Greek Language participants are incorporated into the training. The abovementioned methodology is implemented via a daily schedule which includes language instruction, and language workshop, where participants have the opportunity to practice the language skills they have developed during the day through language games, role plays and other activities. They also better understand the cultural framework within which the linguistic types of Greek are developed and used. A daily schedule of educational/ cultural activities can be incorporated into the programme, in order to enable participants to become familiar with elements of the traditional and contemporary Greek culture. These activities include Greek dances' lessons, Greek cookery classes, visits to Museums and other places of cultural interest, excursions to Santorini Island and many more and have an extra cost. This programme of activities provides participants with a better understanding of contemporary Greeks and contemporary Greek culture. PREPARATION Participants will be given information on the subject of teaching or learning Greek today in Europe as well as lists for the most recent publications of didactic materials. Before the course, they will be asked to describe the institution they work for and the basic characteristics of its learners and their own professional background. Participants will also receive information for the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all necessary information regarding the venue and the trip. All the above will be communicated via e-mail. FOLLOW-UP Upon completion of the course, a network of Greek language's and Greek culture's friends will be formed though the HCC's website and social media. The members of this network will be interested in improving their skills and Greek, and have positive feeling towards contemporary Greece. The network's participants will be receiving information on the developments concerning learning Greek, on programmes and initiatives taken in Europe regarding this subject, as well as on critical developments in Greece which require action and initiative by the European citizens. Greek Language and Culture Programme and Culture Programme, at an extra cost: 1. Traditional Greek dance lesson and presentation of Greek dances/ Greek religious festivals 2. Singing Greek songs and presentation of Greek music 3. Visit to a local farmer and presentation of Santorini products 4. Ceramics lesson and presentation of ceramic art 5. Guided tour to a winery and wine tasting of three wines 6. Walking tour in Megalochori 7. Walking tours from Megalochori to Pyrgos or to Emporio Location: Megalochori, Santorini Island, Greece Dates 2017: 10-21/4/2017 12-23/6/2017 26/6-7/7/2017 10-21/7/2017 24/7-4/8/2017 7-18/8/2017 4-15/9/2017 2018: 2-13/4/2018 11-22/6/2018 25/6-6/7/2018 9-20/7/2018 23/7-3/8/2018 3-14/9/2018 10-day courses EUROLTA / ICC CERTIFICATION programme for language adult trainers- Level one Working Language: Greek (and English as of 2018) EUROLTA is an internationally recognised qualification for those who wish to teach modern languages to adults. It is recognised by all member organisations of the ICC - International Language Network (www.icc-languages.eu ) and guarantees that the holder of the qualification has acquired a high level of proficiency in the teaching of languages to adults. The training programmes offered under the EUROLTA scheme reflect a modern approach to language teaching and teacher training. Certification is based on the evaluation of a dossier containing samples of the teacher's work. The Level One EUROLTA Certificate certifies the holder's ability to plan and deliver classes of a set study programme and recommended teaching resources within a certain institutional context as well as to reflect on one's performance and that of one's peers. The EUROLTA Certificate is a Europe-wide recognized qualification in the adult language education. Please note: this course is a part of the blended learning training course that last 8 months. The rest of the programme is held online. This course is offered in Greek only. In 2018 it will be offered in English too. LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the knowledge and skills that will enable them to: . become more aware of the system of the target language and be made familiar with the tools and know-how necessary to analyse communication and language use, . develop awareness of current theories of language acquisition and of socio-cultural and intercultural issues involved in language learning and integrate this knowledge in their teaching, ICC/ EUROLTA Certification Programme Programme Day 1 (Friday) - Presentation of the participants and their organizations. Presentation of the seminar's programme and the trainers (educational contract) - The EUROLTA FRAMEWORK AND INTERNATIONAL PROCEDURES - Locating the characteristics, the needs and the expectations of our learners Day 2 (Saturday) - The adults as learners - Grading testing of the students and planning the study programme - Planning a lesson / an educational meeting Day 3 (Sunday) - Teaching the text: Didactic techniques and techniques for assimilating the text - Teaching the vocabulary: Didactic techniques and techniques for assimilating the vocabulary - The selection and evaluation of the textbook and the teaching materials Day 4 (Monday) - Observation sessions in a class of adult learners (part a) . learn to recognise learners as individuals with their own learning styles, motivation and aims and act appropriately in their teaching, . gain confidence and acquire skills in managing processes in the classroom, develop a repertoire of teaching skills and techniques and become able to make judgements as to when and how to use them METHODOLOGY The methodology and approach adopted in the training reflects the overall aims stated above. In particular, it aims to . reflect the general ethos of ICC training courses, which implies a "learning by doing, reflecting and sharing ideas" approach . be characterised by a cooperative learning style, involving trainees wherever possible in the planning and shaping of the programme . present opportunities to extend theoretical knowledge of language, learning and teaching as well as to evaluate and improve practical skills . integrate practical exercises and the observation of teaching/learning (themselves, their own classes, others, other classes, video sequences) with subsequent analysis . provide opportunities for self-evaluation, assessment by peers as well as offer opportunities for trainees to evaluate the training programme The course is based on the principles of participatory adult education, by embodying participants' experiences and fostering the exchange of their ideas, proposals and materials. Its focus is not merely on the didactic aspect of teaching adults but also on the participants' social and cultural knowledge gained through education, and teaching to different target groups throughout Europe. During the course, the following techniques will be implemented: working in subgroups and pairs, role play, microteaching, lectures, guided conversation, brainstorming, language and educational games and experiential activities. The course also includes observation sessions in language classes for adults as well as practicum (teaching an adult Greek language class & / or microteaching in the trainee teachers' class) Before the observation sessions, participants will be appropriately prepared by the educators for the purpose and method of the observation. During this, participants will have the opportunity to assess teaching Greek in the specific context by applying the techniques of observation, interviewing and group discussion. After its completion, participants will share their learning experience. Before the Practicum, they will cooperate with their trainers so that they prepare their work more thoroughly. ICC/ EUROLTA Certification Programme - Observation sessions in a class of adult learners (part b) - Discussion with the trainers and the adult educators who were observed Day 5 (Tuesday) - Observation sessions in a class of adult learners (part c) - Observation sessions in a class of adult learners (part d) - Discussion with the trainers and the adult educators who were observed Day 6 (Wednesday) - Observation sessions in a class of adult learners (part e) - Observation sessions in a class of adult learners (part f) - Discussion with the trainers and the adult educators who were observed Day 7 (Thursday) - Observation sessions in a class of adult learners (part a) - Observation sessions in a class of adult learners (part b) - Discussion with the trainers and the adult educators who were observed Day 8 (Friday) - Teaching sessions in a class of adult learners (part c) - Teaching sessions in a class of adult learners (part d) - Discussion with the trainers and the adult educators who were observed - Applying language games and communicative activities (part a) Participants will also be given hand-outs, original materials, lists of intercultural activities and websites for teaching tools and for promoting Greek language and culture. Taking into consideration that the variety of educational tools and equipment offers to participants the opportunity to enrich their educational experience, within the course there will also be implemented the means of video, audio, objects (realia), diagrams, photos and games. The topics and issues to be explored in basic teacher training programmes are grouped into the following content areas: 1. Language awareness 2. Language and culture 3. Language learning processes 4. Language teaching 5. Planning and evaluation 6. Self-assessment Through awareness-raising tasks, experimentation, reflection, adaptation and transfer of training contents to their teaching situations, the trainees should develop their teaching competence as well as appropriate strategies to continue their development after the training period is over. PREPARATION Participants will be given information on the EUROLTA certification procedures. They will also receive articles on teaching a foreign language to adults. Before the course, they will be asked to describe the institution they work for and the basic characteristics of their learners and their own professional background. Participants will also receive some information for the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all the necessary information regarding the venue location and the trip. All the above will be communicated via e-mail and Drop Box. FOLLOW-UP Upon completion of the course, participants will be encouraged to form a network which will function as a meeting point. Within this network, they will be able to exchange didactic materials and proposals as well as useful ideas for promoting language learning in different contexts. ICC/ EUROLTA Certification Programme Day 9 (Saturday) - Applying language games and communicative activities (part b) - Teaching the Grammar in various levels - Teaching the Grammar in various levels (microteaching) Day 10 (Sunday) - Introduction to intercultural education - The selection and application of audio-visual materials in the lesson - The institutional framework of teaching Greek to foreigners and adult education. Information on the exams for the Certificate of Attainment in Greek organized by the Greek Ministry of Education. - Coping with practical problems in teaching - Evaluation of the seminar Goodbye activities - Creating a communication network Sessions 2017: 21/7/2017 - 30/7/2017 Megalochori, Santorini Island, Greece 10/11/2017 - 19/11/2017 Athens, Greece 2018: 6/7/2018 -15/7/2018 Megalochori, Santorini Island, Greece 9/11/2018 - 18/11/2018 Athens, Greece Intercultural skills for adult educators, school teachers and mentors Working Language: English LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the skills that will enable them to: - Clarify key concepts of Intercultural Education: Identity, Culture, the Right to Difference, the values of Equity and Interaction - Explore diversity in Europe with the view to improving quality in adult education: Explore diversity in the societies represented in the course, institutional policies, diversity in the course group, heterogeneity in class, an intercultural approach in teaching - Exercise and develop their intercultural skills with each other: Language and communication skills, empathy, guidance and counseling, cultural knowledge, etc. - Review and plan their own work including how to: Generate and answer the relevant questions on diversity * Apply active listening and communication rules * Listen to different points of view * Act like cross-cultural counselor * Work co-operatively * Recognize and promote intercultural skills of their learners and of themselves METHODOLOGY Teaching methodologies have to assure interaction between facilitators and participants and among learners rather than transmit homogenized knowledge or techniques and ask for reproduction. This is especially true when intercultural skills are at question, because they cannot be "learned" in a cognitive approach, but they need to be experienced and developed in interaction. In accordance with the principles set out above, the training methodology developed for the course will focus on facilitating the objective-based interaction amongst all persons involved. As an intended side effect, participants will experience themselves and reflect on interactive and cooperative learning methods in an Intercultural skills for adult educators Programme Day 1 (Friday) - Welcome and Ice-Breaking Activities - Getting to know each other: Interview - The educational contract: Participants' hopes and fears for the course - Definitions of essential concepts: "Identity" and "Culture" Day 2 (Saturday) - Key principles of an intercultural approach: "Selfdetermination" - Key principles of an intercultural approach: "Equity" and "Interaction" - Implications of diversity to adult education: Description of diversity in the European Society, taxonomy and examples of diversity Day 3 (Sunday) - Intercultural key skills of an adult educator: Diversity in the course group, heterogeneity in our classrooms, positive and negative implications of diversity, problem resolution - Recognizing and promoting intercultural skills of adult learners: Defining key skills of individual intercultural intercultural process, which they may consider and adapt for their work purposes. It is a workshop design that seeks to reach out and include all learning styles by utilizing a wide range of pedagogies, including problem solving, group and pair work, reflective discussion, experiential learning, brief didactic inputs on concepts and theories, and action planning, in order to apply what was learnt. Special attention is given to involve participants' regional backgrounds and experiences and to facilitate mutual exchange. PREPARATION Before the course, participants will be sent some brief background readings and a reading list on current literature on key issues of interculturality: Definitions of anti-racism, multiculturality, interculturality, social attitudes and policies for intercultural education in Europe. The readings and bibliography (web-pages and e-articles) will be sent via e-mail. Participants will also receive some background information about the region where the training course is going to take places. Santorini Island, Aegean Sea, has a long history and many sightseeing possibilities and offers chances for the participants to get in contact with basic aspects of contemporary Greek culture and people. A virtual community will provide a supportive environment for the workshop, where participants may meet each other before the course begins. FOLLOW-UP In order to facilitate and mutually support participants to apply and disseminate what they have learnt, participants and the trainers will create an e-network as a forum for exchanging ideas, experiences and materials. Networking will enhance the possibilities for further cooperation amongst its members on the basis of new partnerships and/ or projects on intercultural adult education. Intercultural skills for adult educators competencies, techniques to recognize and promote individual intercultural skills Day 4 (Monday) - Action Planning: How to apply what was learned in the adult education classroom, in the adult education institution, in the community, short and long term measures - Presentation of group assessment of the intercultural dimension - Cultural programme Day 5 (Tuesday) - Networking activities - Feedback and evaluation: Activities for evaluating all aspects of the course - Farewell activities Sessions 2017: 18/8/2017 - 22/8/2017 Megalochori, Santorini Island, Greece 2018: 17/8/2018 -21/8/2018 Megalochori, Santorini Island, Greece Language training for refugees and migrants: Informal language methodologies Working Language: English and Greek LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the skills that will enable them to: - develop a repertoire of teaching skills and informal techniques and become able to make judgments as to when and how to use them, - develop the ability to make choices with regard to informal teaching techniques and learning materials and to adapt or supplement them to cater for the specific needs of groups and individual adult learners - learn to recognize learners as individuals with their own learning styles, motivation and aims and act appropriately in their informal language teaching METHODOLOGY The course is based on the principles of participatory adult education, by embodying participants' experiences and fostering the exchange of their ideas, proposals and materials. Its focus is not merely on the didactic aspect of teaching adults but also on the participants' social and cultural knowledge gained through education, and teaching to different target groups throughout Europe. During the course, the following techniques will be implemented: working in subgroups and pairs, role play, microteaching, lectures, guided conversation, brainstorming, language and educational games and experiential activities. Participants will also be given hand-outs, original materials, lists of intercultural activities and websites for teaching tools. PREPARATION Participants will be given information on the subject of informal language teaching as well as information on relevant projects. Before the course, they will be asked to describe the institution they work for and the basic characteristics of their learners and their own professional background. It is also required to bring and Language training for refugees and migrants Programme Day 1 (Friday) - Presentation of the participants and their organizations - Locating the characteristics, the needs and the expectations of our learners - Presentation of the seminar's programme and the trainers (educational contract) - Formal-informal-non formal methods and contexts Day 2 (Saturday) - The Language café methodology - Participants practice their knowledge and skills in the Language café methodology Day 3 (Sunday) - The Language Exchange methodology - Participants practice their knowledge and skills in pairs and in group Language Exchange Day 4 (Monday) - Participants practice their knowledge and skills in the Montessori methodology for adults - The Montessori methodology for adults Day 5 (Tuesday) - Coping with practical problems in informal language teaching - Reports on the visit and the course - Evaluation of the seminar farewell activities - Creating a communication network Page 10 of 21 present samples of the didactic material they use. Participants will also receive some information for the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all the necessary information regarding the venue and the trip. All the above will be communicated via e-mail and Drop Box. FOLLOW-UP Upon completion of the course, participants will be encouraged to form a network which will function as a meeting point. Within this network, they will be able to exchange didactic materials and proposals as well as useful ideas for promoting informal language learning in different European countries. Language training for refugees and migrants Sessions 2017: 3/11/2017 - 7/11/2017 Megalochori, Santorini Island, Greece 2018: 2/11/2018 -6/11/2018 Megalochori, Santorini Island, Greece Teaching a foreign language today Working Language: English and Greek Awarded in 2012 by GINCO-Grundtvig International Network of Course Organizers (Best Practice for Quality Care) LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the skills that will enable them to: - locate and assess the needs and expectations of their learners - plan their courses based on the specific needs of their adult learners - select the didactic techniques for organizing an efficient course - adjust, produce, apply and evaluate the appropriate teaching materials - cooperate with each other and exchange teaching experiences, ideas and materials - become aware of their learners' cultural and educational background and to use their cultural specificities for the needs of the course - cope with different practical problems in their classrooms, through the exchange of experiences and ideas with their colleagues - guide other educators and organize activities related to Greek language and culture. METHODOLOGY The course is based on the principles of participatory adult education, by embodying participants' experiences and fostering the exchange of their ideas, proposals and materials. Its focus is not merely on the didactic aspect of teaching adults but also on the participants' social and cultural knowledge gained through education, and teaching to different target groups throughout Europe. During the course, the following techniques will be implemented: working in subgroups and pairs, role play, lectures, guided conversation, brainstorming, language and educational games and experiential activities. The course also includes observation sessions in a Greek Language lesson for adults. During this, participants will have the opportunity to assess the teaching session of Greek in the specific context by Teaching a foreign language today Programme Day 1 (Friday) - Presentation of the participants and their organizations. Presentation of the seminar's programme and the trainers (educational contract) - Locating the characteristics, the needs and the expectations of our learners Day 2 (Saturday) - The adults as learners - Dividing the students into the different levels and planning the study programme - Planning a lesson/ an educational meeting Day 3 (Sunday) - Teaching the text: Didactic techniques and techniques for assimilating the text - Teaching the vocabulary: Didactic techniques and techniques for assimilating the vocabulary - The selection and evaluation of the textbook and the teaching materials Day 4 (Monday) - Visit to a Greek Language lesson for adults: Observation of the courses' place, discussion with administration, trainers and students, observation of the lesson Page 12 of 21 applying the techniques of observation, interviewing and group discussion. After its completion, participants will share their learning experience. Participants will also be given hand-outs, original materials, lists of intercultural activities and websites for teaching tools and for promoting Greek language and culture. Taking into consideration that the variety of educational tools and equipment offers to participants the opportunity to enrich their educational experience, within the course there will also be implemented the means of video, audio, objects (realia), diagrams, photos and games-activities. PREPARATION Participants will be given information on the official examinations for the certificate of attainment in Greek and on the institutional framework of the non-formal education for non-Greek students. They will also receive articles on the subject of teaching Greek as a foreign language to adults as well as lists for the most recent publications of didactic materials. Before the course, they will be asked to describe the institution they work for and the basic characteristics of their learners and their own professional background. It is also required to bring and present samples of the didactic material they use. Participants will also receive some information about the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all the necessary information regarding the venue and the trip. All the above will be communicated via e-mail and Drop Box. FOLLOW-UP Upon completion of the course, participants will be encouraged to form a network which will function as a meeting point. Within this network, they will be able to exchange didactic materials and proposals as well as useful ideas for promoting Greek language learning in different European countries. Teaching a foreign language today Day 5 (Tuesday) - Visit to a Greek Language lesson for adults: Observation of the courses' place, discussion with administration, trainers and students, observation of the lesson - Reports on the visit: Presentation of participants' remarks, thoughts and conclusions - Evaluation of the seminar farewell activities - Creating a communication network - Evaluation of the seminar - farewell activities - Creating a communication network Sessions 2017: 21/7/2017 - 25/7/2017 Megalochori, Santorini Island, Greece 10/11/2017 - 14/11/2017 Athens, Greece 2018: 6/7/2018 - 10/7/2018 Megalochori, Santorini Island, Greece 9/11/2018 - 13/11/2018 Athens, Greece Language Games for all language classes Working Language: English and Greek LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the skills that will enable them to: - select the language games suitable for organizing an efficient course - adjust, produce, apply and evaluate the appropriate language games - cooperate with each other and exchange teaching experiences, ideas and materials on language games - cope with different practical problems in organizing the language games, through the exchange of experiences and ideas with their colleagues METHODOLOGY The course is based on the principles of participatory adult education, by embodying participants' experiences and fostering the exchange of their ideas, proposals and materials. Its focus is not merely on the didactic aspect of teaching adults but also on the participants' social and cultural knowledge gained through education, and teaching to different target groups throughout Europe. During the course, the following techniques will be implemented: working in subgroups and pairs, role play, lectures, guided conversation, brainstorming, language and educational games and experiential activities. The course also includes observation sessions in a Greek Language school for adults. During this, participants will have the opportunity to assess the teaching methodology using many language games in the specific context by applying the techniques of observation, interviewing and group discussion. After its completion, participants will share their learning experience. Participants will also be given hand-outs, original materials, lists of language games and websites for teaching tools. PREPARATION Participants will be given information on relevant bibliography on language games as well as on internet resources. They will also Language games for all language classes Programme Day 1 - Presentation of the participants and their organizations. Presentation of the seminar's programme and the trainers (educational contract) - Ice breaking games for all language levels (PART A) Day 2 - Ice breaking games for all language levels (PART B) -myths about language games - debate -language games for the vocabulary - how to select the suitable language games - how to organize a language game - principles Day 3 - teaching Grammar to all levels through language games - language games for reviewing knowledge – developing all language skills (part a) - Coping with practical problems in using language games Day 4 - language games for reviewing knowledge – developing all language skills (part b) - Coping with practical problems in using language games receive articles on the subject. Before the course, they will be asked to describe the institution they work for and the basic characteristics of their learners and their own professional background. It is also required to bring and present samples of the language games they use. Participants will also receive some information about the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all the necessary information regarding the venue and the trip. All the above will be communicated via e-mail and Drop box. FOLLOW-UP Upon completion of the course, participants will be encouraged to form a network which will function as a meeting point. Within this network, they will be able to exchange didactic materials and language games and proposals as well as useful ideas for promoting language learning in different European countries. Language games for all language classes Day 5 - Visit to a Greek Language School for adults: Observation of the courses' place, discussion with administration and trainers, discussion on the games used - Reports: Presentation of participants' remarks, thoughts and conclusions - Evaluation of the seminar Goodbye activities - Creating a communication network Sessions 2017: 26/7/2017 - 30/7/2017 Megalochori, Santorini Island, Greece 2018: 24/8/2018 - 28/8/2018 Megalochori, Santorini Island, Greece Learning to teach Greek Working Language: Greek LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the skills that will enable them to: - select materials for teaching Grammar in different levels of students of Greek - adjust, produce, apply and evaluate the appropriate audio-visual materials - cooperate with each other and exchange teaching experiences, ideas and materials - know the institutional framework of teaching Greek - adapt the language games they use - activate their students in and outside the class METHODOLOGY The course is based on the principles of participatory adult education, by embodying participants' experiences and fostering the exchange of their ideas, proposals and materials. Its focus is not merely on the didactic aspect of teaching adults but also on the participants' social and cultural knowledge gained through education, and teaching to different target groups throughout Europe. During the course, the following techniques will be implemented: working in subgroups and pairs, role play, lectures, guided conversation, brainstorming, language and educational games and experiential activities. The course also includes observation sessions in a Greek Language school for adults. During this, participants will have the opportunity to assess the teaching methodology using many language games in the specific context by applying the techniques of observation, interviewing and group discussion. After its completion, participants will share their learning experience. Participants will also be given hand-outs, original materials, lists of intercultural activities and websites for teaching tools and for promoting Greek language and culture. Taking into consideration that the variety of educational tools and equipment offers to participants the opportunity to enrich their educational experience, within the course there will also be implemented the means of video, audio, objects (realia), diagrams, photos and gamesactivities. Learning to teach Greek Programme Day 1 (Friday) - Presentation of the participants and their organizations. Presentation of the seminar's programme and the trainers (educational contract) - Applying language games and communicative activities (part 1) Day 2 (Saturday) - Teaching the Grammar in various levels - Teaching the Grammar in various levels (micro-teaching) - Applying language games and communicative activities (part 2) Day 3 (Sunday) - The selection and application of audio-visual materials in the lesson - The institutional framework of teaching Greek to foreigners and adult education - Activating the students (homework, research, conversation classes) - Coping with practical problems in teaching Day 4 (Monday) - Visit to a Greek Language School for adults: Observation of the courses' place, discussion with administration and trainers PREPARATION Participants will be given information on the official examinations for the certificate of attainment in Greek and on the institutional framework of the non-formal education for non-Greek students. They will also receive articles on the subject of teaching Greek as a foreign language to adults as well as lists for the most recent publications of didactic materials. Before the course, they will be asked to describe the institution they work for and the basic characteristics of their learners and their own professional background. it is also required to bring and present samples of the didactic material they use. Participants will also receive some information for the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all the necessary information regarding the venue (Santorini, Athens) and the trip. All the above will be communicated via e-mail and post FOLLOW-UP Upon completion of the course, participants will be encouraged to form a network which will function as a meeting point. Within this network, they will be able to exchange didactic materials and proposals as well as useful ideas for promoting Greek language learning in different European countries. Day 5 (Tuesday) - Visit to a Greek Language School for adults: Observation of the courses' place, discussion with administration and trainers - Reports on the visit: Presentation of participants' remarks, thoughts and conclusions - Evaluation of the seminar farewell activities - Creating a communication network Sessions 2017: 28/7/2017 - 1/8/2017 Megalochori, Santorini Island, Greece 17/11/2017 - 21/11/2017 Athens, Greece 2018: 13/7/2018 - 17/7/2018 Megalochori, Santorini Island, Greece 24/11/2018 - 28/11/2018 Athens, Greece Teacher Training: Greek as a foreign language Working Language: Greek LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the skills that will enable them to: - prepare and carefully select activities for group dynamics - select didactic techniques for organizing an efficient course - cope with mixed ability classes - cooperate with each other and exchange teaching experiences, ideas and materials - integrate in their courses different cultural materials - cope with different practical problems in their classrooms, through the exchange of experiences and ideas with their colleagues METHODOLOGY The course is based on the principles of participatory adult education, by embodying participants' experiences and fostering the exchange of their ideas, proposals and materials. Its focus is not merely on the didactic aspect of teaching adults but also on the participants' social and cultural knowledge gained through education, and teaching to different target groups throughout Europe. During the course, the following techniques will be implemented: working in subgroups and pairs, role play, lectures, guided conversation, brainstorming, language and educational games and experiential activities. The course also includes observation sessions in a Greek Language school for adults. During this, participants will have the opportunity to assess the teaching methodology using many language games in the specific context by applying the techniques of observation, interviewing and group discussion. After its completion, participants will share their learning experience. Participants will also be given hand-outs, original materials, lists of intercultural activities and websites for teaching tools and for promoting Greek language and culture. Taking into consideration that the variety of educational tools and equipment offers to participants the opportunity to enrich their educational experience, within the course there will also be implemented the means of Teacher training: Greek as a foreign language Programme Day 1 (Friday) - Presentation of the participants and their organizations. Presentation of the seminar's programme and the trainers (educational contract) - The ice breaking activities (part 1) Day 2 (Saturday) -The first day: the educational contract, the ice breaking activities (part 2) - The function of the group: the roles of the students and the roles of the teacher - Introducing a new thematic unit/ didactic subject Day 3 (Sunday) - The mixed ability class as a problem and as a challenge: Classrooms of mixed abilities, teaching techniques in mixed ability classes - Teaching students of an advanced level in Greek: the characteristics of advanced students - Cultural elements in the lesson: The selection and use of cultural materials, the utilization of intercultural elements, the production of new educational materials video, audio, objects (realia), diagrams, photos and gamesactivities. PREPARATION Participants will be given information on the official examinations for the certificate of attainment in Greek and on the institutional framework of the non-formal education for non-Greek students. They will also receive articles on the subject of teaching Greek as a foreign language to adults as well as lists for the most recent publications of didactic materials. Before the course, they will be asked to describe the institution they work for and the basic characteristics of their learners and their own professional background. it is also required to bring and present samples of the didactic material they use. Participants will also receive some information for the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all the necessary information regarding the venue (Santorini, Athens) and the trip. All the above will be communicated via e-mail and post FOLLOW-UP Upon completion of the course, participants will be encouraged to form a network which will function as a meeting point. Within this network, they will be able to exchange didactic materials and proposals as well as useful ideas for promoting Greek language learning in different European countries. Teacher training: Greek as a foreign language Day 4 (Monday) - Visit to a Greek Language School for adults: Observation of the courses' place, discussion with administration and trainers Day 5 (Tuesday) - Visit to a Greek Language School for adults: Observation of the courses' place, discussion with administration and trainers - Reports on the visit: Presentation of participants' remarks, thoughts and conclusions - Evaluation of the seminar farewell activities - Creating a communication network Sessions 2017: 10/3/2017 - 14/3/2017 Athens, Greece 2018: 9/3/2018 - 13/3/2018 Athens, Greece Teacher Training: Greek to non- native speakers Working Language: Greek LEARNING OUTCOMES At the end of the seminar, participants are expected to have acquired the skills that will enable them to: - develop all language skills of their learners - select the didactic techniques for organizing an efficient course - teach advanced levels and professionals of languages - cooperate with each other and exchange teaching experiences, ideas and materials - assess and evaluate their courses and learners - cope with different practical problems in their classrooms, through the exchange of experiences and ideas with their colleagues METHODOLOGY The course is based on the principles of participatory adult education, by embodying participants' experiences and fostering the exchange of their ideas, proposals and materials. Its focus is not merely on the didactic aspect of teaching adults but also on the participants' social and cultural knowledge gained through education, and teaching to different target groups throughout Europe. During the course, the following techniques will be implemented: working in subgroups and pairs, role play, lectures, guided conversation, brainstorming, language and educational games and experiential activities. The course also includes observation sessions in a Greek Language school for adults. During this, participants will have the opportunity to assess the teaching methodology using many language games in the specific context by applying the techniques of observation, interviewing and group discussion. After its completion, participants will share their learning experience. Participants will also be given hand-outs, original materials, lists of intercultural activities and websites for teaching tools and for promoting Greek language and culture. Taking into consideration that the variety of educational tools and equipment offers to participants the opportunity to enrich their educational experience, within the course there will also be implemented the means of video, audio, objects (realia), diagrams, photos and gamesactivities. Teacher training: Greek to non native speakers Programme Day 1 (Friday) - Presentation of the participants and their organizations. Presentation of the seminar's programme and the trainers (educational contract) - The listening comprehension Day 2 (Saturday) - The writing skills - The speaking skills - The reading comprehension Day 3 (Sunday) - The teaching of terminology and the training of interpreters and translators in Greek - Teaching Greek literature to advanced students - The assessment and evaluation of the lesson, the students, the educational materials Day 4 (Monday) - Visit to a Greek Language School for adults: Observation of the courses' place, discussion with administration and trainers Day 5 (Tuesday) - Visit to a Greek Language School for adults: Observation of the courses' place, discussion with administration and trainers - Reports on the visit: Presentation of participants' remarks, thoughts and conclusions Page 20 of 21 PREPARATION Participants will be given information on the official examinations for the certificate of attainment in Greek and on the institutional framework of the non-formal education for non-Greek students. They will also receive articles on the subject of teaching Greek as a foreign language to adults as well as lists for the most recent publications of didactic materials. Before the course, they will be asked to describe the institution they work for and the basic characteristics of their learners and their own professional background. it is also required to bring and present samples of the didactic material they use. Participants will also receive some information for the course group (trainers, organizers and organizing institution, other participants). Organizers will be responsible for sending all the necessary information regarding the venue (Santorini, Athens) and the trip. All the above will be communicated via e-mail and post FOLLOW-UP Upon completion of the course, participants will be encouraged to form a network which will function as a meeting point. Within this network, they will be able to exchange didactic materials and proposals as well as useful ideas for promoting Greek language learning in different European countries. 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Content: Project Description of the Gianyar Waste Recovery Project 1 Short Project Summary Page 1 2 Detailed Project Description Page 2 3 Project Highlights Page 4 1 SHORT PROJECT SUMMARY Bali, the beautiful "Island of Gods", suffers from increasing use of non-organic materials that pollute the formerly pristine environment. The project started 2004 with a 400 m 2 pilot plant, to establish all parameters needed to build a large scale waste recovery facility. In June 2008, the first phase of such a large facility with a capacity of 30 tons waste per day was completed. In late 2009, the capacity was expanded to final 60 tons waste per day, enough to process all waste collected in the regency of Gianyar. The pilot plant was converted into the indoor section of an environmental park to educate young and old visitors. The goal of this pioneering project is a sustainable model facility for solid waste management and cleaner environment. The low cost, low tech and low risk approach is easy to replicate. Aerobic composting avoids the strong greenhouse gas methane that otherwise would be generated in anaerobic landfills. This provides CDM carbon credits. Non-organic waste is recycled. Industrial Scale Composting: Blowers assure an aerobic process that reduces greenhouse gasses Environmental Park for the Young: Indoor and outdoor exhibits on climate change and waste 2 DETAILED PROJECT DESCRIPTION Background Bali, Indonesia's primary travel destination faces an escalating waste problem that already affects its tourist sector. In the formerly pristine environment, waste is now burned road-side or disposed indiscriminately in the countryside, rivers and canals, thus polluting also beaches and coral reefs. The waste problem in Bali, like elsewhere in Indonesia needs urgent attention. The Rotary Club of Bali Ubud is addressing this problem and sponsors a model waste recovery facility that can be replicated elsewhere. It is supported by other Rotary Clubs, the Swiss and the Canadian Governments as well as the United Nations Environment Program and donors like the travel operator Kuoni. Bali often pioneers solutions for the rest of Indonesia, which makes it an ideal location for such an innovative project. For a comprehensive solid waste management solution, sufficient waste processing capacity must first be available. Only then should the collection system be improved, followed by public campaigning for proper waste preparation and sorting. Project Objective The goal of this pioneering project is to contribute towards a cleaner environment with a viable model for solid waste management that can be replicated in most of Indonesia's 494 regencies and municipalities. The low cost, low tech and low risk approach that needs no subsidies or tipping fees is ideally suited for developing countries. During the ten year crediting period of the Clean Development Mechanisms (CDM), 153,000 tons CO2equivalents of the strong greenhouse gas methane will be avoided by composting 50 tons of organic waste per day, of which 81,000 tons are eligible for carbon credits. The CDM registration was received November 4, 2008. The carbon credits will be used to facilitate project replications. Project Description Pilot Facility on the Gianyar Regency's Landfill (February 2004 to June 2007) In 2004, a pilot facility for waste recovery with a capacity of 4 tons/day was built in the village of Temesi on the old landfill. This pilot facility operated until June 2007 and had gained wide local and international attention and thus raised high expectations in a future large scale facility. In the pilot facility, the waste treatment procedures were optimized. The former pilot plant's state-of-the-art research station and fully equipped laboratory are still being used to continuously improve large scale forced aeration composting with the goal to produce a high quality product in a short and economic process cycle. The pilot operation received international academic support by visiting researchers. Capacity Expansion to a Replicable Full Scale Model Facility (July 2007 to December 2009) By 2007, all required input has been established to expand the capacity from 4 tons to 60 tons per day or 20,000 tons per year. The added capacity will allow processing all waste collected daily from the 500,000 inhabitants and tourists of the Gianyar Regency. The capacity expansion required investment into a new 4,760 m 2 roof-covered area. The roof is needed to protect waste separation and composting from tropical rain and sun. In a first phase in late 2007, a 2,400 m 2 roof was built over the old landfill for waste separation and composting. It accommodates also a shredder for organics, a compost sieve and a blower system with air ducts for forced aeration composting. However with this first phase, only 30 of the 60 tons of waste delivered daily can be processed. The rest still had to go to the adjacent landfill. Therefore, a second phase, finished in late 2009, provides further 2,360 m 2 covered area and additional processing equipment. These additions are necessary to separate all 60 tons of waste per day, to compost the organic waste and to store the recyclables and finished compost. Only a facility that processes all waste collected in the regency of Gianyar can serve as a credible model for replication in the other 494 regencies and municipalities. The main waste fraction of 50 tons or 85 % consists of organics that are processed into 18 tons of compost per day. The compost is sold preferably to farmers to restore soil that is depleted by an overuse of chemical fertilizers. Another large use is gardening. A small 5 % fraction is non-organic waste that can be recovered and sold to recyclers. Only about 10 % of the collected waste is residue, which is dumped in the neighboring landfill after hazardous material has been removed for later safe disposal. This volume reduction to 10 % extends the useful life of the landfill by a factor 10. Complementary Educational Center To improve the value of frequent visits of schools, government officials, NGOs and other interested parties, the redundant 400 m 2 pilot plant building was transformed into the indoor section of an educational center. It focuses on climate change topics like energy saving, alternative energy, water issues and recycling. An outdoor section includes the waste recovery facility, wind and photovoltaic energy production, biogas from toilet waste, composting and renewable building material. The visits of schools with up to 350 students encouraged the development of interactive exhibits and activities. Expected Results An innovative low cost, low tech and low risk model for decentralized environmentally friendly solid waste processing, which is sustainable and can be replicated elsewhere. Detailed results are: - A decentralized and politically easy to implement viable model for waste recovery as alternative to expensive and often problematic centralized "Waste-to-Energy" facilities. - Reduction of greenhouse gasses by eliminating the generation of the greenhouse gas methane in landfills by composting organic waste in the facility and future replicates. - Elimination of hazardous smoke, malodors, pests and toxic leachage, because the facility and the educational park are built on the restored 7 m deep old landfill. Thus the population of the host village warmly welcomed the project, in stark contrast to the usual opposition to waste facilities. - Recovery of non-renewable resources and promotion of renewable building material (bamboo). - Poverty alleviation by creating over 150 new jobs, mainly for underprivileged people. - Reducing the waste volume going to the landfill by 90 %, thus extending its useful life. - Technology transfer and capacity building in a community empowerment project. - Raise the environmental conscience in regard to climate change, alternative energy, renewable resources and waste management, particularly in young visitors to the educational park. - Tools to replicate the large scale model waste recovery facility elsewhere. Project Partners The capacity expansions were implemented on behalf of the Rotary Club of Bali Ubud by the local GUS Foundation. Among the many resource partners are local and international institutions like SANDEC of the Swiss Federal Institute of Technology. The Regency of Gianyar also supports the project, e.g. by lending the land, in regulatory matters and by providing free health services. Project Recognitions In 2008, the project received a prestigious recognition from the United Nation Environment Program by being placed first among of 13 SHOWCASE PROJECTS that were selected from hundreds of projects in the Asia-Pacific region. In 2006, the President of Indonesia awarded the Regency of Gianyar with the ADIPURA trophy for Environmental Waste Management for this project. Project Contact Yayasan Pemilahan Sampah Temesi Fasilitas Sampah Temesi (TPA) Temesi, Gianyar 80551 Bali, Indonesia Email: firstname.lastname@example.org 3 PROJECT HIGHLIGHTS Project Goal From its inception, the goal of this pioneering environmental project was to: - A viable model that can be replicated in most of Indonesia's 494 regencies and municipalities. - Contribute towards a cleaner environment with a fully sustainable model facility for solid waste management that processes all 60 tons of waste collected daily in the Gianyar Regency of Bali in a low cost, low tech and low risk approach. Thus the Gianyar Regency will be the first in Indonesia that properly processes all collected waste. - Claim the greenhouse gas reductions under the Clean Development Mechanisms (CDM). Innovative Aspects Large scale managed waste separation of 60 tons per day and composting in a forced aeration process using blowers are new for Indonesia and open new attractive avenues for solid waste management. The research into innovative composting processes and the air delivery systems reduced the use of energy. Technology transfer allowed the local production of equipment and built technical capacity. All know-how is freely available from the website, facility visits or by attending planned seminars. Cost/Benefit Compared on a per ton basis, the USD 500,000 investment for this project is less than 20% of that needed for incineration, gasification or anaerobic closed vessel processes. The waste recovery and composting process is sustainable without subsidies, tipping fees or use of CDM carbon credits. A further benefit is capacity building and 150 new jobs. The project ownership and management was transferred to a foundation owned by the host village in a public-private partnership. Replication Potential Replication in many of the 494 regencies and municipalities is a primary project goal. The CDM Carbon Credits will actually be used to facilitate such replications. The low cost, low tech and low risk approach is easily manageable and avoids costly maintenance, making it highly suitable for developing countries. Contrary to projects in new locations, decentralized waste recovery facilities built on restored landfills are welcome by population because they reduce emissions and create much needed jobs. Visits of officials from all provinces of Indonesia organized by the Ministry of Public Work and from many NGOs underline the potential for replications, with some being already in the planning stage. Environmental Impact Waste Recovery Facility: By restoring the former landfill on which the facility and environment park is built, the project eliminates pests and problematic emissions from the former landfill. It also avoids significant amounts of greenhouse gasses. In addition, it reduces the need for landfill space by 90 %. Non-renewable resources like plastic, paper and metals are recycled. The 18 tons compost produced daily is preferably used to revitalize soil that is depleted by the excessive use of chemical fertilizers. Climate Change: By avoiding the strong greenhouse gas methane that would otherwise be generated in a landfill, the project reduces greenhouse gases by 153,000 CO2-equivalents during the first ten years of operation. Educational Center: The objective of the center is to educate the young on climate change and waste topics. Interactive exhibits and activities create a strong impact. Schools often visit the center with up to 350 pupils. Some older students do their thesis in the park, the research station or the laboratory. The redundant pilot plant building focuses on topics like recycling, energy saving, alternative energy, water issues and the avoidance of waterborne diseases. The outdoor section includes the waste recovery facility, wind and photovoltaic energy production, biogas from toilet waste, composting and renewable building material.	<urn:uuid:fae4b53a-59fe-4870-806f-90b388b80964>	CC-MAIN-2017-43	http://temesirecycling.com/wp-content/uploads/2014/05/Gianyar-Waste-Project-Description.pdf	2017-10-18T13:08:13Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00796.warc.gz	335,981,738	2,498	eng_Latn	eng_Latn	0.9964	eng_Latn	0.996895	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1392, 5414, 9062, 12836 ]	[ 2.421875 ]	1	1
EDITORIAL FOSSILS AND COMPASSION In the world of paleontology, few names evoke more derision than that of Johann Bartholomew Adam Beringer. Nevertheless, this learned man, who lived in the 18th century, had impressive credentials. He was dean of the Faculty of Medicine at Würzburg in Germany, chief physician to the prince-bishop of the town, as well as chief physician of the Julian Hospital. He had broad interests, was an indefatigable scholar, lectured on a variety of subjects, and wrote several volumes including one entitled Lithographiae Wirceburgensis, which propelled him into infamy. This interesting treatise described special stones that had been collected in the field, including many fossils as well as other meaningful finds which often ended up in his personal collection. In his book were descriptions of peculiar stones with representations of birds, bees, flowers, spiders, Hebrew alphabet characters, the moon, stars, and the rising sun. Beringer discussed at length various ideas regarding the possible origin of these special stones, and felt that they probably represented some kind of natural phenomenon. He especially denied that they could have been artificial or some form of "modern art." Popular history recounts that shortly after the publication of his book in 1726, he was collecting in his favorite locality on Mount Eivlstadt, near Würzburg, when he discovered a stone with his own name carved on it. The horrified Beringer then realized that he was the victim of a cruel hoax and that a number of the special stones he had described in his book were nothing else but fabrications by some imposter who had hidden them in his collecting area. The tragic accounts usually report that some of his students had purposefully tricked him, and the hapless and mortified Beringer ruined himself financially trying to buy back all the copies of his book that had already been sold. Shortly after that, he became so discouraged that he died of chagrin. The trick had worked too well. Beringer has become a symbol of the gullible, and, too often in academic circles, an object of humorous mockery. His other volumes are of little interest, but extant copies of his book on stones are highly valued among bibliophiles and command a very respectable price. Some of the fabricated stones, or "Lugensteine" (lying stones), as they became known, are still in existence and of considerable value. In reality, part of the derision bestowed on Beringer is apocryphal. Documents discovered in Würzburg in 1935 and studied several years later show that the popular accounts are somewhat erroneous. 1 His students did not plan the clandestine operation that tricked him into embarrassment. Instead, the culprits were two jealous colleagues at the University of Würzburg: J. Ignatz Roderick, a professor of geography, and Georg von Eckhart, a librarian. Soon after the publication of his Lithographiae Wirceburgensis, Beringer took these two individuals to court to preserve his honor, and they were appropriately punished. Beringer did not die of chagrin, but lived for some 14 years after the discovery of the cruel prank and maintained professional status at least during part of that time. Likewise the account of his having found a rock with his own name on it has never been substantiated. From what remains of the story, it appears that Beringer exercised poor judgment, at least by comparison with 20th-century thought patterns. One must remember that the Beringer incident took place in the early 18th century, when a variety of basic philosophical ideologies were competing, and the world of intellectual ideas was in great turmoil. Clearly Beringer is not unique in the misidentification of fossils. As one small example, the venerable Treatise on Invertebrate Paleontology 2 lists some 50 published descriptions of "fossil organisms" originally identified as coral, algae, fungi, sponges, snails, etc., that are most likely of non-biological origin. They appear to be produced by unusual depositional events in sediment, drag marks, precipitation, or the reorganization of minerals after sediment deposition. Some aspects of paleontology are highly interpretive because they deal with a past that is difficult to verify. They are thus vulnerable to misconceptions. Needless to say, the study of fossils is not the only area of inquiry prone to error. There are many other disciplines that are more or less subjective and face the same problem. While errors such as those made by Beringer must never be condoned, we do not have the right to exaggerate the errors of others and make our fellow human beings a laughingstock. More compassion towards Beringer would have prevented the cruel tricks played on him and would have reduced the unwarranted denigration of his infamous book. We all make mistakes. Recognition of this should produce a compassionate attitude towards the errors of others and towards views that differ from ours. Such an attitude fosters both accuracy and the understanding of alternative viewpoints. "Treat men exactly as you would like them to treat you." 3 Ariel A. Roth ENDNOTES 1. Details of this peculiar incident, as well as transcripts of pertinent court proceedings, are given in: Jann ME, Woolf DJ. 1963. The lying stones of Dr. Johann Bartholomew Adam Beringer. Berkeley and Los Angeles: University of California Press. 2. Treatise on Invertebrate Paleontology. 1962. Part W: Miscellanea, p W232-238. Geological Society of America and University of Kansas Press. 3. Jesus Christ in Luke 6:31. J. B. Phillips revised translation. 1972. The New Testament in modern English. 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- File: TEACHING ABOUT ALCOHOL, TOBACCO, AND DRUGS In accordance with state and federal law, the District shall provide age-appropriate, developmentally appropriate, evidence-based alcohol, tobacco, and drug prevention education programs in grades K-12. The alcohol, tobacco, and drug prevention program shall address the legal, social, and health consequences of alcohol, tobacco, and drug use, with emphasis on nonuse by school-age children. The program also shall include information about effective techniques and skill development for delaying and abstaining from using, as well as skills for addressing peer pressure to use alcohol, tobacco, or drugs. The objectives of this program, as stated below, are rooted in the Committee's belief that prevention requires education, and that the most important aspect of the policies and guidelines of the District should be the education of children and youth on healthy decision-making: - To prevent, delay, and/or reduce alcohol, tobacco, and drug use among children and youth. - To increase students' understanding of the legal, social, and health consequences of alcohol, tobacco, and drug use. To teach students self-management skills, social skills, negotiation skills, and refusal skills that will help them to make healthy decisions and avoid alcohol, tobacco, and drug use. The curriculum, instructional materials, and outcomes used in this program shall be recommended by the Superintendent and approved by the School Committee. This policy shall be posted on the district's website and notice shall be provided to all students and parents in accordance with state law. Additionally, the district shall file a copy of this policy with DESE in accordance with law in a manner requested by DESE. SOURCE: MASC March, 2016 LEGAL REFS.: M.G.L. 71:1 ;71:96 CROSS REFS: GBEC, Drug-Free Workplace Policy JICH, Drug and Alcohol Use by Students First Reading: September 12, 2016 1 of 1	<urn:uuid:ffb00d99-ef2f-4d87-965f-b09854675cd0>	CC-MAIN-2017-43	http://sutton.schoolfusion.us/modules/groups/homepagefiles/cms/474053/File/2016-2017%20School%20Committee/Policies%20Adopted/IHAMB%20-%20Teaching%20About%20Alcohol%2C%20Tobacco%20%26%20Drugs.pdf	2017-10-18T12:47:26Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00798.warc.gz	335,085,712	410	eng_Latn	eng_Latn	0.994379	eng_Latn	0.994379	[ "eng_Latn" ]	false	docling	[ 2051 ]	[ 2.6875 ]	47	0
April 2017 Concerted Services, Inc. Head Start Program Spring check-in Help your child end the school year on a great note by checking in with his teacher. Call or email to find out whether there's anything he should work on before summer, such as writing his name or sharing toys. The teacher might explain how she's supporting him in school or suggest ways to practice at home. BITS Safety at play With the arrival of warmer weather, your youngster may be zipping around more on her bike or scooter. Keep her safe by making sure she always wears a helmet. Each time she puts it on, do a quick check to make sure it fits, the strap is tightened properly, and it isn't cracked or damaged. Taming screen time A few small changes can help trim screen time from your child's routine. Start by turning off the TV when no one is watching. If it's on in the background all day, your child will probably want to watch. Then, if he asks to play with your phone or tablet, suggest an active game like tag or hideand-seek instead. Worth quoting "The important thing is not to stop questioning." Albert Einstein Just for fun Q: You can make it but never see it. What is it? A: Noise! © 2017 Resources for Educators, a division of CCH Incorporated Math + nature = fun "Let's go out and play— with math!" Sticks, rocks, seeds, and leaves are a few of the "please touch" materials your youngster can use to practice counting, measuring, and making patterns. Together, gather some objects from the ground, and enjoy these math activities. Counting Help your little one draw 10 circles on a sidewalk with chalk and number them 1–10. Then she can fill each circle with the correct number of natural objects. She might put a single feather in the "1" circle, two leaves in the circle labeled "2," three sticks in the "3" circle, and so on. She'll practice matching each number with the amount it represents. Measuring Have your child choose a stick and use it to measure bigger objects. Point to a low-hanging branch and ask "how many sticks long" it is. She could measure the length by moving the stick down the branch end to end. Also, she might find little pebbles, all the same size, and measure how many pebbles long her stick is (say, "14 pebbles long"). Pattern making Arrange items into a pattern (twig, acorn, dandelion, twig, acorn, dandelion). Your youngster continues the pattern by adding the next three items (twig, acorn, dandelion). Next, let her start a pattern for you to continue. Another idea is to leave an item out of the middle of the pattern—the other person's job is to add the missing piece.♥ Throw a dance party The family that wiggles together giggles together—and gets active together! Try these dance ideas. Change the tempo. As a song plays, have one person randomly shout, "go," "slow," or "freeze." For "go," dance at top speed. For "slow," show off your moves in s-l-o-w motion. If the leader says "freeze," everyone stops in place. Let a different dancer call out tempos for the next song. Add a move. Stand in a circle. Your youngster does one dance move (a jump, a spin, a wiggle). The next person copies that move and adds a new one. Keep going around the circle, copying all the previous dance steps. (Help out if anyone forgets a move.) When you've all had three turns, perform the whole dance together.♥ Relying on myself What should your child do when he makes a mistake? How can he find something to play with when he's bored? These strategies will teach your youngster to rely on himself more. Solve problems. Oops, your youngster accidentally knocked over his sister's block tower or made crayon marks on the table. How could he fix the problem all by himself? Suggest that he pretend he's in a time machine so he can go back and "erase" what happened. He might A basket full of poetry decide to rebuild the tower or wipe off the marks on the table. Then, it's time to put his plan into action! Head off boredom. Does your child ask you for help because he doesn't know what to play? Together, brainstorm activities for when he's bored. Examples: Drape blankets over chairs to make a cave, design "cakes" with play dough. He can illustrate a poster with the ideas and hang it on his bedroom door. If he's looking for something to do, he could pick one.♥ ACTIVITY CORNER A-tisket, a-tasket, create a poetry basket! When your youngster puts together her own poetry baskets, she will visualize what's happening in a poem and build reading comprehension skills. Materials: children's poetry books, basket, household items Select a poem to read aloud. Then, encourage your child to use a basket to collect objects related to the poem. If you read, "Cottony clouds seen out a window," she might get cotton balls from the bathroom and a miniature window from a block set. Or if the poem is about wind, she could fold a paper fan and wave it around to create wind. Reread the poem, and let her use the items in her basket to act it out. She'll build reading comprehension as she follows along. Next, help your youngster read a new poem. This time, you can gather objects and act it out for her.♥ To provide busy parents with practical ways to promote school readiness, parent involvement, and more effective parenting. Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue • Front Royal, VA 22630 800-394-5052 • email@example.com www.rfeonline.com ISSN 1540-5567 © 2017 Resources for Educators, a division of CCH Incorporated Q: My daughter says that another girl is always mean to her at school. It sounds like bullying. What should I do? Talk about bullying A: First, try getting a little more information from your daughter. You might ask, "What does your classmate do that's mean?" Then, contact the teacher to share your child's concerns. The teacher can keep an eye on the situation and help you figure out what's going on. Regardless, talk to your daughter about bullying. Let her practice being assertive. For instance, she can look her classmate in the eye and say, "I don't like it when you call me names. Stop." And tell her she should always go to an adult if she's scared or upset. If the problem continues, follow up with the teacher to discuss next steps.♥ This could be bullying, where a youngster with more "power"—perhaps she's a little older or more popular—hurts, teases, or excludes another child. Or it's possible the girls just aren't getting along. Backseat learning games Whether my sons and I are going to stripe in the rainbow—in order. The first to get to violet wins. the store or heading out of town to visit relatives, we make the most of our car time by playing games along the way. My three-yearold, Lance, is learning his colors so we invented a game called "Rainbow." We race to see who can find something to match each Mason, who's five, is learning letters. We keep a bag of magnetic letters in the car, and the boys take turns choosing one. Then we see how many words we can spot on signs or buildings that start with that letter. The games give us something to do together, and I'm glad the boys are practicing what they're learning in school.♥	<urn:uuid:33063d1d-582a-474e-861e-68ed5698a909>	CC-MAIN-2017-43	http://concertedservices.org/hs-newsletter/April2017.pdf	2017-10-18T12:43:42Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00799.warc.gz	72,742,244	1,667	eng_Latn	eng_Latn	0.99884	eng_Latn	0.998839	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3352, 7195 ]	[ 4.03125 ]	14	3
MESSAGE FROM THE PRINCIPAL Salem High School is a comprehensive high school, whose goal is to prepare every student to be college and career ready. We offer a full complement of courses in language arts, mathematics, humanities, and science at the College Preparatory, Honors, AP, and IB level, as well as three world languages and technology enhanced courses related to the effective use of computers for research and graphic design. Some of our academic courses award dual credit with Salem Community College. Additionally, our AP program allows our students to complete college level work, while gaining college credits at Thousands of Colleges & Universities. We also have computer labs with Internet access, an on-line media center, five new science labs, SmartBoards in all classrooms, and three computer applications labs for graphic design strands leading to specialized study in the fields of digital imaging, desktop publishing, and image editing. We also offer a video production program, which provides instruction in digital video editing using state of the art hardware and software, and develops and broadcasts original programming on local cable station channel 9. Salem High School is well equipped to meet the technological demands of today's education. We offer the International Baccalaureate Diploma Programme, and this fall we started Project Lead The Way (PLTW), in conjunction with the Rowan University School of Engineering. John R. Mulhorn Principal, Salem High School Table of Contents Counseling Philosophy School Counseling at Salem High School is an integral part of education. Academic advising, counseling, and career education are everyone's responsibility. Our students are the focus. The programs in our educational program are designed to help everyone achieve his/her potential. A cooperative effort involving students, parents, teachers, counselors and administrators is needed to help guide students for the most appropriate, challenging program of studies for responsible and productive citizenship. Students and school counselors are matched primarily by alphabetical order. Students with last names beginning with A to E work with Ms. Helen M. Hall. Those with last names beginning with F to O work with Mr. David Hunt. All other students work with Mrs. Regina Gatson. A change of counselor is possible through a written request to the principal. Program Selection The programs students pursue in high school should reflect their aspirations, abilities, and achievements. Since a young adult's posthigh school plans for employment, college or vocational technical training sometimes change, students are encouraged to review on occasion the match between their chosen program of study and their long range goals. Courses at Salem High School provide students with the opportunity to meet the educational needs. Beyond the state or local requirements, students are encouraged to select courses that are appropriate for their abilities and aspirations. Counselors are available to advise students on their academic program. The counselor reviews a student's test scores, past and current academic performance, and career aspirations. Together with teachers' recommendations for courses and academic levels, the final choice, aside from honors and advanced placement courses which have specific academic performance criteria for admission, is determined by the students and their parents. Students having difficulty in an academic area may receive additional help from their teachers, or further instruction upon the recommendation of the Child Study Team. This recommendation follows an extensive evaluation of the student by the Child Study Team. Parents, teachers, or students may initiate a review by referring the student to the Intervention and Referral Service team. Graduation Requirements Graduation requirements are established by the Department of Education of the State of New Jersey and the Salem City Board of Education. The requirements for each student are established at the time of entrance to high school. The credit and course requirements to qualify for graduation are as follows: - Earn a minimum of 130 credits - State graduation requirements (must meet ONE criteria from English Language Arts and Mathematics Students passing a course earn credits based on the number of periods a class is scheduled to meet each week. If a student should fail a required English or social studies, math or science course, that course must be made up in summer school or repeated. Course Structure Courses at Salem High School are: Of two lengths: - 5 credit or full year These courses last for all four marking periods of the school year. - 2.5 credit semester or half year These courses last for two marking periods, (one semester) and finish after a half year. Of three levels: International Baccalaureate (IB) These courses are for students with outstanding motivation and achievement who intend to qualify for the International Baccalaureate Diploma. In subjects for which they are offered, these courses carry the most demanding workload for students at the grade level. - Honors or Advanced Placement These courses are for students with outstanding motivation and achievement. Courses for which an honors level will be offered are identified with a (Hn) next to the course name. - College Preparatory These courses are intended to prepare students for the demands and challenges of college level work after graduation. Of two kinds of credit: - Satisfying subject area requirements and graduation requirements Most courses fit this category. They satisfy the subject area credit requirements on page 5 and yield credit toward high school graduation. - Provide graduation credit only Some courses do not count toward subject area requirements, but they do count toward graduation. They are elective courses or they may be remedial courses in nature and also carry PARCC designation. Grading System Current including graduating Class of 2019 Grading System Starting with graduating Class of 2020 Honors & Advanced Placement Programs In all Honors classes due dates are rarely, if ever, adjusted. Late work will take a ten-point deduction per day and will not be accepted after the second day without an attached note from the student's parent/guardian. No work will be accepted after five days beyond the due date. Students are required to complete an intense amount of independent reading and writing; more than would be expected of students in a college prep level courses. Students will be allowed to request honors courses during their freshman and sophomore years only. Honors level study during the junior and senior years must be at the AP or IB level. International Baccalaureate Diploma Program (IB): Life in the 21st century, in an interconnected, globalized world, requires criticalthinking skills and a sense of international-mindedness, something that International Baccalaureate® (IB) Diploma Program students come to know and understand. The IB Diploma Program is designed as an academically challenging and balanced program of education with final examinations that prepares students, normally aged 16 to 19 for success at university and life beyond. The program is normally taught over two years and has gained recognition and respect from the world's leading universities. Honors Students, who are entering their junior year are eligible to enter the program. For more information contact our Guidance Office. Forman Sinnickson Acton Professor Emeritus of Computer Science at Princeton University, Dr. Forman Acton died February 18, 2014 at the age of 93. He left a $30 million endowment toward a foundation to benefit the Salem City children. Forman S. Acton was born on 1920 in Salem, New Jersey, where ancestors of the Sinnickson and Acton families had lived since the 1600's. Forman attended the Salem School District, leaving to attend high school at Philips Exeter Academy in New Hampshire where he graduated in 1939. At Princeton University he majored in engineering and earned his Bachelor's of Science degree in 1943 as well as a Master's of Science degree in chemical engineering in 1944. Mr. Acton began teaching at Princeton shortly thereafter, but was drafted into the U.S. Army in June of 1944 and was stationed in Spartansburg, South Carolina. During his tenth week of basic training, Forman was transferred to a technical plant in Oak Ridge, Tennessee. This plant produced the U-235 isotope which was the explosive element of the Hiroshima bomb. In December of 1945, Forman was given an Honorable Discharge from the Army Corp of Engineers. Forman went on to Ohio State University to work with John L. Synge for six months. He left with Professor Synge to pursue mathematical applications in engineering. Forman was a graduate student for three years at Carnegie Institute of Technology to earn his Doctor of Science degree in applied math. He accepted a job with the National Bureau of Standards at an institute for Numerical Analysis at UCLA which was devoted to the new electronic computing machines. Forman worked on one of the first digital computers called SWAC. In 1952, Acton returned to Princeton to direct the Analytical Research Group working on military weapons. While contributing to systems such as the U2 spy plane and the Nike missile, Acton became an expert in using and teaching others to use another of the very first computers, the IAS machine. During this time Acton worked with other important figures including Princeton Professor John Tukey who coined the terms "software" and "bit" and Thomas Kurtz who earned a Ph.D. in mathematics in 1956 and went on to co-invent the computer language BASIC. In 1963, Acton accompanied the first computer to the Indian Institute of Technology near Kanpur, India where he set up the computer center and began teaching classes. In the spring of 1967 Forman returned to teach at Princeton. In 1985, the Computer Science Department established the Engineering Department of Princeton. Forman authored three published textbooks: Analysis of Straight-Line Data, Numerical Methods That Usually Work, and Real Computing Made Real-Preventing Errors in Scientific and Engineering Calculations. Forman taught for 37 years and retired in 1990. His generosity will benefit the students of the Salem City School District for generations to come. IB Biology HL IB Courses Grades 11-12 6 credits Prereq: CP or Honors Biology The IB Diploma Programme Biology higher level course covers the relationship of structure and function at all levels of complexity. Students learn about cell theory, the chemistry of living things, plant science and genetics, among many other topics to further their understanding of and learning about biology. Throughout this challenging course, students become aware of how scientists work and communicate with each other. Further, students enjoy multiple opportunities for scientific study and creative inquiry within a global context. IB Chemistry HL Grades 11-12 6 credits Prereq: CP or Honors Chemistry This course is designed as a 2-year course that meets the higher level requirements for the Group 4 (Experimental Sciences) component of the International Baccalaureate Diploma Program. The course work and textbook are at the college level. This course will focus on not only the basic content knowledge of Chemistry, (covered in year 1), but also spend the second year focusing on higher level or advanced topics in the course. Students will also experience a heavy emphasis on technical writing in the sciences, through writing lab reports for their Internal Assessments. This course is for students that plan to enter the engineering field. IB Math Calculus SL Grades 11-12 5 credits Prereq: CP or Honors Algebra II The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course covers a broad range of topics including: probability, vectors, differential calculus, and integral calculus. The internal assessment is to be finalized during the first half of this course and students spend the second half of this course preparing for the external assessment. IB Math Studies SL 5 credits Prereq: CP or Honors Geometry This is a 2-year course preparing students to take the Math Studies SL exam in May of their senior year. Topics covered in this course include: Sequences and Series, Descriptive Statistics, Logic, Coordinate Geometry, Trigonometry, Exponential Functions and Differential Calculus. In addition to the IB, exams a project, no more than 2000 words, is required that counts as 20% of the IB grade for the IB diploma. IB Language (English) A: Literature HL Grades 11-12 5 credits Prereq: CP or Honors English II This is a two-year study of literature as art which challenges students to develop and communicate knowledge and understanding of that art. The first year begins with three English works of different genres and eras, culminating in an oral presentation on one; it ends with three non-English works of different genres, cultures, and eras, culminating in a written essay on one. The second year involves English works of different cultures and eras, beginning with a select poet's poetry, a select novel, and a select play and culminating in an oral commentary on one of the poems and a discussion of the novel or play; the year ends with four works of the same genre and culminates in a written essay on two or more of them and a written commentary on a never-studied work. IB History of Americas HL Grades 11-12 5 credits Prereq: CP or Honors US History I This history course satisfies the IB Group 3 "Individuals and Societies" component of the IB Diploma Program. It will be taught over two years and will follow the Higher Level (HL) core syllabus. The first year of History of the Americas, taught in the 11 th Grade, will be a general study of 20 th Century US History. However, there will be a more in-depth study on subjects including: comprise of the Depression, World War II and the Cold War. The year two curriculum consists of one Prescribed Subject, The ArabIsraeli Conflict (1945-1979) and two World History Topics: Causes, Practices and Effects of War and Origins and Development of Authoritarian and Single-Party States. In addition, students will make connections between the different historical events and contemporary global affairs. Finally, IB students will use what they have learned over the two years. Lastly, the Internal Assessment, consisting of a Historical Investigation, will be introduced junior year. Students will be expected to work on it over the summer and then complete a Final Draft their senior year. IB Art SL Grades 11-12 5 credits This is a two year program, which encourages students to challenge their creative thinking in many ways including; investigating artists from many cultures, provoking analytical skills, cultivating problem-solving skills and developing their own studio work. Students develop technical proficiency and confidence experimenting with many types of media within their studio work. Students examine different perspectives and select artists that inspire ideas to investigate and create an original portfolio. Students discuss and articulate their process by comparing and contrasting works, and recording their research in sketches and a 9-18 page digital portfolio. Students exhibit their works with a curatorial rationale about their work. Students are required to work at home in addition to class time and required to do assignments over the summer. Students are required to visit galleries and attend museum exhibitions. IB Dance SL Grades 11-12 5 credits Consistent with the educational philosophy of the IB, the Diploma Programme dance curriculum aims for a holistic approach to dance, and embraces a variety of dance traditions and dance cultures—past, present and looking towards the future. Performance, creative and analytical skills are mutually developed and valued whether the students are writing papers or creating/performing dances. The curriculum provides students with a liberal arts orientation to dance. This orientation facilitates the development of students who may become choreographers, dance scholars, performers or those, more broadly, who seek life enrichment through dance." IB Music SL Grades 11-12 5 credits Sudents develop their knowledge and potential as musicians, both personally and collaboratively. Involving aspects of the composition, performance, and critical analysis of music, the course exposes students to forms, styles and functions of music from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment. IB Language B Spanish Ab Initio: Grades 11-12 5 credits This course is an accelerated and rigorous introduction and continuation of Spanish language and culture. This course is completed over two years of study. Ab Initio is designed for students with no previous Spanish experience. This course covers a variety of themes and topics: daily routines, education, food and drink, personal details/appearance, physical health, relationships shopping, employment, entertainment, holidays, media, sport, technology, transport, environmental concerns, global issues, neighborhood, physical geography, town and services and weather. Students will be assessed internally and externally by the IB program for their skills in listening, speaking, reading and writing. IB Language B Spanish: SL 5 credits Prereq: CP or Honors Spanish II This course is an accelerated and rigorous continuation of Spanish language and culture. This course is completed over two years of study. IB Spanish B is designed for students who have previously completed honors Spanish I and II. In this course, the students will be able to master all topics. The main topics are social relationships, communication/media, global issues, health and customs/ traditions. The sub-topics of Español 3 are relationships, cultural/religious celebrations, media/censorship, nature/natural disasters, diet/nutrition, hygiene, art and fashion. Students and teacher will exclusively speak and write in Spanish, which will advance and strengthen the students' proficiency from Intermediate to Pre-Advanced range. Students will be assessed internally and externally by the IB program for their skills in listening, speaking, reading and writing. IB Theory of Knowledge/CAS/EE Grades 11-12 5 credits TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. This is a two year course. The fundamental question of TOK is "how do we know that?" Students are encouraged to think about how knowledge is arrived at in different disciplines, what the disciplines have in common and the differences between the disciplinary. TOK both supports and is supported by the study of other DP subjects, as students are required to explore knowledge questions against the backdrop of their experiences in their other DP subjects. Discussion and critical reflection form the backbone of the TOK course, centering around discussions of questions such as: What counts as evidence for X? What makes a good explanation in subject Y? How do we judge which is the best model of Z? How can we be sure of W? What does theory T mean in the real world? How do we know whether it is right to do S? Through discussions of these types of questions students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. The TOK course is assessed through an oral presentation and a 1600 word essay. Creativity, Action, Service (CAS) is at the heart of the Diploma Programme, and is one of the three essential core elements in every student's Diploma Program. Students are involved in a variety of self-initiated and collaborative experiences that deepen their understanding of academic studies. The CAS Strands are: Creativity- Arts, and other experiences that involve creative thinking; ActionPhysical exertion contributing to a healthy lifestyle; Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. The emphasis in CAS is on helping students to develop their own identities, in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. Possibly, more than any other component in the Diploma Programme, CAS contributes to the IB's mission to create a better and more peaceful world through intercultural understanding and respect. This is a requirement in order to be an IB graduate. The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects—normally one of the student's six chosen subjects for the IB diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. The Extended Essay can be no more than 4,000 words. This is a requirement in order to be an IB graduate. Credits = * IB graduation requirement English College Prep. English I Grade 9 5 credits This course is designed to introduce students to American, British, and World literature thereby providing a framework for subsequent literature study. Various genres will be explored to include novels, drama, poetry, and short stories. Non-fiction works will be read as well. Vocabulary and reading comprehension strategies will be emphasized. A major component of this course is writing, and students are required to maintain a portfolio of their work. In addition, students will learn the research process culminating in a research paper. Critical and analytical skills in both reading and writing will be a focus of this course. Honors English I Grade 9 5 credits This is an accelerated study of various genres, including the novel, the play, the short story and the poem, with a strong emphasis on the study of mythology. It is a well-rounded course, and students will be expected to look at literature from various perspectives including art, film, performance, psychology and philosophy. This course is an academically enriching program that builds upon basic skills and concepts that students learned in middle school language arts. The course focuses most heavily on reading and analyzing literature, writing coherently and effectively, and increasing command of vocabulary. In addition, this course emphasizes public speaking and critical thinking skills. A research paper is a course requirement, and students will continue to build their writing portfolios. College Prep. English II Grade 10 5 credits Prereq: CP English I A survey of American literature is the basis for this course. Students will continue to read critically and analytically a variety of genres to include drama, novels, short stories, and poetry. Non-fiction will be read as well. Moreover, vocabulary and reading comprehension will be emphasized to enhance students' skills. An emphasis on writing will be continued with students maintaining a portfolio of their work. The study of the research process will be continued with students composing a research-based literary analysis to reflect this area of concentration. Honors English II Grade 10 5 credits Prereq: CP or Honors English I Honors English II is an accelerated course designed to meet the academic needs of and challenge the superior English student through an offering of intensive reading, writing, and research opportunities. The course focuses intensively on writing, and offers a survey of American literature at advanced levels. The course attempts to reconstruct the historical and cultural context in which these literary works were produced. Additionally, the course will look at the politics of literary reputation and trace the trajectory of fame and literary repute for each writer. This course is designed to make the student a better reader and writer with emphasis on critical thinking and writing. The course stresses literary analysis, well-organized compositions, analysis of rhetorical devices, grammatical forms and usage, and Scholastic Aptitude Test (SAT) preparation. Course content builds on the use of the pre-tenth grade summer reading list. Throughout, students will develop literary interpretations and critical essays using primary literary sources. This course requires a greater degree of independence and competence in communicating and critical thinking. A research paper is a course requirement, and students will continue to build their writing portfolios. College Prep. English III Grade 11 5 credits Prereq: CP English II British literature is the focus of this course which will include a Shakespearian play, novels, poetry, and short stories. Non-fiction will be included also. Students will continue to hone their comprehension, critical, and analytical skills in reading; comprehension strategies, and vocabulary will be emphasized to enhance these skills. Writing skills will continue to be reinforced and a writing portfolio will be maintained. A literary analysis is required. Adv. Placement Language and Composition Grade 11 5 credits Prereq: CP or Honors English II The purpose of this course is to help students "write effectively and confidently in their college courses across the curriculum and in their professional and personal lives" (College Board, AP English Course Description, pg 7). This course is structured to meet the rigorous requirements and guidelines of the current AP English Course Description. With the use of rhetorical strategies and an emphasis on nonfiction writing, students will learn how to become analytical thinkers, critical readers, and clear communicators in both writing and speech. College Prep. English IV Grade 12 5 credits Prereq: CP English III Students will explore the literature of various cultures through the study of World literature. Students will continue to deepen their comprehension, critical, and analytical reading skills. Vocabulary study will be a major component of this course as well. Students will continue to broaden their writing experiences and a portfolio will be maintained. A research-based literary analysis will be required. In addition, students will explore the college essay and application. Adv. Placement English Literature and Composition Grade 12 5 credits Prereq: CP English III or AP Language and Composition Advanced Placement Literature is a senior elective English course taught at a college level with the content, approaches, and expectations commensurate with a college English course. In the spring, students are expected to take the Advanced Placement Exam in literature and receive college credit for scores of 3, 4, or 5, depending on the requirements of individual colleges. This is a course which analyzes how an author makes meaning; it deals in elements of style analysis in the novel, drama, and poetry. Assessment is primarily through in-class timed writings similar to those actually done on the AP Exam and formal papers written outside of class. All of these count as test grades. The course also includes literature circles, oral presentations, and seminars led by individual students which count as either tests or quizzes, depending on the amount of work involved. Interested students must carry at least a "B" as a final average from their Honors English III or Honors English IV class. Intensive English Grades 9-12 2.5/5 credits Students who have low scores (level 1 or 2) on the literacy portion of the PARCC Assessment, or a letter grade of C, D, or F for their final grade for previous year's English course can be assigned this course. English Electives African American Literature Grades 10-12 2.5 credits This course is an overview of African American Literature from its ancient beginnings to modern times. The course will explore this literature's effects upon the American literary, social, cultural, and political landscapes. Visits to various museums and other relative venues will be used to emphasize this literature. Mathematics College Prep. Algebra I Grade 9 5 credits College Prep Algebra I is designed and recommended for the student who has mastered basic arithmetic and pre-algebra topics, and plans to attend college following high school. This course places emphasis on the structure of algebra, real numbers, various problem-solving techniques, and the gradual development of deductive reasoning. Basic concepts reviewed include: number lines, sets, variables, simplifying expressions, solving equations and inequalities with one and two variables, graphing equations and inequalities, solving systems of equations and inequalities, and operations with polynomials. Emphasis is also placed on mathematical language precision. Honors Algebra I Grade 9 5 credits Honors Algebra I is designed and recommended for the student who has excelled in arithmetic and pre-algebra topics, and plans to attend college following high school. Similar to college prep algebra I, this course places emphasis on the structure of algebra, real numbers, various problem-solving techniques, and the gradual development of deductive reasoning. Basic concepts reviewed include: number lines, sets, variables, simplifying expressions, solving equations and inequalities with one and two variables, and graphing equations and inequalities. Honors algebra I continues by exploring advanced topics such as: solving and graphing systems of equations and inequalities, solving and graphing absolute value equations and inequalities, solving and factoring polynomials, and exponential growth and decay. Emphasis is also placed on mathematical language precision. Students electing the honors level must earn a final grade of 'A' or 'B' in their 8 th grade mathematics course. College Prep. Geometry Grades 10 - 12 5 credits Prereq: CP or Honors Algebra I This course is designed for sophomores and follows Algebra I. This course follows the New Jersey Core Curriculum Content Standards. Topics include basic terms and concepts of geometry, analyzing, defining, and applying relationships between lines and polygons, drawing geometric figures in a coordinate plane and justifying the properties of the figures, using theorems and postulates to determine similarity and congruence of polygons, analyzing properties of circles, analyzing properties of two- and three-dimensional figures, using trigonometric ratios to determine lengths and measures of segments and angles, and performing geometric constructions and designs. Honors Geometry Grades 10 - 12 5 credits Prereq: CP or Honors Algebra I This course is designed for sophomores following Honors Algebra I and for freshmen who have successfully passed the Algebra I Placement Test. Sophomores may take it at the same time as Honors Algebra II in order to take Calculus in grade 12 or IB Math in grades 11 and 12. This course follows the New Jersey Core Curriculum Content Standards. Topics include basic terms and concepts of geometry, analyzing, defining, and applying relationships between lines and polygons, drawing geometric figures in a coordinate plane and justifying the properties of the figures, using theorems and postulates to determine similarity and congruence of polygons, analyzing properties of circles, analyzing properties of two- and three-dimensional figures, using trigonometric ratios to determine lengths and measures of segments and angles, and performing geometric constructions and designs. College Prep. Algebra II Grades 10 - 12 5 credits Prereq: CP or Honors Geometry College Prep Algebra II continues mathematics preparation for the college bound student. Operations with algebraic expression, linear operations with algebraic expression, linear equations, and inequalities are reviewed. The course continues with the study of relations, functions, rational and irrational numbers, complex numbers, exponents, systems of equations, and graphing of linear and quadratic functions. Emphasis is on understanding concepts, not merely technique. Honors Algebra II Grades 10 - 12 5 credits Prereq: CP or Honors Geometry Honors Algebra II continues mathematics preparation for the college bound student. Operations with algebraic expressions, linear operations with algebraic expressions, linear equations, and inequalities are reviewed. The course continues with the study of relations, functions, rational and irrational numbers, complex numbers, exponents, systems of equations, and graphing of linear and quadratic functions. Additional topics include: rational exponents, radical function, exponential functions, logarithmic functions, polynomial expressions and equations. Emphasis is on understanding concepts, not merely technique. Sophomores may take this course at the same time as Geometry in order to take Calculus in grade 12. One written report is required of each student on some topic appropriate to this course. Honors Pre Calculus Grades 11 - 12 5 credits Prereq: CP or Honors Algebra II Qualified students are encouraged to take this course as preparation for calculus and other college level mathematics. It should definitely be taken by students who intend to major in mathematics, business, engineering, or science in college. This course consists of topics such as coordinate geometry, functions, inverses, logarithms, and trigonometry. AP Calculus Grade 12 5 credits Prereq: Pre Calculus It is designed for students desiring either advanced placement in college mathematics or a course in the Calculus before beginning college work in fields such as science, business, engineering, or mathematics. Topics include analytic geometry, differential and integral calculus of algebraic functions, elementary transcendental functions, applications of differential calculus, and geometric and physical applications of integration. The class covers all areas presented on the AP Calculus test. . Intensive Algebra I Grades 9-11 5 credits Students who have low scores (level 1 or 2) on the math portions of the PARCC Assessment, or a letter grade of C, D, or F for their final grade for previous year's math course can be assigned this course. Intensive Algebra II Grades 9-11 5 credits Students who have low scores (level 1 or 2) on the math portions of the PARCC Assessment, or a letter grade of C, D, or F for their final grade for previous year's math course can be assigned this course. Intensive Geometry Grades 9-11 5 credits Students who have low scores (level 1 or 2) on the math portions of the PARCC Assessment, or a letter grade of C, D, or F for their final grade for previous year's math course can be assigned this course. College Algebra C.L.E.P. Grade 12 5 credits All students enrolled in the class will have the option to take the C.L.E.P. exam for college credit. The examination covers material that is usually taught in a one-semester college course in algebra. Nearly half of the test is made up of routine problems requiring basic algebraic skills; the remainder involves solving non-routine problems in which you must demonstrate your understanding of concepts. The test includes questions on basic algebraic operations; linear and quadratic equations, inequalities, and graphs; algebraic, exponential, and logarithmic functions; and miscellaneous other topics. Science College Prep. Biology Grade 9 6 credits Biology is the study of life; plants, and animals are studied as organisms which are related in their cellular structure and function. Other areas considered are reproduction, heredity, microbiology, and ecology. Laboratory exercises are performed to strengthen the understanding of concepts. Honors Biology Grade 9 6 credits Honors Biology involves a deductive approach to the study of living things. Beginning with the characteristics that all organisms share, then delving into each of those concepts in depth, providing a broad and thorough background. Ways of exploring how and why things happen focus on solving problems by testing possible solutions to see whether they work. Participation in the County Science Fair is encouraged and supported. AP Biology Grades 11-12 6 credits AP Biology is an intensive course designed to be the equivalent of an introductory biology course taken in college. The emphasis is on developing an understanding of biological concepts rather than an accumulation of facts. The student should understand and appreciate the science of biology as a process and a personal experience in scientific inquiry that develops their problem solving and critical thinking skills. This course also prepares the high school student to take the AP exam given in May. In order to pass the exam (usually this is with a score of 3 or higher), students must be highly motivated and driven to excel in this challenging course. The format for this class will be primarily lecture and lab, supported by interactive labs, and hands on activities. College Prep. Chemistry Grade 10-11 6 credits Prereq: CP or Honors Biology In this course heavy reliance is placed upon laboratory work so that chemical principles can be drawn from the student's experiences. Observations and measurements lead to the development of unifying principles and these principles are used to interrelate diverse phenomena. The atomic theory, the nature of matter in various phases, the periodicity of the elements and their physical properties, and the mole concept are emphasized. Chemical principles are stressed. Upon the completion of this course, students should have a firm basis upon which to draw in any post-secondary study of this subject. This course is recommended for students preparing for college. Honors Chemistry Grade 10-11 6 credits Prereq: CP or Honors Biology In this course heavy reliance is placed upon laboratory work so that chemical principles can be drawn from the student's experiences. Observations and measurements lead to the development of unifying principles and these principles are used to interrelate diverse phenomena. The atomic theory, the nature of matter in various phases, the periodicity of the elements and their physical properties, and the mole concept are emphasized. Chemical principles are stressed. Upon the completion of this course, students should have a firm basis upon which to draw in any post-secondary study of this subject. This course is recommended for students preparing for college. Adv. Placement Chemistry Grade 11-12 6 credits Prereq: CP or Honors Chemistry This course is designed to be the equivalent of the General Chemistry course usually taken during the first college year. This course is taken with the idea in mind that students will take the AP Exam. CP Physics Grade 11 6 credits Prereq: CP or Honors Chemistry and Biology Physics is the study of matter and its motion through space and time, along with related concepts such as energy and force. This course focuses on problem-solving as well as guided-inquiry or open inquiry of hands-on activities, and labs. Students will be introduced to the topics of onedimensional kinematics, projectile motion, Newton's laws, energy & conservation of energy, and momentum and conservation of momentum. Opportunities are provided to understand the ideas of objects and systems, forces, and waves. Adv. Placement Physics Grade 11-12 6 credits Prereq: CP or Honors Chemistry and CP or Honors Algebra II Physics is the study of the relationship of matter and energy. The concepts are developed in a logical sequence from motion to fission. Ideas from the study of mechanics, heat, light, and electricity serve to prepare a broad understanding of classical Newtonian physics. Experiments, films, demonstrations, and lectures are combined to strengthen principles studied. Topics include scientific notation, use of trigonometric functions, graphic analysis, vectors, dynamics, kinematics, momentum and The Conservation of Momentum, Keeler's Law, Newton's Law, work and power, energy and the conservation of energy, heat, electricity, the Quantum Theory, and the atom. CP Environmental Science Grade 11 6 credits Prereq: CP or Honors Chemistry and Biology This course is an introduction into environmental science for students who wish to learn more about the environment, but are not considering a career in science. Students will be engaged in problem solving and designing solutions for various environmental problems of the world today. Students will use scientific principles, concepts, and methods to understand humans relationships with other organisms and the world. This course involves a combination of earth science, biology, chemistry, and geography, and there will be a heavy emphasis on lab experiences. AP Environmental Science Grades 11 - 12 5 credits Prereq: CP or Honors Biology Emphasizing the conceptual understanding of natural systems, this course will provide an ecosystems approach to the study, understanding, and solution of today's pressing environmental concerns. Offering a balanced perspective that encourages critical thinking, the class will have broad coverage and unusual insights into general environmental issues studying various ecosystems and the problems they are facing due to an inflated human population. Science Electives College Prep. Anatomy & Physiology Grades 11 - 12 5 credits This course is designed for students interested in entering the health profession through our Medical Technologies Pathway. Emphasis will be placed on function and the basic mechanism of disease. Recent advances in medicine, biotechnology, immunology, and molecular genetics will also be covered. Cell structure, tissue, function, and organ systems are also part of the course. Social Studies College Prep. World History Grade 9 5 credits College Prep. World History presents a comprehensive exploration of world history with major emphasis upon the Renaissance and Reformation, the Age of Exploration and Empire, Africa, Asia, and the modern world. Added depth is provided by a variety of resources including texts, primary source reading, special projects, written and oral reports, extensive group research activities and a rigorous focus on research skills. Students selecting thonors level of this course must earn a final grade of 'A' or 'B' in their 8th grade English course. Honors World History Grade 9 5 credits Honors World History presents a extensive exploration of world history with major emphasis upon the Renaissance and Reformation, the Age of Exploration and Empire, Africa, Asia, and the modern world. Added depth is provided by a variety of resources including texts, primary source reading, academic conversations, historical methods, special projects, written and oral reports, extensive group research activities and a rigorous focus on research skills. Students selecting the honors level of this course must earn a final grade of 'A' or 'B' in their 8th grade English course. College Prep. US History I Grade 10 5 credits Prereq: CP or Honors World History College Prep. U.S. History I is designed to meet the needs of college bound high school students who need added depth rather than added breadth in their approach to United States History. This depth is provided by differentiated materials such as texts, primary source readings, special projects, written and oral reports, increased group research, and a more rigorous emphasis upon research skills. The student will learn basic research techniques including the use of our LRC and inter-library loan systems. Students may interview local resource people and agencies. Course content covers the period of American History from the colonial period to the 1890's. Honors US History I Grade 10 5 credits Prereq: CP or Honors World History Honors U.S. History I is designed to meet the needs of college bound high school students who need added depth rather than added breadth in their approach to United States History. This depth is provided by differentiated materials such as texts, primary source readings, academic conversations, historical methods, special projects, written and oral reports, increased group research, and a more rigorous emphasis upon research skills. The student will learn basic research techniques including the use of our LRC and inter-library loan systems. Students may interview local resource people and agencies. Course content covers the period of American History from the colonial period to the 1890's. College Prep. US History II Grade 11 5 credits Prereq: CP or Honors U.S. History I College Prep. U.S. History II is a continuation of College Prep. U.S. History I. Course content covers the period from the 1890's to the present. It also involves the study of American forms of government at the federal, state, and local level. The course encourages discussion, interaction, and attendance of public meetings. Adv. Placement U.S. Government & Politics Grade 11-12 5 credits Prereq: CP or Honors U.S. History I The Advanced Placement Program in United States Government and Politics is designed to introduce students to the important facts, concepts and theories pertaining to United Stated government and politics. While engaging in the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples of politics in action, students will develop an analytical perspective on government and politics in the United States. Through this process students will become familiarized with various institutions, groups, core beliefs, and ideas that constitute U.S. government and politics and will become acquainted with the variety of theoretical perspective and explanations for various behaviors and outcomes inherent in the American political system. Students will develop a critical understanding of the strengths and weaknesses of the American political system, as well as their rights and responsibilities as citizens. Adv. Placement U.S. History Grades 11-12 5 credits Prereq: Honors U.S. History I or CP world History The Advanced Placement Program in United States History is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials--their relevance to a given interpretive problem, their reliability, and their importance --and to weigh the evidence and interpretations presented in historical scholarship. An Advanced Placement United States History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. Social Studies Electives African-American History Grades 10-12 2.5 credits This course is an overview of the historical, social, political, economic, and cultural factors that have helped shape the experiences of African Americans in the United States. It will investigate the development of African American communities from the Middle Passage to the present. The course will focus on definitions of African American identity, influences and achievements within American culture, and issues confronting African Americans from their enslavement in America to the present. Introduction To Law Grades 10-12 5 credits This course is designed to help the students acquire basic knowledge of his/her rights and responsibilities in our legal systems. Areas covered are contracts, civil and criminal law, a review on court procedures and criminal investigation. Students with specific interests other than law may acquire, through this course, an adequate legal background. . Psychology Grades 10-12 5 credits This course will provide a broad introduction into the field of Psychology. Areas covered are biological bases of behavior, sleep and consciousness, memory and cognition, motivation and emotions, personality, developmental theories and abnormal psychology. This survey of psychology will acquaint students with the major concepts and terminology of the discipline and give students a better understanding of self and others. Sociology Grades 10-12 2.5 credits This course is an introduction to the study of sociology which includes an examination of human behavior and the various social institutions (economic, governmental, and religious) that influence it. Other topics include social groups, socialization, culture, and social class. Relations of the individual to his society and the change that can result will also be examined. This is an elective and is recommended for students preparing for college. Adv. Placement Psychology Grade 11-12 5 credits The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas. Economics Grades 11 - 12 2.5 credits Economics is a one-semester course designed to provide students with a basic grasp of economic theory and economic systems. The course will examine the role of business, workers and consumers, and money and banking, in the American system of free enterprise. Finally, students will examine the role of the government in managing the economy, the global economy, and personal finance issues. History Through Film & Media Grades 10-12 2.5 credits Through the use of films, the Internet, television, newspapers and magazines, students will study a variety of issues and problems that society has faced, and continues to face today. This course will also examine how accurately Hollywood portrays historical vents and characters, and what dangers exist for American democracy if a large portion of our population believes in a history that never really happened. Using films, as well as primary and secondary sources, students will analyze the accuracy and impact of Hollywood films and United States history. The course will also cover both the national and international scene, and will include current events as well as current issues. Included will be videos and discussions related to: prejudice, terrorism, censorship, capital punishment, citizenship and the rights of individuals under the law. Holocaust and Genocide Grades 10-12 2.5 credits This course explores the Jewish Holocaust during World War II, as well as contemporary examples of Genocide. In addition, students will learn about what can happen when prejudice and discrimination are allowed to flourish and individuals and governments fail to take a stand against injustice. Ultimately, students will have the opportunity to define their own role as responsible citizens of the world. World Languages College Prep. Spanish I Grades 9-12 5 credits This is an introductory course to Spanish language and culture. This course will provide students with basic vocabulary such as: numbers, days, months, colors, telling time and the alphabet. Students will use present tense. This course will cover many topics in depth such as: shopping, school supplies and courses, home, family members, restaurant and food. There will also be a huge emphasis on culture including the importance of 'Cinco de mayo', "Navidad', 'Los dias de los muertos" and much more. Students will be able to make authentic Spanish menus. The students will also study the geography and some cultural similarities/differences of the 21 official Spanish-speaking countries. Honors Spanish I Grades 9-12 5 credits This course is an accelerated and rigorous introduction to the Spanish language and culture. A high level of student participation is achieved through the use of the materials and activities designed by the teacher to enable the student to use the language correctly for communication and the basic skills of listening, speaking, reading, and writing. The program is especially designed to prepare students for higher level course in IB Spanish B and AP upon completion of the Level I Honors Program. College Prep. Spanish II Grades 10-12 Prereq: CP Spanish I 5 credits This course is a continuation of Español I. This course will provide students with additional language skills and will focus on a variety of topics such as: travel arrangements, reservations and service in restaurants, one's daily routine, pastimes, health and vacations. Students will be able to use both present and preterit (past tense). There will be many cultural aspects such as: "Jai-Alai', Cuzco y Machu Pichu, and much more. The students will also study the geography and some cultural similarities/differences of the 21 official Spanish-speaking countries. Honors Spanish II Grades 10-12 5 credits Prereq: Honors Spanish II This course is an accelerated and rigorous continuation of the Spanish language and culture. A high level of student participation is achieved through the use of the materials and activities designed by the teacher to enable the student to use the language correctly for communication and the basic skills of listening, speaking, reading, and writing. The program is especially designed to prepare students for higher level course in IB Spanish B and AP upon completion of the Level II Honors Program. Honors Spanish III Grades 11-12 5 credits This course is a continuation of Español II, as well as, a preparation for Spanish 4 (AP Spanish). In this course the students will be able to master all previous and new topics. The topics of Español III are: art, giving/receiving directions, food, creating recipes, and different professions/careers and the community. Students will be able to use present, preterit, imperfect and future tenses. Some cultural aspects will include: history of Spain and Latin America, many Spanish speaking artists like Diego Rivera, Frida Kahlo and Pablo Picasso, myths and legends. The students will also study the geography and some cultural similarities/differences of the 21 official Spanish-speaking countries. Book: Paso a Paso 3 Adv. Placement Spanish Grade 12 5 credits This course is a continuation of Español III. In this course the students will be able to master all previous and new topics. This course is compared to a fifth or sixth semester University Spanish course. This course will be a rigorous, language, culture and technology based course that will allow to students to demonstrate their proficiency across three communicative modes: Interpersonal, Interpretive and Presentational, as well as integrating the five goals: Communication, Cultures, Connections, Comparisons and Communities. AP Spanish will provide regular opportunities for students to read, write, listen, speak and critically think in Spanish. Students will learn about Spanish culture through the use of authentic materials and resources. These include a wide range of sources; online print, audio and audiovisual resources, podcasts, magazine and newspaper articles, essays, literary works, interviews, movies and images. Students and teacher alike will use exclusively Spanish, which will advance and strengthen the students' proficiency to Intermediate to Pre-Advanced range. Students will be assessed internally and externally by AP for their skills of listening, speaking, reading and writing. College Prep. French I Grades 9-12 5 credits This course aims to develop a basic understanding of French with stress on the French language and culture of France. The ability to use French orally and in writing within the limits of class materials is stressed and an adequate understanding and knowledge of grammar and syntax essential to reading comprehension is developed. College Prep. French II Grades 10-12 5 credits Prereq: CP French I This course aims to extend understanding of French and is a continuation of the first year of French. College Prep. French III Prereq: CP French II Grades 11-12 5 credits This course aims to extend understanding of French and is a continuation of the second year of French. College Prep. Russian I Grades 9-12 5 credits This course is designed to offer students the opportunity to develop basic conversational skill as well as to master reading and writing skills using the Cyrillic alphabet. Students will become acquainted with various aspects of Russian culture including history, music, geography movies and folktales. Although emphasis will be placed on speaking and comprehension, students will be exposed to basic Russian grammar and syntax. College Prep. Russian II Grade 10-12 5 credits Prereq: CP Russian I This course is a continuation of Russian I offering more extensive knowledge of grammar and syntax. It demands a higher level of complexity in conversational skills. Students are expected to perfect their skills working with the dictionary. Health & Wellness Education Introduction to Health & Wellness Grade 9 4 or 5 credits* This integrated health and physical education program will include: Introduction to Health—Health and wellness, physical fitness and health, alcohol and tobacco, building healthy peer relationships, infectious diseases, reproduction, and nutrition. Wellness I—Personal fitness (emphasis on cardiovascular fitness, muscular endurance, and muscular strength), 'new games', tennis, and volleyball. Highway Safety & Wellness Grade 10 4 or 5 credits* This integrated health and physical education program will include: Highway Safety—Driving strategies, driver fitness, driving in the HTS, alcohol/other drugs and driving, road hazards and vehicle failure, owning and maintaining a vehicle. Wellness II—Personal fitness (emphasis on cardiovascular fitness, flexibility, and power), 'cooperative games', recreational activities, and soccer. Lifetime Health & Wellness Grades 11-12 4 or 5 credits* This integrated health and physical education program will include: Lifetime Health — Stress management, budgeting and planning, safety addictions, non-infectious diseases, chronic diseases, domestic violence prevention, conflict resolution, nutrition, and human development (adulthood through old age). Wellness — Personal fitness, cardiovascular fitness, speed, coordination, frisbee games, golf, and softball. Personal Health & Wellness Grades 11-12 4 or 5 credits* This integrated health and physical education program will include: Personal Health — Mental and emotional health, environmental health, first aid, illegal drugs, HIV/AIDS, violence prevention/conflict resolution, human development — birth through adolescence, and personal nutrition. Wellness — Personal fitness (emphasis on cardio-vascular fitness, agility, and balance, floor hockey, table tennis/badminton, lacrosse/cricket). Health and Physical Education Electives Teen PEP Grade 11-12 4 or 5 credits* This class is designed for selected junior students providing them with educational training that addresses a range of topics related to sexual health. It gives these peer educators the information, communication skills, and confidence to be effective sexual health advocates and leaders among the student body by conducting a series of structured workshops with groups of younger students. * 4 credits if student is enrolled in a science lab Dance EXPLORATORY DANCE COURSES Invitation to the Arts Grade 9 5 credits See Course description with Art Courses on Page 35. CHOREOGRAPHY SERIES Dance Composition Grades 9-12 5 credits This course is designed to introduce students to basic composition and choreography concepts. Students will learn and discuss selected choreographic works from all dance forms including hip hop. Students will compose different choreographic works using basic elements of dance and form. Students will see a variety of choreographies on video and film. There will be opportunities to see live and/or videotaped performances. Choreographic Projects Grades 9-12 5 credits Prereq: Dance Composition or Instructor recommendation This course is designed to build upon the concepts learned in Dance Composition. Students will build a choreographic work that will include learning how to select dancers, music, costumes, hair design, lighting and computer generated technology. There will be opportunities to see live and/or videotaped performances. PERFORMANCE DANCE SERIES Performance Introduction Grades 9-12 5 credits An emphasis is placed on developing good performance skills in jazz, ballet, and modern concert dance forms. Students will perform in the SHS Dance Ensemble (SHSDE). The dance ensemble has a performance season that includes several performances from December through May. There will be opportunities to see live and/or videotaped performances within the region. Performance Concepts Grades 9-12 5 credits Prereq: Performance Introduction or Instructor recommendation This course is a continuation of Performance Introduction. An emphasis is placed on developing good performance skills in jazz, ballet, and modern concert dance forms. Students will perform in the SHS Dance Ensemble (SHSDE). The dance ensemble has a performance season that includes several performances from December through May. There will be opportunities to see live and/or videotaped performances within the region. Performance Internship Grades 10-12 5 credits Prereq: Performance Concepts or Instructor recommendation This course is designed for the student in the dance program for two or more consecutive years. Students will create a portfolio of work as well as a resume and will perform with the SHS Dance Ensemble with the opportunity, when applicable, create choreography, and assist the director in rehearsing the Ensemble for performances during the season from December through May. There will be opportunities to see live and/or videotaped performances. Performance Application Grades 10-12 5 credits Prereq: Performance Internship or Instructor recommendation This course is a continuation of Performance Internship and is for the serious dancer. The emphasis of this course is to design dance pieces that will build and enhance the students' artistic sensibility and technical skill. The student will have the opportunity to explore their own creative voice through choreography and performance. Students will perform in the Salem High School Dance Ensemble (SHSDE). The ensemble has a performance season that includes several performances from December through May. There will be opportunities to see live and/or videotaped performances within the region. Performance Techniques Grades 11-12 5 credits Prereq: Performance Applications or Instructor recommendation This course is designed for the student who has been in the dance program for three or more full consecutive years. This course is a continuation of Performance Applications. This course is designed to increase and enhance the skills the students have been building as participants of the Performance course sequence. Students will continue study in different dance techniques including ballet (Vagonova Method), Jazz, Modern and a form of African dance technique. Students will perform with the Salem High School Dance Ensemble. The dance ensemble has a performance season that includes several performances from December through May. Performance Methods Grades 11-12 5 credits Prereq: Performance Techniques or Instructor recommendation This course is the culmination of the Performance course series and is designed for the student who has devoted three or more full years of dance study within the Salem dance program. Students will assist in directing, designing and staging works for the Spring concert. This course is designed with the student who wishes to pursue an advanced major or minor dance degree or Students will be encourage to attend workshops throughout the Northeast region to enhance their skills. Students will perform with the Salem High Dance Ensemble and will be encouraged to stage new works and assist the director in rehearsing the ensemble for performances during the season. There will be opportunities to see live and/or videotaped performances within the region. Business Technology Computer Applications I Grades 9-12 5 credits This course prepares students to use the Windows computer operating system as a communication tool. Students may have the opportunity to take the Microsoft Office Specialist Exam and obtain a certification in Word 2016 and Excel 2016. Students are introduced to basic keyboarding skills and taught skills to improve speed and accuracy. Students become proficient in the computer applications of Microsoft Word, Microsoft Excel, Microsoft PowerPoint and Microsoft Publisher. Computer Applications II Grades 10-12 5 credits Prereq: Computer Applications I Students may have the opportunity to take Microsoft Office Specialist Exams and obtain certifications in Word, Excel, PowerPoint, and Access 2016. Students will learn the concepts for each of these areas using Access for database and Excel for spreadsheets. Using Excel, students will learn to manage and prepare reports to create table, graphs and other numerical based presentations which will include planning and creating spreadsheets and formatting using formulas. Using Access, students will learn to design and create database, create forms and reports, and apply queries using the Reports Wizard and the AutoForm Wizard. Each student will also learn how to apply the applications of exporting and importing information between outside database programs. Desktop Publishing Grades 10 - 12 5 credits Enter the field of desktop publishing and marketing. Design projects such as stationery, logos, greeting cards, business cards, calendars, newsletters, flyers and programs using Microsoft Publisher. Students will also utilize additional technology such as scanners, digital cameras, button makers and book binding machine. . Image Editing Grades 9-12 5 credits This course will introduce students to the graphic design field. Adobe Photoshop is used to color, paint, retouch photos, and alter images. Many special effects will be used to create one-of-a-kind designs to produce buttons, greeting cards, animation, and calendars. Movie Maker is used to create movies. Scanners, digital cameras, and color laser printers will be used. Graphic Design Grades 10-12 5 credits Recommend: Image Editing Learn how to draw computer graphics using Adobe Illustrator. Illustrator is a standard in the graphic arts industry and is used by thousands of artists around the world. Students create logos and package labels. Web Design Grade 11-12 5 credits Recommend: Graphic Design or Image Editing This is an advanced level course. Students will construct web pages using Adobe Dreamweaver. Adobe Photoshop and Illustrator will be used to create backgrounds and buttons. Adobe Flash will be used to create animation. Web pages will be constructed for a variety of outcomes and organizations. Students will submit drafts, make revisions and maintain web pages just as is done in the industry. Web sites such as Weebly.com will be used to show students how to create web sites from home without software. In keeping up with the advertising field, students will use Knowledge Matters which is a virtual business retail simulation to demonstrate skills in the 4 P's of marketing (product, place, price and promotion), Automated Accounting I Grades 9-12 5 credits Students learn the basic principles, practices procedure and terminology used by business in maintaining financial records through the application of generally accepted accounting principles. In studying the logical sequence of the accounting cycle, students reinforce their understanding through the completion of both manual and automated accounting activities and simulations. Extensive use of the automated accounting software QuickBooks and Microsoft Excel is used in applying automated applications. The course is suited for all students, but especially those interested in business and finances by aiding them in understanding everyday consumer transactions, comprehending the meaning of profitability in the job market, or selecting a career/college path. Automated Accounting II Grades 10-12 5 credits Prereq: Automated Accounting I This course integrates extensive computer technology into the theory and current practices of accounting and is a continuation of the Automated Accounting course. Students interested in career opportunities in the area of business management, accounting, or finance professions should enroll in this course. It is designed primarily for those students who have a desire to attend college and major in the fields of accounting, finance, or business management. All students enrolled in the class will broaden and improve their knowledge, understanding, and applications of accounting competencies. Career Exploration Grade 11-12 2.5 credits This is a course offered to juniors and seniors and is designed to empower and prepare our students in the skills needed to achieve success in a global environment. The primary components of the course include utilizing selfassessments tools (Naviance) to research and analyze career and educational information and choices, gain financial literacy by using online programs, understanding how changes in a global economy will impact career choices, college research, visits from guest speakers which will enhance their communication, listening, interviewing, and public speaking skills. Student will also create a resume, complete the common college application and essay, and enhance interview skills. Electronic Publishing I Grades 10 -12 5 credits Prereq: Image Editing, Graphic Design and/or permission of instructor The class is an advanced level course providing students the opportunity to plan, develop and generate a professional quality publication while enhancing their journalism, technological, teamwork, and organizational skills. Students will work cooperatively with other team members in developing a layout theme, designing specialized page layouts, applying photojournalism skills, scheduling photograph sessions, coordinating internal and external marketing ideas, and meeting deadlines. Classroom work will consist of participating in discussions and demonstrations, layout and design, electronic publishing, photo editing, storyboarding, working in groups, and operating a computerized system utilizing Yearbook.com. Electronic Publishing II Grade 11-12 5 credits Prereq: Electronic Publishing I This course will allow students who have previously taken Electronic Publishing I to enhance their knowledge in the areas of graphic design, media publications, digital photography, copy/captions, marketing, sales and product distribution. Students enrolled in this class will be required to assume the responsibility of a section/publication editor. Section editors will assist and instruct members of their section in the use of digital cameras, scanners and graphic application software. Editors will also work closely with their staff to ensure digital photo accuracy and clarity, page creation in compliance with software specification, page development and consistency within sections. The adherence to deadline submission, team commitment, and leadership skills will be emphasized and encouraged. Students will work with Adobe Photoshop. Applied Technology Introduction to Engineering Design Project Lead the Way Grades 9-12 5 credits Students dig deep into the engineering design process, applying math, science, and engineering standards to hands-on projects. They work both individually and in teams to design solutions to a variety of problems using 3D modeling software and document their work in an engineering notebook. Principles of Engineering Project Lead the Way Grades 10-12 5 credits Prereq: Introduction to Engineering Through problems that engage and challenge, students explore a broad range of engineering topics including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem solving, research, and design while learning strategies for design process documentation, collaboration, and presentation. Civil Engineering and Architecture Project Lead the Way Grades 10-12 5 credits Prereq: Principles of Engineering Students learn important aspects of building and site design and development. They apply math, science, and standard engineering practices to design both residential and commercial projects and document their work using 3_D architecture design software. Invitation to the Arts (Video) Grade 9 5 credits See course description with Art courses on Page 36. Basic Video Production Grades 10 -12 5 credits A basic video production course should include: history of the media, the business of mass media, writing for video, the aesthetics of video, the science of video and actual "hands-on" work with equipment. The course will contain classroom work as well as work outside the classroom. Students will learn all aspects of video production and their work will culminate in worthwhile "published" projects. Some of these projects can be a video yearbook, public service announcements, morning announcements, talk shows or documentaries Video Programming & Digital Editing Grades 10-12 5 credits Prereq: Invitation to Arts, Basic Video Production or Instructor recommendation Following up on production techniques acquired in Basic Video Production, students in this course will concentrate on long format video productions. They will produce live morning announcements, sports videos, talk shows, videos for any department in the district, and promotional videos for the district. Students will also serve as producers of the video yearbook and master the art of digital editing. They may also serve as lab supervisors for Basic Video Production classes. Cable Access Programming Grade 11-12 5 credits Prereq: Video Programming & Digital Editing or Instructor recommendation This is the third class in the series. Fusing all the skills acquired in previous video courses, students in this class will be responsible for maintaining and programming the district's cable access channel programming. They will serve as executive producers and editors-in-chief of the video yearbook. Students will be required to serve as lab supervisors for the Video Programming & Digital Editing classes. These students will also research, write, and produce a documentary video as their capstone project. News and Sports Reporting Production Grades 11-12 2.5 or 5 credits Prereq: Video Production & Digital Editing, Cable Access Programming, or Instructor recommendation In this class students will utilize and improve skills acquired in the prerequisites. In news and sports reporting, students will gather sports and news footage, create news and sports packages, provide voice over for athletic events to be shown on our access channel, provide in-depth news coverage of school and community events to enhance our morning announcements and our access programs. Emphasis will be placed on performance, writing, independent work, work place readiness, and critical thinking. Art Invitation to the Arts Grade 9 5 credits This course is a required course for all incoming 9th grade students and is designed to introduce students to the programs of study in the Fine and Performing Arts Department. Students will explore classes in Video Technology, Visual Arts, Music, and Dance for a marking period exploratory segment Through a collaborative theme and vocabulary, students will explore content and skills in each area. (This course is required for all incoming 9th grade students and will count for their high school fine arts requirement.) Drawing and Painting Grades 9 - 12 5 credits This course is designed to further develop drawing and painting skills. This course is designed to enhance knowledge of elements and principles of design, utilize an art vocabulary, and introduced to various art history through projectbased assignments. Students will develop techniques applying many materials such as pencil, watercolor, pastels, markers, tempera, and or acrylic paint. Art history will be introduced but the emphasis is on the creative response. Throughout this course students will gain a technical competence observing, recording, and interpreting visually their environment individual artistic expression, and writing about their experience using artistic vocabulary. Students will be required to draw in a sketchbook as homework. (Mandatory attendance is required during the art exhibit.) Artistic Ceramics This course is designed for the creative student interested in a hands-on experience in creating pottery. Exploration of ceramic hand building techniques such as making pinch, slab, and coil construction will be addressed creating different vessels,. Students will also glaze their creations. Some drawing required for assignments. (Mandatory attendance is required during the art exhibit.) Independent Painting and Drawing Grades 11-12 5 credits Prereq: Invitation to the Arts and Drawing and Painting This class is offered to art students who have passed Invitation to the Arts, Drawing and Painting with a C or better. This course is designed for students interested in developing a portfolio for college admission and or perfecting their artistic ability. Students will work on independent assignments along with some group projects. Students will experiment with the following media: acrylic, watercolor, oil, pastels, charcoal and pencil. Students will be required to maintain a sketch book. (Mandatory attendance is required during the art exhibit.) Music Invitation to the Arts Grade 9 5 credits See course description on Page 36. Marching Band Grades 9-12 5 credits Marching band is a course designed to provide the instrumentalist with the opportunity to perform at football games, parades, and concerts. The aim of this course is to learn and perform a marching band show. Attendance at all football games and night rehearsals is required. Students who elect to participate in this course must have a minimum of one year experience on the instrument they intend to play. Concert Band Grades 9-12 5 credits Concert Band is a course designed to provide the instrumentalist with rehearsal and performance experience through an emphasis on the development of musicianship and professionalism. All styles of music are investigated, rehearsed, and performed during the course of the semester. During the fall students will have the opportunity to perform in the marching band at all football games, parades, and concerts. Students will learn and perform a marching band show. Attendance at all football games and night rehearsals is required. Students who elect to participate in this course must have a minimum of one year experience on the instrument they intend to play. Jazz Band Grades 9-12 2.5 credits Offered to advanced instrumental students with at least one year experience on their instrument and full participation in the concert/marching band. All students must audition for the class and will be recommended by the director for admission into this course. Emphasis is on advanced instrumental techniques, performance of jazz music for the ensemble, and preparation to play in the commercial music field. Beginning Instrumental Music Grades 9-12 2.5 credits This course focuses on the development of fundamental music skills: note reading, rhythms, and instrument technique. This course is open to any student wishing to play a musical instrument with less than one year of experience. Concert Choir Grades 9 - 12 5 credits Choir is an elective course open to all students. All styles of music are studied from early times to present day. Performance and vocal techniques, musicianship, repertoire, and poise are stressed. Participation at performances throughout the year is required. Keyboarding and Songwriting Grades 9-12 2.5 credits This course is for anyone with an interest in learning basic piano skills as well as how to write songs. Basic music theory will be covered, including the necessary skills to write songs in various genres of music. Students will also be offered private lessons along with their classroom experience. Musical Theater Grades 9-12 2.5 credits This course covers any and all things musical theater. Students will learn not only the history of musical theater, but they will also learn about the technique of musical theatre as well as everything that happens behind the scenes. The final project will involve each student in a student designed mini-performance. Chamber Music Grades 9-12 2.5 credits Chamber Music is a course designed for instrumental and vocal students who wish to explore music performed by one player for each part as opposed to orchestral/band music in which there are several players for each part. The program is aimed at performance and will deal with soloists and small ensembles. Performance techniques, musicianship, repertoire, and poise are stressed. (Students may elect this course for a semester if it cannot be scheduled for a full year.) Music Technology Grades 9-12 2.5 credits This course is for advanced students who are interested in making music with computers. A lot of time will be devoted to learning how to operate a recording studio and various recording technology. Students will become familiar with the software and hardware standards of the recording industry. Students will need to complete readings, listening examples, be able to work on extended projects, and be able to work both independently and collaboratively. Family & Consumer Science Food, Family & Finances Grades 10-12 5 credits This is an independent living course in which students will examine choices related to the foods they eat, caring for a family, and managing their finances. Students will plan and prepare foods with a focus on nutritional value, safety, sanitation, and the uses of kitchen equipment. Family responsibility will be emphasized as students investigate decisions to be made in caring for and raising a child. Students will participate in personal & family finance simulations as they explore consumer rights and responsibilities to become informed educated consumers. Sewing For The Home Grades 9-12 2.5 credits Students in this course will learn the basics of sewing both by hand and machine for personal use, or as an opportunity to create a future business. They will be taught how to identify and care for fibers and fabrics and how to measure accurately to determine quantities of supplies to complete a project. Projects will consist of constructing products for the home i.e. pillows, curtains, fabric shades, tablecloths etc. There are no pre-requisites, but knowledge of geometry would be helpful. Students must purchase materials and supplies independently (a list will be provided). Introductory Care Giving Grades 10 –11 5 credits This course is for students interested in child or adult care careers. Students will gain valuable information regarding developmental issues that impact children and older adults in addition to learning how to set up educational and recreational activities for each. Students will explore career options in these care giving occupations. Special Education The Resource Center programs offer individual and small group instruction designed to educate classified students in the least restrictive environment according to I.D.E.A. (Individuals with Disabilities Education Act), the laws of New Jersey and the student's Individualized Educational Program. The Resource Center student must meet mandated requirements for a New Jersey High School diploma including number and type of credits, attendance, and grade average for passing classes. Any exception must be stated in student's Individualized Education Program (IEP). Typically, students are enrolled in these courses as a result of IEP implementation. For students who have been identified by the Child Study Team, a Special Needs program is available. Students will be scheduled for these courses by a member of the Child Study Team in consultation with the student's school counselor in accordance with the Individual Educational Plan (IEP). NOTES Course Offerings Course levels: IB International Baccalaureate, AP Advanced Placement HN Honors, CP College Prep., DC Dual Credit English ^ Does not satisfy English credit requirements for graduation. Mathematics ^ Does not satisfy mathematics credit requirements for graduation. Course Offerings Course levels: IB International Baccalaureate, AP Advanced Placement HN Honors, CP College Prep., DC Dual Credit Social Studies 2.5 Science World Languages Course Offerings Course levels: IB International Baccalaureate, AP Advanced Placement HN Honors, CP College Prep., DC Dual Credit Business Technology Applied Technology Physical Education / Health Dance courses, as listed below, may also qualify as PE credit. 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1 STEPHEN JEFFREY , Obituary column in the Sunny side2 Washington Paper -Died April 24, 1904 Stephen Jeffrey was born February 13, 1827 at Coxheath, Kent County, England. When a boy he learned the blacksmithing trade and came to America at the age of 25 years and followed his trade until about five years ago. Two years after coming to this country he sent to England for his betrothed, Miss Susanna Terry, whom he met in New York City where they were married. They were the parents of eight children, two boys and six girls, of which Mrs. Mary Shearer of Smiths Mills N.Y. Mrs Lillian Hawley of New Kensington Pa., Mrs Maude Brown of Versailles M.Y. and Eulice R. Jeffrey of this city are living. Their mother died twelve years ago. One brother, Mr. Charles Jeffrey resides at Danville N.Y. The deceases 3 came to Sunnyside from Versailles N.Y. last September to spend the winter with his son. After being confined to his bed three weeks he passed away Sunday at 12 o'clock m. at the home of his son. Age 77 years 2 months and 31 days. Thr 4 funeral was held Tuesday afternoon conducted by Rev. S. J. Harrison. Mr. and Mrs. E. R. Jeffrey wish to extend their heartfelt thanks to their friends and neighbors who so kindly assisted in caring for the aged sufferer. SUSAN TERRY JEFFREY , Obituary column in the_________New York Paper. Died Deoember l4, l892. The subject of this sketch Mrs. Susana Terry Jeffrey was born in Wateringbury , Kent County , England in 1831. For a number of years she was a nurse in an insane asylum in her native country. At the age of twenty-seven (her father and mother being dead) she came to America, to meet and marry her affianced Stephen Jeffrey, who had proceeded her two years. He met her at New York and with friends 5 that she had made on the vessel, they went to the City Hall and were married. For two years they lived in Dansville New York from there they finally went to Cattaraugus County living in Perrysburg and in Versailles the latter place being their home, for a long number of years. For thirty-two years have the people of Versailles known Mrs. Jeffrey as a kind and obliging neighbor a devoted mother and consistent Christian. She was the mother of eight children four of whom survive her. Tillie (Lillian) wife of Will Hanley (Hawley) living in Pennsylvania and Mary wife of Mr. Shearer of Smiths Mills. Maud youngest daughter is unmarried and lives at home. Eulice the only son is in Dunkirk, clerk in the grocery store of Wm. Montgomery. Mrs. Jeffrey's death occured December 14, 1892. The funeral was held on the 17th. A large number of friends met to sympathize with the afficted 6 family and realize that another of one of Versailles unselfish citizens has gone. 1 The source material for this document was a photocopy of a typewritten page stored with family papers. This transcription mimics the appearance of the source document. 3 Probably meant to spell "deceased". 2 The correct spelling is "Sunnyside", all one word. 4 Probably should have been "The". 6 Probably meant "affected". 5 "with friends" is typed as one word in the source material.	<urn:uuid:479a3eb3-3a55-4bf3-bd63-d797c7d49905>	CC-MAIN-2017-43	http://erblandbrown.org/Documents/PDF/S_Jeffrey-S_Terry-Obits.pdf	2017-10-18T13:06:05Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00800.warc.gz	109,453,531	758	eng_Latn	eng_Latn	0.999129	eng_Latn	0.999129	[ "eng_Latn" ]	false	docling	[ 3123 ]	[ 1.84375 ]	1	5
Industry Certificate Guidebook Industry Certificate Work Group, January 2015 The information for industry certifications was created by the Graduation Guidelines Industry Certificate Work Group. For a list of the members of the work group or for a copy of Industry Certification: Implementation Recommendations, Resources, and Tools, please click here. Postsecondary Engagement Concurrent enrollment Industry certifications can also be an additional pathway between high school and postsecondary education. Because industry certifications may be earned through a series of courses that are taught through a postsecondary education institution, a student could potential begin earning postsecondary credits while still in high school and working towards an industry certification. This opportunity for concurrent enrollment is one that many districts and schools already utilize – 92% of districts and 75% of high schools have students participating in concurrent enrollment. These partnerships between high schools and institutions of higher education can provide support for students to develop a pathway towards an industry certification. Concurrent enrollment courses can be utilized for CTE postsecondary programs as well, many of which may end with the ability to sit for an industry certification examination. For resources on implementing concurrent enrollment in your district, visit: http://www.cde.state.co.us/postsecondary/concurrentenrollment Stackable Credentials Another key way for supporting students' educational and employment outcomes is providing opportunities to earn stackable credentials. These are credentials that are "part of a sequence of credentials that can be accumulated over time to build up an individual's qualifications and help them to move along a career pathway or up a career ladder to different and potentially higher-paying jobs." Because there are an overwhelming number of credentials that a student might be able to earn, identifying a career pathway, and the stackable credentials that can be earned to move along that pathway, can help narrow down the focus on what credential to start with, and subsequent certifications that can be earned. Industry groups are working on identifying a series or sequence of stackable credentials that can prepare students for employment in the industry. Some examples specific to Colorado include Advanced Manufacturing Pathways, and Healthcare Pathways. For more information on stackable credentials and further examples: http://wdr.doleta.gov/directives/attach/TEGL15-10a2.pdf http://www.clasp.org/resources-and-publications/files/2014-03-21-Stackable-Credentials-PaperFINAL.pdf	<urn:uuid:90b00cdf-bc1c-4449-84cc-836fc927cb21>	CC-MAIN-2017-43	http://csi.state.co.us/postsecondary/ic-postsecondary-engagement	2017-10-18T12:54:03Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00798.warc.gz	86,243,284	480	eng_Latn	eng_Latn	0.995591	eng_Latn	0.995591	[ "eng_Latn" ]	false	docling	[ 2678 ]	[ 1.3984375 ]	1	2
CMS COLLEGE OF SCIENCE & COMMERCE (AUTONOMOUS) An ISO 9001:2000 Certified Institution and Accredited at the 'A' level by NAAC Chinnavedampatti, Coimbatore - 641 006 Phone No: 2666465 Email: email@example.com Website: www.cmscbe.com DEPARTMENT OF COMMERCE B. Com (Professional Accounting) With Skill Based Subjects SYLLABUS SCHEME OF EXAMINATION (CBCS) (2012 onwards) DEPARTMENT OF COMMERCE B. Com (Professional Accounting) with Skill Based Subjects REGULATIONS INTRODUCTION: The Department of Commerce as a part of its continued efforts in innovating the course in line with the changing economic scenario, the department of commerce offers professional accounting course which transforms students into corporate professionals. The department also offers courses that are highly relevant and job oriented in the modern business world. The courses are in great demand in the employment market. The department also offers research programs like M. Phil and Ph.D. A sophisticated computer laboratory supports our curriculum with 24 Hrs Internet facilities. After we obtained the autonomous status we bound to change the contents of syllabus according to the market demand. The teaching learning process inside the classroom is strengthened by the use of OHP and LCD. The teachers are highly qualified and motivated. OBJECTIVES: The objective of this course is to make the learners employable and professionally competent. The contents or the curriculum designed should be in line with the needs of the industries or demand of the accounting profession. Effort has been taken to equip the students with a sound knowledge of various aspects of practical accounting and to teach them to develop their entrepreneurial skills. ELIGIBILITY: UG COURSE As per Bharathiar University Regulation DURATION OF UG COURSE: The course shall extend over a period of three years comprising of six semesters, with two semesters per year. There shall not be less than ninety instructional days during each semester. Examination shall be conducted at the end of each semester for the respective subject. DISTRIBUTION OF THE MARKS AND CREDITS UNDER CBCS \| PART \| SUBJECT \| No of Papers \| Marks @ \| \|---\|---\|---\|---\| \| I \| Language – I Tamil /Malayalam/Hindi/French \| 2 \| 200 \| \| II \| Language – II English \| 2 \| 200 \| \| III \| Core Subjects \| 17 $ \| 1700 \| \| \| Core Subjects \| 2$ \| 150 \| \| \| Allied Subjects \| 4 \| 400 \| \| \| Elective Subjects \| 3 \| 300 \| \| IV \| 1 - Non-Major Elective Elective – I Tamil/Advanced Tamil/ Communicative English Elective – II Tamil/Advanced Tamil/ General Awareness \| 2 \| 100 # \| \| \| 2 – Skill Based Subjects \| 4 \| 300 \| \| \| 3 – Environmental Studies \| 1 \| 50 # \| \| \| 4- Value Education – Ethics \| 1 \| 50 # \| \| V \| Extension Activities \| - \| 50 !! \| \| \| Total \| \| 3500 \| Note: I @ Includes 25/40 % continuous assessment marks for theory and practical subjects respectively. $ In core subjects both theory and Practicals should be included wherever applicable. In allied subjects both theory and Practicals should be included wherever applicable. # No Continuous Internal assessment for these subjects !! The Evaluation of extension activities will be based on NSS/NCC/SPORTS The following parameters are considered throughout study period. i) Regularity of Attendance ii) Active participation in classes/Camps/Games (College/District//University) iii) Exemplary awards/certificates/prizes iv) Other Social Components (Blood Camp, Fine Arts etc) Note: II The Credit points, Lecture Hours, Marks are not linked. CMS COLLEGE OF SCIENCE & COMMERCE, COIMBATORE – 641049 (Autonomous) B. Com (Professional Accounting) DEGREE COURSE WITH SKILL BASED SUBJECTS SCHEME OF EXAMINATION - CBCS PATTERN (For the students admitted during the academic year 2012 and onwards) \| Sem \| Part \| Sub code \| Subject \| Ins. hrs / week \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Dur. in hrs \| CIA \| ESE \| Total Marks \| \| I \| I \| 11T/M/ H/F \| Language – I \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| II \| 12E \| English – I \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 13A \| Core Paper I – Fundamentals of Accounting I \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 13B \| Core Paper II – Mercantile Law \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 1AA \| Allied I – Quantitative Techniques I- Mathematics \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| IV \| 11FC \| Environmental studies \| 2 \| 3 \| - \| 50 \| 50 \| \| Total \| \| \| \| \| \| \| \| 550 \| \| II \| I \| 21T/M/ H/F \| Language – II \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| II \| 22E \| English – II \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 23A \| Core III – Fundamentals of Accounting II \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 23B \| Core IV- Information Technology \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 2AA \| Allied II – Quantitative Techniques II- Statistics \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| IV \| 2FCB \| Value Education – Ethics \| 2 \| 3 \| - \| 50 \| 50 \| \| III \| III \| 33A \| Core V – Advanced Accounting I \| 7 \| 3 \| 25 \| 75 \| 100 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| III \| 33B \| Core VI – Industrial Law \| 7 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 33C \| Core VII – Principles of Management & Organizational Behaviour \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 3AA \| Allied III – Managerial Economics \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| IV \| 3DIP \| Skill based subject I ( Diploma ) – MS Office \| 3 \| 3 \| 20 \| 55 \| 75 \| \| \| \| \| Tamil / Advanced Tamil (Or) Non-Major Elective – I (Communicative English) \| 2 \| 3 \| - \| 50 \| 50 \| \| Total \| \| \| \| \| \| \| \| 525 \| \| IV \| III \| 43A \| Core IX – Corporate Accounting – I \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 43B \| Core X – Business Ethics & Communication \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 43C \| Core XI – Cost Accounting \| 4 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 43D \| Core XII – Company Law & Secretarial Practices \| 3 \| 3 \| 20 \| 55 \| 75 \| \| \| III \| 43E \| Core XII – Principles of Auditing \| 3 \| 3 \| 20 \| 55 \| 75 \| \| \| III \| 4AA \| Allied IV –Principles of Marketing \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| IV \| 4DIP \| Skill based subject II- Tally I \| 3 \| 3 \| 20 \| 55 \| 75 \| \| \| IV \| \| Tamil / Advanced Tamil (Or) Non-major elective – II (General Awareness #) \| 2 \| 3 \| - \| 50 \| 50 \| \| V \| III \| 53A \| Core XIII – Corporate Accounting – II \| 6 \| 3 \| 25 \| 75 \| 100 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| III \| 53B \| Core XIV – Entrepreneurial Development Programme \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 53C \| Core XV – Direct Tax I \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 53D \| Core XVI – Human resource Management \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 5AA \| Elective – I –Financial Management \| 4 \| 3 \| 25 \| 75 \| 100 \| \| \| IV \| 5DIP \| Skill based Subject III ( Diploma ) – Banking and Insurance Law \| 3 \| 3 \| 20 \| 55 \| 75 \| \| Total \| \| \| \| \| \| \| \| 575 \| \| VI \| III \| 63A \| Core XVII – Management Accounting \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 63B \| Core XVIII – Strategic Management \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 63C \| Core XIX – Direct Tax II \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 6AA \| Elective II- Brand Management \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| III \| 6AB \| Elective III – Investment Management \| 5 \| 3 \| 25 \| 75 \| 100 \| \| \| IV \| 6DIP \| Skill based Subject IV ( Diploma )- Indirect Tax \| 3 \| 3 \| 20 \| 55 \| 75 \| \| \| V \| \| Extension Activities \| - \| - \| - \| 50 \| 50 \| \| Total \| \| \| \| \| \| \| \| 625 \| SEMESTER I SUBJECT TITLE: FUNDAMENTALS OF ACCOUNTING I SUBJECT CODE: 13A GOALS: To make the learners understand the various conventions and concepts of accounting. To enhance the students with practical knowledge of book keeping and OBJECTIVES: accounting Distribution of Marks----Problems: Theory 80:20 CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I : 15 hours Fundamentals of Book keeping – Accounting Concepts and Conventions - Journal – Ledger – Subsidiary books – Trial balance – Preparation of bank reconciliation statement – Errors and their rectification. UNIT II: 10 hours Apportionment of capital and revenue expenditure – Significance and methods of Inventory valuation – Final accounts of sole trader with adjustments UNIT III: 15hours Bills of exchange – Accommodation bills – Average due date – Account current. UNIT IV: 15 hours Accounting for consignments and joint ventures UNIT V: 20 hours Accounts of non profit orgasnizations-receipts and payments and income and expenditure accounts and balance sheet; accounts of professionals. TEXT BOOKS 1. S.P.Jain and K.L.Narang, Advanced Accounting, Volume I, Kalyani Publishers,2008 2. R.L.Gupta and M.Radhaswamy, Advanced Accounting, Volume I, Sultan Chand Publications, Newdelhi,2002 3. T.S.Reddy and A.Murthy, Financial Accounting, Margam Publications, 2010 4. M.C.Shukla and T.S.Grewal, Advanced Accounting, Volume I Sultan Chand Publications, NewDelhi, 2000 5. Dr.Radha, Financial Accounting, Prasanna Publishers, 2010 REFERENCE BOOKS 1. R.S.N.Pillai, S.Bhagavathy, and S.Uma, Fundamentals of Advanced Accounting, Sultan Chand Publications, Newdelhi, 2007 2. B.S.Raman, Financial Accounting, Volume I&II, United Publishers, 2010 3. S.Manikandan, Financial Accounting, SCI Tech Publications, 2010 4. K.Raajhavelu, Principles of Accountancy, Sri.G.V.Publications, Chennai, 2010 5. S.Kr.Paul and Chandrani Paul, Financial Accounting, New Central Book Agency, 2009 SEMESTER I SUBJECT TITLE: MERCANTILE LAW SUBJECT CODE: 13B GOALS: To enrich the students with the basic concepts of commercial law. OBJECTIVES: To enable the students to understand the fundamentals of law relating to commercial activities CONTENTS [ESE: 75 marks CIA: 25 marks] UNIT I: 10 hours Indian contract Act 1872 – Contract – Definition – Obligation and agreement – Nature of Contract and Classification – Components of Valid contract – Offer and Acceptance – Consideration- Capacity – Free consent – Unlawful agreements – Quasi contracts. UNIT II: 13 hours Different modes of Discharge of Contract – Remedies for Breach – Principle for Awarding Damages. Contract of Indemnity and Guarantee – Rights of surety – Discharge of surety – Pawn or pledge – Rights of Pawnee – Rights and liabilities of finder of lost goods. UNIT III: 10 hours Law of Agency – Kinds of agency – Expost facto agency requirements – Rights and liabilities of Principals and agents UNIT IV:12 hours Indian Partnership act 1932 – Definition and Tests of Partnership –Implied Authority of partners – Limitations - Firm's debts and private debts – Priority in discharge- Rights and Liabilities of Partners – dissolution of Partnership firm. UNIT V:15 hours Rights and duties of common carriers – Contract of carriage of goods by sea – Bill of Lading and Charter party- Distinction. Sale of Goods Act 1930 – Definition of sale - Sale and agreement to sell – Rules regarding passing of property in goods. Condition and warranties – Actual and Implied – Principle of "Caveat Emptor" and its Limitations Rights of unpaid TEXT BOOKS 1. Handbook of Mercantile Law-Venkatesan.E 2. Mercantile Law: Shukla- M. C 3. Mercantile law- S.S.Gulshan 4. Business Law & Regulation- S.S.Gulshan & Ravi Akula. : Excel Books, New Delhi 5. Laws and Regulation of Insurance- Dr.UshaVirwel. : Bhasker Publications, Kanpur REFERENCE BOOKS: 1. Elements of Mercantile Law- Kapoor.N.D 2. Mercantile Law- Maheswari. SEMESTER II SUBJECT TITLE: FINANCIAL ACCOUNTING SUBJECT CODE: 23A GOALS: To enrich the students with the various conventions and concepts of Financial Accounting. OBJECTIVES: To enable the students to gain knowledge into practical application of Accounting concepts. Theory: Problems 20%:80% Distribution of marks--- CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I: 15 hours Accounting for depreciation -Need for and significance of Depreciation – Methods of providing Depreciation - Reserves and Provisions UNIT II: 10 hours Self-Balancing Ledgers - Meaning and advantages – Accounting Aspects- Transfers – Investment Accounts UNIT III: 10 hours Single entry system – Meaning and Features – Statement of affairs method and Conversion method. UNIT IV: 15 hours Branch accounts excluding foreign branch - Departmental Accounts – Transfer at cost or selling price – Departmental Accounts UNIT V: 10 hours Hire purchase and installment system including hire purchase trading Account – Accounting for goods sold on sale or return basis TEXT BOOKS 1. S.P.Jain and K.L.Narang, Advanced Accounting, Volume I, Kalyani Publishers, 2008 2. R.L.Gupta and M.Radhaswamy, Advanced Accounting, Volume I, Sultan Chand Publications, Newdelhi,2002 3. T.S.Reddy and A.Murthy, Financial Accounting, Margam Publications, 2010 4. M.C.Shukla and T.S.Grewal, Advanced Accounting, Volume I Sultan Chand Publications, Newdelhi, 2000 5. Dr.Radha, Financial Accounting, Prasanna Publishers, 2010 REFERENCE BOOKS 6. R.S.N.Pillai, S.Bhagavathy, and S.Uma, Fundamentals of Advanced Accounting, Sultan Chand Publications, Newdelhi, 2007 7. B.S.Raman, Financial Accounting, Volume I&II, United Publishers, 2010 8. S.Manikandan, Financial Accounting, SCI Tech Publications, 2010 9. K.Raajhavelu, Principles of Accountancy, Sri.G.V.Publications, Chennai, 2010 10. S.Kr.Paul and Chandrani Paul, Financial Accounting, New Central Book Agency, 2009 SEMESTER II SUBJECT TITLE: INFORMATION TECHNOLOGY SUBJECT CODE: 23B GOALS: To make the learners to understand the concepts of Information Technology. OBJECTIVES: To impart the students the latest trends in the technological developments. CONTENTS [ESE: 75 marks CIA: 25 marks] UNIT I (8 Hours) Introduction to Computers : Introduction – History and Generations of computers -Characteristics of computers – Importance of computers - Classification of computers Computer Applications in Various Areas of Business – Computer Related Jobs in Business. UNIT II (11 Hours) Components of digital computers : Input, CPU and Output unit – Various Input, Output and Storage devices – Computer System: Hardware and Software - System Software and Application Software; Programming Language: Machine Language, Assembly Language and High Level Language - Flow chart and Programme flow chart – Steps in developing a computer Programme. UNIT III (10Hours) Data and information – Data processing, Data storage and Data retrieval capabilities – Data processing systems – Batch, Online and Real Time systems – Time Sharing, Multiprogramming and Multi Processing Systems UNIT IV (8 Hours) Operating systems: DOS, Windows, UNIX, Windows NT, Windows 98, Windows XP, Open source software , Extranet – Email and its uses – World Wide Web – Mobile Computers. Networking: Local and Wide Area Network – E-Commerce: Objectives and types of E-Commerce. UNIT V (8 Hours) System analysis and design – Computer based information system – Need Transaction Processing system – Office Automation – Management Information System – Decision Support System – Expert Systems. TEXT BOOKS: 1. R.Sarvanakumar, R.Parameshwaran and T.Jayalakshmi, A Textbook of Information Technology, Sultan Chand Publications,2008. 2. Alexis & Leon, Introduction to Computers, Vikas Publishing House,2011 3. Garroll W. Frenzel Johne. Frenzel, Management of Information Technology, Thomson Course Technology, Boston, 2004. 4. Henry C. Lucas. Jr, Information Technology for Management, John Wiley & Sons (Asia) Pvt. Ltd., Singapore, 2005. 5. V.Rajaraman, Introduction to Information Technology, Prentice Hall of India Pvt Ltd., 2004 REFERENCE BOOKS: 6. Henry C. Lucas. Jr, Information Technology – Strategic Decision Making for Managers, John Wiley & Sons (Asia) Pvt. Ltd., Singapore, 2005. 7. Efraim Turban, R. Kelly Rainer Jr, Richard E. Potter, Introduction to Information Technology, John Wiley & Sons, (Asia) Pvt. Ltd. Singapore. 8. I.T.Hawxyszkiewycz, Introduction to System Analysis and Design, 1997 9. Amita Goel, Computer Fundamentals, Pearson Education. 10. ITL Education Solutions Ltd, Introduction to Information Technology, Pearson Education, 2005. SEMESTER III SUBJECT TITLE: HIGHER FINANCIAL ACCOUNTING SUBJECT CODE: 33A GOALS: To enrich the students with the basic concepts in Higher Financial Accounting. OBJECTIVES: To enable the students to learn the basic concept of Partnership Accounting and Allied aspects of accounting. Theory: Problems 20%:80% Distribution of marks--- CONTENTS [ESE: 75 marks CIA: 25 marks] UNIT I: 20 Hours Partnership Accounts-Division of Profit-Fixed and Fluctuating capitals-Past adjustments-Guarantee of profits-Admission and Retirement- Death of a partner. UNIT II: 17 Hours Dissolution-Insolvency of a partner-Rule in Garner Vs Murray-Piecemeal Distribution. UNIT III: 17 Hours Insurance claims-Claim for loss of stock and loss of profits. UNIT IV: 16 Hours Royalties including sub-lease- Voyage Accounts. UNIT V : 20 Hours Insolvency accounts – Statement of affairs and deficiency accounts – Insolvency of Individuals and partnership. TEXT BOOKS: 1. S.P.Jain and K.L.Narang, Advanced Accounting, Volume I, Kalyani Publishers, 2008. 2. R.L.Gupta and M.Radhaswamy, Advanced Accounting, Volume I, Sultan Chand Publications, Newdelhi, 2002. 3. T.S.Reddy and A.Murthy, Financial Accounting, Margham Publications, 2010. 4. M.C.Shukla and T.S.Grewal, Advanced Accounting, Volume I, Sultan Chand Publications, New Delhi, 2000. 5. Dr.Radha, Financial Accounting, Prasanna Publishers, 2010. 6. Advanced Accountancy, Chandra Bose, Sultan Chand Publication, 2011 REFERENCE BOOKS: 6. R.S.N.Pillai, S.Bhagavathy, and S.Uma, Fundamentals of Advanced Accounting, Sultan Chand Publications, New Delhi, 2007 7. B.S.Raman, Financial Accounting, United Publishers, 2010 8. S.Manikandan, Financial Accounting, SCI Tech Publications, 2010 9. S.Kr.Paul and Chandrani Paul, , New Central Book Agency, 2009 10. Arulanandam and Raman Advanced Accounting, Himalaya Publications, New Delhi, 1999. SEMESTER III SUBJECT TITLE: INDUSTRIAL LAW SUBJECT CODE: 33B GOALS: To enable the students to learn the Indian legal environment. OBJECTIVES: To know the various provision, powers and authorities of Factories Act. CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I: 18 Hours Factories Act 1948: Objects; provisions relating to health, safety, welfare, working hours, leave, etc. of workers; approval, licensing and registration of factoriesDuties of Occupier / Manager and their obligations under the Act; Power of the authorities under the Act: penalty provisions. UNIT II: 16 Hours Workers Compensation Act, 1923: objects; employer's liability for compensation; amount of compensation; methods of calculating wages; review; distribution of compensation; notice and claims; commissioner for workmen's compensation UNIT III: 18 Hours Industrial Disputes Act, 1947: Objects: Industrial disputes, authorities for settlement, reference, procedures, powers and duties of authorities: settlement and awards: strikes, lockouts; lay-off; retrenchment; transfer and closure; unfair Labour practices; miscellaneous provisions UNIT IV: 18 Hours Employee's state Insurance Act 1948: object registration of factories and establishments; the Employees state Insurance Corporation. Standing Committee and Medical Benefit Council; Provisions relating to contribution: inspectors – their functions and disputes: benefits under the Act; adjudication of disputes and claims; offences and penalties; miscellaneous provisions UNIT V: 20 Hours Wages and Benefits: a) Payment of Wages Act, 1936: objects, responsibilities, fixation of wage periods, time payment deduction and fines; maintenance of records and registers: inspectors. b) Minimum wages Act, 1948: objects, provisions, procedure for fixing and revising minimum wages, appointment of advisory board; payment; maintenance of registers and records, offences and penalties. c) Payment of Bonus Act, 1965: objects, computation, and determination of Bonus, eligibility and payment, provisions for new companies TEXT BOOKS: 1. Mercantile Law - N.D. Kapoor, Sultan Chand &Sons 2. Mercantile Law: - S.S. Gulshan, Excel Books. 3. Labour and Industrial Law, Padhi PK, Sultan Chand Publication, 2010. 4. Elements of Industrial Law, N.D Kapoor, Sultan Chand Publication, 2005. 5. Industrial Law, Chawla RC, 1994. REFERENCE BOOKS: 1. Business and Industrial Law, Dr.P.C.Tulsian, S.Chand, 2010. 2. Business and Industrial Law, P.P.S.Gogna, S.Chand, 2010. 3. Business and Corporate Laws, Dr.P.C.Tulsian, S.Chand, 2010. SEMESTER III SUBJECT TITLE: PRINCIPLES OF MANAGEMENT& ORGANISATIONAL BEHAVIOUR SUBJECT CODE: 33C GOALS: To enrich the students with the basic concepts of business management. OBJECTIVES: To make the students to understand the conceptual framework of Business Management and organizational behaviour. CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I: 15 Hours Definition of Management – Management and administration – Nature and scope of Management-Functions of Management – Contribution of F. W. Taylor – Henry Fayol – Mary Parker Follet- Mc. Gregor and Peter. F. Drucker. UNIT II: 15 Hours Planning – Meaning – Nature and Importance of Planning – Planning Process– Methods and Types of Plans -Decision Making-Steps involved in decision making. Organization – Meaning – Nature and Importance – Process of Organization – Principles of Sound Organization. UNIT III: 15 Hours Organization Structure – Span of Control – Organization Chart - Departmentation – Delegation and Decentralization – Authority relationship - Line, Functional and Staff. Motivation – Need – Determinants – Maslow's Theory of Motivation. UNIT IV: 15 Hours Motivation Theories in management – X, Y and Z Theories – Leadership styles – MBO – Management by Exception – Staffing – Recruitment – Training. Communication – Types, benefits and barriers of communication - Coordination – Need and Techniques – Control – Nature and Process of Control – Techniques of Control. UNIT V: 15 Hours Organizational Behaviour: History - evolution, Challenges & opportunities, Contributing disciplines, management functions and relevance to Organization Behaviour. Organizational Behaviour responses to Global and Cultural Diversity. Personality - Determinants, structure, behaviour, assessment, psychoanalytical Social learning, job-fit, Trait theories. TEXT BOOKS 1. Business Management: Dinkar Pagare,Sultan Chand &Sons ,5 th edition ,2005 2. Principles &Practices of Management : L.M.Prasad,Sultan Chand,2007 3. Principles of Management -Kathiresan ,Radha ,Prasanna Publishers ,2002 4. Principles of Management -P.Partha Sarathy,Vrinda Publications ,1 st edition ,2005 5. Principles of Management -Kumkum Mukherjee, Tata McGraw, 2009. REFERENCE BOOKS 1. Management –Stoner, Freeman ,Gilbert ,Prentice Hall,6 th edition 2. Business Organization and Management: M.C.Shukla ,S.Chand & Sons,2008 nd 3. Business Management –G.S.Sudha ,RBSA Publishers,2 edition,2000 4. Principles of Management-T.Ramasamy, Himalaya Publications, 7th edition,2006. 5. Principles of Management, Kathiresan Radha, Sultan Chand Publications, 2011. 6. Organizational Behaviour, Kavita Singh, 1994. 7. Organizational Behaviour, Margie Parikh, Sultan Chand Publication, 2010. SEMESTER III SUBJECT TITLE: MANAGERIAL ECONOMICS SUBJECT CODE: 3AA GOALS: To enable the students to learn the basic structures of economic systems and the various market conditions. OBJECTIVES: To enable the students to understand the application of principles of economics in the field of managerial decision making. CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I: 15 Hours Nature and Scope of Managerial Economics in relation with other disciplines Role and Responsibilities of Managerial Economist - Goals of Corporate EnterprisesMaximization of profit – Value of enterprise. UNIT II: 15 Hours Demand analysis – Demand determinants, Demand distinctions – Elasticity of demand- Types, methods – Applications – Demand forecasting for Industrial goods and Consumer goods-Consumer durables – Factor influencing elasticity of demand. UNIT III: 10 Hours Cost and production analysis – Cost concepts- Cost and output relationship – cost control – Short run and Long run – Cost functions – Production functions – Break – even analysis- Economics scale of production. UNIT IV: 10 Hours Pricing and output decisions in different market situations – (Monopoly and duopoly competition – perfect and imperfect competition) – pricing policies. UNIT V: 10 Hours Business cycles – National income – Monetary and fiscal policy – Public finance. TRIM's- Intellectual Property rights-TRIP's-Indutrial Sickness-causes-remedies. NOTE: Question paper shall contain 100 % Theory. TEXT BOOKS: 1. Managerial Economics: Maheswari and Varshney,Sultan Chand &Sons. 2. Managerial Economics: P.L.Metha, Sultan Chand & Sons. 3. Managerial Economics: G.S.Gupta, Tata McGraw Hill. 4. Managerial Economics, Narayanan Nadar. E, Sultan Chand, 2010. 5. Managerial Economics, Geetika, Sultan Chand Publication, 2010. REFERENCE BOOKS: 1. Managerial Economics: Joei Dean, Prentice Hall India. 2. Economic Theory & Applications: D.M.Mithani, Himalaya Publishing House. 3. Managerial Economics, Mark Hirschey, Sultan Chand Publication, 2009. 4. Managerial Economics, RL Varshney, Sultan Chand Publication, 2011. 5. Managerial Economics, MK Mishra, Sultan Chand Publication, 2010. SUBJECT TITLE: COMPUTER PRACTICALS – I (MS OFFICE) SUBJECT CODE: 3DIP GOALS: To enable the students to learn the basic practical applications of Computers in business. OBJECTIVES: To enable the students to gain the in depth skill in business automation tools. CONTENTS: [ESE: 55 marks CIA: 20 marks] MS-WORD: ( 6 Hours) Type an error free document and perform various formatting operations Type a cost audit report and perform the following: A) Right alignment, Bold the important words. B) Center align the second paragraph and performs italics for the important words. C) Change third paragraph into two column paragraph. D) Insert page numbers at the bottom, insert date time and heading in the header section. E) Character spacing for side headings. 3. Type a sample research report and perform the following functions: Insert the symbols Caption, Page break, justification of text, indent a text re-arrange paragraphs using mouse. 4. Identify an organization and prepare an organizational chart prevailing in that concern. 5. Prepare a diagrammatic representation showing the elements of cost using auto shapes. MS-POWER POINT: (6 Hours) 6. Prepare a simple invitation 7. Design an advertisement slide with animation effects 8. Design various slides for seminar and create a hyperlink among the slides. MS –EXCEL: (6 Hours) 9. Prepare a table showing customer details of a bank (Customer name ,Nature of Account, Account number, Address E-mail – ID and perform the following operation: Delete the customer number who has closed the A/C. Insert the row in between the 1 st and 2 nd customer. Insert a column between Address and E-mail ID and name it as telephone number. Hide the column Address. 10. Prepare the pay roll for the employees (10 employees) of an organization and count the number of employees who are getting the salary of more then Rs.10,000/- Calculate with the following components (DA,HRA,CCA,EPF,LIC) as a percentage of basic pay and sum the total basic pay,netpay of all employees. 11. Create a table showing the following: 1) Years (Minimum 5 years) 2) Profit 3) Depreciation 4) Profit after depreciation 5) Tax 6) Profit after tax 6) Cash Inflows Cumulative cash inflows of project and find its pay back period MS – ACCESS: (6 Hours) 12. Create a students database find Total average Display list where average is greater than 60% and retrieve the students according to the highest marks 13. Create a students database using design view for students mark details: A) Add a least 10 records. B) Sort the names in alphabetical order. C) Find Total and Average. D) Display the list where total is greater than 50 and greater than 400. E) Apply sort option to display records. F) Generate reports by using the above queries. INTERNET: ( 6 Hours) 14. Create an E-Mail ID. 15. Learn how to use a search engines and list some of your search results. 16. Visit RBI.com and collect some information. SEMESTER IV SUBJECT TITLE: CORPORATE ACCOUNTING -I SUBJECT CODE: 43A GOALS : To enrich the students with the basic concepts of corporate accounting. OBJECTIVES: To gain insight into the procedure relating to preparation of company final accounts. Distribution of marks---Theory: Problems 20%:80% CONTENTS [ESE: 75 marks CIA: 25 marks] UNIT I: 10 hours Books of accounts and statutory books – issue of shares and debentures – forfeiture and reissue of share – surrender of share – right issue – underwriting. UNIT II: 10 hours Redemption of Preference share and debentures– profits prior to incorporation. UNIT III: 10 hours Preparation and presentation of final accounts of joint stock companies as per Company Law requirements – Determination of managerial remuneration. UNIT IV: 15 hours Reduction and reorganization of share capital – amalgamation, absorption and reconstruction (excluding inter company holdings). UNIT V: 15 hours Valuation of shares and goodwill – Liquidation of companies. TEXT BOOKS: 1. S.P.Jain and K.L.Narang, Advanced Accounting, Volume II, Kalyani Publishers,2008 2. R.L.Gupta and M.Radhaswamy, Advanced Accounting, VolumeII, Sultan Chand Publications, Newdelhi,2002 3. T.S.Reddy and A.Murthy, Corporate Accounting, Margam Publications, 2010 4. M.C.Shukla and T.S.Grewal, Advanced Accounting, VolumeII, Sultan Chand Publications, Newdelhi, 5. Arulanandam and Raman, Advanced Accounting, Himalaya Publications, Newdelhi, 1999 REFERENCE BOOKS 6. Dr.A.K.Singhal, Ajay Mittal and Dr.Vinod Kumarpardhan, Company Accounts, Vayu Education of India, Newdelhi,2009 7. Hanif & Mukherjee : Corporate Accounting, Tata McGraw-Hill,Newdelhi,2006 8. Maheshwari & Maheshwari: Advanced Accountancy, Vikash Publications, Newdelhi, 2000 9. Basu & Das: Practice in Accountancy, Rabindra Library, Kolkata, 2003 Anx.B.com(PA) 2012 onwards SEMESTER IV SUBJECT TITLE: BUSINESS ETHICS AND COMMUNICATION SUBJECT CODE: 43B GOALS : To familiarize the students with ethics of business and communication skills. OBJECTIVES : To have an understanding of ethical issues in business and to nurture and develop the Oral and Written business communication skills. CONTENTS : [ESE: 75 marks CIA: 25 marks] Unit I :12 hours Introduction to Business Ethics -The nature, purpose of ethics and morals for organizational interests; ethical and social implications of business policies and decisions; corporate social responsibility; Environmental Issues - Protecting the Natural Environment – prevention of pollution and depletion of natural resources; conservation of natural resources. Unit II : 10 hours Ethics in Workplace;- Individual in the organisation, discrimination, harassment, gender equality, Ethics in Marketing and Consumer Protection;- Healthy competition and protecting consumer’s interest. Unit III: 13 hours Business communication; meaning – Importance of Effective Business Communication- Modern Communication Methods – Business Letters: Need – Functions - Kinds - Essentials of Effective Business Letters - Layout. Unit IV: 13 hours Trade Enquiries - Orders and their Execution - Credit and Status Enquiries – Complaints and Adjustments - Collection Letters – Sales Letters – Circular Letters, Company Secretarial Correspondence (Includes Agenda, Minutes and Report Writing) Unit V: 12 hours Application Letters – Preparation of Resume - Interview: Meaning – Objectives and Techniques of various types of Interviews – Public Speech – Characteristics of a good speech – Business Report Presentations. TEXT BOOKS: 1. Kitson.A and Campbell.R - The Ethical Organisation, Palgrave, 2001 2. Rajendra Pal Korahill, "Essentials of Business Communication", Sultan Chand & Sons, New Delhi, 2006. 3. Ramesh, MS, & C. C Pattanshetti, "Business Communication", R.Chand&Co, New Delhi, 2003. 4. Rodriquez M V, "Effective Business Communication Concept" Vikas Publishing Company, 2003. 5. Shaikh Saleem – Business Environment, Pearson Education, 2006 REFERENCE BOOKS : 1. Davis & Keith William C. Frederik - Business and society 2. Francis Cherunilam - Business Environment 3. Pruti S. - Economic & Managerial Environment in India 4. Shaikh Saleem – Business Environment, Pearson Education, 2006 5. Hill.C.W., International Business : Competing in the Global market place, IrwinMcGraw Hill, 1999. 6. Philip R.Cateora, International Marketing, Irwin McGraw Hill, 9th edn. 7. Shivaramu, International Business, Macmillan India. 8. Francis Cherunilam, International Business, Wheeler Publications. 9. Charles W.L., Hill, International Business, Irwin-McGraw Hill, 1998. Anx.B.com(PA) 2012 onwards SEMESTER IV SUBJECT TITLE: COST ACCOUNTING SUBJECT CODE: 43C GOALS: To enrich the students with the basic concepts of cost accounting. OBJECTIVES: To keep the students conversant with the ever – enlarging frontiers of Cost Accounting knowledge Theory: Problems 40%:60% Distribution of marks--- CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I: 9 hours Cost Accounting-Definition, meaning and scope-Relationship of Cost Accounting with Financial accounting and Management accounting-Methods of costing -cost analysis, concepts, preparation of cost sheet and classifications - Elements of cost, preparation of Cost sheet and Tender - Costing as an aid to management - limitations and objections against cost accounting. Materials- purchasing of materials, procedure, and documentation involved in purchasing-requisitioning for stores. UNIT II: 8 hours Methods of valuing material issues-maximum, minimum and reordering levels- EOQ - perpetual inventory-control over wastages, scrap and spoilage, labour-systems of wage payment, idle time, control over idle time-labour turnover. UNIT III: 10 hours Overhead- classification of overhead- Allocation and absorption of overhead. UNIT IV: 9 hours Process Costing: Features of process costing-Process losses, waste, scrap, normal process loss, abnormal process losses, abnormal gain, inter process profit (excluding equivalent production), Costing of joint products and by-products UNIT V: 9 hours Operating Costing, contract costing, Reconciliation of costs and financial accounts. TEXT BOOKS 1. Cost accounting: Jain and Narang 2. Cost Accounting – V.K.Saxena &C.D.Vasisht,Sultan Chand ,2001 3. Practical Costing –V.S.Khanna ,I.M.Pandey &Ahuja ,S.Chand &Co ,2004 4. Cost accounting: M.C. Shukla &T S Grewal 5. Cost & Financial Management - S.Kr.Paul & Chandrani Paul REFERENCE BOOKS 1. Advanced Cost accounting: R.S.Nigam , S.P.Sharma , B.C.Sehgar 2. Cost accounting: R.S.N.Pillai & Bagavathi 3. Advanced Cost accounting: C.A.Banerjee 4. CostAccounting&ProfitabilityAnalysis –Dr.Mahesh Gupta ,Pointer Publishers,1997 5. 5,Cost Accounting –A.Murthy &S.Gurusamy,Mc.Graw Hill,2008 SEMESTER IV SUBJECT TITLE: COMPANY LAW AND SECRETARIAL PRACTICES SUBJECT CODE: 43D GOALS : To enrich the students with the basic concepts of company law and secretarial practice. OBJECTIVES: To enlighten the students' knowledge on Companies Act. CONTENTS: [ESE: 55 marks CIA: 20 marks] UNIT I: 6 hours Company –Definition & Features –Distinction between company and partnership firm- Kinds of companies – differences between a public company and private company – incorporation of a company – documents to be filled – Memorandum of Association – Doctrine of Ultravires. UNIT II: 6 hours Articles of Association – Doctrine of constructive notice indoor management – Alteration of Articles – Prospectus- contents – Misstatements – Liability for misstatements – Public deposits – Certificate of commencement of business. UNIT III: 5hours Shares, debentures – Allotment, valid allotment, irregular allotment, effect of irregular allotment – transfer and transmission of shares – Membership of a company. UNIT IV: 7 hours Company Management – Board of Directors – Appointment qualification, powers, duties, liabilities and position of directors, managing director and manager – managerial remuneration – company secretary – appointment qualifications, powers, duties and position. UNIT V: 6hours Company meetings – Secretarial duties for statutory meeting – Annual general meeting – Extraordinary general meetings – Wind up and board meetings – Resolution, minutes, quorum, and proxy. TEXT BOOKS 1. Secretarial Practice: Sherlekar 2. Company Law and Secretarial Practice: N.D. Kapoor ,Sultan Chand & Sons ,1993 3. Secretarial Practice –M.C.Kuchhal ,Vikas Publishing House ,2002 REFERENCE BOOKS 1. Principles of Company Law: M.C. Shukla Gulsan 2. Secretarial Practice: B.N. Tandon 3. Principles of Commerce & Genewral Commercial Knowledge –K.L.Ngarajan ,N.Vinayakam,Radhasamy,1989 SEMESTER IV SUBJECT TITLE: PRINCIPLES OF AUDITING SUBJECT CODE: 43E GOALS: To familiarize the students with the Principles of Auditing. OBJECTIVES: On successful completion of this course, the student should be well versed in the fundamental concepts of Auditing. CONTENTS: [ESE: 55 marks CIA: 20 marks] Unit – I :4 hours Auditing– Origin – Definition – Objectives – Types – Advantages and Limitations – Qualities of an Auditor – Audit Programmes. Unit – II: 6 hours Internal Control – Internal Check and Internal Audit –Audit Note Book – Working Papers. Vouching – Voucher – Vouching of Cash Book – Vouching of Trading Transactions – Vouching of Impersonal Ledger. Unit – III: 7 hours Verification and Valuation of Assets and Liabilities – Auditor's position regarding the valuation and verifications of Assets and Liabilities – Depreciation – Reserves and Provisions – Secret Reserves. Unit – IV: 7 hours Audit of Joint Stock Companies – Qualification – Dis-qualifications – Various modes of Appointment of Company Auditor – Rights and Duties – Liabilities of a Company Auditor –Share Capital and Share Transfer Audit – Audit Report – Contents and Types. Unit V: 6 hours Investigation – Objectives of Investigation – Audit of Computerized Accounts – Electronic Auditing – Investigation under the provisions of Companies Act. TEXT BOOKS: 1. B.N. Tandon, "Practical Auditing",S Chand Company Ltd . 2. F.R.M De Paula, "Auditing-the English language Society and Sir Isaac Pitman and Sons Ltd,London . 3. Spicer and Pegler, "Auditing: Khatalia's Auditing" Kamal Gupta, "Auditing " , Tata Mcgriall Publications. 4. Principles of Auditing byDinkar Pagare S chand &co Ltd Reprint 2007. 5. Practical Auditing by RavinderKumar& Virendar Sharma,Prentice Hall of India Reprint 2001. REFERENCE BOOKS: 1. Practical Auditing by B.N.Tandon & S.Sudharsanam, S chand &co Ltd Reprint 2003. 2. Auditing by Pradeep Kumar, Kalyani Publishers Reprint 2006. 3. Principles & Practiceof Auditing byV.H.Kishnadwala & N.H. Kishnadwala ,S chand &co Ltd Reprint 2005. SEMESTER IV SUBJECT TITLE: PRINCIPLES OF MARKETING GOALS: To enable the students to learn the principles of marketing. OBJECTIVES: To introduce students to gain knowledge on fundamentals of market and other related concepts of marketing. CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I: 10 hours Marketing – Definition of markets and marketing – Importance of Marketing – Modern Marketing Concepts – Global Marketing – E-Marketing – Tele Marketing – Multi Level Marketing - Marketing ethics UNIT II: 10 hours Marketing functions – Buying - Selling – Transportation – Storage – Financing – Risk Bearing – Standardization – Market Information. UNIT III: 15 hours Consumer behaviour – Meaning –Need for studying consumer behaviour – Factors influencing consumer behaviour – Market segmentation – Customer relations marketing UNIT IV: 15 hours Marketing Mix – Product Mix – Meaning of product – Product life cycle – Branding – Labeling – Price mix- Importance – Pricing Objectives – Pricing strategies. UNIT V: 10 hours Advertising - Personal selling and sales promotion - Place mix – Important channels of distribution – Functions of middlemen – Retailing - concept – Importance and Role Marketing and Government – Bureau of Indian standards – Green Marketing TEXT BOOKS: 1. Marketing management - Rajan Saxena, Tata McGraw-Hill, 2002, 5 th Edition. 2. Principles of Marketing -Rjan Nair , Sultan Chand & Sons, 2008 3. Modern Marketing -R.S.N Pillai Bhagvathi ,S.Chand & Sons ,2003 4. Marketing Mnagement –Philip Kotler ,Prentice Hall ,10 th edition ,2001 5. Marketing Management –V.S.Ramaswamy & S.Namakumary,Macmillan,2 nd edition,1999 REFERENCE BOOKS: 1. Principles & Practices of Marketing in India – Mammoria & Joshi ,Kitab Mahal Publishers,2006 2. Philip Kotler and Gary Amstrong - Principle of Marketing, Prentice Hall India, 2003, 2003. 3. Marketing –Dr.N.Rajan Nair & Sanjith Nair,Sultan Chand & Sons ,7 th edition ,2003 4. Marketing Management –M.Altaf Khan ,Wisdom Publications ,2009 5.Marketing Management -M.GovindaRajan,HI Learning ,2 nd edition ,2009 SEMESTER IV SUBJECT TITLE: TALLY SUBJECT CODE: 4DIP GOALS: To enable the students to learn the practical exposure of preparing final accounts with IT enabled packages. OBJECTIVES: To enable the students to gain knowledge about preparation of accounts using tally. CONTENTS: [ESE: 55 marks CIA: 20 marks] 1. Create a company With VAT options. (3 hours) 2. Create Single ledgers under appropriate predefined groups (3 hours) Cash a/c Computer sales a/c Buildings a/c Machinery a/c Furniture a/c Commission received a/c Printer purchase a/c Commission paid a/c Rent received a/c Salary a/c Rent paid a/c Indian bank a/c Wages a/c Sales returns a/c Capital a/c Depreciation a/c Purchase returns a/c John & Co. a/c (purchased goods from this company),Ram agency a/c (sold goods to this company). 3. Create Multiple Ledgers under appropriate predefined groups (3 hours) Started Business with Rs.2, 50,000 Purchase machinery on credit from Ramesh Rs.50, 000 Bought Furniture for cash Rs.25, 000 Goods returned by Anand Rs.2, 500 Goods sold for cash Rs.50, 000 Paid Advertisement Rs.5000 Cash withdrawn from Bank Rs.50, 000 Paid Salary Rs.15, 000 Sold goods to Anand Rs.22, 500 Bought goods for cash Rs.25, 000 Cash Received from Anand Rs.10, 000 Cash paid to Ramesh Rs.20, 000 Cash withdrawn for personal use Rs.6250 Paid Rent Rs.2500. 4. Create Vouchers for the following: Sold goods to Selvam on credit Rs.1, 700 Paid wages Rs.85 Received Commission Rs.70 (3 hours) Sold goods to Kannan for cash Rs.200 Cash Sales Rs. 500 Received 5 Chairs form Godrej & Co @ Rs.45 per Chair Paid Godrej & Co cash for 5 chairs Paid Rent Rs.250 Bought goods for Cash From Somu for Rs.1,700 5. The following balances are extracted from the books of Kautilya & Co, on 31 st march 2006.You are required to make the necessary closing entries and prepare Trading and Profit & Loss a/c and Balance sheet as on that date: Rs. Bills Receivable 500 1400 550 8950 400 250 The Closing Stock was valued at Rs.12, 500. (3 hours) 6. The Following are the balances of Dinesh on 31cDec 1996: Value of Stock on 31.12.96 was Rs.5, 960.Prepare Profit& Loss A/c and Balance Sheet. (3 hours) 7. From the Information given below create unit of measurement, stock groups and stock items Find the stock summary: Stock groups: 1. Magazine 2. Baby drinks 3. Cool drinks 4.dailynews paper 5. Hot drinks 6. Stationeries 7. Vegetables Stock items: (3 hours) 8. Create stock items, stock groups, sales categories, godowns, units of measure.(3 hours) \| Stock \| Category \| Group \| Go down \| Unit of measur e \| Std cost \| Sell Price \| Op.Qty \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Inter Celero n \| Processor \| Celeron \| Mumbai \| Nos. \| 15000 \| 20000 \| 2 \| \| Intel Premiu m III \| Processor \| \| Chennai \| Nos \| 20000 \| 25000 \| 3 \| \| Tally Silver \| Accounting \| Tally \| Chennai \| Nos \| 20000 \| 22500 \| 5 \| \| Tally gold \| Accounting \| Tally \| Chennai \| Nos \| 42000 \| 45000 \| 5 \| 9. Enter the following details comment upon the short-term solvency position of the company: (3 hours) Working capital Rs. 205, 60,492 Cash Rs. 14500 Bank Rs. 18500 Debtors Rs.518260 Creditors Rs. 429337 Sales Rs.515252 Purchases Rs. 433310 Stock Rs. 125982 Net profit…? 10. Find out the Quick Ratio from the following Balance Sheet ( 3 hours) SEMESTER V SUBJECT TITLE: CORPORATE ACCOUNTING - II SUBJECT CODE: 53A GOALS: To enrich the students with the basic concepts of corporate accounting. OBJECTIVES: To gain insight into the procedure relating to preparation of final accounts of specialized companies Theory: Problems 20% :80% Distribution of marks--- CONTENTS: UNIT – I: 17 hours Banking Companies Accounts: P & L A/C-Balance Sheet. UNIT – II: 17 hours Insurance Companies Accounts: Life Insurance Companies A/C- Revenue A/C and Balance Sheet – General Insurance – Accounts of Fire and Marine Insurance. UNIT – III: 17 hours Accounts of Holding Companies: Holding Company- Goodwill/Cost Of Control – Minority Interest – Capital Profit (Excluding Chain Holding) – Revenue, Profit And Loss And Consolidated Balance Sheet. UNIT – IV: 12 hours Double accounts including final statement of accounts of electricity – treatments of repairs and renewals - Human Resources Accounting (Theory Only). UNIT – V: 12 hours Introduction to Government Accounts – Accounting Standards – Basic Knowledge of Financial Reporting Practice –Accounting for Price Level Changes (simple problems only). [ESE: 75 marks CIA: 25 marks] TEXT BOOKS: 1.S.P.Jain and K.L.Narang, Advanced Accounting, Volume II, Kalyani Publishers,2008 2.R.L.Gupta and M.Radhaswamy, Advanced Accounting, VolumeII, Sultan Chand Publications, Newdelhi,2002 3. T.S.Reddy and A.Murthy, Corporate Accounting, Margam Publications, 2010 4. M.C.Shukla and T.S.Grewal, Advanced Accounting, VolumeII, Sultan Chand Publications, Newdelhi, 5.Arulanandam and Raman, Advanced Accounting, Himalaya Publications, Newdelhi, 1999 REFERENCE BOOKS 1. Dr.A.K.Singhal, Ajay Mittal and Dr.Vinod Kumarpardhan, Company Accounts, Vayu Education of India, Newdelhi,2009 2. Hanif & Mukherjee : Corporate Accounting, Tata McGraw-Hill,Newdelhi,2006 3. Maheshwari & Maheshwari: Advanced Accountancy, Vikash Publications, Newdelhi, 2000 4. Basu & Das: Practice in Accountancy, (Rabindra Library, Kolkata, 2003 SEMESTER V SUBJECT TITLE: ENTREPRENEURIAL DEVELOPMENT PROGRAMME SUBJECT CODE: 53B GOALS: To enrich the students with the entrepreneurial development. To enable the students to learn the concept of Entrepreneurship, various OBJECTIVES: institutions offering finance, incentives etc. CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT I: 15 hours Concept of entrepreneurship - definition, characteristics and functions of entrepreneur types of entrepreneurs -sickness and survival-need for training and development-phases of EDP-special agencies-development of women entrepreneurs and rural entrepreneurs. UNIT II :15 hours Institutional finance to entrepreneurs – SFCs – SIDCs – SIPCOT –TIIC -Commercial Banks -Small Industries Development Bank - Venture Capital. UNIT III: 15 hours Institutional setup-DICs, SIDO, NSIC, SISIs, Indian Investment Centre - Khadi and Village Industries Commission. UNIT IV: 15 hours Incentives and subsidies - subsidized services-subsidy for market - transport subsidy-seed capital assistance-taxation benefits to SSI-Special facilities for imports-Role of entrepreneurs in export promotion and import substitution. UNIT V: 15 hours Project formulation-project identification – evaluation-feasibility analysis, project report. TEXT BOOKS: 6. Entrepreneurial Development- C.B.Gupta & N.P.Srinivasan, Sultan Chand & Sons, 2010 7. Entrepreneurial Development -S.S.Khanka ,S.Chand Publication,2008 8. Funadamentals of Entrepreneurship- H.Nandan,PHI Learning,2 nd edition ,Jan 2011 9. Entrepreneurship Development -Dr.Radha ,Prasanna &Co ,2007 10. Fundamentals of Entrepreneurship & Small Business-Renu Arora & S.K.Sood ,Kalyani Publishers ,2004 REFERENCE BOOKS: 5. Entrepreneurship –Rajeev Roy ,Tata McGraw ,2010 edition 6. Entrepreneurship Text & Cases –P.Narayana Reddy,Cengage Learning ,2010 7. Entrepreneurship in the New Millenium –Kuratko Hodgetts ,Cengage Learning,2009 8. Entrepreneurship Development -K.Ramachandran,Tata McGraw Hill,2009 9. The Small Entrepreneurs –B.Yerram Raju,Ram R. Pujari ,Excel Books ,2009 SEMESTER V SUBJECT TITLE: DIRECT TAX I SUBJECT CODE:53C GOALS: To gain the knowledge of the provision of income tax law. OBJECTIVES: To enable the students to solve problems concerning assesses with the status of “Individual”. Distribution of Marks: Theory: Problem = 40: 60 CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT-I: 12 hours Important definitions in the income – tax Act, 1961 – Basis of Charge; Rates of taxes applicable for different types of assesses- Concepts of previous year and assessment year- Residential status and scope of total income – Exempted Income . UNIT –II: 20 hours Income from salary- Income from house property. UNIT-III: 15 hours Income from Business or Profession. UNIT-IV: 15 hours Income from Capital Gains-Income from other sources. UNIT-V: 13 hours Income of other persons included in assessing total income – Aggregation of Income; Set-off Or carry forward and Set-Off losses-Deduction from Gross Total Income-Computation of Total Income and Tax payable. TEXT BOOKS 1.Income Tax Law and Practice - V.P. Gaur and D.B.Narang (Kalyani Publishers) 2. Income Tax law and accounts - Dr.H.C.Mehrotra. (Sathiya Bhawan Publications) REFERENCE BOOKS 3.Law and Practice of Income Tax in India – Bhavagathyprasad. 4.Dr.Vinod K.Singhania, Taxmen's Direct Taxed Law & Practice, Taxmann Publication (P) Ltd., New Delhi. SEMESTER V SUBJECT TITLE: HUMAN RESOURCES MANAGEMENT SUBJECT CODE: 53D GOALS: To enable the students to learn the importance of the human resources, recruitment, and training and also the importance of the labour relations in the organization. OBJECTIVES: To enable the student to learn about the pay plans, performance appraisal and compensation and the importance of the labour relation, the employee security and collective bargaining. CONTENTS: [ESE: 75 marks CIA: 25 marks] Unit I- 12 hours Human Resource Philosophy – Changing environments of HRM – Functions & trends in HRM – Organization of HR department – Line & Staff functions – Role & Functions of HR Managers. Unit II -13 hours Recruitment & selection: Selection process, basic testing concepts, types of test – selection techniques – interview techniques. Unit III –13 hours Orientation & Training: Orienting the employees - the training process - need analysis Training techniques - special purpose training - Training via the Internet. Developing Managers: Management Development - The responsive managers - On-the-job and offthe-job training Unit IV – 12 hours Performance appraisal: Methods - Problem and solutions - MBO approach – The appraisal techniques - Performance appraisal in practice. Unit V- 10 hours Job evaluation – basics of compensation – factors determining pay roll – current trends in compensation – retirement benefits and other welfare measures to built employee commitment. TEXT BOOKS : 1 M.Personnel anagement – C. B. Memoria 2.Organizational Behaviour – L. M. Prasad 3.Personal Management & Industrial Relations : P.C.Tirupathi, TataMcGraw Hill 4.Human Resource & Personal Management : Aswathappa,Tata McGraw Hill REFERENCE BOOKS Management of Human resources : L.Prasad &Bannerger,Streling Publishers 1. 2. Management of Human resources: Gomez –Mejia,Prentice Hall India. 3. Human Resource Management : Gary Dessler,Pearson Education SEMESTER V SUBJECT TITLE: FINANCIAL MANAGEMENT SUBJECT CODE: 5AA GOALS : To enrich the students with the basic concepts of financial management. OBJECTIVES: To enable the students to know the intricacies of Business Finance. Theory: Problems 60%:40% (simple problems only) Distribution of marks--- CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT-I: 9 hours Nature and scope of financial management – objectives of financial management – financial decisions- financial management process – functional areas of financial management – organization of finance function- Sources of finance. UNIT-II: 9 hours Investment decisions – Capital Budgeting – nature of capital budgeting – importance – capital budgeting process – kinds of decisions – evaluation of investment opportunities – investment decisions tools – average rate of return, payback, NPV, IRR and PI methods. UNIT-III: 10 hours Cost of Capital – importance – measurement of specific costs – cost of debt – cost of preference shares – cost of Equity capital – cost of retained earnings – weighted average cost of capital. UNIT –IV: 8 hours Lease financing – types of lease financing – operating leverage – financial leverage – EBIT, EPS analysis – combined leverage – capital structure decision – factors determining capital structure – theories of capital structure – NI – NOI – Modigliani miller (MM) model. UNIT-V: 9 hours Working capital management – concept of working capital – determinants of working capital – estimate of working capital requirements – sources of working capital. TEXT BOOK 1.Financial Management: R.K.Sharma &Shashi.K.Gupta.,Kalyani Publishers ,2004 2.Financial Management: I.M.Pandey 3.Financial Management –I,S.Kr. Paul,Chandrani Paul,New Central Book Agency ,2010 4.Financial Management ,M.Y .Khan,P,K.Jain ,Tata McGraw Hill ,4 th edition ,2010 5.Fianancial Management : P.V.Kulkarni ,B.G.SatyaPrasad ,Himalaya Publishing House , 13 th edition ,2007. REFERENCE BOOKS 1. Financial Management: Prasanna Chandra,TataMcGraw Hill ,4 th edition ,1984 , 2. Financial Management: R.M. Srivatsava,Pragati Prakashan,6 th edition1997. 3. International Financial Management : Cheol S.Eun,Bruce G.Resnik,Mc Graw Hill Education,4 th edition 4. Financial Management: S.C.Kuchhhal,Chaitanya Publishing House ,13 th edition,2001 5.Fundamentalsof financialManagement,James.C.VanHorne,JohnM. Wachowicz,Prentice Hall ,11 th edition,2002 SEMESTER V SUBJECT TITLE: BANKING AND INSURANCE LAW SUBJECT CODE:5DIP GOALS: To enlighten the students' knowledge on Banking and Insurance Regulation Acts. OBJECTIVES: To enable the students to understand and thorough knowledge on Indian Banking and Insurance System & Acts. CONTENTS: [ESE: 55 marks CIA: 20 marks] UNIT-I :6 hours Banking and Customer – Definition –Relationship – Functions of Commercial Bank- Recent development in banking – Core Banking System. UNIT-II :6 hours Negotiable Instrument Act – Crossing – Endorsement – Material Alteration – Payment of Cheques: Circumstances for dishonor – Precautions and Statutory Protection of Paying and Collecting Banker. UNIT-III :6 hours Insurance: Meaning-Functions-Principles: General, Specific and Miscellaneous. Classification of Insurance: Based on Nature, Business and Risk-Impact of LPG on Indian Insurance Industry. UNIT-IV :6 hours Legal dimension of Insurance: Insurance Act, 1938-Life Insurance Act 1956-General Insurance Business Act, 1932 – Consumer Protection Act, 1986. UNIT-V :6 hours IRDA –Mission-composition of authority – Duties, Powers and Functions- Power of authority – Duties, Powers and Functions – Powers of Central Government in IRDA Functioning. TEXT BOOKS 1.Banking Theory Law and Practice: E.Gordon and Natarajan.,Himalaya Publishing House,15 th edition ,2001 2.Banking Theory Law and Practice: Sundaram and Varshney,Sultan Chand & Sons ,2006 3.Commercial Banking –B..N.Dash ,Arise Publishers ,2011 4.Banking &Financial System-Vasanth Desai ,Himalya Publishing,2005 5.Banking Theory &Practice –K.C.Shekhar ,Vikas Publishing House 2002 REFERENCE BOOKS 6.Banking Law and Practice: S.N.Maheswari. 7.Banking & Financial System –Dr.Nirmala & Chandradas,Himalaya Publishing House, 1997 8.Tannan's Banking Law and Practice in India,Indian Law House ,2003 9.Banking Theory and Practice: P.K.Srivastava. 10.Indian Banking –S.Natarajan&Parameswaran ,S.Chand & Co ,2007 SEMESTER VI SUBJECT TITLE: MANAGEMENT ACCOUNTING SUBJECT CODE: 63A Anx.B.com(PA) 2012 onwards GOAL : To enrich the students with the basic concepts of management accounting. : To acquaint the students with the Management Accounting Techniques OBJECTIVES that facilitate managerial decision – making. Theory: Problems 40%:60% Distribution of marks--- CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT-I: 15 hours Management Accounting-Meaning, objectives and scope-Relationship between management accounting, cost accounting and financial accounting-Need and significance of management accounting in organization - Financial statements-Analysis-Financial statements and their importance-Tools for analysis and interpretation. UNIT-II: 15 hours Analysis and interpretation of financial statement-Ratio analysis-Significance of ratios and long term financial position-Profitability – Uses and limitations of ratios. UNIT-III: 15 hours Working capital-Concepts, kinds, importance of working capital-Working capital requirements and their computation-Sources of working capital-Fund flow and cash flow analysis. UNIT-IV: 15 hours Cost-volume-profit analysis-Marginal costing and break-even analysis, managerial applications of marginal costing-Significance and limitations of marginal costing. UNIT-V: 15 hours Budgeting and budgetary control- Definition, importance, essentials, classifications of budgets, master budget, preparation of different, budgets-Steps in budgetary control, standard costing-Material and labour variances. TEXT BOOKS 1.Principles of Management Accounting: S.N.Maheswari,S.Chand & Sons 16 th edition ,2007 2.Management Accounting: Sharma and Gupta 3. Management Accounting:M.Y Khan &P.K.Jain ,Tata McGraw Hill,2004 4.ManagementAccounting-S.K.R.Paul & Chandrani Paul ,NewCentralBooks ,2010 5.Management Accounting –Hrishikesh Chakraborty & Srijith Chakraborty,Oxford Publishers ,2 nd edition,1997 REFERENCE BOOKS 6. Cost and Management Accounting: Jain and Narang 7. Accounting for Management: S.K.Bhattacharya ,John Dearden ,Vikas Publishers,1995 8. Financial Management &Management Accounting –P.V.Ratnam ,Kitab Mahal Publications ,10 th edition ,1996 9. Management Accounting and Financial Control: Sashi Kapoor & Mehta 5. Introduction to Management Accounting –Charles Hongrew & Gary , Prentice Hall,10 th edition,1995 SEMESTER VI SUBJECT TITLE: STRATEGIC MANAGEMENT SUBJECT CODE: 63B GOAL : To enrich the students with general and competitive business environment. OBJECTIVES: To develop an understanding of strategic management concepts and techniques. CONTENT: [ESE: 75 marks CIA: 25 marks] Unit I:15 hours Business Environment: General Environment – Demographic, Socio- cultural, Macro & Micro Environment. Business Policy and Strategic Management: Meaning and nature, Benefits, Limitations. Strategic Management. Imperative; Vision, Mission and Objectives; Strategic levels in organizations. Unit II:15 hours Strategic Analyses: Situational Analysis – SWOT Analysis, TOWS Matrix, Portfolio Analysis – BCG Matrix. Strategic Planning: Meaning, stages, alternatives, strategy formulation. Unit III:15 hours Formulation of Functional Strategy: Marketing strategy, financial strategy, Production Strategy, Logistics strategy, Human resource strategy. Unit IV:15 hours Strategy Implementation and Control: Organizational structures; establishing strategic business units; Establishing profit centre by business, product or service, market segment or customer; Leadership and behavioral challenges. Unit V:15 hours Reaching Strategic Edge: Business Process Reengineering, Benchmarking, Total Quality Management, Six Sigma Contemporary Strategic Issues. TEXT BOOKS 1.Francis Cherunilam , 2005 Strategic Management , Himalaya Publishing House , Mumbai, 2.Pearce John A, Richard B & Robinson Jr., Strategic Management – Strategic Formulation & implementation , AITBS publishers , Delhi 3.Barnett John, H and William, D, 205 Strategic Management , Atlantic Publishers and Distribution , New Delhi. 4. Prasad , L.M., 2005, Business Policy : Strategic Management , Sultan Chand & Sons , New Delhi. BOOKS FOR REFERENCE: 1. Business Policy andStrategic Management P. Subbha Rao Himalaya Publishing HouseReprint 2003 2.Strategic Management Text and Cases VSP Rao & V.Harikrishna Excel Books 1 ST edition 2003 3. Quality Management Howard S. Gitlow, Alan J. Oppenheim Rosa David M. Levine Tata McGrow Hill Publishing co Ltd 3rd edition 2009 4. Business Policy and Strategic Management Azhar Kazmi Tata McGrow Hill Publishing co Ltd 7th reprint 2004 5.Quality Management K.Shridara Bhatt Himalaya 1st edition 2007 SEMESTER VI SUBJECT TITLE: DIRECT TAX II SUBJECT CODE: 63C GOALS: To gain the knowledge of the provision of assessment of various types of person, Appeals, Provisions and Prosecution, Wealth tax. OBJECTIVES: To enable the students to solve problems concerning assesses with the status of HUF, Firms, Person, Company and Cooperative Societies. Theory: Problems 60%:40% Distribution of marks--- CONTENTS: [ESE: 75 marks CIA: 25 marks] UNIT-I: 15 hours Income Tax Authorities- Central Board of Direct Tax (CBDT) - Powers- Director General of Income Tax – Powers- Chief Commissioner of Income Tax- Assessing Officer – Appointment – Jurisdiction- Powers – Powers relating to search and seizure- Settlement commission- Income Tax returns- Various types of returns – Assessment Types. UNIT-II: 12 hours Rebate and Relief's-Provision concerning advance tax and Tax Deducted at Source- Provisions for filling of return of Income - E-Filing – TDS - Appeals and Provisions, Penalties and Prosecution. UNIT-III: 10 hours Assessment of HUF, Firms. UNIT-IV: 12 hours Assessment of AOP and Companies. UNIT-V: 11 hours Wealth Taxes- Deemed assets- exempted assets – computation of net wealth. TEXT BOOKS: 1.Income Tax Law and Practice - V.P. Gaur and D.B.Narang (Kalyani Publishers) 2.Income Tax law and accounts - Dr.H.C.Mehrotra. (Sathiya Bhawan Publications) REFERENCE BOOKS 3.Law and Practice of Income Tax in India – Bhagawathiprasad. 4.Dr.Vinod K.Singhania, Taxmen's Direct Taxed Law & Practice, Taxmann Publication (P) Ltd., New Delhi. Anx.B.com(PA) 2012 onwards SEMESTER VI SUBJECT TITLE : BRAND MANAGEMENT SUBJECT CODE :6AA To familiarize the students with Brand management. GOALS : OBJECTIVES: To teach the importance of brand and its impacts among the customers CONTENTS : [ESE: 75 marks CIA: 25 marks] Unit I - 10 hours Introduction- Basic understanding of brands – concepts and process – significance of a brand – brand mark and trade mark – different types of brands – family brand, individual brand, private brand – selecting a brand name – functions of a brand – branding decisions – influencing factors. Unit II - 12 hours Brand Associations: Brand vision – brand ambassadors – brand as a personality, as trading asset, Brand extension – brand positioning – brand image building . Unit III - 14 hours Brand Impact: Branding impact on buyers – competitors, Brand loyalty – loyalty programmes – brand equity – role of brand manager – Relationship with manufacturing - marketing- finance - purchase and R & D – brand audit. Unit IV - 13 hours Brand Rejuvenation: Brand rejuvenation and re-launch, brand development through acquisition takes over and merger – Monitoring brand performance over the product life cycle. Unit V - 11 hours Co-branding- meaning, Definition, Forms of Co-branding-Ingredient, Same company, Joint Venture, Multiple Sponsor Co-branding. Brand Strategies: Designing and implementing branding strategies. TEXT BOOKS : 1.Kevin Lane Keller, "Strategic brand Management", Person Education, New Delhi, 2003. 2.Lan Batey Asian Branding – "A great way to fly", Prentice Hall of India, Singapore 2002. REFERENCE BOOKS: 1.Jean Noel, Kapferer, "Strategic brand Management", The Free Press, New York, 1992. 2.Paul Tmeporal, Branding in Asia, John Wiley & sons (P) Ltd., New York, 2000. 3.S.Ramesh Kumar, "Managing Indian Brands", Vikas publishing House (P) Ltd., New Delhi, 2002. 4.Jagdeep Kapoor, Brandex, Biztantra, New Delhi, 2005. SEMESTER VI SUBJECT TITLE : INVESTMENT MANAGEMENT SUBJECT CODE: 6AB GOALS : To familiarize the students with Investment management. : The objective of this course is to impart knowledge to students OBJECTIVES regarding the theory and practice of Security Analysis and Investment Decision Making Process, including Portfolio Management. CONTENTS : [ESE: 75 marks CIA: 25 marks] Unit- I 10 hours Investment Choices and Alternatives; Forms of Investment; Investment in Financial Assets; Money market and Capital Market Investment Instruments; Investment Objectives; Investment- Return and Risk; Unit -II 14 hours Investment Market; Primary and Secondary Markets; New Issue Market; Listing of Securities;Operations of India Stock Market; Cost of Investing in Securities; Mechanics of Investing; markets and Brokers; Regulation and Control over investment market; Role and Guidelines of SEBI; Unit- III 12 hours Fundamental Analysis; Valuation Theories of Fixed and Variable Income Securities Risk Analysis in Investment Decision; Systematic and Unsystematic Risk Unit -IV 12 hours Stock Market Analysis- Technical Approach; Efficient Market Theory; Weak and Semi- strong form of Efficient Market; Investment decision making under Efficient market Hypothesis Unit- V 12 hours Introduction to Portfolio Management – An Optimum portfolio Selection Problem, Markowitz Portfolio Theory, Sharpe: Single Index Model; Capital Asset Pricing Model TEXT BOOKS : 1. Alexander, Gordon J. and Sharpe, William F. (1989), "Fundamental of Investments", Prentice Hall Inc, Englewood Cliffs, New Jersey. (Pearson Education). 2. Ballad, V. K, (2005), "Investment Management Security Analysis and Portfolio Management", 8th Ed, S. Chand, New Delhi. 3. Elton, Edwin, J. and Gruber, Martin, J. (1984), "Modern Portfolio theory and Investment Analysis", John Wiley, New York. 4. Fischer, Donald, E. and Jordan, Ronald, J. (1995), "Security Analysis and Portfolio Management", 6th Ed, Pearson Education. 5. Fuller, Russell, J. and Farrell, James, L. (1993), "Modern Investment and Security Analysis", McGraw Hill, New York. REFERENCE BOOKS : 1. Haugen, Robert, H. (198), "Modern Investment Theory", Prentice Hall Inc, Englewood Cliffs, New Jersey. (Pearson Education). 2. Haung, Stanley, S. C. and Randall, Maury, R. (198) "Investment Analysis and Management", London, Allyn and Bacon, London. 3. Lee, Chang F. (1990), "Security Analysis and Portfolio Management", Scott, Foremen. 4. Markowitz, and Harry, M. (), "Mean Variance Analysis in Portfolio Choice and Capital Markets", Basic Blackwell, London. 5. Sharpe and William, F. (199 ), "Investment", Prentice Hall of India, New Delhi. 6. Jones. P. (2001), "Investments", John Wiley and Sons, New Delhi. 7. Bodie, " Investments", Tata McGraw Hill, New Delhi. 8. Cottle, "Graham & Todd's Security Analysis", Tata McGraw Hill, New Delhi. Anx.B.com(PA) 2012 onwards SEMESTER VI SUBJECT TITLE : INDIRECT TAXATION SUBJECT CODE : 6DIP To familiarize students with the basic concepts of service and value added tax. GOALS : OBJECTIVES : To gain knowledge of the provisions of service tax as mentioned below and basic concepts of Value Added Tax (VAT) in India. CONTENTS : [ESE: 55 marks CIA: 20 marks] UNIT-I : 5 hours Constitutional back ground of taxes-Types of taxes – Direct and Indirect taxes- Indirect taxation – nature – Advantages- Disadvantages – Excise, Sales, Customs and Service taxes –Contribution to State Exchequer - Tax evasion – Tax avoidance – Cause and Consequences . UNIT-II : 5 hours The Central Excise Act 1944 - Important definitions - Nature and Levy of Excise Duty- Types- Definitions- Manufacture-Production- Excisable goods under Central Excise Tariff Act (CETA)- Valuation of Excisable Goods. UNIT-III : 5 hours The Customs Act 1962-Customs Duty- Important Definitions – Types - Negative list of items of Import and Export- Assessment of Duty-Valuation of Dutiable goods. Unit - IV : 7 hours Service Tax – Concepts and general principles. Charge of service tax and Taxable services . Valuation of taxable services. Payment of service tax and filing of returns UNIT – V : 8 hours VAT – Concepts and general principles Calculation of VAT Liability including input Tax Credits- Small dealers and Composition Scheme- VAT Procedures TEXT BOOKS : 1.VAT Dr.G.K.Pallai Jaico Publishing house 2008 3rd edition 2.Indirect Taxation R.Radhakrishnan Kalyani Publishers 2008 4th edition 3.Business taxation –Dinkar Pagare ,Sultan Chand &sons ,2004 4. Business taxation –Dinkar Pagare ,V.Balachandran ,Sultan Chand & Sons ,2007 5.Indirect Taxation: Radhakrishnan., Sultan Chand &Sons ,2005 REFERENCE BOOKS: 1.Principles of taxation -Dr.Parameswaran,Prasanna Publishers ,2006 2. Custom Law and Procedures: S.P.BHATNAGAR 3. Bare acts with latest amendments 4.Nabhis Central Excise guidelines. 5.Indirect Taxes Made easy Prof.N.S.Govindan Kalyani Publishers 2004 4th edition. 6. 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Worksheet 1.5 Sketching Your Lifestyle Plan As you consider the long term future, it might be helpful to sketch out what you would like to do as your farm responsibilities wind down in later years. In farming, retirement can be a vague concept, as it often simply means transitioning to less labor, management, and risk-intensive activity. Nevertheless, this exercise may serve to help in situations where parents are looking to articulate how they would like to spend their time away from farm work and management to make room for use of the land by another family member or tenant. Though space is limited, jot down a few ideas in the grid provided, and use other paper to further explore your ideas. \| Activities \| What will you do and where will you do it? \| How much time per week? (or which months) \| Related expenses (dues, clothing, travel, material) \| \|---\|---\|---\|---\| \| Farm work \| \| \| \| \| Involvement in organizations (church, Farm Bureau, etc.) \| \| \| \| \| Second career \| \| \| \| \| Special interests and hobbies \| \| \| \| \| Travel \| \| \| \| \| Visiting with friends and family \| \| \| \| 20	<urn:uuid:5d15ffb1-2ada-4e76-8444-3b0250f6e1f2>	CC-MAIN-2017-43	http://farmlink.tilthalliance.org/sites/default/files/succession-planning/2014/05/Section-One-Worksheet-1.5.pdf	2017-10-18T13:12:50Z	crawl-data/CC-MAIN-2017-43/segments/1508187822966.64/warc/CC-MAIN-20171018123747-20171018143747-00799.warc.gz	109,681,045	278	eng_Latn	eng_Latn	0.998146	eng_Latn	0.998146	[ "eng_Latn" ]	false	docling	[ 1117 ]	[ 2.546875 ]	2	0
Map the Meal Gap 2016: Child Food Insecurity in Colorado by County in 2014 1 Food insecurity Population Child food Estimated number Food insecure children likely Food insecure children likely County income-eligible for federal NOT income-eligible for \| Adams 10.7% 1 29,803 18.0% 23,310 \| 74% 26% \| \|---\|---\| \| Alamosa 14.0% 3,921 23.2% 910 \| 79% 21% \| \| Arapahoe 14.0% 1 49,260 17.9% 26,710 \| 63% 37% \| \| Archuleta 12.9% 2,227 21.4% 480 \| 86% 14% \| \| Baca 13.6% 7 99 20.1% 160 \| 100% 0% \| \| Bent 13.8% 9 95 22.0% 220 \| 82% 18% \| \| Boulder 13.3% 63,207 16.8% 10,630 \| 58% 42% \| \| Broomfield 11.2% 14,918 15.1% 2,260 \| 43% 58% \| \| Chaffee 12.4% 2,883 20.1% 580 \| 77% 23% \| \| Cheyenne 10.3% 5 87 15.4% 90 \| 83% 17% \| \| Clear Creek 12.1% 1,472 19.5% 290 \| 48% 52% \| \| Conejos 8.9% 2,291 20.1% 460 \| 87% 13% \| \| Costilla 9.3% 7 28 26.7% 190 \| 76% 24% \| \| Crowley 14.7% 8 36 25.0% 210 \| 76% 24% \| \| Custer 15.3% 6 45 24.3% 160 \| 93% 7% \| \| Delta 14.8% 6,453 23.2% 1,500 \| 69% 31% \| \| Denver 14.8% 1 33,508 19.5% 26,090 \| 73% 27% \| \| Dolores 14.3% 3 37 24.2% 80 \| 78% 22% \| \| Douglas 9.3% 88,070 14.1% 12,450 \| 29% 71% \| \| Eagle 9.4% 12,317 15.5% 1,910 \| 58% 42% \| \| Elbert 10.0% 5,629 18.1% 1,020 \| 55% 45% \| \| El Paso 14.7% 1 65,295 20.0% 32,980 \| 62% 38% \| \| Fremont 16.6% 7,952 26.8% 2,130 \| 76% 24% \| \| Garfield 11.2% 15,000 17.5% 2,630 \| 69% 31% \| \| Gilpin 12.3% 1,188 19.4% 230 \| 55% 45% \| \| Grand 12.4% 2,992 18.4% 550 \| 92% 8% \| \| Gunnison 15.5% 2,894 21.2% 610 \| 55% 45% \| \| Hinsdale 12.2% 1 12 19.6% 20 \| 91% 9% \| \| Huerfano 14.0% 1,087 23.9% 260 \| 100% 0% \| \| Jackson 12.2% 2 82 20.0% 60 \| 70% 30% \| \| Jefferson 11.5% 1 17,546 17.1% 20,050 \| 52% 49% \| \| Kiowa 14.3% 4 04 19.5% 80 \| 90% 10% \| \| Kit Carson 12.9% 1,823 20.8% 380 \| 86% 14% \| \| Lake 11.7% 1,668 17.4% 290 \| 91% 9% \| \| La Plata 12.8% 10,460 17.9% 1,880 \| 61% 40% \| \| Larimer 13.8% 64,935 17.8% 11,570 \| 56% 44% \| \| Las Animas 10.9% 2,955 19.6% 580 \| 75% 25% \| \| Lincoln 15.5% 9 74 22.0% 210 \| 70% 30% \| \| Logan 13.6% 4,344 22.1% 960 \| 78% 22% \| \| Mesa 14.5% 33,840 21.9% 7,420 \| 71% 29% \| \| Mineral 12.5% 41 23.8% 10 \| 72% 28% \| \| Moffat 12.8% 3,496 20.1% 700 \| 72% 28% \| \| Montezuma 15.3% 5,842 25.6% 1,500 \| 70% 30% \| \| Montrose 14.1% 9,505 22.9% 2,180 \| 87% 13% \| \| Morgan 10.9% 7,740 17.4% 1,350 \| 78% 22% \| \| Otero 13.8% 4,488 26.7% 1,200 \| 79% 21% \| \| Ouray 13.1% 6 29 19.6% 120 \| 70% 30% \| \| Park 11.2% 2,858 17.7% 510 \| 61% 39% \| \| Phillips 12.0% 1,123 17.9% 200 \| 78% 22% \| \| Pitkin 12.9% 2,899 15.8% 460 \| 38% 62% \| \| Prowers 12.1% 3,317 21.2% 700 \| 83% 17% \| \| Pueblo 12.3% 38,236 21.3% 8,130 \| 75% 25% \| \| Rio Blanco 14.6% 1,593 21.0% 330 \| 54% 46% \| \| Rio Grande 12.8% 2,902 23.3% 680 \| 85% 15% \| \| Routt 12.9% 4,677 17.5% 820 \| 43% 57% \| \| Saguache 14.0% 1,386 25.6% 350 \| 99% 1% \| \| San Juan 14.1% 65 18.7% 10 \| 93% 7% \| \| San Miguel 13.9% 1,452 18.2% 260 \| 53% 47% \| \| Sedgwick 13.4% 4 74 21.8% 100 \| 65% 35% \| \| Summit 12.3% 4,783 17.9% 860 \| 69% 31% \| \| Teller 12.3% 4,540 18.7% 850 \| 50% 51% \| \| Washington 12.8% 1,038 19.8% 210 \| 68% 32% \| \| Food insecurity Population Child food Estimated number County rate (full under 18 insecurity food insecure children population) years old rate (rounded) \| \| \| \| \|---\|---\|---\|---\| \| Weld 10.6% 72,265 17.6% 12,740 \| \| \| \| \| Yuma 11.5% 2,711 17.0% 460 \| \| \| \| \| State Total3 12.9% \| 1,247,145 \| 18.1% 226,350 \| 64% \| For additional data and maps by county, state, and congressional district, please visit www.feedingamerica.org/mapthegap . Gundersen, C., A. Dewey, A. Crumbaugh, M. Kato & E. Engelhard. Map the Meal Gap 2016: Food Insecurity and Child Food Insecurity Estimates at the County Level. Feeding America, 2016. This research is generously supported by the Howard G. Buffett Foundation and The Nielsen Company. 1 Map the Meal Gap's child food insecurity rates are determined using data from the 2001-2014 Current Population Survey on children under 18 years old in food insecure households; data from the 2014 American Community Survey on median family incomes for households with children, child poverty rates, home ownership, and race and ethnic demographics among children; and 2014 data from the Bureau of Labor Statistics on unemployment rates. 2 Numbers reflect percentage of food insecure children living in households with incomes above or below 185% of the federal poverty guideline for 2014. Eligibility for federal child nutrition programs is determined in part by income thresholds which can vary by state. 3 Data in the state totals row do not reflect the sum of all counties in that state. The state totals are aggregated from the congressional districts data in that state. Map the Meal Gap 2016: Child Food Insecurity in Colorado by Congressional District in 2014 1 For additional data and maps by county, state, and congressional district, please visit www.feedingamerica.org/mapthegap . Gundersen, C., A. Dewey, A. Crumbaugh, M. Kato & E. Engelhard. Map the Meal Gap 2016: Food Insecurity and Child Food Insecurity Estimates at the County Level. Feeding America, 2016. This research is generously supported by the Howard G. Buffett Foundation and The Nielsen Company. 1 Map the Meal Gap's child food insecurity rates are determined using data from the 2014 Current Population Survey on children under 18 years old in food insecure households; data from the 2014 American Community Survey on median family incomes for households with children, child poverty rates, home ownership, and race and ethnic demographics among children; and 2014 data from the Bureau of Labor Statistics on unemployment rates. 2 Numbers reflect percentage of food insecure children living in households with incomes above or below 185% of the federal poverty guideline for 2014. 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The Information Age is Dead. Long live the Imagination Age. Think Piece 11: October 2009 Prepared by Leanne Silver Summary 'TOO MUCH INFORMATION' 'If you can imagine it, you can achieve it; if you can dream it; you can become it' (William Arthur Ward). These words were said decades ago but now more than ever they have particular significance. Ideas and imagination will be the driving force over the next phases of human development. While we have all been told that we live in the Information Age, many commentators believe it is already over. What is the next Age and how will we live and thrive in it? This think piece takes a look at some of these ideas and their implications for New Zealand. BACKGROUND Over time the human race has passed through several distinct Ages. The first significant Age was the Agricultural Age, which gave rise to an agrarian society and lasted about 10,000 years. The Industrial Age heralded another break-through and lasted approximately 200 years. Then came the Information Age with the development of computers. It has been around for about 20–40 years depending on where you measure the starting point. Despite its seeming infancy, many commentators are stating that it is already coming to a close. What is replacing it? There are several terms being used – the most popular being the Imagination Age. The pace of technology and the means of delivering information have, for the last twenty years, been moving at a previously unimagined rate. This emphasis on the collection and technological delivery of information has moved to the point where many people are suffering from information overload. The infrastructure and superstructure of inform-ation is here to stay and will continue to accelerate, but what is changing is what we will do with the information and how we will relate to it. Malcolm Gladwell (author of Outliers and Blink) states that there is 'an enormous frustration with the unexpected costs of knowing too much, of being inundated with information. We have come to confuse information with understanding.' 3 Accumulating vast stores of information is not enough. It needs to be used to gain meaningful and sustainable ways of living, working and playing. The Information Age was dubbed the 'Third Wave' in the 1970s by author and futurist Alvin Toffler. Dr Michael Cox, Chief Economist for the Federal Reserve in Dallas, predicts forces are already at work that will propel society toward the fourth wave. 'In fact, we are already in the Imagination Age,' Cox says. 'Think of the people who are getting rich: Jeff Bezos (Amazon.com), Michael Dell (Dell Computers) and the guys behind Google. They are not providing information – Ted Turner does that. These people are using their imagination to create something that didn't exist before.' 1 This comment can be extended also to Mark Zuckerberg (Facebook) and Joe Dorsey (Twitter); again people who have used their imagination to capture ours. This importance of the imagination and ideas cannot be over-stated. In a recent interview on Radio New Zealand, Sir Martin Evans, recipient of the Nobel Prize for stem-cell research summed it up simply by saying: 'I think ideas power things more than anything else. If you haven't got the idea you can't do it. If you've got the idea, so much work can come out.' 2 Daniel Pink, in A Whole New Mind, describes this new emphasis on ideas, inventiveness and meaning as the rise of right-brain thinking. He states that the Information Age has been powered by left-brain thinking – linear processes, logic, efficiency, and analysis have been vaunted without taking into account many of the things that make us complete human beings – ethics, empathy, narrative, creativity, and intuition to name but a few. According to Pink being dependent on left-brain thinking, and the resulting information-based society, has led to three challenges, all of which are relevant to New Zealand and where we are heading: * Can someone overseas do it cheaper? Outsourcing is becoming more and more prevalent in a wide range of areas. * Can a computer do it faster and/or more efficiently? Computers are taking over more and more routine jobs – from the dreaded automated phone systems to sophisticated medical diagnostic tools. * Is what I'm offering in demand in an age of abundance? Even in the global recession we have access to abundance when compared to the rest of human history. 'Abundance has bought many beautiful things to our lives, but that bevy of material goods has not necessarily made us much happier.' 4 The idea of abundance deserves closer examination. Economist Robert William Fogel claims that abundance and technological advancement have 'made it possible to extend the quest for selfrealisation from a minute fraction of the population to almost the whole of it.' 5 This desire for self-realisation comes from the McGuinness Institute Think Piece 11 right, not left side of our brain. In Maslow's famous hierarchy of needs it encompasses the characteristics at the top of the pyramid (see Figure 1). Usually applied to individuals, it can also apply to groups, even societies. When large numbers of individuals are all looking for meaning in their lives it will change how their society looks and what its goals are. It affects every area of society. Some examples might be adding aesthetics to a product, crafting a narrative that resonates with a buyer, or most importantly, as we struggle with learning how to live carefully on this planet, offer a sustainable and ethical option that sets a business apart from its competitors. Research shows (perhaps surprisingly) that following ethical and sustainable paths and being socially responsible does not negatively impact the profit margins of a business but usually increases it. 6 This search for meaning is high on many people's priorities, perhaps even more so after the global credit crunch has encouraged people to think about what is truly of value. Businesses and consumers alike are looking for a new paradigm that emphasizes right-brain attributes – empathy, ethics, narrative, relationship. THE CREATIVE CLASSES An important trend related to the rise of the Imagination Age is that of the 'creative class'. A term coined by Richard Florida, it describes the fastest growing group in America comprising some 38.3 million Americans, roughly 30% of the entire US workforce – up from just 10% at the turn of the twentieth century and less than 20% as recently as 1980. 7 Who are these people? Florida describes a supercreative core – scientists, engineers, novelists, designers, actors, architects, think tank researchers, analysts, entertainers. Members of this super-creative core are producers of new forms or designs. Then there is a group of creative, highly-qualified professionals working in knowledge intensive industries – hi-tech, finance, legal, health, business management. People who do this kind of work may sometimes come up with methods or products that turn out to be widely useful, but this is not the most important part of how they function. What they are required to do regularly is think on their own. It is important to note that these are all occupations which require a mix of left and right-brained thinking. These are the people who will thrive and add value in the Imagination Age. A look at both the Immigration Department's immediate skill shortage report and long-term skill shortage reports show that we still have shortages in many of the occupations that fall into Florida's creative class. 11 Any strategy for New Zealand going forward needs to address these skill gaps. There will be increased demand for more highly skilled occupations (e.g. managers and professional occupations) and associated skill sets. These include skills such as abstract reasoning, problem solving, communication and collaboration. The first two types of skill involve use of the left side or the brain; the second two, the right. Personal traits such as communication skills and attitude will become increasingly important as jobs become less physically demanding and repetitive but more knowledge-intensive (in the sense of applying and synthesizing it). From 1994 to 2004 the jobs that increased most dramatically in America were those that had high levels of inter-personal skills. 12 It would be useful to analyse employment data for New Zealand to see if we are seeing the same trends. The rise of the Imagination Age presents challenges for New Zealand. Here are a few: * We need to be aware of the global fight for talent and take positive steps to make sure that New Zealand is competitive. We already have a head start with the lifestyle and natural environment that we offer. * Innovation will become increasingly important. On a number of innovation indicators such as business R&D spending, rates of information and communications technologies (ICT) investment, broadband uptake and international patenting rates, New Zealand is below the OECD average (although improving). 13 One challenge will be to find ways to increase innovative practices in New Zealand, both in terms of providing funding and support. * Our current schooling system tends to focus on developing left brain skills in content, delivery method and assessment styles. Creativity needs to be encouraged across the curriculum. Young New Zealanders need to be taught the skills that enable them to become independent thinkers rather than passive consumers of information. The main advantage of a strong creative class is that it can create outcomes in new ideas, high-tech industry and regional growth. One of the challenges New Zealand will face (and to a large extent already does) is how to keep our own creative class heading off to the lure of overseas opportunity. We need to have a community that appeals to them and their values if we want to retain their talent (and also encourage creatives from other countries to move here). In Rise of the Creative Class, Florida points out the fact that members of the creative class value meritocracy, diversity and individuality and look for these characteristics when they relocate. 8 New Zealand is already well suited to appeal to these values. In a more recent book Florida explores the growing fight for talent, starting in the very first chapter with the success of Peter Jackson in creating an enticing creative environment in Wellington, attracting some of the world's best to work there, many of whom have relocated permanently. 9 Other earlier research has also seen the importance of cities in attracting skilled and creative people. 10 While there are challenges, the opportunities are immense. We are no longer an isolated island at the bottom of the world. Technological advances have lessened the tyranny of distance as ideas can now travel almost instantaneously around the planet. Add to this the fact that we have always been a resourceful and inventive nation, and this new Age should suit us. The idea of our society full of people who are utilising both sides of their brain is exciting. Any national strategy needs to take into account these trends and look at how best to harness them to our advantage to create a New Zealand that provides its citizens with ample opportunity for meaningful lives. For complete references and to find out more, visit our website: www.mcguinnessinstitute.org. This think piece was prepared by Leanne Silver to accompany a presentation made by Wendy McGuinness at TEDx Auckland, 1 October 2009. McGuinness Institute, Level 2, 5 Cable Street, PO Box 24-222, Wellington 6142 Phone: +64 4 499 8888 Email: firstname.lastname@example.org Website: www.mcguinnessinstitute.org	<urn:uuid:68335a97-227b-4b19-b1fa-d1bb758862ab>	CC-MAIN-2018-47	http://www.mcguinnessinstitute.org/wp-content/uploads/2018/04/20180411-Think-Piece-11-10.36-am.pdf	2018-11-19T01:38:46Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00038.warc.gz	443,875,010	2,323	eng_Latn	eng_Latn	0.998769	eng_Latn	0.998782	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4921, 11708 ]	[ 2.96875 ]	2	2
Cellphone Data can Track Infectious Diseases A new study published in PNAS demonstrates that mobile phone data could be a useful tool for understanding how infectious diseases are spread seasonally. Using anonymous mobile phone records for more than 15 million people in Kenya, Princeton University and Harvard University researchers were able to track the spread of rubella in the African country. The study is the first to quantitatively show that mobile phone data can predict seasonal disease patterns. Using mobile phone data in this way could help policymakers guide and evaluate health interventions like the timing of vaccinations and school closings. The researchers hope to also apply their methodology to measles and other infections shaped by human movement like malaria and cholera. "One of the unique opportunities of mobile phone data is the ability to understand how travel patterns change over time," says lead author C. Jessica Metcalf, assistant professor of ecology and evolutionary biology and public affairs at Princeton's Woodrow Wilson School of Public and International Affairs. "And rubella is a wellknown seasonal disease that has been hypothesised to be driven by human population dynamics, making it a good system for us to test." The study sought to determine whether cellphone users and their movement around Kenya could predict the seasonal spread of rubella. Prof. Metcalf and colleagues used available records to analyse mobile phone usage and movement between June 2008 and June 2009 for more than 15 million cellphone users in that country. They were able to determine a daily location for each user as well as the number of trips these users took between the provinces each day. Overall, more than 12 billion mobile phone communications (both calls and text messages) were recorded anonymously and linked to a province. The research team then compared the phone data analysis with a highly detailed dataset on rubella incidence in Kenya. They found that the cell phone movement patterns lined up with the rubella incidence figures. In both of their analyses, rubella spiked three times a year: September and February primarily, and, in a few locations, rubella peaked again in May. This showed the researchers that cellphone movement can be a predictor of infectious-disease spread. The findings were in line with the research team's predictions — rubella is more likely to spread when children interact with one another at the start of school and after holiday breaks. Across most of the country, this risk then decreases throughout the rest of the school-term months (Figure 1). "The potential of mobile phone data for quantifying mobility patterns has only been appreciated in the last few years, with methods pioneered by authors on this paper," says lead author Amy Wesolowski, a postdoctoral © For personal and private use only. Reproduction must be permitted by the copyright holder. Email to email@example.com. fellow at Harvard's School of Public Health. Figure 1. Using mobile phone data, the researchers constructed these maps to characterise rubella fluxes across Kenya. Section A shows the risk of rubella during a major holiday and school-term break. Section B shows the risk of rubella while school is in session. Most provinces have lower risks during the school year with higher outbreak rates during breaks and holidays. Source: Woodrow Wilson School of Public and International Affairs Image credit: Amy Wesolowski, C. Jessica Metcalf Published on : Mon, 24 Aug 2015	<urn:uuid:c7cbbbb4-9aab-4151-8e17-f7064f5fe3d0>	CC-MAIN-2018-47	https://healthmanagement.org/pdf/article/cellphone-data-can-track-infectious-diseases	2018-11-19T00:54:17Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00042.warc.gz	622,027,029	677	eng_Latn	eng_Latn	0.997913	eng_Latn	0.998624	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2967, 3539 ]	[ 1.5390625 ]	2	1
home base, work space, every place a 360˚recycling mindset Your workplace is a never-ending source of recyclables, but it all goes to waste unless you put it in the recycling bin! Make that your mindset every workday. You'll be doing our City tons of good. DO RECYCLE: DO NOT RECYCLE: MIXED PAPER Newspaper, magazines, mail, phone books, food boxes, computer paper, office paper CARDBOARD Empty and flattened GLASS Food/beverage jars and bottles (NO window glass, light bulbs, ceramic) METALS Tin, aluminum and steel cans PLASTICS Soda, milk, water, etc. bottles and all household plastic items numbered #1 through #7 Plastic bags Styrofoam plates and cups Styrofoam packing inserts or "peanuts" Plastic-coated envelopes Paper towels, napkins, tissues Paper plates and beverage cups Light bulbs Ceramics & window glass * • • • • • FOR MORE INFORMATION: Call 215-686-5560 or 311 or visit PhiladelphiaStreets.com/recycling CARTONS Food and beverage cartons including juice, milk, soup, wine, juice boxes, ice cream BUILDING MATERIALS Concrete, sand, gravel, lumber and other wood, plaster, drywall, gypsum, roofing materials, scrap metals PhiladelphiaStreets.com	<urn:uuid:9cf235e2-3bdf-4f7d-8db0-2b7b22c95df6>	CC-MAIN-2018-47	http://philadelphiastreets.levlanedev.net/images/uploads/documents/Business_Flyer_8.5x11.pdf	2018-11-19T01:35:48Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	242,943,760	307	eng_Latn	eng_Latn	0.982982	eng_Latn	0.982982	[ "eng_Latn" ]	false	docling	[ 1189 ]	[ 2.375 ]	1	4
No More Pipelines! As global temperatures reach record levels for the past three years, Earth Day 2017 approaches at a time of earth emergency in which burning fossil fuels must be stopped quickly. But the Trump Administration is proceeding full speed ahead to build more oil pipelines! Most famously, Trump has ordered revival of the Keystone XL pipeline that Obama eventually rejected, as well as ordering that the temporarilysuspended Dakota Access Pipeline (DAPL) be built. Meanwhile, many other pipelines are planned or under construction. Burning the full quantity of fossil fuels planned to be shipped through them will contribute to global warming, and inevitable leaks or spills will poison precious waters. For example, the Keystone XL pipeline will run over the large Ogallala aquifer, while the DAPL endangers countless waterways and wetlands, including eight major tributaries and the Missouri and Mississippi Rivers. This is a reason why many anti-DAPL protesters on the Standing Rock Sioux Reservation call themselves water protectors. program of Trump and the Republicans is ecocidal. But beneath their statements that the science is clear, human activity is causing global warming, the practice of the Democrats is also ecocidal. For example, Obama championed more oil and gas drilling and shale fracking in the name of gaining "energy independence," and opened more lands and waters for those purposes. Obama also licensed two new nuclear power plants. Driving home the inherent danger of nuclear power is that deadly radiation levels from the Fukushima Daiichi meltdowns have jumped to their highest in almost six years. And the Republicans and Democrats alike fight for ecocidal policies because their first allegiance is to the big banks and corporations. The Democrats are just more deceptive about it. The struggle of the Standing Rock Sioux to stop the Dakota Access Pipeline The fight against DAPL combines the struggles against global warming and pollution of the waters with the struggle to defend Native American treaty rights. Although the protesters have been completely peaceful, the state and the construction company have met them with violence: beating protesters, siccing police dogs on them, shooting them with rubber bullets, tear gassing them, fire-hosing them in subfreezing temperatures, arresting over 600 often brutally. In spite of this, over the months thousands of people have joined the encampment and blockades and refused to back down. Their determined actions have fueled support demonstrations all over the country and world. As well, Seattle was forced to divest $3 billion from Wells Fargo – a major investor in the DAPL – and there are movements in other cities to do the same. Why the people need to build their own organizations The Democrats are part of the problem. The The labor bureaucrats are betraying the people. The leaders of the AFL-CIO and CTW don't just work to prevent and sell out workers' strikes, they faithfully serve their capitalist masters on all fronts. The leaders of the building trades unions have heaped praise on Trump, and rejoiced when he issued orders restarting construction of the Keystone XL and Dakota Access pipelines. The oil companies are driven to destroy the planet by the need to profit, and these lackey labor officials smooth their way by saying some jobs will come out of it. This is why we need to build an environmental movement that directly appeals to the rank-and-file workers, and demands that workers laid off in the transition to renewable energy sources be reemployed in other industries for at least as good wages. In fact, renewable energy, energy-efficient retrofits in buildings, public transit and light rail, etc., will require millions of new workers once the capitalist government is forced to seriously get behind them. The tribal leaders cannot be trusted. Last April, Standing Rock Sioux Tribal Chairman David Archambault II supported the call for setting up a protest camp. But when the federal government temporarily refused to issue the permit needed to run a pipeline under the Missouri river in December, Archambault II told protesters to go home – despite everyone knowing the permit denial was only temporary. This year Archambault II has continued along these lines: "I'm saying that the fight is not here. It doesn't have to be here. We can fight this in Washington...The purpose (of the encampments) has been served." https://www.youtube.com/shared? ci=Ojkopd1BD3U So the great white fathers of the corporate Republican and Democratic parties are now going to stop the DAPL? Many Standing Rock Sioux and others are denouncing Archambault II's stands http://sacredstonecamp.org/blog/2017/2/4/to-savethe-water-we-must-break-the-cycle-of-colonialtrauma . Establishment environmentalism and false solutions For decades the mainstream environmental groups have championed market measures – versions of cap and trade and carbon tax – as the solution to global warming. The main "virtue" of market measures is they preserve the profits of the polluters, at the expense of simple, effective measures to reduce greenhouse gasses. In this they've trailed after the Democrats. But the "cap and trade" system embodied in the Kyoto Protocol has failed. Moreover, it has induced companies seeking carbon credits to destroy rain forests and drive indigenous peoples off the land to make room for palm oil plantations that have increased carbon emissions due to the burning or drying out of peat lands. http://communistvoice.org/41cAlGore.html The latest establishment environmentalist favorite, the carbon tax, also won't meet environmental goals. Moreover, it's a regressive tax that will tend to drive the workers and poor away from environmentalism while the worst-polluting corporations pass their tax onto their customers. the World Bank and International Monetary Fund— who make life hell for the workers, small farmers and indigenous peoples of the poor countries—now promote the carbon tax! http://www.communistvoice.org/DWV-160429.html We must rely on mass struggle But life on this planet is too precious to sacrifice to the profits of capital! What is needed are direct regulations, environmental and economic planning, and a fight for mass involvement in their formation and implementation. To win this is going to take a mighty movement that is boiling up everywhere. This means it must be based in the majority class in society, the working class. It requires standing up for indigenous rights and the fights of national-minorities and immigrants against environmental racism. And it must stand against Trump's moves to divide and pick off the working people one by one, i.e., immigrants, national minorities, women. There have already been big protests against his reactionary program everywhere, and environmentalists are already a part of this resistance. More should join in! We call on everyone to urge their fellow workers, fellow students, neighbors and friends to join the demonstrations against the DAPL and Keystone XL pipelines as well as other actions in defense of the environment. Further, let us work to make Earth Day 2017 an important stepping stone in the struggle to end the burning of fossil fuels! http://communistvoice.org/42cCarbonTax.html Even Seattle Communist Study Group, February 11, 2017 March For Science on Earth Day! Saturday, April 22 at 10:00 am – 1:00 pm (Rallying place to be announced at https://www.facebook.com/events/123680848146054/ or http://www.wherevent.com/detail/Miles-Greb-March-For-Science-Seattle) Read Communist Voice! CV is a journal of revolutionary theory. It exposes the capitalist system, and also tackles controversies facing activists. It upholds real Marxism-Leninism, which has nothing in common with the false "communist" regimes like the former Soviet Union, or China and Cuba, or with Trotskyism, Stalinism or Maoism. For subscription info and to see articles visit: www.communistvoice.org. Email: firstname.lastname@example.org. For information about the Detroit Workers' Voice mailing list, see http://www.communistvoice.org/DWV_email_list.html.	<urn:uuid:a5419f8e-135c-44b6-a126-59f0d1d846ce>	CC-MAIN-2018-47	http://communistvoice.org/Sea170211.pdf	2018-11-19T00:40:49Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	64,037,021	1,669	eng_Latn	eng_Latn	0.998588	eng_Latn	0.998865	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4807, 8182 ]	[ 1.4453125 ]	1	5
THE INTERNATIONAL DATELINE IN HALACHA WHEN IT IS 11:00 pm MOTZEI SHABBOS IN YERUSHALAYIM, IN... New York it is 4:00 pm on Shabbos; Los Angeles it is 1:00 pm on Shabbos; Melbourne, Australia it is 7:00 am on Sunday, and in... STAR-K Kosher Classroom \| Place \| Time \| Day Observed by the General Population \| Day According to the Chazon Ish \| Day According to the Mid-Pacific Poskim \| Day According to Rav Tukatzinksy \| \|---\|---\|---\|---\|---\|---\| \| Tokyo, Japan \| 6:00 am \| Sunday \| Shabbos \| Sunday \| Sunday \| \| Auckland, New Zealand \| 9:00 am \| Sunday \| Shabbos \| Sunday \| Sunday \| \| Nukualofa, Tonga \| 10:00 am \| Sunday \| Shabbos \| Different Opinions (Shabbos or Sunday) \| Sunday \| \| Pago Pago, American Samoa \| 10:00 am \| Saturday \| Shabbos \| Different Opinions (Shabbos or Sunday) \| Sunday \| \| Honolulu, Hawaii \| 11:00 am \| Saturday \| Shabbos \| Shabbos \| Sunday \| \| Anchorage, Alaska \| 12:00 Noon \| Saturday \| Shabbos \| Shabbos \| Safek (Questionable if Shabbos or Sunday) \| SHAALOS WHEN CROSSING THE DATELINE: When traveling eastbound (e.g., from Australia to USA) one repeats a day. For example, the time would instantly change from 5am Wednesday back to 5am Tuesday and one would repeat the day of Tuesday. One should consult a Rav to determine if he should daven (in this case all 3 Teﬁllos) again on Tuesday (which he is repeating) and how to count Seﬁras Ha'omer and observe a fast day. He should also determine if he can depart on Friday or Sunday (as he may be ﬂying into and out of Shabbos). When traveling westbound (e.g., from USA to Australia) one skips a day. For example, the time would instantly change from 3:00pm Monday to 3:00pm Tuesday. One should consult a Rav to determine if he should put on Teﬁlin and daven again (in this case Mincha) and how to count Seﬁras Ha'omer and observe a fast day. \| Place \| Time \| Day Observed by the General Population \| Day According to the Chazon Ish \| Day According to the Mid-Pacific Poskim \| Day According to Rav Tukatzinksy \| \|---\|---\|---\|---\|---\|---\| \| Tokyo, Japan \| 5:00 am \| Saturday \| Friday \| Shabbos \| Shabbos \| \| Auckland, New Zealand \| 8:00 am \| Saturday \| Friday \| Shabbos \| Shabbos \| \| Nukualofa, Tonga \| 9:00 am \| Saturday \| Friday \| Different Opinions (Friday or Shabbos) \| Shabbos \| \| Pago Pago, American Samoa \| 9:00 am \| Friday \| Friday \| Different Opinions (Friday or Shabbos) \| Shabbos \| \| Honolulu, Hawaii \| 10:00 am \| Friday \| Friday \| Friday \| Shabbos \| \| Anchorage, Alaska \| 11:00 am \| Friday \| Friday \| Friday \| Safek (Questionable if Friday or Shabbos) \|	<urn:uuid:4bb3d821-2b1e-4a23-b30a-ca681859c01a>	CC-MAIN-2018-47	https://www.star-k.org/articles/wp-content/uploads/2015/12/IDL_Map.pdf	2018-11-19T01:05:48Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00042.warc.gz	1,006,665,571	770	eng_Latn	eng_Latn	0.998541	eng_Latn	0.998541	[ "eng_Latn" ]	false	docling	[ 2545 ]	[ 1.4921875 ]	3	4
Vol 3, No 2 (September 2018) COMMUNITY NEWSLETTER Management@DME www.dme.ac.in In This Issue: Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Editorial, Management Unleashed Peter F Drucker Management Lecture Series Teachers' Day Celebrations Visit to Mehrauli Archeological Park Mergers and Acquisitions in India Inc. Industrial Visits (1st and 3rd year) Management Unleashed EDITORIAL Dear reader, You will ﬁnd that the current issue of our newsletter is buzzing with the excitement that has been in the air about DME and its DME Management School. There have been numerous activities organized for the beneﬁt of our students, from the Peter F Drucker Guest Lecture Series to "Management Unleashed" which provided management students with a platform to showcase their artistic and innovative abilities. Industrial visits for 1st year and 3rd year students have been conducted successfully and internal exams have just concluded. As we refocus back to our classes, I cannot help but discuss from time to time about the dynamic business environment with my students. Among the most recent, notable developments in the business environment is the trend of "Mergers and Acquisitions in India Inc". Whether it is the telecom sector, the banking sector or the e-commerce sector, the industry is witnessing consolidation.According to an article in "The Hindu", India's M&A deal volume rose by 19% in the 2nd quarter of 2018 and M&A activity is likely to remain positive for the remaining quarters due to investor interest in India. Walmart's acquisition of Flipkart has been the biggest acquisition deal of this quarter, amounting to16 billion $. Among the mergers, it is the Vodafone-Idea merger that has captured all the attention, especially for consumers.However, I would like to bring to the light a very interesting acquisition that may be of interest to coﬀee lovers. Coca Cola announced in early September, its 5.1 billion $ acquisition of Costa. Yes, you read that right, a leading cola company has acquired a leading international coﬀee chain. Management experts say that this is a reﬂection of careful strategizing at Coca Cola as the company is slowly making a shift in its value proposition to consumers as it scales up and makes a foray into another popular and growing beverage market of coﬀee. After all, consumers are becoming more and more health conscious and it goes to show how changing tastes and preferences of consumers are aﬀecting corporate level strategies. When you analyse this acquisition, it makes complete sense as Coca Cola can expand its horizons and outperform its rivals using this strategy.We can all imagine "thandamatlab Coca Cola" and nothing appeals more than that cold drink we've grown accustomed to during our pizza parties with family, friends or colleagues. However, with the winters approaching, I wonder if we'll soon see Coca Cola campaigns about a cosy corner with a hot cup of coﬀee to keep the winter chill away. It is an exciting time for management students as they can gain immensely by following latest updates on M&A dealings to learn practically about these concepts. It can easily become a live case study for students. Ms. Navya Jain Assistant Professor, DME Management School Theme of the Current Issue MERGERS AND ACQUISITIONS IN INDIA INC. Editorial Board: Prof. Dr. Ravikant Swami, Ms. Navya Jain, Ms. Roli Wadhwa - Dr. Swati Jain Assistant Professor The DME Management School organized an intra-departmental activity "Management Unleashed"on September 6, 2018, Thursday, wherein the students from all the three years of BBA course participated enthusiastically. The event was organized to sensitize students about the burning issues of the era environmental protection and values and ethics. Almost 55 teams comprising of approximately 150 students participated in the same. The students painted relevant pictures related to the themes of sustainable development, e-waste, healthy society, deforestation, etc. beautifully on the T-shirts. The "Best out of waste" event saw some very innovative working models and decoration pieces made completely out of waste material by the students. The judges for the event were Prof. Dr. Bhavish Gupta (DME Law School)and Ms. Bhavna Singh (DME Law School) for "Best out of Waste competition"; Dr. Sushmita Bala (DME Journalism School) and Ms. Shambhavi Mishra (DME Law School) for "T-shirt painting". Ayushi Dixit, Mansi Aggarwal and AksharaVerma of BBA 1st year won the ﬁrst prize in "Best out of Waste" event; Jagjit Singh, Shubham Sharma and Shubham Thakur from BBA 3rd year won the second prize. The 3rd and Consolation prizes were won by Aman Tyagi, Harshit Verma, Nakul Verma of BBA 3rd year; Niharika Aneja, Jasleen Thethi and Chirag Parasar from BBA 1st year respectively. In the T-shirt painting event, Agrim, Simi and Adnan of BBA 2nd year won the ﬁrst prize while Kritika Rai; Kartik Somani of BBA 1st year won the second prize. Gaurav, Nirmit and Sparsh of BBA 2nd year stood third; Nimisha, Prateek and Niket of BBA 3rd year got the consolation prize. Delhi Metropolitan Education B-12 Sector 62 NOIDA (U.P.) MOBILE: +91-7042667516 E-mail: firstname.lastname@example.org Advertising In the light of Peter F. Drucker's writings that have signiﬁcantly contributed to the practical foundations of the modern business organisations, students of DME were grateful to be a part of the Peter F Drucker Lecture held on 28th September'18. It was an amazing opportunity for students to learn about advertising in India, the importance of marketing, the emergence and the impact of informative society. The guest speaker was the remarkable Mr. Vikas Sachdeva, Head, North India at Star Plus TV Channel. The event started with the welcoming of Mr. Sachdeva by the Head of Department & Director, Prof. Dr. Ravi Kant Swami by sharing a token of gratitude on the behalf of everyone. Being an expert of media, advertising and management studies, Mr. Sachdeva easily grabbed the attention of the audience and was able to turn the event into more of an informative, practical based lecture rather than just a speech. He not only convey to us the relevance and importance of advertising and media in our day to day lives, but also told us the estimated proﬁts and costs a company incurred in its daily coverage for doing brand endorsements. Surrounded by diﬀerent types of advertisements around us, be it the television, printing, digital or radio, it is not wrong to say that advertising is the biggest and the most growth driven industry in 2 September 2018 PETER F. DRUCKER Management Lecture Series - Ms. Avleen Kaur (BBA 1-A) the market in this era with approximately Rs. 53138 crore value in today's world. He not only shared with us the level of total proﬁts incurred by this industry but also revealed to us how Hindustan Times- one of the leading newspaper of India, bears a cost of Rs. 14.5 per newspaper while selling it in just Rs. 4.5 per unit. The only and eﬃcient reason because of Hindustan Times's huge proﬁts after selling it in a loss is its coverage area, large reach and economies of scale taking place all together. Advertisements though have such a strong base but still faced a downfall in the ending of year 2016 to 2017 because of demonetisation, but experts have also estimated huge proﬁts of approximately Rs. 5000 crore in 2019 for the upcoming Lok Sabha Elections. Numerous brands like Patanjali, Oppo, Jioetc have also make their way all up in the existing established market due to this massive reach and good endorsements they practice. Mr. Sachdevaalso told us about the value of true salesmanship - to always retain the customer for the value of the product such that he/she will prefer buying it in future too. With the thumb rule of "Customer Comes First", he not only told us about thebeneﬁts but also the drawbacks of internet shopping or E-commerce in our lives by quoting "Internet can only give you choices, but it can't help you choosing". Concluding my thoughts, media, marketing management and advertisement put together can be seen as an integrated and a very detailed process of inﬂuencing the behaviour of social beings and persuading their minds to buy a particular brand and its product and create a brand name in the market. By harvesting this fruitful knowledge in everyone's minds in a very creative and humorous manner, Mr. VikasSachdeva used every bit of his knowledge about advertising to make this guest lecture a very interactive, informative and successful session for everyone. Teachers' Day Celebrations at DME On 5th September, 2018, DME celebrated Teachers' Day with great aplomb. The Family Like You Committee, in collaboration with all the Cultural Societies of DME, held the Teachers' Day Celebrations at Nelson Mandela Auditorium at 3:45pm. All faculty members and staﬀ were invited for the occasion and the event was blessed with the graceful presence of the honourable Director General, Mr. Justice Bhanwar Singh, Vice Chairman, Mr. AmanSahni and Director (also HOD, DME Management School), Prof.Dr. Ravi Kant Swami. Prof.Dr.ManjulaBatra, Director Research, DME (also Dean, DME Law School), Prof.Dr.SushmitaBala (HOD, DME Media School), Dr.ParulMehra (HOD, 2nd Shift, Journalism & Head, Cultural Committee), Dr. N.K Bahl (Head, Judicial Training Academy) were also among the attendees. The student anchors began with a quote honouring and welcoming all the faculty members. This was followed by Director General's blessings to the gathering. In his address, Sir enumerated the many virtues that make an ideal teacher. He enlightened the audience, students and faculty alike, as to the inspirational life of Dr SarvepalliRadhaKrishnan. The former Indian President and philosopher was a teacher par excellence and Sir shared various life lessons and values that faculty members can imbibe from the great teacher. dignitaries were invited for the cake cutting ceremony to oﬃcially unleash the festivities and celebrations for the day. While the audience relished on cake and snacks, the dance society of DME, Fitoor, presented its classical and semiclassical act that captivated the audience with the performers' grace and talent. The music society of DME, Alankaar too showcased its melodious performances, charming one and all with their renditions of some popular suﬁand Bollywood numbers. Between these acts were pieces of original poetry by the students, tributes to their beloved faculty members. All dignitaries and faculty members were presented with their individual Teachers' Day cards, each card beautifully weaving together messages from students and mentees. Kudos to the Arts society of DME, Spectrum, for such intricately designed cards that touched the hearts of one and all. As the grand ﬁnale, a video segment prepared by DME TV & Radio was played much to the delight of the entire gathering. Some candid shots and some posed, all in all, the video captured moments of fun, pride and achievement from all 3 schools beautifully. All through the celebrations, DME's photography society, DME Frames, was capturing Kodak moments and candid shots that will most likely ﬁnd their way into next year's celebrations. While the audience was left with much to reﬂect, the 3 September 2018 Visit to Mehrauli Archeological Park A photo walk was organized to Mehrauli archeological park on 11th September 2018 by DME. Student members of DME Frames and DME Media School, along with the faculties, Mr. Harjeet Singh Kukreja, Mr. Rahul Joshi, Mr. SumantraSarathi Dasand Dr. ShuchiGoelwere a part of the same.Fortunately, I was there too. The event was organized for camera enthusiasts like us to get an opportunity for capturing some good shots of the archeological beauty there and to learn and enhance our skills in photography. As soon as we entered the park, around 9:30am, everyone excitedly dispersed around the monument to capture the beauty of the sites: the colors, the greens and the blue sky above. While taking the pictures, I was astonished and mesmerized by looking at the architecture of these archaic buildings. The way they were built, the skills they used to build it, the time and knowledge they devoted in the past to create these heritage sites, it is all so commendable. There were a lot of things for us to see and capture not only in our cameras but in our eyes and souls too. We saw a tomb in the park and a mosque named 'JamaliKamali'. Looking at them, we were all tempted to take the photographs of these incredible buildings. We were also able to see the famous 'QutubMinar' from the park at some distance. Although it was a hot day, we were still busy in capturing the beauty of that place as much as possible. The whole scene was interesting. The woods around, the bricks, the ﬂoor, they didn't seem to be non-living at all, they all seemed to be telling a story; a story they conceal and never reveal; a story that is known to everyone but is still a secret. I was so surprised while taking the photos and was thinking how we never pay attention to these fascinating heritage sites around us in our busy lives. It was so peaceful there. We also got a chance to learn about the rich historyof our country, which only few people are aware of these days. India is, indeed, a place of rich culture. These archeological sites give us the evidence. Yet we never get time to explore our own culture, our own country. And in all these hours when we were there, I was doubtful about whether or not our cameras would do justice to the beauty of the place. We tried our best and hope that we get more such opportunities like this in future. 4 September 2018 Mergers and Acquisitions in India Inc. While glancing through our favourite business newspapers and magazines, we often come across terms like mergers and acquisitions. For a layman, they might seem as jargons. However, management students spend a great deal of time on these concepts during their courses. A merger basically refers to a union of two existing companies into a single legal entity. While, an acquisition is where in, one company takes control over the operations of another ﬁrm, by buying stake of that company. In today's time, Mergers and Acquisitions, (M&A) is a common path taken by businesses to achieve exponential growth and greater valuations and therefore, this realm continues to generate interest. The Indian M&A scenario is not diﬀerent. M&As have become a fundamental part of the Indian economy and daily headlines. Based on macroeconomic indicators, India is on a growth trajectory; with the M&A trend likely to continue. The catalysts for M&A could be varied, but, almost invariably, inorganic growth is on top of the agenda. This is because, despite government's eﬀorts to improve ease of doing business in India, the gestation period for green ﬁeld projects continues to be long, often rife with compliance and regulatory issues. Thus, for any business, inorganic growth through M&A continues to be an attractive option. According to statistics, in 2017, the M&A activity in India in terms of deal values rose by 53.3 percent to reach USD 77.6 billion, compared with USD 50.6 billion in 2016. A similar upward trend has been continuing in 2018 as well. Some of the major deals in the recent times include: Vodafone-Idea India's top wireless carriers, Vodafone India and Idea Cellular have merged operations in the country to create an entity that will be equally owned by UK's Vodafone Group and India's diversiﬁed Aditya Birla Group. The merger between the two carriers is expected to create India's largest telecom operator in times to come. Deal size: USD 23 billion Walmart-Flipkart US based e-commerce giant, Walmart acquired 77 percent stake in Bangalore based ﬁrm, Flipkart for a whopping USD 16 billion, which is seen as the largest buyout by the US ﬁrm. It has made the sellers at Flipkart jittery, as they fear that Walmart will cannibalise their market by oﬀering ultra-low prices to the consumers. Deal size: USD 16 Billion 5 September 2018 Tata Power-Welspun In 2016, Tata Power Co. Ltd acquired renewable energy business of Welspun Enterprise Ltd in a transaction worth USD1.4 billion, marking it as one of the biggest M&A deals in India's renewable energy space till date. This has expanded Tata Power's clean energy portfolio to 2.3 gigawatts (GW). Deal size: USD 1.4 Billion Flipkart and Myntra India's premier e-commerce startup Flipkart acquired its fashion-focused rival Myntra in May 2014, a move which was in light of Amazon's expanding presence in India. Myntra has remained a separate entity following the acquisition and has continued to expand its presence in the country. Deal size: USD 300 million - 330 million Ola and TaxiForSure Ola acquired the TaxiForSure for USD 200 million in a cash and equity deal in 2015. The deal saw Ola expand its presence considerably in the country by adding TaxiForSure's 15,000plus ﬂeet across 47 cities into its own platform. Deal size: USD 200 million Axis and Freecharge In 2017, Axis Bank acquired mobile recharge ﬁrm Freecharge in an all cash deal from Snapdeal. The deal was worth USD 60 million, which was much lesser than Snapdeal's acquisition of Freecharge in 2015, worth USD 400 million. However, Freecharge operates as a separate entity Deal size: USD 60 million 6 Industrial Visit to Coca-Cola Happiness Factory On 25th September 2018, DME Management School organized an industrial visit to Coca-Cola (Moon Beverages Pvt. Ltd.), Greater Noida. As a part of the industrial visit, seventy students of BBA, 3rd year visited the company premises along with two faculty members. The Coca-Cola factory was a half an hour drive from the college campus and the students were welcomed with their favourite beverage, Coca-Cola on arrival. Post the welcoming, the much awaited tour of the Happiness Factory began. The Happiness Factory is a concept developed by Coca-Cola wherein the invitees are taken on a tour of fun ﬁlled Coca-Cola themed museum along with the production facilities. After learning about the entire production process, evolution of diﬀerent bottles of Coca-Cola over time was displayed to the students. The Aluminum Packaging of the bottle was also displayed which is currently unavailable in India. The team also highlighted various CSR activities undertaken by Coca-Cola recently. In addition to that, students were given access to a gaming and fun segment where they played X-box games, listened to Coke Studio music and took pictures at the selﬁe zone. Overall, the industrial visit was a great learning experience for the students as it gave them deep insights about the production facilities at Coca-Cola. The ﬁrst stop was the audiovisual room which gave us the factual insights related to the company i.e. its origin, production, manufacturing and consumption trends. Throughout the tour, the students were accompanied by a team of company representatives who were kind enough to explain everything in detail. As the AV room session ended, students were given a chance to enter into the Vault which is a replica of the original vault where the secret recipe of Coca-Cola is preserved. However, being a secret, students were just given an overview about the mechanical and chemical processes behind the manufacturing of diﬀerent soft drinks and the bottles they are delivered in. It was a highly informative session. Students were acquainted with some new concepts of CIP (cleaning-in-place) process, water replenishment process, hotline, preform to mould bottles, check (volume of drink in bottle) process, homogenizing, etc. The team also showed them various processes which ensure hygiene and cleanliness in the production process. Industrial Visit to Mother Dairy On 25th September, 2018,DME Management School organized an industrial visit to Mother Dairy for 1st year students. It was a great learning experience for all the students, as we could relate what we read in our management books. During the visit, we gained a lot of factual information about Mother Dairy. The company was set up in 1974. It was an initiative under Operation Flood, the world`s biggest dairy development program launched in India to make the country a milk suﬃcient nation. Over the years, Mother Dairy has contributed appreciably in achieving this objective through many of its innovations and programs. The company sells milk and milk products like ice cream, cheese spread, yoghurt, etc. It also has varieties in milk such as double toned milk, toned milk, full cream milk, cow milk and skimmed Milk. Token milk was the ﬁrst product of Mother Dairy. The company has two more brands SafalandDhara. Safal is primarily engaged in retailing of fresh fruits and vegetables and Dhara cooking oils have been India`s most trusted brands that has purity, freshness, taste and value for money. The company representatives elaborated various stages of the production process i.e. getting raw milk from farmers,testing, receiving dock, clariﬁcation, homogenization andfortiﬁcation, pasteurisation, standardisation, ﬁlling dock, control room, multiple modes of vending milk in the market. After understanding the production process, we learnt about diﬀerence between ice creams and frozen desserts; ice cream - Ms. S. Revathi (BBA 1-B) contains milk fat whilefrozendesserts contain vegetable fat and Mother Dairy provides ice creams only. The company uses best quality of raw materials and has 25 ﬂavours and hundreds of combinations in ﬂavours. The company representatives showed thestainless steel insulated silos in which raw milk is unloaded and stored at less than 6 degrees Celsius before processing. Each silo containsone lakh litres of milk. The plant ensures utmost standards of hygiene through all its processes The company representatives conducted two tests for showing us the change in colour of the milk due to the presence of urea and fat. Post the tour of the plant, we were oﬀered ﬂavoured milk and fresh ice-cream which was relished by all.The Industrial visit to Mother dairy was truly informative and insightful. I take this opportunity to thank DME on the behalf of our class for such a wonderful Upcoming events: 1. Blood Donation - 1st Oct'18 3. Samvaad - Group Discussion Competition- 5thOct'18 2. Industrial Visit to Yakult Danone India Pvt Ltd - 1st Oct'18 September 2018 4. 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Lost in Space: Turning ideas into Action Think Piece 10: May 2009 Wendy McGuinness & Hayley Vujcich Wendy is the Chief Executive of the McGuinness Institute. Summary To be successful, a national strategy must be so attractive that New Zealanders want to implement it, not because they have to, but because they want what it can deliver. Over the last seventy years, a number of different organisations have undertaken public-good initiatives aimed at developing consensus about a united vision, a shared set of goals, or a national strategy. In this think piece, we look at the different initiatives New Zealanders have developed, a topic that will be explored further in an upcoming report, A History of Future Thinkers in New Zealand. We also question the role of silo-based reviews, and suggest that New Zealand needs to find better ways to develop consensus and actively ensure good ideas are not lost in space. motivations: a desire to realign New Zealand because of a wasted opportunity; to identify and meet future challenges; to resolve disparities; or to preserve treasured values and experiences for future generations. Taken together, we believe recent initiatives (numbers 5–13 in Table 1) indicate a general desire by New Zealanders to reassess the country's strategic direction, as well as the challenges we face. Lost in Space was a science-fiction TV series that ran between 1965 and 1968. Set in 1997, it shows the Earth suffering from overpopulation and natural resource depletion, resulting in a small group travelling on the Jupiter 2 to search for a habitable planet for human kind to colonise. However, before the launch Dr Zachary Smith sneaks aboard to sabotage the mission. He accidently becomes trapped onboard, and on lift-off his extra weight throws the Jupiter 2 off course, causing the ship to become lost in space. Although New Zealand does not appear to have a Dr Zachary Smith (at least not to our knowledge), we seem to be good at launching ideas, but once they are released, we fall short on achieving our original mission. The McGuinness Institute is interested in understanding why this is. While our Think Piece 9 looked at New Zealand think tanks as 'idea factories', here we are interested in what happens once ideas have been created. Central government has not always been successful in this area either. Some past initiatives to integrate policy on big issues have struggled to develop consensus, such as the Oceans Policy, 1 or have created division and conflict, such as the Foreshore and Seabed debate. If government is going to engage in debate on issues such as MMP and the Constitution, 2 emphasis should be placed on designing mechanisms which enable everyone to engage, and ensuring there is enough commitment to complete the process. As indicated in Table 1, New Zealand has no shortage of people who are sufficiently concerned about our productivity, society or environment to want to put pen to paper. Our challenge may not be about finding good ideas, but defining and then collectively owning the problem we are all trying to solve. This means two things. Firstly, we need to define the problem by separating it from its symptoms. We are concerned that silo-based reviews, such as the latest OECD Economic Survey (2009), address symptoms and therefore focus on short-term, ad hoc economic fixes, rather than providing clarity over the breadth of the problem. Instead, the OECD needs to prepare one integrated report, assessing the economic, social and environmental risks and opportunities over the medium term, and make recommendations based on international experience, but always crafted with the culture of the country in mind. Previous attempts to turn ideas into action have been limited to reaching a comparative handful of people through methods that largely fail to engage or create meaningful outcomes. Table 1 (overleaf) identifies a number of publicgood, consensus-building initiatives aimed at developing a united vision, a shared set of goals, or a national strategy for all New Zealanders. These have been driven by different Secondly, we need to collectively own the problem. This requires learning from the successes and failures of past initiatives, like those listed overleaf. This is the purpose of our upcoming report, A History of Future Thinkers in New Zealand. There appears to be a relationship between successful initiatives and recessionary periods. 3 Notably, initiatives 1–4 tend to follow key economic downturns, while initiatives 5–13 are arguably waiting in the wings. In other words, timing is everything. When things are tough, New Zealanders look for a collective way forward. Hence, New Zealand needs to be looking for innovative initiatives that will work. Without effective mechanisms for developing collective intelligence over complex problems, New Zealand is likely to continue to drift. Our challenge is to find initiatives that turn ideas into action, rather than allow great ideas to be lost in space. McGuinness Institute Think Piece 10 McGuinness Institute, Level 2, 5 Cable Street, PO Box 24-222, Wellington 6142 Phone: +64 4 499 8888 Email: email@example.com Website: www.mcguinnessinstitute.org	<urn:uuid:49181254-6cb1-4690-b1ef-e9bf52ce3957>	CC-MAIN-2018-47	http://www.mcguinnessinstitute.org/wp-content/uploads/2018/04/20180403-Think-Piece-10-4.50-pm.pdf	2018-11-19T01:39:16Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00042.warc.gz	457,447,275	1,061	eng_Latn	eng_Latn	0.520502	eng_Latn	0.997392	[ "eng_Latn", "por_Latn" ]	false	docling	[ 5052, 5228 ]	[ 1.390625 ]	4	0
Open-Water Hook and Line Regulations: 1837 Ceded Territory in Minnesota This is a summary of some of the more important tribal hook and line regulations for the open-water fishing season in the Minnesota portion of the 1837 ceded territory. This does not summarize all the regulations that may apply. If you have questions, contact your tribal office or the Great Lakes Indian Fish and Wildlife Commission (GLIFWC) at 715-682-6619. Open Water Fishing means all fishing other than fishing through an artificial hole in the ice. Hook and Line means a rod and reel or similar device including a tip up and hand held lines, and includes trolling. No more than six lines with a maximum of two hooks or lures per line may be used. Lines may not be left unattended for a period of more than one hour. Additional regulations apply to the use of setlines and set or bank poles. Permits: A general fishing permit is all that is necessary for open-water hook and line fishing and can be picked up at your tribal conservation department or headquarters. You should also carry your tribal picture identification card when fishing and present it upon request to enforcement personnel. Live Bait: The following species may not be used as live bait: carp, goldfish, redhorse, freshwater drum, burbot, bowfin, garfish, buffalo fish, lamprey, alewife, gizzard shad, smelt, goldeye, mooneye, carpsucker, quillback, ruffe, or crayfish. Minnows or bait fish may not be released on any waters or shores. BAG AND SIZE LIMITS FOR OPEN-WATER HOOK AND LINE FISHING: \| Species \| Bag Limit \| \|---\|---\| \| Northern Pike, Smallmouth Bass, Largemouth Bass, and Walleye \| 10 per person per day \| \| Sturgeon \| 1 per person per year (all methods). June 1 to March 1 season. Register and tag by 5:00 p.m. of working day following harvest. Harvest allowed only on St. Croix River below Taylor Falls. \| \| Muskellunge \| 2 per person per day \| \| White Bass, Rock Bass, Bluegill, Crappie, Pumpkinseed, Yellow Perch, Yellow Bass, Catfish, Cisco, Whitefish, Rough fish \| None \| \| Lake Trout \| 5 per person per day \| \| Trout and Salmon (except Lake Trout) \| 5 per person per day in aggregate. Spring ponds open from first Saturday in May to September 30. All other waters open from January 1 to September 30. \| \| Paddlefish or Spoonbill Catfish \| No open season \| Cleaning Boats: All aquatic vegetation should be removed from boats and trailers before entering or when leaving ceded territory waters. Regulation Summary Open Water Hook and Line Fishing April 30, 1999	<urn:uuid:870f5a26-b2ad-4930-8390-9ef441fc9a80>	CC-MAIN-2018-47	http://www.glifwc.org/Regulations/MN_HookLine.pdf	2018-11-19T01:54:52Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	407,058,678	609	eng_Latn	eng_Latn	0.995122	eng_Latn	0.995122	[ "eng_Latn" ]	false	docling	[ 2532 ]	[ 1.578125 ]	1	8
Herts for Learning (HfL) Herts for Learning Ltd is a not for profit company owned by Hertfordshire schools and the local authority. Providing improvement and business services, it is dedicated to improving standards of education in Hertfordshire and beyond. Knowing how to keep safe online from things like: Grooming Stranger Danger Inappropriate material Blackmail Sexting Trolling People using your personal information Cyberbullying Online Influences People knowing where you are * PEGI rating * Ask children what they are playing * Can you see what they are doing? * Talk about online 'friends' being strangers * Tell them not to share personal information * Is your child's online avatar and/or screen name appropriate? What to do? It may be difficult, but talk to your child ...what might they stumble across ...they should talk to you if something upsets them …tell them they won't be in trouble Use Parental Controls but these alone are not a substitute for educating children * www.parentinfo.org – A-Z on current issues and other useful information * www.internetmatters.org – make it safer at home: 'Controls' then 'Set your parental controls' * www.thinkuknow.co.uk – This Child Exploitation and Online Protection (CEOP) hosts information and a reporting tool * www.childnet.com – where to get help online 'Parents & Carers' – help for children 'Young People' Tell a trusted adult if you are ever worried, frightened or scared * Talk to them – particularly about the butterfly feeling * Set rules and agree boundaries * Tell them 'we won't take your IT away' * Search for your child online - use inverted commas around your child's name * Set filters with your Internet Service Provider (ISP) or on your router www.internetmatters.org	<urn:uuid:f5d3898a-d17a-4fad-ab89-92e2a1df620e>	CC-MAIN-2018-47	http://camp.herts.sch.uk/assets/Herts-for-Learning-eSafety-for-Parents.pdf	2018-11-19T00:33:21Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	48,732,158	396	eng_Latn	eng_Latn	0.979729	eng_Latn	0.99332	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 259, 495, 740, 1004, 1392, 1769 ]	[ 2.3125 ]	2	51
Animals Stick Together Kymi J. "Roar," Nikki shouts. Nikki has two friends, Coco the monkey and Kali the snake. They want to live in the great big, green jungle, but they can't, so they decided to escape. It wasn't the best idea, but they went on with the plan. On their way out of the zoo, they heard some footsteps, they paused. As soon as they saw the shadow of a night guard, they said to each other, "Come on we need to split up!" They slithered, ran and jumped to their hiding spots. As soon as the guard was gone they came out of their hiding spots, they didn't see a trace of each other. Coco started calling, "Hello?" Coco hollered as long as possible, but all she heard was her echo. The same with Kali and Nikki. They all started walking and ended up in totally different places. Nikki ended up in a restaurant, luckily no one feared her. Kali ended up in a grocery store and she scared everyone in her path, clearing the isle. Coco ended up in a pet store called Pet4real, and she was the cutes animal in the entire store. The cashier knew he was not allowed to have animals that are not for sale, but sold Coco for $100 and the woman brought Coco into her car and Coco freaked out! When the woman got to her house, she placed Coco on her couch and Coco started "monkeying" around, and till then the woman laughed hard at Coco. Back to Nikki, she found her way out of the restaurant and found Coco's footsteps and followed them. Once Nikki found the house Coco was in, she busted the door open and the woman pounced away and Nikki took a hold of Coco and ran away. They got out of the house and eventually the neighborhood. They thought they would find Kali sooner, other that the time it took to get to the store. They hadn't found her until they heard a bunch of screaming, and they knew that Kali was there. "Ew!" Coco said, in a disgusted manner. "What is it?" "Well it looks like Kali's slimy skin." Instead of looking at her shedded skin, they followed the trail she made. As they followed, they saw Kali! But Kali didn't see them. Then she slithered away like nothing was there, but Coco and Nikki were right there! Nikki ran with Coco on her back, and finally caught her attention. "Kali!" squeaked Coco, "Let's get out of here!" "No!" Kali hollered, "I don't want to leave the open world, it's better to have friends than I have. I only have two that leave me out all the time. I mean you're cool and all, but I'm bored. You two are always together. What about me?" explained Kali. "I'm sorry, I didn't know you felt that way," said Nikki, in tears. "I'm staying, okay." Kalie cried. "Then we're staying too" Nikki responded. Then Nikki, Coco, and yes even, Kali lived happily together in the zoo.	<urn:uuid:cbe19de2-d2d1-4acd-8c25-79f7f5b9ffec>	CC-MAIN-2018-47	http://crystalallenbooks.com/strikewriters/cora-thomas-animals-stick-together.pdf	2018-11-19T01:13:49Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	70,896,437	664	eng_Latn	eng_Latn	0.999838	eng_Latn	0.999838	[ "eng_Latn" ]	false	docling	[ 2719 ]	[ 1.7578125 ]	1	2
Equalities Policy Great Finborough Church Primary Equalities Policy Principles This policy outlines the commitment of the staff and Governors to promote equality. This involves tackling the barriers which could lead to unequal outcomes so that there is equality of access and the diversity within the school community is celebrated and valued. We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth. At Great Finborough Church Primary School, equality is a key principle for treating all people the same irrespective of their gender, ethnicity, disability, religious beliefs/faith tradition, sexual orientation, age or any other of the protected characteristics (Single Equalities Act 2010). Monitoring and Review The staff member responsible for co-ordinating the monitoring and evaluation is Stephen Dodd. He will be responsible for: - Providing updates on equalities legislation and the school's responsibilities in this regard; - Working closely with the governor responsible for this area who is Neil Watts. - Supporting positively the evaluation activities that monitor the impact and success of the policy on pupils from different groups, e.g. SEND, Children in Care, Minority Ethnic including Traveller and EAL pupils and Free School Meals, in the following recommended areas: o Pupils' progress and attainment o Learning and teaching o Behaviour discipline and exclusions o Attendance o Admissions o Incidents of prejudice related bullying and all forms of bullying o Parental involvement o Participation in extra-curricular and extended school activities o Staff recruitment and retention o Visits and visitors Policy Commitments Promoting Equality: Curriculum We aim to provide all our pupils with the opportunity to succeed. To achieve this we will ensure: o Curriculum planning reflects a commitment to equality; o The curriculum prepares pupils for life in a diverse society and uses opportunities to reflect the background and experience of pupils and families in the school; o There will be opportunities in the curriculum to explore concepts and issues related to identity and equality; o The promotion of attitudes and values that celebrate and respect diversity and challenge discriminatory behaviour and language wherever it occurs; o The use of images and materials which positively reflect a range of cultures, identities and lifestyles. Promoting Equality: Achievement There is a consistently high expectation of all pupils regardless of age, gender, ethnicity, ability, social background and sexual orientation. To secure the best possible outcomes we recognise that: o Adults in the school will be expected to provide good, positive role models in their approach to all issues relating to equality of opportunity; o It is important to identify the particular needs of individuals and groups within the school and to use targeted interventions to narrow gaps in achievement; o A range of teaching methods is used throughout the school to ensure that effective learning takes place at all stages for all pupils; o All pupils are actively encouraged to engage fully in their own learning. Promoting Equality: The ethos and culture of the school o At Great Finborough Church Primary, we are aware that those involved in the leadership of the school community are instrumental in demonstrating mutual respect between all members of the school community; o We strive to achieve a feeling of openness and tolerance which welcomes everyone to the school; o The children are encouraged to greet visitors to the school with friendliness and respect; o Reasonable adjustments will be made to ensure access for pupils, staff and visitors (including parents) with disabilities (this not only includes physical access, but takes account wider access to school information and activities); o Provision is made to cater for the cultural, moral and spiritual needs of all children through the planning of assemblies, classroom based and off-site activities; o Pupils' views are actively encouraged and respected. Pupils are given an effective voice through our Pupil Voice sessions o Positive role models are used throughout the school to ensure that different groups of pupils feel welcomed and included. Promoting Equality: Staff Recruitment and Professional Development o All posts are advertised formally and open to the widest pool of applicants; o All those involved in recruitment and selection are trained and aware of what they should do to avoid discrimination to ensure equality of opportunity. o Steps are taken to encourage people from under-represented groups to apply for positions at all levels of the school; o Access to opportunities for professional development is monitored on equality grounds; o Equalities policy and practice is covered in all staff inductions; o All supply staff and contractors are made aware of the equalities policy and o Employment policy and procedures are reviewed regularly to check conformity with legislation and the impact of policies are kept under regular review. Promoting Equality: Countering and Challenging Harassment and Bullying o The school counters and challenges all types of discriminatory behaviour and this is made clear to staff, pupils , parents and governors; o The school has a clear, agreed procedure for dealing with prejudice related bullying incidents and has a nominated member of staff responsible for recording and monitoring incidents; o The school reports to Governors, parents and LA on an annual basis the number of prejudice related incidents recorded in the school. . Promoting Equality: Partnerships with Parents/Carers and the Wider Community Great Finborough Church Primary aims to work in partnership with parents/carers. We: o Take action to ensure all parents/carers are encouraged to participate in the life of the school; o Maintain good channels of communication, e.g. through parent forums, to ensure parents' views are captured to inform practice; o Encourage members of the local community to join in school activities and celebrations; o Ensure that the parents/carers of newly arrived pupils from any of the protected groups are made to feel welcome. Responsibility for the Policy In our school, all members of the school community have a responsibility for promoting equalities. The Governing Body has responsibility for ensuring that: o The school complies with all equalities legislation relevant to the school community; o The school's equalities policy is maintained and updated regularly; and that equality information, analysis and objectives are kept up to date; o The actions, procedures and strategies related to the policy are implemented; o The designated Equalities Governor will have an overview, on behalf of the governing body, on all prejudice related incidents or incidents which are a breach of this policy and ensure that appropriate action is taken in relation to these incidents. The Headteacher and Senior Leadership team has responsibility for: o In partnership with the Governing body, providing leadership and vision in respect of equality; o Overseeing the implementation of the equality policy; oCo-ordinating the activities related to equality and evaluating impact; o Ensuring that all who enter the school are aware of, and comply with, the equalities policy; o Ensuring that staff are aware of their responsibilities and are given relevant training and support; o Taking appropriate action in response to any prejudice-related incidents. All school staff have responsibility for: o The implementation of the school's equalities policy; o Dealing with incidents of discrimination and knowing how to identify and challenge bias and stereotyping; o Ensuring they do not discriminate on grounds of ethnicity and culture, disability, sexual orientation or other groups vulnerable to discrimination; o Keeping up to date with equalities legislation.	<urn:uuid:11ca3bdb-bfa0-47f5-a0eb-1cdf5eb3a09e>	CC-MAIN-2018-47	http://finboroughprimary.co.uk/wp-content/uploads/2015/03/Equalities-Policy.pdf	2018-11-19T00:27:32Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00042.warc.gz	124,133,770	1,473	eng_Latn	eng_Latn	0.987288	eng_Latn	0.9903	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 17, 2564, 5768, 8106 ]	[ 2.28125 ]	3	0
PARAPHRASING AND SIMPLIFICATION Exercise 2 Reword these sentences using synonyms and phrases to make them shorter. Some of them are easy and others are more difficult. At the end of the exercise you will find some examples. * Let's get a move on. * This project requires a lot of blood, sweat and tears. * The new accountant is the first one to arrive to work and the last one to leave. He's an eager beaver. * We're going to explore all avenues in order to find a solution to the crisis. * He had his heart set on going to Paris for vacation this year. * Going to medical school is going to be a long row to hoe. * Keep going, you've come this far. Never say die! * When young people leave home they learn to stand on their own two feet. * I'm in the doghouse because I wrecked my dad's car. * With four teenagers at home there's never a dull moment. * I hate being shy, but a leopard can't change his spots. * A penny saved, is a penny earned. * My dad didn't even ground me, he just gave me a slap on the wrist and told me not to do it again. * Are you kidding me? Algebra is a piece of cake! * I can't decide if I want to go to the beach or to the mountains, it's a toss-up. * He says he loves me but actions speak louder than words. * He treats everyone like crap but someday he's gonna get a taste of his own medicine. * I hate Maths, it's all Greek to me. * I paid an arm and a leg for this new sofa. * My little girl is the apple of my eye. * My brother cracks me up! * You don't need to tell me your whole life's story, just cut to the chase. * She was so ungrateful when she opened her birthday presents. I guess her mother never taught her not to look a gift horse in the mouth. * This chicken is finger lickin' good! * I went to work this morning and they gave me my walking papers. * I can't go out tonight because I have to work the graveyard shift. * I'm head over heels for that girl. * Next week I've got finals so I need to hit the books all weekend. * Hold your horses, you should at least do a little research on the car before buying it. * In many states jaywalking is illegal. * I know you're disappointed but you've got to keep your chin up. * Yesterday at work I was running around like a chicken with my head cut off. * I'm not going to tell anyone, mum's the word. * My brother's new girlfriend and I got off on the wrong foot. * I don't think my neighbour is playing with a full deck, he's always doing strange things. * Over my dead body you're going to that party, you're only 15 years old! * I don't want to hear anymore lies, just put a sock in it! * I'm going to have to take a rain check on dinner. * The police officer was about to give me a speeding ticket but was called out on his radio. Thank god I was saved by the bell! * You can't steal a bride's thunder on her wedding day. * I don't want to go camping today, I'm feeling a bit under the weather. Examples * Let's go. / Let's get started. * This project requires a lot of effort. * The new accountant arrives first and leaves last. He's really hard-working. / The new accountant gets to work before everyone else and leaves after everyone else. He's really enthusiastic about his job. * We're going to try out every possibility in order to find a solution to the crisis. / We're going to do whatever it takes to find a solution to the crisis. / We're going to do whatever we can to find a solution to the crisis. * He really wanted to go to Paris for vacation this year. / He would have killed to go to Paris for vacation this year. * Going to medical school is going to be very difficult. / It will take a long time to finish medical school. * Keep going, you've come this far. Don't give up! * When young people leave home they learn to become independent. * I'm in trouble for wrecking my dad's car. * With four teenagers at home there's always something going on. / With four teenagers at home there's always something happening. * I hate being shy, but I can't change who I am. * By not spending money, I'm saving money. * My dad didn't even punish me by not letting me leave the house, he just yelled at me and told me not to do it again. * Are you joking? Algebra is really easy. * I can't decide if I want to go to the beach or the mountains, I want to do both. * He says he loves me but he doesn't show it. / He says he loves me but he doesn't do things to show me that he loves me. * He treats everyone badly but someday he's gonna get what he deserves. / He treats everyone badly and someday someone's going to treat him the same way he treats others. * I don't like Maths, I don't understand it. * I paid a lot for this new sofa. * My little girl is my life. / My little girl is the most important thing to me. * My brother makes me laugh! / My brother is really funny! * You don't need to tell me every little meaningless detail, just tell me the important parts. * She was so ungrateful when she opened her birthday presents. I guess her mother never taught her be grateful when she receives a gift even if she doesn't really like it. * This chicken is delicious! * I went to work this morning and they fired me. * I can't go out tonight because I have to work overnight. / I can't hang out with my friends tonight because I have to work from about 12:00 a.m. to 8:00 a.m. / I can't go out tonight because I have to work the nightshift. * I'm crazy about that girl. / I really like that girl. * Next week I've got final exams so I need to study all weekend. * Wait a minute, you should at least do a little research on the car before buying it. / Be patient, you should do a little research on the car before buying it. * In many states crossing the street (from the middle) without using a crosswalk is illegal. / In many states crossing the middle of the street without using a zebra crossing is not legal. * I know you're disappointed but you've got to be optimistic. * Yesterday at work I was running around like crazy. / Yesterday I was really busy at work. * I'm not going to tell anyone, I can keep a secret. / I will keep quiet. / I won't tell a soul. * My brother's new girlfriend and I got off to a bad start. / My brother's new girlfriend and I didn't get along very well from the beginning. * I think my neighbour is crazy, he's always doing weird things. / I don't think my neighbour is normal, he's always doing strange things. * I absolutely will not allow you to go to that party, you're only 15 years old! * I don't want to hear anymore lies, just be quiet! / I don't want you to tell any more lies, just stop talking! * We'll have to reschedule dinner for another day. * The police officer was about to give me a speeding ticket but was called out on his radio. Thank god I got out of paying the ticket! * You can't take attention away from the bride on her wedding day. * I don't want to go camping today, I'm feeling a bit sick. / I don't want to go camping today, I'm feeling a little ill.	<urn:uuid:dbc1bdaf-01df-462c-b0f5-10a434f4d993>	CC-MAIN-2018-47	http://linkterpreting.uvigo.es/wp-content/uploads/Paraphrasing-and-Simplification-2.pdf	2018-11-19T01:30:08Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00042.warc.gz	199,106,175	1,683	eng_Latn	eng_Latn	0.999081	eng_Latn	0.999557	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1102, 2362, 2898, 4277, 5894, 6935 ]	[ 3.828125 ]	1	2
The Environmental Center City Bend Organization Description The Environmental Center is on a mission to embed sustainability into daily lives in Central Oregon. We do that through a variety of programs that work with youth, residents and businesses to think global and act local, recognizing that big changes come from small everyday actions. We work with youth through our classroom presentations in schools, on outdoor schools days, community field trips and here in our Learning Garden. We also run programs to assist residents on reducing energy consumption and waste, assist our city with policy that guides our community towards sustainability and livability, and celebrate and showcase our connection and stewardship of the natural world through many community events. Community Description Our Food Corps member may be serving up to 3 distinctly different communities in Central Oregon, from suburban to rural. All sites are located in Deschutes County Oregon, and will be based in Bend. Bend is an outdoor recreation destination, and attracts residents and tourists for its outdoor opportunities like skiing, climbing, whitewater sports, biking etc. Surrounding communities are smaller sized and serve a more rural population. Central Oregon is a high desert climate, with hot summer days and cool nights, contributing to our challenging short growing season. Despite our local challenges, school gardens and farms exist and even thrive. Service Activities Description During the course of the year, a FC member will work with: -Amity Creek ES and our Kansas Ave Learning Garden- Goal is to increase classroom participation in the garden(currently only 4th grade actively participates) and connect nutrition in the cafeteria to the garden experience. -Bear Creak ES - a Title 1 school with a garden space currently not utilized. Goal is to assist with garden initial infrastructure needs and connect to classroom use. -Sisters ES - Continue working on goals set forth by current FC member and school/district needs. -Bend LaPine School District - work with BLPSD Sustainability Coordinator research current challenges and opportunities at the admin/district level to determine best practices and policies that help us get a garden for every school. Skills, Interest, Knowledge Preferences Someone with a passion for food, gardens, nature and the outdoors would do well here in Central Oregon. We have a culture of enjoying all that our area has to offer. A self -directed person, who has experience working with youth and adults alike, would be suited to this position, as activities will require working with youth in both an already established garden, and helping to build and get a garden off the ground, as well as working with nutritional staff, principals, teachers and district department heads. Helpful Languages Spanish Community Type Rural KairosPDX City Portland Organization Description KairosPDX was founded in 2012 by a group of educators and policymakers with 75 years of collective experience who saw that Portland?s schools were not equitably serving students of color. We began as a resource for early education providers and families with pre-school age children. With tremendous support from families, neighbors, and educators, we have grown rapidly into an inclusive culturallyresponsive focused school and hub for our community. The mission of KairosPDX is to eliminate racial achievement and opportunity gaps by cultivating confident, creative, compassionate, leaders. Our vision is to engage and empower under-served children ages 0-10 and their families. We support them in pursuing their own goals and dreams and envisioning themselves as leaders, entrepreneurs and change-makers in the community. KairosPDX takes a multi-generational, multi-cultural approach to supporting children to be their best selves. Our goal is to provide a model of high-quality trauma-informed education that specifically targets historically under-served children, while also affecting change through education policy and advocacy to better address the needs of ALL children and families. Our beginnings as a grassroots education organization have helped establish KairosPDX as not only a school, but also a versatile community resource. Community Description KairosPDX is located in the Humboldt neighborhood in North Portland, the historic heart of Portland's African American community. We are the first organization to reside in a school which, throughout its tenure from 1960-2012 served predominantly African American students. The school was shuddered in 2012 and we are the first school to open its doors back to the community it has always served. Our organization is intentionally diverse. KairosPDX works diligently to ensure its staff members mirror its student population and the community. The community is changing rapidly through gentrification and KairosPDX is honored to anchor the remaining African American community. Service Activities Description The FoodCorps service member will work within the KairosPDX Learning Academy and Family Connections Programming. The FoodCorps service member will assist with our school garden in planning, curriculum development and implementation of experiential learning drawing from NGSS and STEM best practices to highlight the cycle of planting, growing, caring for, harvesting and preparing food for market and for meals. The service member will familiarize themselves with the ODE Child Nutrition Programs School Garden Food Safety Training Manual in order to assure students can safely participate in the growing, harvesting and processing food they will then consume in daily nutrition breaks, school meals, tastings and cooking classes. The service member will assist in facilitating a small farm stand at the school as well as assisting in nutrition programming for our family engagement and early learning events. The service member will work with staff to organize and deliver quality field experiences with our partner farm Mudbone Grown as well as working to arrange experiences at other sites when needed. The service member will engage with families and the community through our Family Engagement and Early Learning Network Events. Skills, Interest, Knowledge Preferences We prefer a FoodCorps service member with knowledge of social justice and the historically under-served population we work with. The service member should be interested in offering culturally specific services surrounding healthy food initiatives. We prefer a service member with experience serving in a fast paced organization and willing to be a part of the community. Community Type Urban Service Members Need Car Helpful Corvallis Environmental Center City Corvallis Organization Description The mission of the Corvallis Environmental Center (CEC) is to educate, engage, and inspire people to create a healthy, sustainable community. The Edible Corvallis Initiative (ECI) is one of the three programs of the CEC, which has 20 full and part time staff. The ECI has a staff of 5-6 team members who mobilize the community to make fresh, local, healthy food available to all. We have been providing programs and services to the Corvallis School District for the past 8 years. Our FoodCorps service member serves as a key part of the ECI's farm to school team. Community Description Located about 85 miles southwest of Portland, Corvallis is a small university town surrounded by farms. It has two thriving farmers markets, eight active community gardens, and a large community of folks interested in gardening and food security. It is centrally located and less than two hours from a lot of things--the coast, the mountains, and the big city. Home to Oregon State University and a variety of nonprofits working on food systems issues, Corvallis has strong community support for local food and agriculture. A car is required for service at this site. Service Activities Description The FoodCorps service member will be serving primarily at Wilson and Garfield Elementary Schools. Both schools are Title I schools: at Wilson Elementary School 49.7% of students utilize the free and reduced lunch program; and at Garfield 64.2% of students utilize free or reduced lunch. The service member will support efforts to impact the whole school food environment by teaching monthly food and cooking classes at each grade level, assisting with monthly tasting tables, modifying and developing lessons to support teachers efforts to incorporate food and nutrition into classroom curricula, and engaging parents and volunteers in school-wide efforts. Skills, Interest, Knowledge Preferences While not unique to our site, the following skills would be preferred: Experience teaching children, particularly in a school setting. Experience with standards-based lesson planning. Proficient in Spanish (Garfield is a dual-immersion school). Helpful Languages Spanish Community Type Suburban Food Roots City Tillamook Organization Description Food Roots' mission is to grow a more robust food system on the North Oregon Coast by engaging our community, supporting farmers and entrepreneurs, and improving access to local food. Our vision of a robust food system is one in which everyone in Tillamook County will be able to eat good, local food every day. Many residents will grow their own food, have a greater understanding of their roles in the local food system, and will have the resources to make more empowered decisions. Our four key programs include: Farm to School, Access to Local Food, Farm and Food Business Support, and Community Education and Engagement. Community Description We are located in Tillamook County, a geographically large, rural county on the Northwest Coast of Oregon with just over 25,000 residents. The region has historically been a region with natural resource-based economies of timber, fisheries, and dairy production. Now, seasonal tourism is a large part of Tillamook County's economy, and most of the living wage jobs are gone. Yet the county is still rich in natural resources; agriculture and food production holds promise for our future. The town of Tillamook (population 4,400) is minutes from the Pacific Ocean. Outdoor activities abound: hiking, fishing, hunting, kayaking, surfing, and foraging. We are 76 miles due west of Portland, Oregon, and there is a good bus system that travels to Portland and back daily. A car is required for service at this site. Service Activities Description The service member will be serving at Nehalem Elementary School, Garibaldi Grade School, and Nestucca Valley Elementary School. At Nestucca Valley, the service member will work with a 5th grade class on a School to Market program that teach students how to grow, market, and sell food. This program has a robust team of school admin and garden committee leaders. At Nehalem and Garibaldi, the service member will work to build garden committees, parent/family engagement and focus on healthy eating choices through tasting tables, farm field trip experiences to connect students with local food and ag.The service member will also focus on growing Nehalem Elementary's garden site to better serve students and the increasing call for support from the school and parent volunteers. Skills, Interest, Knowledge Preferences Experience living and working in a rural community; excellent interpersonal communication skills; ability to motivate others and experience working in a school environment and engaging school administrators. Helpful Languages Spanish Community Type Rural Growing Gardens City Portland Organization Description Established in 1996, Growing Gardens' mission is to promote homescale organic food gardening to improve nutrition, health, and selfreliance while enhancing the quality of life and the environment for individuals and communities in Portland, Oregon. We organize hundreds of volunteers to build organic, raised-bed vegetable gardens in backyards and schoolyards. Through our Lettuce Grow program, we provide educational and gardening experiences to people who are incarcerated in the state of Oregon. Our Youth Grow program develops three-year partnerships with low-income school communities to build strong school garden programs that will encourage the next generation of veggie eaters and growers to be healthy. Our programs improve nutrition and decrease the risk of food insecurity by teaching children lessons about where food comes from, the importance of eating fruits and vegetables, and how to grow food through fun, hands-on activities. We offer schools technical support and resources as well as in-class garden experiences, after-school garden clubs, and summer camps. Community Description Portland is a city located in the northwestern United States, near the confluence of the Willamette and Columbia rivers in the state of Oregon. A city of half a million people, Portland has been referred to as one of the most environmentally friendly or "green" cities in the world. The Growing Gardens office is located in inner Northeast Portland, and our school partner sites are located throughout the city. We work with diverse school communities where the free and reduced price lunch rates range from 50-100%. A car is required for service at this site. Service Activities Description The FoodCorps service member at Growing Gardens will be serving at 2-3 schools. The FoodCorps service member will teach after school garden club through the Schools SUN program throughout the year, as well as offering cafeteria tastings, cooking demonstrations at food pantries co-located in the schools, and teaching garden lessons with interested teachers. The FoodCorps service member will collaborate with the school community and garden stakeholders to build capacity within the school for sustainable garden education programming. The FoodCorps service member will utilize the Healthy School Toolkit to organize a school community and make goals for their term of service. Skills, Interest, Knowledge Preferences The FoodCorps service member should be fluent in Spanish. We are looking for service member who enjoys cooking and gardening, has demonstrated experience engaging with a diverse population, and loves working with children. Helpful Languages Spanish Community Type Urban North Powder Charter School City North Powder Organization Description North Powder Charter School (NPCS) is a small, rural charter school located in beautiful Eastern Oregon. The school has only 300 students in grades K-12, with one teacher per grade level. The dedicated staff members at NPCS work to bring high-quality education to their students. The elementary school utilizes NPCS's farm to school program to integrate hands-on, experiential garden and food education into regular curricula. The farm to school program oversees a beautiful 10,000 square foot school garden (space that is shared space with an FFA-run greenhouse), classroom education in cooking, nutrition, and local foods, and promotion of local ranchers and farmers through school activities and community events. Community Description North Powder is a rural town of about 500 people located in the middle of two amazing mountain ranges, the Elkhorns and the Wallowas, in Eastern Oregon. We are a high mountain desert area that has a very short 90 day growing season. North Powder has great outdoor activities like hiking, skiing, and fishing. North Powder is located between two bigger rural cities, Baker City and La Grande, which offer even more arts and outdoor activities and extensive housing opportunities. A car is required for service at this site. Service Activities Description Our service site is unique in that North Powder Charter School is the only school served by our service member. Our service member will foster close relationships with our students and staff through classroom nutrition and cooking lessons as well as garden based lessons. We also encourage our teachers to have their classes involved in getting the garden planted and in helping harvest the produce. Our service member will also have the opportunity to do tasting tables in the cafeteria for students prek-12 grades. And will also be taking on the Harvest of the Month program. Our service member will be able to help with our effort to get our community better informed of who and what FoodCorps is by helping with different school and community events that will take place through out the year. Skills, Interest, Knowledge Preferences If your interests are the outdoors and you like a small town, low key environment you will love our service site. We have access to some of the most beautiful high mountain lakes, a ski resort with in 20 miles, and many other outdoor activities. We are an agricultural community with our main crops being Wheat, hay, potatoes, corn and raising beef cattle. Some skills that would be beneficial to our site are greenhouse/hoop house knowledge, garden experience, teaching and classroom management skill with children prek-6 and on into the 7-12 grades would be a bonus. Helpful Languages Spanish Community Type Rural Rogue Valley Farm to School City Ashland Organization Description The mission of Rogue Valley Farm to School (RVF2S) is to educate students about the food system by teaching hands-on farm and garden programs and by increasing local food in school meals. We inspire an appreciation of local agriculture that improves the economy and environment of our community and the health of its members. RVF2S is a small organization with a big mission. We offer a variety of educational programs to students across two counties and six school districts. We offer on-farm Harvest Meals and Pumpkin Tours at five local farm sites, Tasting Tables in three school districts, and a School Garden Coordinator program that supports over 25 school gardens. Our staff varies with the season from 3-6 employees and also includes a FoodCorps service member as well as other a UCAN AmeriCorps service member. Community Description The Rogue Valley is situated west of the Cascades along the north side of the Siskiyou Mountains and is separated from the nearby coast by a high section of the Coast Range. The Klamath-Siskiyou bioregion is rich and diverse, boasting vegetative types ranging from coastal temperate rainforest to fire-dependent oak savannas. The forests and rivers of the region provide an unparalleled variety of niche habitats and recreational opportunities. Clear streams still flow, old-growth forests still stand, salmon still spawn, and rare wildflowers still bloom. Located along the middle section of the Rogue River and its tributaries in Josephine and Jackson counties, the valley forms the cultural and economic heart of Southern Oregon. Characterized by a mild climate that provides a long growing season for many varieties of row crops, grapes, fruits, and nuts, the rural Applegate and Williams Valleys are filled with orchards, wineries, small farms, and historic sites. Interstate 5 follows the Rogue Valley through its largest communities of Medford, Ashland, and Grants Pass. The community of Ashland is famous for the Oregon Shakespeare Festival, the Mt. Ashland Ski Area, and is home to Southern Oregon University. A car is required for service at this site. Service Activities Description The FoodCorps service member will be serving in Central Point Elementary school and Jewett Elementary school, both schools are in the Central Point school district. The service member will be supporting teachers to utilize skills learned from professional development workshops to integrate weekly garden activities into class time. Each school has identified two grade levels that will focus on utilizing the school garden. These grade levels will also participate in two farm field trips with which the FoodCorps member will assist. The service member will also coordinate the Harvest of the Month Tasting Table program in both cafeterias, and offer food and garden activities at school events. Skills, Interest, Knowledge Preferences A successful FoodCorps member will have excellent communication skills, be highly organized, and have a deep passion for educating students of all ages. Basic knowledge and skills related to gardening, season extension and crop planning are important. Experience and ability to manage multiple projects and allocate time and resources efficiently is preferred. 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Sowing, Knowing, and Growing Lisa Osteen Comes – December 27, 2017 In Mark 4 Jesus helps us grow spiritually and walk in victory! Jesus said that the seed is the Word of God and the soil represents your heart or spirit. Mark 4:14 § As the farmer sows seeds into the ground so we must sow or plant the Word of God into our lives. § A seed has to be planted in order to produce a crop § The Word of God has to be planted in you in order to produce results § It has the potential to bring salvation, healing, and restoration into you life. To transform your life. § But you have a responsibility to apply it to your life. 4 Ways You Plant the Word in Your Heart: 1. Read the Bible on a consistent basis. § When you put the Word in you—the Word will come out of you when you need it. § We don't read the Bible to please God necessarily. § Keep reading it whether you understand everything or not. § God will speak to you and show you the things you need to know. 2. Meditate on the Word throughout your day. § Instead of being tempting to worry, meditate on the promises that God has given you. § Let the Word wash your brain free of negative thoughts and lies that only produce chaos in your life. 3. Listen to the preaching and teaching of the Word. § God anoints people to explain the Word of God to us. Romans 10:17 4. Obey and act on the Word. § As you obey it—it will produce a mighty harvest in your life! 3 Things That Come to Steal the Word from Your Heart: 1. Satan comes to steal the Word from you. § Satan is like those birds that came and ate the seed the farmer sowed. § Don't accept the lies that Satan will try to tell you. § Satan is after the Word of God in your heart because the Word is the wisdom of God. § Satan steals the Word from you by procrastination, the voice of others, accusation, and discouragement. 2. The absence of roots and maturity. § You will go through trials, but Jesus will help you every step of the way. Proverbs 24:10 § To develop roots and maturity, you must develop CONSISTENTCY in your life. 3. The Distractions of Life § The distractions of life can be the worries of life, the deceitfulness of riches, and the desire for other things. § We need to pray that God will show us anything that is distracting us from Him. Hebrews 12:1 Notes:___________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ___________________________________________________________________________	<urn:uuid:2619dcae-42fa-45eb-b641-c2f11bf9882d>	CC-MAIN-2018-47	https://www.lakewoodchurch.com/Views/Media/Upload?id=12838	2018-11-19T02:01:02Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00042.warc.gz	913,499,235	641	eng_Latn	eng_Latn	0.998285	eng_Latn	0.955654	[ "eng_Latn", "unknown" ]	false	docling	[ 2041, 4223 ]	[ 1.3828125 ]	1	3
WitnessKit 1 Faith and Reason Class 13 Miracles and Prayer In our first session we discussed Modernism Postmodernism And Christianity. Modernism sees religious experience as disconnected from reality. Modernism views physical reality as the only reality. Postmodernism sees religious experience as totally subjective, but emotionally valid. Postmodernism thinks religious experience is all inside your own head. True Religious Experience versus Mysticism. Postmodernism attempts to equate all religious experience. It assumes all religious experience is subjective. It assumes that all religious experience is equally valid (or invalid). It assumes that all religious experience is just opinion. Postmodernism's framework for understanding religion is a framework of mysticism. The Biblical framework is a framework of objectivity and real world experience. Subjectivity and Miracles The place where objectivity meets subjectivity in our own lives is PRAYER. The Bible gives us guidelines for prayer, and the Bible is trustworthy. We experience results from prayer. Even NO ANSWER is a result of prayer sometimes. Just like a person refusing to answer a questionnaire affects the statistics of a study, even so, unanswered prayer causes something. It motivates soul searching. Subjectivity and Miracles Vague prayers or "formula prayers" can be used to prevent dealing with the question of miracles in real time. Does God intervene in the present world, or not? Does God answer prayer? Only specific prayer can answer that question experientially. In the Bible, the Assyrian Rabshakeh put it this way to King Hezekiah's men. 31 "Don't listen to Hezekiah! These are the terms the king of Assyria is offering: Make peace with me—open the gates and come out. Subjectivity and Miracles Then each of you can continue eating from your own grapevine and fig tree and drinking from your own well. Then I will arrange to take you to another land like this one—a land of grain and new wine, bread and vineyards, olive groves and honey. Choose life instead of death! Don't listen to Hezekiah when he tries to mislead you by saying, 'The L ORD will rescue us!'" Here the Rabshakeh is being VERY devious, tapping into the strongly held belief in choosing life, while telling the people to abandon their trust in God. Subjectivity and Miracles "Have the gods of any other nations ever saved their people from the king of Assyria? 34 What happened to the gods of Hamath and Arpad? And what about the gods of Sepharvaim, Hena, and Ivvah? Did any god rescue Samaria from my power? 35 What god of any nation has ever been able to save it s people from my power ? So what makes you think that the L ORD can rescue Jerusalem from me?" 2 Kings 18:31-35 (NLT) Postmodernism's view of religion matches the Rabshakeh's. The Rabshakeh's attitude would fit very well with postmodernism's attitude toward prayer. All religions are treated as the same thing. If answers don't come for the rescue of the capital Samaria where idols were treated as gods— and that capital fell to the Assyrians—answers won't come from anywhere. Assyria had the superior army and the utter ruthlessness proven to prevail in all those places the Rabshakeh named. What did trusting God have to do with anything? To make matters worse, The Assyrian army had defeated the surrounding Judean countryside. The king of Assyria had the Judean city called Lachish under siege, and Lachish fell. What basis did King Hezekiah have for thinking God would protect Jerusalem? These things really happened in history. We have an inscription from the ancient Assyrian empire where Sennacherib describes King Hezekiah as "shut up like a bird in a cage." Sennacherib's Inscription "As to Hezekiah the Jew, he did not submit to my yoke. I laid siege to 46 of his strong cities, walled forts, and to the countless small villages in their vicinity. I drove out of them 200,150 people, young and old, male and female, horses, mules, donkeys, camels, big and small cattle beyond counting and considered (them) booty. Himself I made a prisoner in Jerusalem, his royal residence, like a bird in a cage." McDowell, The New Evidence That Demands a Verdict, page 111. God's answer to the inscription hundreds of years ahead of time. Psalm 124 1 A song of Ascents. Of David. "If it had not been the LORD who was on our side," Let Israel now say– 2 "If it had not been the LORD who was on our side, When men rose up against us, 3 Then they would have swallowed us alive, When their wrath was kindled against us; God's answer to the inscription 4 Then the waters would have overwhelmed us, The stream would have gone over our soul; 5 Then the swollen waters Would have gone over our soul." 6 Blessed be the LORD, Who has not given us as prey to their teeth. 7 God's answer (ahead of time) to the inscription Our soul has escaped as a bird from the snare of the fowlers; The snare is broken, and we have escaped. 8 Our help is in the name of the LORD, Who made heaven and earth. Psalms 124:1-8 (NKJV) Because God is alive, and because God is the maker of heaven and earth, He is able to rescue when His people call on Him for help. What is prayer? Was Hezekiah's prayer for help an exercise in wishful thinking? Did he have reason to trust that God would rescue Jerusalem? Jerusalem was surrounded by defeated cities. The Bible gives us multiple accounts of these events: 2 chapters in Second Kings, plus chapters 36 and 37 in Isaiah, plus chapter 32 in 2 Chronicles. Earlier chapters in Chronicles reveal Hezekiah's leadership in prayer. God prepared His people for the situation much earlier. God announced the situation a generation earlier in the time of Hezekiah's father, King Ahaz, in Isaiah chapter 8—that Assyria would take Samaria captive and would be like the river Euphrates engulfing Judah, "reaching even to the neck." This description fits the words of the Psalm as well. Isaiah 10:12-14 tells that the King of Assyria saw himself as a fowler, gathering from the nests of people of the earth. In addition Isaiah chapter 10 promised that God will rescue Jerusalem/ the people living in Zion at that time—that the king of Assyria will shake his fist at Jerusalem, but God will chop his warriors down—verse 32 and 33. Then Isaiah chapters 36 and 37 describe the events as they occurred. Every detail fell into place from earlier Scriptures as events unfolded. A Basis for Trusting Prayer King Hezekiah had this basis for expecting a positive answer to prayer: God had given clues about the matter ahead of time to the prophet Isaiah. God has promised that the king of Assyria would not destroy Zion, but would shake his fist at Zion. The fist-shaking events matched the details of the prophecy. The basis for trusting prayer was God's earlier promise. A Second Basis for Trusting Prayer When Hezekiah brought the matter to Isaiah's attention, God gave Isaiah a new specific promise—that the king of Assyria would hear a rumor and return to his own land, where he would die by the sword. The rumor happened. This new detail matched the prophecy. The promise followed the prophecy. A Second Basis for Trusting Prayer However, the Assyrian king did not go directly home after hearing the rumor. Instead, he responded with a letter to Hezekiah repeating the fist-shaking. This called for more prayer. Hezekiah's prayer 14 And Hezekiah received the letter from the hand of the messengers, and read it; and Hezekiah went up to the house of the LORD, and spread it before the LORD. 15 Then Hezekiah prayed to the LORD, saying: 16 "O LORD of hosts, God of Israel, the One who dwells between the cherubim, You are God, You alone, of all the kingdoms of the earth. You have made heaven and earth. Hezekiah's prayer 17 Incline Your ear, O LORD, and hear; open Your eyes, O LORD, and see; and hear all the words of Sennacherib, which he has sent to reproach the living God. 18 Truly, LORD, the kings of Assyria have laid waste all the nations and their lands, Hezekiah's prayer 19 and have cast their gods into the fire; for they were not gods, but the work of men's hands-wood and stone. Therefore they have destroyed them. 20 Now therefore, O LORD our God, save us from his hand, that all the kingdoms of the earth may know that You are the LORD, You alone." Isaiah 37:14-20 (NKJV) Hezekiah's third basis for prayer: God's characteristics. God's power—maker of heaven and earth. God's identity as the only REAL God. God's goodness—God's desire for everyone to believe in the true and living God for their eternal good. "that all the kingdoms of the earth may know that You are the LORD, You alone." God's Verbal Response 21 Then Isaiah son of Amoz sent this message to Hezekiah: "This is what the LORD, the God of Israel, says: Because you prayed about King Sennacherib of Assyria, 22 the LORD has spoken this word against him: "The virgin daughter of Zion despises you and laughs at you. The daughter of Jerusalem shakes her head in derision as you flee. 23 "Whom have you been defying and ridiculing? Against whom did you raise your voice? At whom did you look with such haughty eyes? It was the Holy One of Israel! 24 By your messengers you have defied the Lord. God's Verbal Response You have said, 'With my many chariots I have conquered the highest mountains— yes, the remotest peaks of Lebanon. I have cut down its tallest cedars and its finest cypress trees. I have reached its farthest heights and explored its deepest forests. 25 I have dug wells in many foreign lands and refreshed myself with their water. With the sole of my foot, I stopped up all the rivers of Egypt!' God's Verbal Response 26 " But have you not heard? I decided this long ago. Long ago I planned it, and now I am making it happen. I planned for you to crush fortified cities into heaps of rubble. 27 That is why their people have so little power and are so frightened and confused. They are as weak as grass, as easily trampled as tender green shoots. They are like grass sprouting on a housetop, scorched before it can grow lush and tall. God's Verbal Response 28 "But I know you well— where you stay and when you come and go. I know the way you have raged against Me. 29 And because of your raging against Me and your arrogance, which I have heard for Myself, I will put My hook in your nose and My bit in your mouth. I will make you return by the same road on which you came." God's Verbal Response 30 Then Isaiah said to Hezekiah, "Here is the proof that what I say is true: "This year you will eat only what grows up by itself, and next year you will eat what springs up from that. But in the third year you will plant crops and harvest them; you will tend vineyards and eat their fruit. 31 And you who are left in Judah, who have escaped the ravages of the siege, will put roots down in your own soil and grow up and flourish. God's Verbal Response For a remnant of my people will spread out from Jerusalem, a group of survivors from Mount Zion. The passionate commitment of the LORD of Heaven's Armies will make this happen! 33 "And this is what the LORD says about the king of Assyria: God's Verbal Response "'His armies will not enter Jerusalem. They will not even shoot an arrow at it. They will not march outside its gates with their shields nor build banks of earth against its walls. 34 The king will return to his own country by the same road on which he came. He will not enter this city,' says the L ORD . 35 'For my own honor and for the sake of my servant David, I will defend this city and protect it.'" Isaiah 37:21-35 (NLT) God's Response in the Physical World. 36 That night the angel of the LORD went out to the Assyrian camp and killed 185,000 Assyrian soldiers. When the surviving Assyrians woke up the next morning, they found corpses everywhere. 37 Then King Sennacherib of Assyria broke camp and returned to his own land. He went home to his capital of Nineveh and stayed there. 38 One day while he was worshiping in the temple of his god Nisroch, his sons Adrammelech and Sharezer killed him with their swords. They then escaped to the land of Ararat, and another son, Esarhaddon, became the next king of Assyria. Isaiah 37:36-38 (NLT) Both descriptions match. Sennacherib's inscription is coherent with the Biblical account, while allowing Sennacherib to temporarily save face. The death of 185,000 in the Assyrian camp was attributed to the angel of the LORD in Isaiah, and in 2 Chronicles 32:21, we find that all the officers died. In 2 Chronicles 32:23, we find that other nations elevated their opinion of King Hezekiah, and brought gifts to the LORD at Jerusalem. The faith of other nations In the true and living God Was strengthened by Hezekiah's answered prayers. Many religions have formula prayers. Jesus Christ gave us an example prayer in Matthew but He preceded it with words directing us to avoid formulaic repetitions. Even a formula needs to express what you really mean. God wants prayer to be real. " 7 And when you pray, do not use vain repetitions as the heathen do. For they think that they will be heard for their many words. 8 Therefore do not be like them. For your Father knows the things you have need of before you ask Him." The Example Prayer 9 In this manner, therefore, pray: Our Father in heaven, Hallowed be Your name. 10 Your kingdom come. Your will be done On earth as it is in heaven. 11 Give us this day our daily bread. The Example Prayer 12 And forgive us our debts, As we forgive our debtors. 13 And do not lead us into temptation, But deliver us from the evil one. For Yours is the kingdom and the power and the glory forever. Amen. 14 "For if you forgive men their trespasses, your heavenly Father will also forgive you. 15 But if you do not forgive men their trespasses, neither will your Father forgive your trespasses. Prayer is between you and God, not for show. 16 "Moreover, when you fast, do not be like the hypocrites, with a sad countenance. For they disfigure their faces that they may appear to men to be fasting. Assuredly, I say to you, they have their reward. 17 But you, when you fast, anoint your head and wash your face, 18 so that you do not appear to men to be fasting, but to your Father who is in the secret place; and your Father who sees in secret will reward you openly. Matt 6:6-18 (NKJV) We want to understand The effects of testing for truth upon faith. If we test for truth, and we are properly following the guidance of the Holy Spirit, who is the source for truth in this world, our faith will become better grounded in reality and stronger. We want to proceed from a basis of thinking "The Bible is a good candidate for religious truth," to "The Bible IS truth, and therefore, I can follow its guidance regarding prayer." Real Prayer Points to a Real Idea of God Think about the example prayer and Jesus' directions about not fasting to be seen by other people. Think about ritual or formulaic prayers. Which of those two ideas strikes you as a pretend situation, and which strikes you as a REAL situation? Wouldn't a REAL God want REAL prayers? It is possible to read prayers And mean them. In that case they become real prayers. The Bible is full of prayers that are helpful to read and memorize and apply to one's own situation, and to personalize to fit one's own needs. It is often helpful to use such prayer as a starting point, to pray for specifics in each of the prayer's categories. But if one's idea of prayer is an exercise like running laps, that idea needs some thoughtfulness, and points to an inadequate view of God. We want our faith To be both grounded in OBJECTIVE truth AND experiential in the real world. We want the faith of our mind and heart to match the reality of who God really is. Prayer is the place the two worlds meet. It is not the ritual of prayer that matters. It is the CONTENT of prayer that matters, and the attitude of the heart. Recommended Resource Lifeway Publishers' workbook, Disciples' Prayer Life by T.W. Hunt and Catherine Walker is an excellent study. The book is out of print, but worth finding at a used book sale or a church library—really a treasure for growing in prayer. It develops the discipline of prayer on a regular basis, in practical matters. The ideas in the following slides are distilled from it. Biblical Suggestions for Prayer Consider the need for repentance in preparation for prayer, and ask forgiveness as needed. 1. Attitudes 2. Actions 3. Words Consider your trust level: Give God a reason that you trust Him. Pray in faith, trusting God. Pray for God's goodness to become visible to others in answer to your prayer. Pray for His name to be held in high esteem. Biblical Suggestions for Prayer Pray for God's good and perfect and acceptable will to be done on earth as it is in heaven. Think of areas where you would like to see that, and picture those situations before God. Pray for the peace of Jerusalem. Pray for the people of the world to understand the message of the Bible. Pray for those who suffer to find God's goodness, and not to lose their grip. Biblical Suggestions for Prayer Consider the need to forgive others. Place their situation before God, and intercede for them, that they might find His forgiveness and freedom to do what is right. Forgive them based on His payment already made for their sins, not based on their response to you. Ask God to help you think of any hindrance to prayer in your life, and place that matter before Him, asking for His help. Biblical Suggestions for Prayer Think of your needs and ask God to supply each one, with thanksgiving. Food, Clothing, Shelter Transportation Health and security Social life Wisdom Ministry and spiritual growth Education or job Family Finances Biblical Suggestions for Prayer Pray for those in authority and for those you love and for those you know are in harm's way. Family Job or school Church Government National State Local International Decision-makers Biblical Suggestions for Prayer Pray for God to raise up good leaders, who will make the world a safer place for learning about Him. Read 1 Timothy 2:1-6. Pray for the possibility of leading peaceful, quiet lives in godliness and dignity so that others can learn about God. It is right to pray for persecution to stop. Pray for people around the world who are willing to witness for Christ. Biblical Suggestions for Prayer Give God reasons to answer, and thank Him for those reasons. His power His character His promises His wishes The eternal good of those He loves. Pray for good to triumph over evil, and for deliverance from temptation. Pray for opportunities to witness, and for people to find God. Suggestions for Prayer Ask God to help you remember your prayers and to NOTICE when they are answered, so you can thank Him. Pray without ceasing. Keep your heart in tune with God all the time. Consider an area where your prayers have not been answered over time. Ask God for perseverance in trust for that area. Truth The truth of a Biblical worldview is visible in the many directions of thought that converge to its truths. The truth of a Biblical worldview is visible in answered prayer. God is so concerned that we find and believe truth, that He LOVES to answer prayer. Jesus said, "If you ask the Father for anything in My name, He will give it to you." John 16:23 "If you abide in Me and My words abide in you, ask whatever you wish, and it will be done for you." John 15:7 "If we ask according to His will, He hears us… and we have the requests." I John 5:14-15. His Good Will Produces Answers to Prayer. God wants us to seek His good and perfect will and ask in accord with His will. To know God's good and perfect will, we have to become acquainted with Him. The best way to do that—spend time in the Bible and in prayer, and be committed to His goodness. Become His disciple. Romans 12:1-2 says we must place our lives before Him to completely belong to Him rather than ourselves, and then we also must renew our minds, in order to know and prove His good and perfect and acceptable will. More courses are available. WitnessKit Bible Study—Bible Doctrines as a System of Thought—the basics and where to find them. Watch for this course to be posted on the website. God and Creation: A look at the creationevolution controversy: Flaws at the heart of the modernist worldview. Use the "contact us" email to find out more about this course and the rest of the courses. More courses are available. Religions and Biblical Christianity: Comparing and contrasting various approaches to Monotheism: Modernist Existentialist Christianity—Disbelief in the Bible Postmodernism's System of Thought and Its Implications Biblical Christianity Biblical Judaism Islam More toolkits are available. The Bible and the Future: An approach for studying Bible prophecy—becoming a student of all Biblical truth. The Most Important Prayer For any individual is the prayer to receive God's Kingdom in your heart. The Four Spiritual Laws explain such a prayer. This link has those laws in English. http://www.campuscrusade.com/fourlawseng.h tm This link has the Four Spiritual Laws in other languages. http://www.campuscrusade.com/four_laws_onl ine.htm Homework Chapters 39, 40, & "The Four Spiritual Laws" in The New Evidence That Demands a Verdict Class 13 Set 1 Read Proverbs 24:13-14. What promise goes with finding wisdom? Read Chapter 38 in THE NEW EVIDENCE THAT DEMANDS A VERDICT. Degrees of certainty are quantified in statistics. If, for example, a physicist chooses a level of 95% degree of certainty, he can use the equations of statistical mechanics to draw the shape of electron orbitals. These shapes can be verified independently by measuring the angles of crystal lattices and by measuring the angles of attachment of portions of large molecules. So even though there is a "five percent uncertainty" in his drawings, the truths they express can be independently verified and they represent real knowledge. Statistical uncertainty is not a basis for thinking that you cannot know things. What are the four types of natural certainty discussed in this chapter? Class 13 Set 1 Read Exodus 3:1-22 and 4:1-17. What were the miracles Moses saw and what were their purposes? Read Chapter 39 in THE NEW EVIDENCE THAT DEMANDS A VERDICT. If God exists, miracles are possible. They cannot be categorically ruled out without ruling out God's existence. To please God, according to Hebrews 11:6, one must believe that He exists and that He rewards those who seek Him. Thus, openness to miraculous reward is an attitude that reveals a heart who seeks Him. Why does God have a right to supersede natural law? Class 13 Set 1 How did Kreeft and Tacelli define miracle? Geisler notes that miracles are immediate and successful. One miracle is found in Mark 8:22-25 that differs a bit from Geisler's description. How does it differ? The miracles discussed in this chapter are the easily recognized BIG EVENTS. However, God has the authority as well to intervene "behind the scenes" in answer to prayer. We owe Him credit and thanks when He does so. Class 13 Set 1 What are some purposes of miracles mentioned in this chapter? How are miracles different from magic? Class 13 Set 2 Read Proverbs 18:17, 19:28, and 21:10. What do these verses advise when testimony is onesided? Read Chapter 40 in THE NEW EVIDENCE THAT DEMANDS A VERDICT. Define the following terms: History Historiography Historical method Geschichte Class 13 Set 2 What are 4 facets of historiography? What are 7 "rules of thumb" for examining historical evidence? What two questions are absolutely necessary to ask of historical records, according to Gottschalk? What separates knowledge from opinion? What are Beard's six areas of doubt related to the ability to know history? What methods may be used to overcome some of these doubts? Class 13 Set 2 How does Geisler define the word "objective?" Can a fragmentary account be true without being the whole truth? Which technique is more objective, telling the facts of a historical event along with the opinions of people of the times, or telling the facts of a historical event along with present day political issues of concern, or telling the facts of a historical event from the mouths of fictional characters without informing the reader that they are fictional? Class 13 Set 2 Can reports from eyewitnesses plus corroborating evidence of miracles be objective? What was Bultmann's error? We are commanded to love God with all our mind. We have been doing so as we study these books. What is the ratio of head to heart references in the Bible? Class 13 Set 2 The heart is the center of the person, and includes emotions, mind, and will. What sin of the heart mentioned in the text causes God to hide Himself from us, and what virtues or choices bring Him near? Read Zephaniah 2:3 and Isaiah 55:3-11 for further insight. Class 13 Set 2 Read Revelation 3:20 and Isaiah 25:1-9. What are some implications of Christ's dining with us and seating us beside Him on His throne? How do we open our hearts to His Spirit? Class 13 Set 3 Read "The Four Spiritual Laws," page 757. What are the four spiritual laws? See if you can put the Four Spiritual Laws into your own words. See if you can learn them well enough to tell someone else what they are. Class 13 Set 3 Take notes from the slides to create a prayer reminder chart. Place that chart with your Bible so that you will be reminded to pray specifically on a regular basis. Thank you so much for taking the time to go through this course. Here is a prayer of benediction from the Bible: Philippians 1:9-11 And this I pray, that your love may abound still, more and more in real knowledge and all discernment, so that you may approve the things that are excellent, in order to be sincere and blameless until the day of Christ, having been filled with the fruit of righteousness which comes through Jesus Christ, to the glory and praise of God.	<urn:uuid:675da090-8c7a-4eeb-9743-1d93eb1ad0c6>	CC-MAIN-2018-47	http://witnesskit.com/yahoo_site_admin/assets/docs/WitnessKit_1Class_13_Ready_Miracles_and_Prayer.290125526.pdf	2018-11-19T01:24:21Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	350,013,661	6,378	eng_Latn	eng_Latn	0.98082	eng_Latn	0.997796	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 59, 419, 872, 1297, 1781, 2331, 2767, 3297, 3728, 4236, 4582, 4833, 5214, 5630, 6103, 6472, 6871, 7203, 7424, 7816, 8080, 8407, 8732, 9301, 9720, 10162, 10505, 10960, 11224, 11677, 12299, 12735, 12840, 13323, 13535, 13950, 14444, 14889, 15218, 15710, 16053, 16451, 16828, 17233, 17655, 17911, 18137, 18535, 18858, 19178, 19744, 20280, 20664, 20959, 21100, 21446, 21545, 22382, 22923, 23368, 23487, 23744, 24134, 24620, 24906, 25185, 25379, 25614, 25798, 26286 ]	[ 1.3515625, 1.5859375 ]	1	6
Agro-met Advisory Service bulletin for the District Purba Medinipur (Period to 15 th September to 19 th September,2018) Issued jointly by GKMS, Kakdwip, BCKV and IMD Bulletin No.:73/2018 Date: 14th September, 2018 Weather for last three days (11 th September to 13 th September, 2018) Weather for the preceding week (7 th September to 13 th September, 2018) \| \| 11/09/18 \| 12/09/18 \| 13/09/18 \| \|---\|---\|---\|---\| \| Rainfall (mm) \| 0.0 \| 3.3 \| 0.0 \| \| Maximum Temperature ( oC ) \| 32.0 \| 33.0 \| 34.0 \| \| Minimum Temperature ( oC ) \| 24.0 \| 28.0 \| 29.0 \| \| Relative Humidity ( % ) \| 75 \| 85 \| 95 \| \| Wind Speed ( Km ph ) \| \| \| \| \| Rainfall (mm) \| 28.8 \| \|---\|---\| \| Maximum Temperature (oC ) \| 29.0-35.0 \| \| Minimum Temperature ( oC ) \| 21.0-29.0 \| \| Relative Humidity ( % ) \| 75-95 \| Light rainfall is predicted on 19 th September and moderate rainfall is predicted in the remaining days. Weather forecast for next five days (15 th September to 19 th September,2018) Sky will be partly to mainly cloudy in the next five days. Wind speed will be 1.5-2.5 m/sec. and the predominant wind direction will be Southwesterly to North-Westerly. Maximum temperature is expected to be around 34.9 0 C -35.4 0 Cand minimum temperature is likely to be around 26.3 0 C-27.5 0 C. Maximum and minimum relative humidity will be in the range of 79% -87%and 47% -58%. Weather based Agro-Advisories From SPI data it is observed that moderately dry and mild wet condition is found in the Southern Part of West Bengal \| Crop \| Stage \| \| Disease pest \| \| \|---\|---\|---\|---\|---\| \| (Aman paddy) \| Active Tillering stage \| \| \| \| \| Betel vine \| Grow ing leaf stage \| \| Stem rot or phytopthora attack may take place due to occasional rain and high humidity \| \| \| Early winter vegetables \| \| --Prepare upland area for sowing of early winter vegetables like cabbage, cauliflower etc. \| \| \| \| \| \| --Make the seed bed with proper ridge furrow system for proper drainage of rain water \| \| \| \| Cattle \| At all stages \| \| foot and mouth disease \| --For foot and mouth disease wash the wound by \| \| \| \| \| \| potassium per manganet solution \| \| \| \| \| \| --Keep the cow shed clean and dry \| \| \| \| \| \| --Clean and disinfect the cowshed with bleaching \| \| \| \| \| \| powder \| \| Poultry \| Growers and layers \| \| Fungal attack \| --Rearrange the litter with new one \| \| \| \| \| \| --Apply lime on litter \| \| \| \| \| \| --Avoid wet food only feed them dry food \| \| \| \| \| \| --The thickness of litter should not be exceeded 11/2 \| \| \| \| \| \| inch \|	<urn:uuid:195e7f7d-014e-4226-85c2-2ffdd0c6b053>	CC-MAIN-2018-47	http://www.bckv.edu.in/userfiles/file/Purba%20Medinipur%20-73.pdf	2018-11-19T01:00:03Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	368,956,705	845	eng_Latn	eng_Latn	0.988627	eng_Latn	0.988627	[ "eng_Latn" ]	false	docling	[ 2614 ]	[ 1.4296875 ]	2	0
INDO GLOBAL JOURNAL OF PHARMACEUTICAL SCIENCES ISSN 2249- 1023 Medicinal Plants of Rural India: A Review of Use by Indian Folks Mohd. Mazid *a , Taqi Ahmed Khan b , Firoz Mohammad a a Advanced Plant Physiology Division, Department of Botany, Faculty of Life Sciences, AMU, Aligarh-202002, India b Department of Biochemistry, Faculty of Life Sciences, AMU, Aligarh-202002, India Address for Correspondance: email@example.com ABSTRACT: Historically plants have played an important role in medicine. Through observation and experimentation, human beings have learnt that plants promote health and well-being. The use of these herbal remedies is not only cost effective but also safe and almost free from serious side effects. The village elders, farmers and tribal have tremendous knowledge about for health reasons started thousands of years ago and is still part of medical practices by folks of various regions of Indian sub-continents as well as several other countries including China middle East, Africa Egypt, South America and other developing countries of world. This review article shade a small beam of light on conservational strategies of medicinal plants as well as their marketing price in past and near future scenario. © 2011 IGJPS. All rights reserved. KEYWORDS: Herbal medicine; Folks, Tribal Communities; Herbal Gardens. INTRODUCTION The world 'Environment' has originated from French word "environ". It means surroundings. It includes each and everything outside the plant, which influences directly or indirectly the life of the plant. This is an integral part of the earth's ecosystem. Each component of the environment is called environmental factor. Plants grow best within certain ranges of various factors includes temperature, soil moisture, soil nutrients, light, air pollutants, humidity, soil structure and pH. Although these factors affect all plants are frequently grown or kept in cultural particles (fertilization, irrigation, spraying with pesticides) that may affect their growth considerably. According to the WHO,over 80% of the world's population relies on traditional forms of medicine,largely plant based to meet primary health care needs.In India,the collection and processing of medicinal plants and plant products contributes a major part each year to the national economy,as a source of both full and part time employment 1 . Micro-studies suggest that alarge number of those employed are women.In recognition of the significance of the sub-sectorand the fact it is largely undocumented,the World Bank and the IDRC Medicinal plants Network(IMPN) agreed to produce this state of the art report on the medicinal plants sector in India.The report suggests that despite a wealth of resources (biological,human and financial being available,the lack of a coordinated approach which considers sustainable and equitable development to be short as well as long term goals for the sub sector) has resulted in the simultaneous under utilization and overexploitation of the valuable plant resource.It is hoped that the this review will be a step towards achieving such a coordinated effort.In addition,to identifying information gaps and research priorities,it outlines a set of possible interventions at various levels which could lead to the promotion of the sustainable and equitable development of the subsector for human and environmental benefits 2 . Plants are one of the most important sources of medicines. The application of plants as medicines date back to prehistoric period. In India the references to the curative properties of some herbs in the Rig-veda seems to be the earliest records of use of plants in medicines. The medicinal plants are extensively utilized throughout the world in two distinct areas of health management; traditional system of medicine and modern system of medicine. The traditional system of medicine mainly functions through two distinct streams (1) Local or folk or tribal stream and, (2) Codified and organized Indian system of medicines like Ayurveda Siddha and Unanni etc. Over the centuries, the use of medicinal herbs has become an important part of daily life despite the progress in modern medical and pharmaceuticals research. Approximately 3000 plants species are known to have medicinal properties in India 3 .The Rigveda (3700 B.C.), mentions the use of medicinal plants. Our traditional systems of medicines, viz., Ayurveda, Yunani, Siddha and Homeopathy etc. use herbs for treatment. It is estimated that 40% of the world populations depends directly on plant based medicine for their health care 4 . In India, medicinal plants offer low cost and safe health care solutions. There are several attempts were made to explore indigenous knowledge on sue of common medicinal plants for the treatment of diseases related to various systems of human beings(Table 1 and 2). The medicinal attributes of many plants are found in leaves, used as alterative, tonic diuretic, blood purifier and antiphlogistic. They are used as remedy against chronic eczema, chronic ulcers, chronic rheumatism, chronic nervous diseases, madness, cholera amenorrhoea, piles and fistula. Usually,the power of dried leaves is given with milk in mental disability and for the improvement of the memory. The fresh juice of leaves is grown as alterative in jaundice, fevers and gonorrhoea. The same is also useful for children's in cutenaceous diseases and for the improvement of nervous system. Medicinal plants are also varying in their effectiveness against any kind of cure. As an example; brain tonic Brahmi is more effective than Mandukparni. Brahmi is used to decrease fatigue and depression and to stimulate the sex drive. It energizes the CNS and aids the circulatory system, soothes and minimizes varicose veins and helps to minimize scarring. It is also useful in repairing skin and connective tissues and smoothing out cellulite. Besides this, it has been used by Ayurveda in India for almost 3000 years. The Ayurvedic treatise, the CharakaSamhita (100 A.D) recommends Brahmi in formulations for a range of mental conditions including anxiety, poor cognition and lack of concentration. In India, Brahmi is correctly recognized as being effective in the treatment of mental illness and epilepsy. Ganga plains covering an area of about 3.75 lakh Km 2 in the states of Uttar Pradesh, Bihar and Bengal was formed by the deposition of sediments brought by the river Ganga and its tributaries in the quaternary period of Cenozoic era. Since ancient days the Ganga plains has been rich in floral diversity. The variety of medicinal plants growing in wild states due to favourable climatic and edaphic conditions in this region includes the Punarnava (Boerhaaviadiffusa), Gokhru (Tribulusterrestris), Ark (Calotropisprocera) and many more.To be on the Herbal medicine front, mere utilization of plants in medicine would sound low when the drug is already threatened for existence. So a path breaking step would be to protect such plants from becoming extinct in the near future, which would serve the generations to come. It becomes our sole responsibility to highlight such endangered species, which would help the herbal practioners, conservationists and environmentalists to narrow down their cynosures to such indigenous plant species, thereby ensuring safety to the country's flora from being swept off by threatening catastrophes. Rapid industrialization has led to an uncontrolled increase in human interference to play a spoilsport, which has resulted in a considerably decline of the habitat. Also, several endemic plant species to peninsular India, highly appreciated for its medicinal value, is at threat in its own land. Delineated as one of the critically endangered species in the red list of the IUCN 2 needs an urgent attention for conservation. They considered by different names in different systems of medicines like Ayurveda, Unani siddha and is highly preferred in local healing traditions for curing many diseases.There are needs to collate all the available information regarding medicinal plants development in the country in order to obtain a comprehensive overview which will provide the necessary insight for coordinated and effective action.Although, only micro-studies are currently available in which most of the indicate that current practices are both unsustainable as they rapidly deplete the natural supplies of the country's plant base and inequitable,perpetuating improvement for those charged with stewarding and harvesting the resource, while a few profit in dramatic disproportion to their inputs. Negative impacts on local primary health care,as plants become diverted to national and International markets,have also been cited in some cases.The global market would appear to be more receptive than ever to the mounting of a concentrated Indian effort at supplying it with medical materials and know howsuch an effort would also appear to be increasingly remunerative for the country. Table 1.A list of practitioners and institutions involved in different kind of traditional and non-traditional systems of medicine in India. In terms of the number of the species individually targeted, the use of the plants as medicines represents by far the biggest human use of the natural world. Plants provide the predominant ingredients of medicines in most medical traditions. There are no reliable figure for the total number of medical plants on earth, and number and percentages of countries and regions vary greatly 5 . Estimates for the number of the species used medicinally include: 35000-70,000 or 53,000 worldwide 5 ; 10,000-11250 in China 6 ; 7500 in India 7 (Table 3). The United Nations Conference on Environment and Development (UNCED), held at Rio de-Janeiro, Brazil helped to place the loss of biodiversity and its conservation on the global agenda resulting in biodiversity becoming a household wood. Biodiversity is a new term for species-richness (Plant animals and organisms) occurring as an interacting biotic component of an ecosystem in a given area. Age old Astrological sources in India have considered medicinal plants to be sacred, which finds Niches for itself in NakshatraVana(group of plants specific to birth stars and accredited as the plant to be worshiped) and other parts. Down the ages people have been exploiting this plant for various purposes, which have led to a heavy loss of their habitat especially in the 19th century. Table 2.A list representing some botanicals and /or their particular part used for treatment of various diseases in India. Disease Name of plant Botanical name Properties Scientific base Method of use Amla Phyllanthus Laxative Improve digestion Take 40 gm Objectives of Review It was with the intention of providing such a comprehensive overview that the International Development Research centre(IDRC) and the World Banks's Department of Agriculture and Natural Resources(WBDANR) commissioned the authors to conduct a state of art review of the medicinal plants.Medicinalplants,ofcource,do not presently constitute asector as typically defined in international development discourse; generally they have been defined as a forestry sub-sector,or less often as a sub-sector in health care.However,this review takes up medicinal plants as an independent sector for two reasons:1) medicinal plants have been assigned provide a sufficient base of experience for their sustainable and equitable development and 2); provide an organizational framework for the community of researchers and stakeholders. Table 3.Number and types of ailments treated by traditional system of medicine inIndia. \| Traditional \| Carrier Subjects \| \|---\|---\| \| Mothers and house wife \| Home remedies \| \| Traditional birth Attendants \| Normal deliveries \| \| Herbal Healers \| Common ailments \| \| Bone Setters \| orthopaedics \| \| VishaVaidhyas \| Natural Poisons \| This review is a map exercise to identify what, how, where,why and when of medicinal plants development in India, in order to supply a comprehensive understanding and overall picture to researchers, NGOs, health care workers, private companies, conservation and developmental agencies, policy makers and other interested stakeholders. It is intended to provide a frameworks and knowledge base and an initial way forward, for those interested in India exploit her comparative advantage in the global market. Medicinal plants: A global view Recent estimates suggests the over 9,000 plants have known medicinal applications in various cultures and countries, and this is without having conducted comprehensive research amongst several indigenous and other communities 8 .Medicinal plants are used at the household level by women taking care of their families at the village level by medicine men or tribal shamns,and by the practitioners of classical traditional systems of medicine such as Ayurveda,Chinesemedicine,or the Japanese kamposystem.According to the world Health Organization,over 80% of the world's population or 4.3 billion people rely upon such traditional plant based systems of medicine to provide them with primary health care 9 .Allopathic medicine too owes a tremendous debt to medicinal plants;one in four prescriptions filled in a country like the U.S are either a synthesized form or derived from plant materials 10 .According to the International Trade Centre,asfar back as 1967,the total value of imports of starting materials of plant origin for the pharmaceuticals and cosmetics industry was one of the order of USD 53.9 million 9 . India was the largest supplier by far,with 10,055 tons of plants and 14 tons of vegetables alkaloids and their derivatives 11 .However,it is only during the last decade that the real significance of the medicinal plants sector has begun to be realized by mid 1980s,there was a renewed interest in natural materials and approaches to health care,coupled with a recognition that technology alone could not solve the pressing health care needs of the world's population 12 .The participation of various companies in the market also attests to its new strength and importance. By 1990,some 223 major companies worldwide were reportedly screening plants for new leads; the figure had been zero in 1980 13 .In response to the overwhelming interest in alternative therapies, many of the prestigious allopathic medicinal institutions have also recognized their importance: an example is the National Institute of Health which created the Office of Alternative medicine in 1991 to provide the public with information on alternative treatments and to assess those therapies which have been proven successful 14 .According to one account, in 1992 significant amounts of at least 74 species of medicinal plants were being commercially traded in the global market 15 .During the last 3 years, approximately 40,000 tons of plants drug materials were imported into Germany, annually 16 . Recourse base: Cultural and Historical context There is an immediate need to consolidate and officially link the existing herbal gardens and gene banks, as well as references specimens in Herbaria, to ensure that the 540 species of highest importance in the major classical systems, as well as those supplied to the international market, are protected in ex-situ reserves. This requires strategic planning since the range of germplasm obtained for each species must be representative. Plant collections need to evolve from being species references collections to being genetic resources collections. The low number of medicinal plants currently being cultivated should be increased, in order to meet the demands of industry for continuous and uniform material supplies, and to take some of the pressure off medicinal plants originating from natural ecosystems. At present, commercial varieties have been developed for about 16 species, most of which are cultivated for export. Much more needs to be done to select superior genotypes of many more species. To achieve this initiative, it will be necessary to make extensive use of the network of nurseries and gardens in the country, in order to establish high quality plant supply systems. Wild-harvesting practices are presently highly sustainable and are likely to remain so. The lack of sufficient information and of relevant scientific procedures are important contributing factors to this situation, as is the absence of any land right regulations, which provide local communities with access to and some degree of control over their resources. Unfortunately, little work has been done in this area. It will be necessary, based on an understanding of where medicinal plants are currently distributed, to develop novel programs for their in-situ conservation and to design genetic reserves. This intervention also applies to raw drug materials as well as wild relatives of crops and current government activities relating to protected areas may need to be modified in order to accommodate these species. The implementation of JFM schemes in these areas would be the logical approaches to use, given the viability of medicinal plants for generating income as well as rehabilitating degraded lands. Due to their position as the major stewards of the resource base, women and tribal groups, especially, should be given some control over these lands. It will be critically to understand the actual distribution of the resources and to research their genetic diversity for policy and strategies formulations. This is a long term process and a research initiative. To cope up with alarming situation, the recent exciting development in biotechnology has come as a boon. One of them is the use of plant tissue culture technique. Most of the plant raised through seeds are highly heterozygous and show great variations in growth, habit and yield and may have to be discarded because of poor quality of products for their commercial release. Likewise, majority of the plants are not amenable to vegetative propagation through cutting and grafting, thus limiting multiplication of desired cultivars. Moreover, many plants propagated by vegetative means contain systemic bacteria, fungi and viruses which may affect the quality and appearance of cultivated items. In recent years, tissue culture has emerged as a promising technique to obtain genetically pure elite populations under in vitro conditions rather than have in different populations. Tissue culture has now become a well-established technique for culturing and studying the physiological behaviour of isolated plant organs, tissues, cells, protoplasts and even cell organelles under precisely controlled physiological and chemical conditions. Most of the medicinal plants either do not produce seeds/seeds are too small and do not germinate in soils. Thus mass multiplication of diseases free planting material is a general problem. In this regard, the micro propagation holds significant promise for true to type, rapid and mass multiplication under disease free conditions. Besides, the callus derived plants exhibit huge genetic variations that could be exploited for developing superior clones of varieties particularly in vegetatively propagated plant species. Propagation of this plant is difficult due to production of large number of non-viable seeds 17 . Seed germination was reported by the few authors 18 . Cultivation of the important medicinal plants species in India was reported by many authors 19 . This plant has been designated as threatened with extinction, endangered and threatened, critically endangered in India 20 . Because of overexploitation, need for conservation and low propagation rate there are several reports of in vitro propagation and manipulation of this plants 21 . Phytochemical analysis of this plant has been a popular research field for many decades and several works have been carried out in this area 22 . Medicinal systems in India date back at least 5000 BC,coinciding with the emergence of the cities of the agricultural based Indus Valley civilization around 4500 BC.However, superimposed upon earlier Mesolithic hunter gathers societies centred in Mehrgath in the plains of Kacchi,which themselves bore traces of a similar society based in the Vindhyas, and south of the River Ganga.Colonization of the alluvial plains only occurred after the formation of more complex socities,firstly in the Indus Basin and 2500 years later in the Ganges valley.While far more is known about the food habits as opposed to the useof medicines ofthese early peoples,several factors influenced the development of medicinal systems over a period of time.Firstly,ethenic changes between 2000BC and 1500 BC,resulting from the arrival of Aryan inmmigrants,led to the domination of a new culture over the earlier preCauasoid Dravidians settlers. A second major factor involved the trade links of the Indus Valley civilization overland to Gandhara and Bacteria in Afghanistan,as well as by sea to Persia and the Persian Gulf.By the time of the post-Vedic-period(after 600BC),when medicines had been modified according to rational,scientific principles as opposed to magical principles,the material medica was extensive and incorporated plants from neighbouring regions.India obtained by diffusion rather than by trade,some important medicinal species including Cannabis sativa and garlic from Central is;Aloe vera,Cuminumcyminum,opium poppy and Glycyrrhiza from the Mediterranean;nutmeg from Southeast Asia;Trigonella,foenum-graceum,Crocus sativus,Carumcarvi and Medicagosativa from Southest Asia;Coriandrumsativum from the Mediteraranean and Southwest Asia.At one point in time,approximately around 1526AD,the Vedic and Unani systems interacted and functional in an integrated manner as documented by Bala 23-25 . Traditional systems of medicine continued to be used in India even during the British era when western system was promoted due to outbreaks of epidemic diseases such as cholera,smallpox and Malaria.Overtime many of the ancient as wellas the more recent introductionshave become vital components of traditional medicine systems,India has over the Millions primarily relied on her own indigenous plant diversity in this regard.The Botanical Survey of India records over 15,000 plant species occurring in the country,of which at least 7,500 species have been used for medicinal purposes.Attempts to document the plant wealth of India have continued since the landmark publication by Watt 26 .Around 1700 species have been documented for their biological properties and drug action 27 and data is available for approximately 1200 species,especially those most frequently used in traditional Indian Systems of medicine,resulting in a reasonable knowledge base.A plan by way of introduction the importance of medicinal plants in International trade which implies that accelerated attempts to harvest and trade materials,or to cultivate medicinal plants for profit,can well result in a focus on non-indigenous plants with consequent repercussions on the availability of the resource base to sustain national needs. TRADITIONAL KNOWLEDGE & USE In order to understand the extent to which medicinal plants are used at the local community level, a useful distinction can be employed related to the type of medicinal practice. Allopathic, generally understood as modern medicine and based predominantly on the principles of Western post-Enlightenment Science which has dominated the last three centuries. Classical traditional, referring to the documented and standardized great tradition systems of medicines including Ayurveda,siddhaUnaniAmchi and Homeopathy with different epistemological bases to that of Western Science 28 . Folk traditional, referring to those medicinal practices which are usually transmitted orally from generation to generation and whose use is generally confined to a particular geographical region or group of people such as a tribe or caste community. Most studies and common wisdom in India suggest that few people adhere solely to any one of these types of medicine, more often shifting from on to other, based on a combination of factors including preference, faith availability and cost. The organized Indian systems of medicine are said to have similar levels of penetration. Hence, it has been asserted by some that up to 500 million people continue to take resources to some of traditional folk medicine, including local innovative on classical systems 29 .According this assertion cannot be conclusively proven there is information to suggest that it may be correct. According to the Anthropological Survey of India, there are over 4,635 tribes spread throughout the country most of whom live near forests and depend their resources to fulfil basic needs. In addition, the majority of India's populations of nearly 1 billion continue to be rural and village-dwelling, frequently isolated from the usual means of medicinal knowledge transmission. In South Asia reveal the existence of a large number of practitioners, displaying various levels of specialization, millions of house-holds still practice self-medication using locally available remedies based on medicinal plants. A large number of species, many of which are indigenous to the south Asian region are used in these preparations, which are themselves unique to India in many cases. Information about tribal and folk practices assists these companies an identifying prospective plant for future drug manufacture. In recent times, such bio prospecting companies have attracted a great deal of attention, both positive and negative, at international for an especially at the UN Conference and at subsequent discussion. A large number of pharmaceutical companies of national and International pride will continue to benefit from traditional knowledge since many pharmaceuticals products have been derived from plants some 75 percent of these were discovered by examining the use of these plants in traditional medicine 12 . Since the therapeutical practices based almost entirely on the use of traditional herbal remedies are prescribed by traditional medical practitioners, who are respected members of the community the government has responsibilities to formulate national policies that encourage the national use of herbal medicine and to promote their safety and quality 30,31 . A WHO/IUCN/WWF International Consultation on Conservation of Medicinal Plants noted that the losses of indigenous cultures has direct consequences on the identification of new medicinal species to benefit the wider community.Growing urbanization and changing cultural preferences, the overexploitation of the plant resources base upon which traditional medicine depends, and the lack of organized support and activity with regard to folk and tribal medicine have led most experts working in this field to conclude that these traditions are slowly dying out 32 . Traditional uses of medicinal plants may also decline due to increasing commercialization of the medicinal plant sector and diversion of raw materials for sale in markets. One study conducted in Arunchal Pradesh examined the use of Mishitita, a better root that is found at attitudes of between 2000 meters and 3000 meters in the districts of Dibang and Lohit. Over the last decade, local people have been selling the species for a very remunerative price of Rs.1000 per kilogram locally, after which it is exported via Calcutta to Japan and Switzerland. Though this plant was traditionally used by tribal for the treatment of fever, backche and dysentery, it is now being substituted but opium for local use due to the fact that all available supplies are for export 13 .The fact that other locally available species such as Kutaya (Hollarrhenaantisysenterica) and Berberis are not being substituted is an indication of the locally specific nature of traditional knowledge(Table 4). Table 4.A list of price variations of botanicals obtained by selected species of Indianstates. However most studies relating to folk and tribal medicine have concentrated more on the practice themselves, in isolation from the social and economic context in which they occur. Manuals and publications of ethanobotanical studies tend to be primarily lists of plants with brief descriptions of their methods of use. In most cases, little information in included regarding the number of people knowledge about the practice, in the demographic make-up of both the practitioners and the use of the medicines.The logic of the practice as understood by the practitioners themselves, as well as important associated rituals apart from drug administration, for example methods of collecting and processing, are also rarely reported(Table 5). Homeopathy: An ancient system of medicine in India Unlike the folk and tribal system of traditional medicine systems, the traditional systems of Ayurveda, Sidha and Unani are well documented,highly formalized systems,which have evolved over centuries. Medicinal plants are the raw materials for indigenous drug manufactures within India. These manufactures canbe divided into two types of enterprises: these which produce drugs used in the so-called Indian Systems of medicine and Homeopathy and those which produce allopathic drugs. Ayurveds developed with the Aryan invasion.The origins of the Sidha system, whose practice is mostly confined to the South of India, particularly the state of Tamil Naidu,are however more contested.While some hold that the system is a variation of Ayurveda,others argue that it has preAryan, Dravidian roots. The unani system was a later introduction and continues to be widely practiced especially in North India and among the country's Muslim community. Homeopathic medicine is a also often attached to the other three systems in describing India's medical diversity and the policy and planning measures adopted by the government, officially recognize all four forms of medicine for the purposes of national health services. Although not a tradionally system, homeopathy like those other systems differs in its theoretical orientation from allopathy and is highly reliant on medicinal plants and nature-based cures.In addition, to these four systems,Yoga,Natruopathy and Amchi medicine are also practiced in India, although the available database and degrees of recognition accorded to these systems appear to be low at present. Table 5.A list of some most priced medicinal plants of India and their respective states. Allopathy in India comman and the same degree of scope, organization and reach that is commonly associated with Western allopathic medicine in other countries.It has been estimated that there are approximately 460,000 practitioners of the traditional systems,or whom about 271,000 are registered under the state boards and about 145,000 practitioners of homoeopathy. There are also over 100 undergraduate teaching Institutes specializing in traditional systems of medicine and awarding degrees in Ayurveda,Sidha,andUnani as well as over 20 post graduate departments awarding degrees and doctorates.Finally,traditional medicine hospitals account for 1,690 of the total number of hospitals in India,and there are at least 13,770 dispensaries of traditional medicines 33 .Some of the most interesting statics have been provided by the AryaVaidsalaKerela which manufactures traditional ayurvedic drugs for domestic use as well as for limited export.The relatively large number of peoples, plants and products involved suggests that the domestic industry's consumption of medicinal plants must indeed dwarf that of the formal exports market.Growth has also occurred in this sector with one of the largest Ayurvediccompanies,Dabur India Ltd. Reporting annual growth rate of 25% of in their sales since 1990 and a doubling of their turnover every year.The use of alternative medicines has become increasingly popular in the developed world.For example,1 in 3 Americans have at some time used unconventional medical therapies according to a national telephone survey published in the New England Journal of Medicine in 1993.In another survey conducted in 1994,it was found that 60% of the doctors had at some time referred patients to practitioners of alternative medicine.Also in 1990,more than 2000 companies in Europe alone were marketing herbal medicinals, with 30% having a turnover in excess of 20 millon-expenditure in the United States on Unconventional alternative, or unorthodox" therapies reached 13.7 billion dollars during the same year 34 .The so called Nutraceuticals sector consisting of herbal medicines which are dubbed food or dietary supplements in order to pass FDA criteria more easily is now estimated to be valued at USD 27 billion 35 (Table 4 and 5). Indian scenario The global context sketched above suggest several tremendous opportunities for India, a country unrivalled terms of diversity of medicinal systems and practices, in addition to being a major storehouse of biological diversity, with 2 of the 4 mega diversity areas of the world located within its borders. India is of course already an active participant in the global medicinal plants market having been for some time the world's largest supplier of raw materials. Of the 74 species accounted for in one of the studies mentioned above, India was known to be exporting 22 and importing 8 15 ,while the German study quoted earlier, which is now underway has found India to be Germany's largest trading partner by far 16 . Moreover, medicinal plants are one of the most important components of the non-wood forest products sector which supplies over 80% of India's net forest annual export earnings 36 .In addition, several concerns arise in relation to the current consequences of participation in the market, with regard to the sustainable and equitability of prevailing practices in the sector. To add to all of these aspects, the market in India has been shown to be highly inefficient and imperfect. The need of the hour, then, is to replant India's participation in the expanding global market, in light of the interests of all the stakeholders who are affected and who play a role in this sector. Such an overview could form the basis of a renewed development of India's medicinal plants sector, and a strategic exploitation of other comparative advantage in the global market on a sustainable and equitable basis. Reducing populations of medicinal plants in India The reducing populations of medicinal plants are a matter of great concern in Ganga plains. Therefore, it is extremely essential to conserve important medicinal plants species by the restoration of its natural habitats like shrub lands and woodlands. In addition, also its alterations will not only help in the conservation but also be helpful in additional income of generations to the farmers. Thus conservation of medicinal herbs is inevitable to sustain our traditional system of disease treatment (Ayurveda) which is cheap, effective without any side effect unlike modern system of disease treatment based on clinical drugs 1 . In view of the tremendously growing world population, increasing anthrpogenic activities, rapidly eroding natural ecosystems etc. the natural habitats for a great number of herbs and trees are dwindling. Many of them facing extinctions. The ballooning populations in plains of Ganga have led to clearance of shrub lands and woodlands in rural areas for agricultural purposes and also to meet the need of fuel and timber traditionally had been the main habitats of medicinal plants. This has resulted in substantial decline in population of medicinal plant species in this region. The rural communities of Ganga plains living belong the below poverty line (BPL) and use the soft and tandem leaves of medicinal plant as vegetables. Besides this, the schedule caste and schedule tribe communities extract the medicinal plants from its natural habitat, for sale to pharmaceuticals companies. Thus exploitation of plant as vegetables and for sale has significantly contributed in downfall of the population of medicinal plants. Conservational strategies Medicinal plant species are increasingly under threat. At present, it is feared that 15.20 percent of the total vascular flora of India (over 3,000 species) may fall under one of the IUCN categories of threatened, rare or endangered. While a comprehensive analysis of the status of medicinal plant species has never been carried out, it is estimated that approximately one third of the plant species listed in the Red Data Book of India, may have medicinal properties. The largest gap in knowledge relates to paucity of information on patterns of genetic diversity as well as which segments of the gene pool/distribution need attention for conservation and for further development through domestication and cultivation. It is often easier to uproot the entire plant rather to selectively gather the specific parts required, especially where commercial profits are available for the collectors. Together with increasing populations, increased demands for crude drugs and lack of a comprehensive knowledge base, the continued availability of plant material from the wild cannot be scientifically or practically assured. Nearly all experts consulted in the field agreed that the vast majority of plants continue to be harvested from the wild, with estimate of up to 100% for wild harvesting in some of the predominantly rural and tribal regions 14,37 . The forests of Himachal Pradesh, said to have been the birthplace of Ayurveda, are known to supply a very large proportion of the medicinal plant requirements of India, with one estimates quoting figures as high as 80 percent of all Ayurvedic drugs, 46% of all Unani drugs and 33% of all allopathic drugs developed in India 13 .The western Ghats, one of the hotspots areas of mega diversity form a second major source, while the Himalays represent a third heterogeneous source. Unfortunately however, information regarding major supply zones is often protectively guarded as a result of increasing scarcity of supply, and is far from being well documented. Researchers at the Workshop estimated that over 120 million people in the Himalays region rely primarily on plant products, mostly extracted from the wild which medicinal plants were one of the major groups. Swertiachirayita (Chirayata) is one of the low-value altitude plants. Most chirayate in India commerce is collected from East Nepal. India also exports the extract chiretta containing the glycoside chiratin to Europe and Asia 38 .Nardostachysjatamansi is a high altitude high value plant. Although nonprocessed exports are officially banned from Nepal, a major illegal trade continues to India for extraction of a pale yellow volatile oil of high value as a drug for numerous ailments. Due to spread and prevalence of modern system of disease treatment based on the use of chemical drugs (Allepath), the people in rural areas have gradually lost their interest in medicinal attributes of medicinal herbs. Consequently, they do not get proper protection and often destroyed as weeds. The escalating problem of environmental pollution has also substantially contributed in shrinking of the population of the medicinally important plant species. On the other hand, the government has in place a wide range of organizations with initiatives aimed at strengthening various aspects of the sector and co-ordinating parts of it. These are supplemented by many non-governmental initiatives, several supported by outside donors. New government coordination efforts would not however be feasible at present due to the currently apparent constraints. These all could pave the way for sharply focused strategic planning for the future. We hope that the this review will be useful to government agencies, developmental planners, researchers, NGOs, and donor agencies, who can work together to make the sector more sustainable and equitable. Ex-Situ Conservation Demands of the market for a continuous and uniform supply of raw materials and the increasing depletion of the forest resources base, expanding the number of medicinal plants in cultivation appears to be an important strategy for research and development. However, according to one estimate, of more than 400 plant species used for production of medicines by Indian Industry, less than 20 are currently under cultivation in the country 27 . The potential returns to the former form cultivation of medicinal plants are reported to be quite high. A study suggested that the cultivation of certain high altitude Himalayan herbs could yield products priced anywhere between Rs. 7,150 to 55,000 per hectare, although it is not clear at which point in the marketing chain these prices are paid 39 . Tiwari 34 reported average annual (per hectare) incomes Rs. 120,000 through mixed cropping of high altitude medical herbs. Data for some low altitude crops from the Amarkantak region of M.P show economic returns for four profitable species. Number of the products of cultivated medicinal and aromatic plants is exported as crude drugs. Unfortunately, however, due to emphasis being placed on most cultivation efforts is not alleviating the pressure being exerted on the natural resource base. Nevertheless, a number of techniques have been developed to increase the quality and yield of many of the cultivated species. It is estimated that Indian public sector research institutes have developed standardized practices for the propagation and agronomy of a total of about 40 species 40 . Efforts have mainly focused on the development of agro-technology techniques, including propagation methods for medicinal and aromatic plants. Aromatic plants have, however, tended to receive more attention, perhaps because their market values are in general more widely known. ICAR research stations like National Research Centre for Medicinal and Aromatic Plants located in Gujarat, which specializes in domestication and has created structures links between the NBPGR and its plant Breeding. Division in order to develop improved varieties of some of the medicinal plant species used in allopathehic preparations. Another major nation public research organization is the CSIR has also played a significant role with regard to cultivation of medicinal plants through its creation of CIMAP, is now a prominent institute in India focusing on agro-technology as well as basic studies; improvement and enhancement of the resource base, and chemistry and related research regarding product development from plants. Beside this, two another research efforts described above the Central Government initiated a five year program (1992-1997) implemented by the Ministry of Agricultural to accelerate research and development of medicinal plants. With the support of 16 state agricultural universities, state horticulture and agriculture Departments, regional laboratories and the International Crop research Institute for the Semi-Arid tropics (ICRISAT), also engaged in this field. Private companies have also begun to invest in the cultivation of medicinal plants, since they face difficulties with regard to increasing supply gaps as well as in some cases adulterated materials from the wild. One such company, the AryaVaidyaSala in Kerela, in addition to maintain two large herbal gardens, has also undertaken research on the propagation of various medicinal plant species, the demand for which currently outstrips supply, or may soon do so. Other traditional drug manufactures in India have also begun to invest in cultivation experiments and developments. Some of the companies are undertaking research and development programmes through the creation of company foundation, such as the Zandu Foundation for health Care in Mumbai and The ShreeeDhootapapeshwarAyurveic Research Foundation in Bangalore and Panvel. These companies are actively involved in the development of cultivation method of medicinal plants of importance to them, with the direct participation and partnership of local farmers and tribal women's 41 . India has joined the G-15 Gene Banks for Medicinal and Aromatic plants (GEBMAP) initiatives and currently acts as the coordinator for the Asian countries in the network. Three banks including CIMAP (Lucknow) NBPGR (New Delhi) and one coordinated by the TBGRI (Trivandrum). The Department of Biotechnology is the nodal agency to which this work has been assigned. The Tropical Forest Research Institute (TFRI Jabalpur) has established a herbal garden with a collection of 461 species, including rare and endangered species. The Forest Research Institute at Dehra-Dun has collected significant medicinal and aromatic plants of the Himalayan region and is using the NWFP nursery at Chakrata and the Botanical garden at Dehradun to produce large numbers of plants. The Department of Indian System of Medicine and Health, Ministry of Health and Family Welfare have promoted the establishment of small herbal gardens in educational institutes as a number of endangered species. The Central Council of Research in Ayurveda and Siddha situated in Pune maintains a Medical Plant Garden, which houses 320 species of medical and aromatic plants, including a number of endangered species 42 . In-Situ Conservation efforts In-situ conservation has for some time been given priority by the GOI although it is still too early to assess the success of its initiatives in protecting biodiversity and their consequences for local means of income generation and land access. The government created forest preservation plots in 1905 and since then has established them throughout the diverse forest ecosystems of India. These include 65 National parks, 426 Sanctuaries and 13 Biosphere reserve, 316 Preservation plots and more than 7200 Sacred/Religious groves. The networks cover more than 5% of the nation's geographical area, and are coordinated by the Ministry of Environment and Forest 43 . The wildlife Act of 1972 refers mostly to the protection of species within the protected areas network, with only a small number of plant species being covered regardless of location. The only medicinal species among these in Kuth, which is also a restricted species identified but the CITES (The convention on international trade in endangered species). However, a policy dialogue has been initiated regarding medicinal plants conservation, and statements of support for such a policy are forthcoming from many of the stake holders in the sector, including the private companies which depend upon a continuous source of raw materials supply 41 . Several institutions, including ICFRE, TFRI, the forest Survey of India, the Botanical Survey of India, and CIMAP, has conducted vegetation surveys revealing continuing losses of the medicinal plants resource base 34 . Additionally, several meetings of experts organized in the region have called for a judicious mix and balance of ex-situ and in-situ approaches to conservation; for example IDRC Canada has in the past 3 to 4 years repeatedly stressed this need 32 . A key organization involved in mobilizing a movement for medicinal plants conservation policy is the recently formed Foundation for Revitalization of Local Health Traditions (FRLHT) with headquarters in Bangalore and founded by DANIDA. It established coordinated networks of 30 in-situ research areas in the states of Tamil Nadu, Karnataka and Kerala between 1993-1997. These medicinal plant conservation areas (MPCAS) average 200 hectares in size and are located within notified forest reserves or wildlife sanctuaries 29 . To ensure that the MPCAs continue to exist in the long-term.FRLHT has obtained communities from the states forest departments involved to maintain them beyond the duration of the project. An old Approach to conserve medicinal plants in India: Joint Forest Management Achieving the empowerment and involvement of people is also the primary thrust of a growing movement in India known as JFM. It refers to cooperative agreements made between village communities and the local forest departments to protect a particular area of state owned forest land and then share the final harvest 44 . It offers an approach which allows communities to have a greater degree of control and access of state-owned lands. Several medicinal plants are already threatened, rare or endangered. In addition, the precautionary principle applies to those status is currently unknown and to segments of genepols 45 . JFM has proved to be a novel and workable concept in achieving the combined objectives of development and conservation 46 . In 1990, the Ministry of Environment and Forests wrote to the Forest Secretaries of all States and Union Territories, requesting them to actively encourage participation of communities in rehabilitation of degraded forest areas, and attempt to replicate successes. Although many areas have been slow to adopt 47 , it is essential that 10,000 to 15,000 village forest protection and management groups are currently protecting over 1.5 million hectares of state forest lands. More than any other aspect of the medicinal plants sector, the maintenance of the resource base itself has received the most attention with regarded to both government and non-governmental initiatives 20 . A relatively complex group but uncoordinated scientists and a smaller group of policy makers and social activists involved in such initiatives, whether incidentally as an part of forestry or agricultural research or specifically with medicinal plants as the focus. Efforts have been concentrated primarily on cultivation and conservation. In addition, the movement for joint Forest Management (JFM) in India has likewise been relevant regarding access to and use of NTFs such as medicinal plants. SUMMARY OF REVIEW This review report the current status of the medicinal plant sector in India used by the folks usually which supports the primary health care needs of most of the country's population.Much of the health care sector is informal,especially since India has three major systems of traditional medicine.However, many plant products are used for tribal and folk medicine practices which have not been properly studied.India therefore is one of the world's most medico-culturally diverse countries.Added to this scenario is the practice of Western medicine and past efforts to change indigenous medicine:in fact both have benefited from each other since indigenous systems introduced drugs to the western pharmacopoeias while western medicine helped upgrade a few important raw plant products to some degree of standardization.Nonetheless,India exports significant quantities of raw materials to other Asian countries and some of these exports are associated with traditional medicine.However,India's comparative advantage in producing materials for export has not been exploited to the at all.With the exception of a limited number of plant species, the production bases rely mainly on materials harvested from the wild.Nonetheless,India known to be a storehouse of biological diversity,has to focus on sustain the resource base of medicinal plants.Efforts to relive pressure on wild plants through cultivation have made a good start but have a long way to go.This is a complex issue by virtue of the sheer number of plant species and the needs for sustainable propagation,suitable agronomic practice,the selection of superior genotypes and linking production to people.Medicinal plants fall into segments of these formal sectors and receive more or less attention depending on policy.For instance,they are one of the most valuable components of the nontimber forest products sector,being important generators of revenue.Most of the available data regarding the formal sectors are in aggregate from and such statistics supply little information about how the market actually works;they rely solely on market price as an indicator of value.Much more attention therefore needs to be given to the socio-intuitional context of the market. It is clear that a set of interventions at various levels could lead to the promotion of the sustainable and equitable development of the sector and help to avert a crisis. Future guidelines The present study revealed that most of the tribal and rural people of ancient India depend on crude preparations of these medicinal herbs for a number of treatments. The use of the herbal remedy is not only cost effective but also safe and almost free from serious side effects. In ancient time, village elders, farmers and tribal have tremendous knowledge about medicinal plants and the need of hour is sustainable exploration, development and use of their knowledge and plant wealth. Because the rural communities rely greatly on indigenous knowledge for health care. Since, ages herbs are being used as medicine as they are readily available, safe and cost effective. In spite of the overwhelming influence and our dependence on modern medicine and tremendous advances in synthetic drugs, many people still relies on herbal drugs. The reason is that, if the herbal medicines are used properly they don't have any side effects. Thus, efforts should be made to promote such traditions knowledge of healing for better health of the people throughout the country. Though the forest Departments and conservationists are trying to make their best in their protection, physicians dedicated for medicinal and plant studies along with NGO's should take initiatives to plants the sapling of this plant in schools, colleges, parks temple premises, avenues etc., which are artificial reserves and would assure its safety growth, thereby serving the purpose and preventing it from extinction in the near future. Over exploitation, loss of habitats, poor seed germination rate etc., are the major factors of decline of the important medicinal plant species.Several attempts have been made to conserve the most threatened and endangered plant species either by in situand ex-situ or in vitro conservational strategies. It is to be noted that the tribal use of the plant species must be verified by further scientific experimentation and this rich folklore can be utilized in herbal thereby and drug discovery. ACKNOWLEDGEMENT We thank eminent authorities whose works have been consulted and whose ideas and insights have richly contributed to this work, and my research partners who have shared productively my interest in the study.Financial support from the Indian Council of Medical Research, New Delhi toTaqi Ahmed Khan in the form of S.R.F (45/14/2011-BIO/BMS) is gratefully acknowledged. We are grateful to Dr. Rifat Afridi for her help and suggestions to complete this review in this form. REFERENCES 1. Holley J,Cherla K. The Medicinal Plants Sector in India.International Development Research Centre.South Asia Regional Office,IDRC,Canada Medicinal and Aromatic Program in Asia(MAPPA),1998, New Delhi,India. 2. International Union for Conservation of Nature, IUCN, Red List of Flora, cited 1998, updated August, 2010. 3. Prakasha HM, Krishnappa M, Krishnamurthy YL, Poornima SV. Folk medicine of NR PuraTaluk in Chikamaglur district of Karnatka.Indian Journal of Traditional Knowledge 2010;9(1):55-60. 4. World Health Organization. Guidelines for the Assessment of Herbal Medicine Programme on Traditional Medicine.Doc. WHO/TRM/91.4.WHO, Geneva, 2003. 5.Schippmann U, Leaman DJ, Cunningham AB. Impact of cultivation and gathering of medicinal plants on biodiversity: global trends and issues. Inter-Department Working Group on Biology Diversity for Food and Agriculture, Food and Agricultural Organisation of the United Nations, Rome, Italy, 2002. 6. He SA, Gu Y. The challenge for the 21st Century for Chinese botanic gardens. In: Touchell DH, Dixon KW (Eds.). Conservation into the 21st Century, Proc. 4th International Botanic Gardens Conservation Congress, Kings Park and Botanic Garden, Perth, Australia, 1997. p. 21-27. 7. Shiva MP. Assessment of NTFP Resources of India: A report for Formulation of the National Forestry Action Programme, Vol. 1. Ministry of Environment and Forests, New Delhi, 1996;5(13):54-55. 8. Farnsworth NR, Soejarto DD. Global Importance of Medicinal Plants.In: Akerle O, Heywood V, Synge H (eds.) Conservation of Medicinal Plants. 1991. Cambridge University Press,Cambridge. 9. Attisso MA.Phytopharmacology and Phytotherapy. In: Bannerman RH, Burton J, (eds.),Traditional Medicine and Health Care Coverage. 1983. World Health Organization,Geneva. 10. Srivastava J,Lambert J, VietmeyerN. Medicinal Plants: A growing Role In Development.WorldBank, 1995.Washington D.C. 11. LewingtonA.A review of the Import of Medicinal Plants and Plant Extracts into Europe:Conservation and Recommondations for action, TRAFFIC International, 1993, Cambridge. 12. Tempesta MS, King S. Tropical Plants as a source of new Pharmaceuticals.In: Barnacal PS (ed.) Pharmaceutical Manufacturing International:The International review of Pharmaceutical Technology Research and Development.SterlingPubllicationsLtd., 1994, London. 13. AryalM.DivertedWealth: The Trade in Himalan Herbs. Himal 1993;6(1),52-58. 14. Kolata G. MediceCounterculture:The Explosion of Alternative Remedies Alamrms Expert, International Herald-Tribune,Jully,19,1996. 15. Handa SS.Medicinal Plants based Drug Industry and Emerging Plant Drugs. The trade in Himalayan Herbs, Himal 1992;8(17),22-27. 16. Lange D.Medicinal Plant Market Study in Germany-Sate of the Project:,IUCN Medicinal Plants Specialist Group Newsletter,April,1996. 17.Mitra GC. 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IDRC, 1996, New Delhi. 35. Thomas P,MeerabaiM. Marketing of non-timber forest products(NTFP) and the tribal economy of Kerela-An economic analysis. Journal of TropicalForestry1993;9(3),28-32. 36. BhatnagarP.BisenSS. Marketing and Trade of Medicinal Plants.International Herald-Tribune,Jully,19,1996. 37. JhaA.K.Medicinal plants:Poor Regulation Blocks Conservation, Economic and Political Weekly,December 23,1995. 38. GrunwaldJ. The European PhytomedicinesMarket:Figure, Trends, Analyses. Herbal Gram 1994;34:60-65. 39. Nautiyal MC. Cultivation of Medicinal Plants and Bioshere Management in Alpine Zone. In: Saxena KG (eds) Conservation and Management of Biological resources in Himalayas. Oxford and IBH Publication Ltd., New Delhi, 1995. 40. Chadha KL, Gupta R. Advances in Horticulture: Medicinal and Aromatic Plants, Vol 11. Malhotra Publishing House, 1995, New Delhi. 41. Lambert JJ, Srivastava J, Vietmeyer N. Medicinal Plants: Rescuing a Traditional Heritage. Agriculture and Natural Resources department, World Bank, 1996, Washington D.C. 42. Ilahi I, Rahim F, Jabeen M. Enhanced clonal propagation andalkaloid biosynthesis in cultures of Rauwolfia.Pakistan Journal of Plant Science 2007;13(1):45-56. 43. Venkatesh K, Hari R, Sushrutha CK. Flora of concern endangered medicinal plants – Part I vateriaIndica Linn, Dipterocarpaceae – A Review. International Journal of Research in Ayurveda and Pharmacy 2010;1(1):1-7. 44. Mao AA, Hynniewta TM, Sanjappa M. Plant wealth of northeast India with reference to Ethnobotany. Indian Journal of TraditionalKnowledge 2009;8(1):96-103. 45. Vihari V. Tharu Community of Indo-Nepal region and their dependence on tribal medicine. Paper presented at IDRC South Asia Conference on tribal and Folk Medicinal Plant resoources. IDRC, 1996, New Delhi. 46. Xiao PG, Yong P. Ethnopharmacology and research on medicinal plants in China. In: Prendergast HDV, Etkin NL, Harris DR, Houghton PJ. (Eds.). Plants for food and medicine. Proc. Joint Conference of the Society for Economic Botany and the International Society for Ethnopharmacology, London, 1-6 July, Royal Botanic Gardens, Kew, UK. 1998, pp. 31-39. 47. Guha R. Forestry Debate and draft Forest Act; Whowins, who loses? Economic and Political weekly, August, 1994. Indo Global Journal of Pharmaceutical Sciences( ISSN 2249 1023 ; CODENIGJPAI) indexed and abstracted in EMBASE(Elsevier), SCIRUS(Elsevier), Chemical Abstract Services(CAS), American Chemical Society(ACS), Index Copernicus, EBSCO, DOAJ, Google Scholar and many more. For further details, visit http://iglobaljournal.com	<urn:uuid:e6bbc42a-b698-41f5-8cb8-6e0516289559>	CC-MAIN-2018-47	http://iglobaljournal.com/wp-content/uploads/2012/11/9.-Mohd-Mazid-et-al-2012.pdf	2018-11-19T01:11:45Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00048.warc.gz	141,288,365	12,710	eng_Latn	eng_Latn	0.946535	eng_Latn	0.996901	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3225, 7822, 10477, 10684, 10743, 11586, 14954, 19498, 23982, 27928, 30429, 33072, 37348, 41618, 45882, 49864, 54022, 58922, 63128 ]	[ 1.453125, 1 ]	1	2
Business and Labor in Ohio to 1903 Learn about the evolution of Ohio's economy from its earliest stages to its emergence as one of the world's largest industrial centers, as well as its adjustments to the modern economy. Settlement to the Mid-19th Century Business activity in early Ohio revolved primarily around agriculture. Wholesale and retail traders made a variety of goods available to Ohioans, including agricultural commodities, salt, tobacco, alcohol, household goods, and other necessities. Industries of the early period, though small and few, were important to the livelihoods of Ohioans: salt works, grain and textile mills, lumber, saw mills, and tanneries are but a few examples of early manufacturing. Shipbuilding was a particular strength in several Ohio cities, including Marietta, Steubenville, and Cincinnati. The mineral industries were also growing in number throughout the state. Iron forges first appeared in Ohio in the Mahoning River Valley in the early 1800s, and expanded rapidly as the century progressed. Another important area for early iron production was the Hanging Rock region of south-central Ohio, where scores of furnaces were built during the first half of the 19 th century. During this period, many other foundries were built in Ohio, and by the 1850s, Ohio led the nation in many areas of iron production. Coal was also an important industry, especially as steam became a widely-used power source. Clay and shale production was one of Ohio's particular industrial strengths, and pottery, stoneware, and other ceramic objects came to be associated with central and eastern Ohio, most notably Zanesville and East Liverpool. Cincinnati was known nationally for its meat-packing industry, so much so that it acquired a reputation for being a "porkopolis." Packers there developed a conveyor system for processing meat that was later adapted by many other industries. The byproducts of slaughterhouses were also made available to other businesses that produced soap, candles, glue and other products. Proctor and Gamble was one of the early beneficiaries of these byproducts. As the principal center of commercial activity in the first half of the 19 th century, Cincinnati also became a national leader in the production of clothing, beer, and furniture. Mid-19th Century to 1903 While economic growth was steady in the first half of the 19 th century, and the value of manufactured goods more than tripled during this time, it was during the latter half of the century that Ohio underwent an industrial expansion of enormous proportions. In addition to harboring the raw mineral materials of industrial production, Ohio also built a transportation infrastructure that was the envy of the nation, first with its roads and canal system and later with its extensive rail and interurban system. With respect to mineral industries, coal and iron continued to grow, and the steel industry stimulated new economic change. Ohio was third in coal production by 1880. In addition, important new industrial centers were emerging in the Cleveland-Youngstown region for the production of iron and steel. The Cleveland Iron Mining Company, Pick and Mather Company, Jones and Laughlin, Republic Steel, and Youngstown Sheet and Tube are among the companies that flourished along this iron-steel corridor. Oil also figures centrally into the economic history of this region of Ohio. Cleveland became a national center for the refining of crude oil, and Standard Oil of Ohio became its leading refinery. In time, the company–headed by Ohio native John D. Rockefeller—attained a monopoly position in Ohio and across the country, and became the target of federal antitrust prosecution. Although the Standard Oil Trust was legally dissolved in 1892, it survived in a different form up to 1911, when the Supreme Court more decisively broke up the monopoly. Akron has long been associated with the tire and rubber industry, beginning in 1871 when Benjamin F. Goodrich decided that the city was perfect for his rubber manufacturing plants. Although the B. F. Goodrich Company had a shaky start and almost went bankrupt in 1875, the firm began to thrive by the end of the century. It was about this time, however, that two formidable competitors emerged: the Goodyear Tire and Rubber Company and the Firestone Tire and Rubber Company. In contrast to the B. F. Goodrich Company, these two companies were founded by Ohio natives Frank A. Seiberling (Goodyear) and Harvey Firestone (Firestone). One market for rubber tires that was just emerging at century's end was automobile industry, and while Henry Ford may have gotten most of the press, Alexander Winton deserves as much acclaim for his many innovations in automobile design. Based in Cleveland, the Winton Motor Car Company was one of the first manufacturers of gaspowered automobiles in America. While Ohio's prominence as an agricultural producer was declining toward the end of the century, its prominence as a producer of agricultural machinery was on the rise. For example, Springfield's Champion Machine Company was manufacturing agricultural implements for use throughout the nation. Heavy machinery was also being manufactured by the Marion Steam Shovel Company, whose shovels were used extensively in the digging of the Panama Canal. To keep up with the sales generated in this new economy, a device was needed to process transactions. In Dayton, a man named James Ritty invented the cash register, and another Daytonian, James Patterson, created a successful business to produce the new machine. National Cash Register was formed in 1881 and still exists today. Other prominent businesses grew up in Ohio during the 19 th century. After Edward Libbey moved to Toledo in 1888 and founded the Libbey Glass Company, the city soon became famous for its glass and billed itself as the "glass capital of the world." Ferdinand Schumacher invented oatmeal to feed soldiers during the Civil War, and subsequently set up shop to sell the popular cereal to civilians after the war ended. Schumacher's company later became the American Cereal Company, the forerunner of Quaker Oats. Proctor and Gamble was already one of the largest companies in Cincinnati by the mid-19 th century and continued growing at a steady rate, in part due to its extensive and successful use of advertising to attract business. Labor The industrial revolution in Ohio could not have taken place without the sweat and sacrifice of working men and women. Although in times of economic expansion, jobs were abundant, industrial wages were often quite low. And if the economy took a turn for the worse—as in the aftermath of the 1873 and 1893 panics—widespread unemployment could result. Moreover, this was an era lacking in social safety nets and worker benefits to buffer against the effects of economic vagaries. Long hours and poor working conditions often characterized the factories of the 19 th and early 20 th centuries. If men received low wages, women and minorities received even less. Children were also often exploited in many industries. Mechanization reduced the need for skilled labor and made it possible to employ large amounts of cheap labor to perform routine work. The first stirrings of a significant labor movement began in Cincinnati in the 1840s and 1850s. Although few concrete benefits were secured in those years, the voice of a new labor was beginning to make itself heard. Later in the century, unions began to unite workers across the state. One of the first strong unions was the Brotherhood of Locomotive Engineers, headquartered in Cleveland. Some of the state's bitterest labor struggles occurred in coal mining industry, where low wages, dangerous working conditions, and company dependencies oppressed thousands of mine workers. To counteract these practices, coal miners in the Tuscarawas, Mahoning, and Hocking valleys joined the American Miners' Association in 1863 and later organized an Ohio Miners' Amalgamated Association. In addition to miners, the workers in many other Ohio industries organized into unions, including workers in the iron and steel industries, rubber, pottery, glass, brewing, and other areas. The struggles of business and labor did eventually lead to new legislation and improvements in working conditions. While labor laws enacted during the latter half of the 19 th century were often narrow in scope and inconsistently enforced, issues regarding child labor and sanitary conditions in factories were already being taken seriously. In addition, many businesses were doing better for their workers, including providing worker welfare programs, safer and more attractive working facilities, and more fringe benefits. Bibliography Knepper, George W. Ohio and Its People. Kent: Kent State University Press, 1989. Mabry, William Alexander. "Industrial Beginnings in Ohio," Ohio History 55 no. 3(1946): 242253. Murdock, Eugene C. The Buckeye Empire: An Illustrated History of Ohio Enterprise Northridge, CA: Windsor Publications, 1988. . Roseboom, Eugene H. and Francis P. Weisenburger. A History of Ohio. Columbus: The Ohio Historical Society, 1991.	<urn:uuid:008c34e7-76e8-4e7b-b475-af904dae42c2>	CC-MAIN-2018-47	https://www.ohiohistoryhost.org/ohiomemory/wp-content/uploads/2014/12/TopicEssay_Business.pdf	2018-11-19T01:35:54Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023612-00042.warc.gz	950,429,006	1,840	eng_Latn	eng_Latn	0.998167	eng_Latn	0.998213	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3190, 6388, 9180 ]	[ 3.40625 ]	1	7
Articles on Reading and Spelling by Reading Specialist, Mary Pecci, M.Ed. Author of At Last! A Reading Method for EVERY Child Prepared for republication by Donald L. Potter August 19, 2016 Ms. Pecci has graciously granted Mr. Potter permission to publish these articles on his website for non-commercial educational purposes. www.onlinereadingteacher.com www.donpotter.net Success with Phonics the Easy Way Practical Homeschooling # 11, 1966 By Mary Pecci The #1 sign of homeschool success is a child who can read fluently and well. Nothing equals the thrill of teaching your own child to read, or seeing him or her reading the encyclopedia on their own for the first time! Now, how can homeschool parents achieve the satisfying result of a houseful of fluent readers? I receive calls all the time from parents across the country who are trying to teach their children to read. They confide in me that they have not achieved the results they had expected with their phonics instruction. Their main concern: their children are bored or turned off by overly complicated, confusing phonics methods. The Two Phonics Obstacles In this article, I would like to share a short cut, easily incorporated phonics technique. This technique will allow you to steer safely around the two major problems encountered when teaching phonics: 1. Some children have developed the habit of sounding-out controlled sentences letter-by-letter, such as "Pat and Sam ran and ran," and attempt to sound-out natural sentences letter-by-letter, such as "Once upon a time there were three little bears." Sounding-out doesn't work, of course, because English can't be sounded out letter-by-letter. 2. Most children do very well with phonics at first, when they learn one sound for each consonant, digraph, and vowel. These children can independently decode a multitude of one-syllable words containing these sounds, such as cat, bed, chin, got, sun, etc. However, English is an inconsistent language. Eventually, we must introduce alternate sounds for some consonants and digraphs and many alternate sounds for the vowels. The following are a few examples of what children must learn: s as in: sun has treasure ch as in: chin school machine a as in: cat father want away ea as in: read head great learn heart ai as in: paid plaid said aisle captain ou as in: shout soul soup young could thought . . . and the list goes on—constantly challenging rather than reinforcing basic instruction. Rather than getting an immediate response from your child to each letter or letter-combination, you get immediate hesitation and confusion—and the problem gets more serious with more information. Sight Word? Or Sound-It-Out Word? If this isn't bad enough, SIGHT words add more confusion. For example, the child learns, "The word 'once' is a SIGHT word because you can't sound it out. Therefore, you have to memorize it whole." Instruction continues along this pattern: "Here's another SOUND for this—but here's another SIGHT word. There's another SOUND for that—but there's another SIGHT word, etc." So, what happens when your child tries to read? As a result of this prevalent teaching method, most children can't retain the mountainous, conflicting information. But even if they could retain it, they would still be frozen by indecision—"What SOUND does this have this time or is it a SIGHT word?" When you consider these problems, it's easy to understand why some children experience difficulty in learning to read—and why some parents have difficulty convincing their children to get with the program. How to Avoid Phonics Overload I will teach you an easy way to avoid these problems. Here's the key: TEACH ONLY THE RELIABLE FACTS. This means teach just one sound for each letter or lettercombination—no exceptions. What will this accomplish? You get an immediate response to each letter or letter-combination because only one sound is known. It covers about 90 percent of the phonics information needed to read. When students have 90 percent of the phonics information they need to read at their fingertips, they can easily figure out the exceptions on their own. When we attempt to teach that small 10 percent of exceptions, we confuse 100 percent of the words. Following is the 90 percent reliable phonics information needed to read. Teach only one sound for each letter or letter-combination as given in the key word: Consonants Consonant Blends Teach your child to blend the following consonants. This will provide the skill to blend any other consonants: bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, scr, sk, sl, sm, sn, sp, spr, st, str, sw, tr, tw Consonant Digraphs Long Vowel Rules (1) "e" on the end makes the vowel long. Ex. ate, ete, ite, ote, ute (2) When two vowels are together, the first one is long and the second one is silent. Ex. ai, ea, ee, ie, oa, oe, ue, ui Phonic Families Four Phonics Families Teaching only this reliable phonics information will enable you to avoid the above reading problems because children won't get locked into sounding-out every word letter-by-letter. With no exceptions taught, we make an "inconsistent" English language "consistent." Now we can divide the entire English language into four clear-cut groups, which we will call "families." 1. Short Vowel Families. This includes all families with one vowel. Ex. at. 2. Long Vowel Families #1 (e on the end). This includes all families with e on the end. Ex. ate. 3. Long Vowel Families #2 (two vowels together). This includes all families with two vowels together. Ex. ait. 4. Phonic Families. This includes the 25 phonic families listed above. Ex. ay. Let's test your technique. See how quickly you can place the following families under their correct headings below. Then check your answers with the answers at the end of this article. This will give you a clear perspective on just how easy the next step will be: ake in cap igh SHORT Vowel Families ______________________________ ______________________________ ______________________________ LONG Vowel #1 Families: (e on the end) ______________________________ ______________________________ ______________________________ LONG Vowel #2 Families (two vowels. together.) ______________________________ ______________________________ ______________________________ PHONIC Families ______________________________ ______________________________ ______________________________ We can now decode words by these family units (the actual phonetic structure of our English language) rather than letter-by-letter. For example: Short Vowel Families: cat, best, chil dren, clock trust Long Vowel Families #1: gate, theme, five, store, cube Long Vowel Families #2: (two vowels together) wait, neat, pie, goal, fuel Phonic Families: day, right, cowboy, ground, talk Combined Families: un der line in ten tion ex plainboard walk en light en ingcon tin ue sur vive un der neath in ter rupt en ter tain in creaseval en tine Children won't get submarined by a mixed bag of phonics rules and sight words because now every word can be decoded phonetically in exactly the same way. Children will simply decode every word from left to right by family units. What About Exceptions? No doubt your next question is, "How do the children handle words which are exceptions to the 90 percent of reliable phonics information?" Another simple solution. The children will know immediately when they hit an exception because they will come up with a "nonsense" word. Ex. said, was, come, give, head, laugh, once. How do they handle these exceptions? They simply "twist" the mispronunciation of these words into the meaningful context of the sentence. And what if they can't "twist" a particular word into the meaningful context of a sentence, you ask? They simply look up these few words in the dictionary. Next to each word, they will find the phonetic respelling. Ex. (sed), (wuz), (kum), (giv), (hed), (laf), (wuns). Therefore, there's no hesitation or confusion—the children decode every word exactly the same way. They know exactly what they're dealing with at all times (a phonic word or an exception), and they know exactly how to handle an exception ("twist" it into the context or look it up). Consequently, there are no traps. They're at the top of their game— success! Spring Your Child from the "Sight Word" Trap Practical Homeschooling #76, 2007 By Mary Pecci What is the Sight Word Trap? Most of you home schooling parents know only too well what the Sight Word Trap is. Just when your child is decoding words on the fly, in start coming those unavoidable Sight Words – words that can't be decoded phonetically and, therefore, must be memorized "whole." This doesn't present much of a problem at first. But as the number of Sight Words continually increases, many children get caught in the dilemma: "Is this a Sound word or a Sight word?" This causes hesitation and confusion - especially for those children who have great difficulty retaining the Sight Words. As a result, learning to read becomes a painful experience - and on comes that power struggle. Yet, there is an easy way to avoid the Sight Word Trap... and it's fun, too. It must be noted that inconsistent vowels create most of the Sight Words. For example, note these exceptions to the "two-vowel-together" rule for ai, as in main: plaid, said, aisle, captain. However, rather than requiring your child to "memorize" these exceptions as Sight Words, you can play a fun detective game with your child called "What's the Clue?" Here's how it works: First, tell your child the Sight Word. Then explain that when you ask, "What's the Clue?" your child is to sound and simultaneously underline from left to right the sounds in the Sight Word that he or she can hear. Ignore all other letters, as shown in the following examples: PARENT: This word is plaid, as in "This jacket is plaid." What's the clue? CHILD: p l a i d PARENT : This word is said, as in “I heard every word you said.” What’s the clue? CHILD: s a i d PARENT : This word is aisle , as in “Please walk down this aisle.” What’s the clue? CHILD: a i s l e PARENT : This word is captain , as in “He is the captain of the ship.” What’s the clue? CHILD: c a p t a i n Although your child may be hesitant at first, he will quickly pick up speed with practice. You will find that these relevant, left-to-right phonics clues are powerful in assisting children with retention and fluency with these Sight Words. Give your child a special detective name, such as "Secret Agent" or "Private Eye" to spark interest and introduce every Sight Word this way with "What's the Clue?" Children, no less than adults, can't resist a good detective game. Consider how easily contestants on the popular TV game, "Wheel of Fortune," are able to solve a word puzzle with minimum letter clues. You will be amazed at children's ability to sleuth out the left-to-right phonics clues within Sight Words and you will share in the burst of excitement they exhibit while reading when they come across a Sight Word they can easily sleuth out. Now, test yourself. Let's play "What's the Clue?" Following are 20 sample Sight Words. Using your super-sleuth skills, go through each word and underline the left-to-right phonics clues. Just ignore all other letters. Then check your responses with the answers at the end of this article. Remember that children also have the "context" of a story to boost their fluency with Sight Words, while these left-to-right phonics clues will lift them up over the top. By approaching Sight Words with "What's the Clue?" you can transform a threat to your child's reading ability into a fun detective game and free yourself to experience the joy of teaching. For you trivia fans, here's a question from The Guinness Book of Records: What are the Most Common Words in Written English - the 12 most frequently used words? Answer: In order, the Most Common Words are: the, of, and, to, a, in, that, is, I, it, for, and as. Access your super-sleuth ability and decide which ones are Sight Words and how you're going to introduce them with "What's the Clue?" Continue to play the "What's the Clue?" detective game with your child for every Sight Word that crosses your child's reading path. And voila! You will spring your child from the Sight Word Trap! Answers to Clues Check Help for the Child Struggling to Read The Link Homeschool Newspaper, 2006 by Mary Pecci, Reading Specialist As a Reading Specialist for over 35 years, I have found that struggling readers inevitably get caught in the same reading traps over and over again. Yet, when these reading traps are avoided, reading-challenged children are able to make steady progress in reading just as are typical achievement students. These reading traps are detailed below, followed by techniques that can be used to spring struggling readers from all of these reading traps: Trap 1: Whole Words When struggling readers are taught to memorize words "whole," rather than being taught how to decode words phonetically, their memory soon reaches a saturation point. Many words begin to look alike (Ex. boy-dog). Since they have no way to decode words independently, they are unable to read words even on a beginning reading level. Symptoms of this trap can be easily observed because these students approach words with wild guesses and word reversals. Trap 2: Endless Phonics Exceptions When seemingly endless alternate sounds for many of the letters and lettercombinations are introduced to struggling readers, this constantly challenges their basic instructional foundation (Ex. "a" as in cat, want, father, away: "ea" as in neat, head, great, learn, heart; "ch" as in chin, school, machine; "ou" as in out, soul, soup, should, thought; etc., etc., etc.). These students have great difficulty switching signals or retaining the mountainous information. Symptoms of this trap can be easily observed because they approach words with frustration and prolonged hesitation. Trap 3: Letter-by-Letter When struggling readers are taught to sound out "decodable" text letter-by-letter (Ex. A cat sat and sat.), they have great difficulty making the transfer to "real English" text because "real English" text can't be sounded out letter-by-letter (Ex. Once upon a time there were three little bears.). Symptoms of this trap can be easily observed because these students approach words with slow, painful, cacophonous, attempts to read. Trap 4: Adding SIGHT words to Phonics Exceptions To add to the above confusion, when struggling readers are confronted with a gradual introduction of SIGHT words (unphonetic words that must be memorized Ex. said), they are constantly confronted with the dilemma, "What SOUND does that have this time or is it a SIGHT word?" Symptoms of this trap can be easily observed because these students approach words with sputtering and paralyzing confusion or, in some cases, they can't read at all. However, you will be encouraged to know that there are simple techniques that can be used to AVOID every one of these reading traps: Trap l (Whole Words) can be avoided simply by introducing EVERY word with intensive phonics, as will be shown. Trap 2 (Endless Phonics Exceptions) can be avoided simply by teaching ONLY the RELIABLE phonics facts, i.e., teaching only ONE sound for each letter or letter-combination and NO exceptions. Years of research "on the firing line" with every possible type of reading problem have uncovered these RELIABLE phonics facts, listed below, which you will note consist of minimal information to be learned: Consonants- b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z Digraphs - ch, sh, th, wh Vowels - a, e, i, o, u (long and short sounds) Phonic Families - This is a special group of 25 phonetic components. Just ONE sound for each of these families is taught, as in each key word below: ) ) Note what teaching ONLY these RELIABLE phonics facts accomplishes: (1) Struggling readers will have an immediate response to every letter or lettercombination because only ONE sound is known. (2) These RELIABLE phonics facts cover about 90% of the phonics information needed to read. (3) When struggling readers have this 90% of RELIABLE phonics facts at their fingertips, they can easily figure out that small 10% of exceptions on their own, as will be shown. However, when that small 10% of phonics exceptions is taught, it just confuses the total 100% of words.) Trap 3 (Letter-by-Letter) can be avoided because when you teach ONLY the RELIABLE phonics facts and NO exceptions, you can make an "inconsistent" English language "consistent" by dividing the entire English language into four simple groups, which we will call "families": 1. Short Vowel Families (any vowel with consonants): Ex. at, et, it, ot, ut Rule: When there's only ONE vowel, it has the short sound. 2. Long Vowel Families ( "e" on the end"): Ex. ate, ete, ite, ote, ute Rule: When there's an "e" on the end, the first vowel is long and the "e" on the end is silent. 3. Long Vowel Families (two-vowels-together": Ex. aid, ead, ied, oad, ued Rule: With any two vowels together, the first one is long and the second one is silent. 4. Phonics Families: (The special group of 25 phonetic components detailed above.) Words can now be decoded by these family UNITS rather than letter-by-letter. A special bonus is that EVERY word can be decoded exactly the same way with a UNIFORM APPROACH, i.e., EVERY word can be decoded from left-to-right, UNIT by UNIT: Ex. p et, f in ish, t oast, h ope, un t il, m ain t ain, w alk, ea g er, c ube, st ay, night,int er est ing. Trap 4 (Adding SIGHT words to Phonics Exceptions) has already been avoided because there are NO sight words. EVERY word is decoded phonetically with the UNIFORM APPROACH. This leads to the final question to be answered - "How can struggling readers handle the phonics exceptions on their own?" Here's how: When children encounter an "exception," they will know it immediately because they will come up with a "nonsense" word. Ex. SAID: When just one sound for "ai" has been taught, as in the word "paid," struggling readers will automatically decode this word as "sayd" because they only know ONE sound for "ai." They will know immediately that it's an exception because it's a "nonsense" word. So how will they handle it? They simply fit the word into the meaningful context of the sentence (Ex. I heard every word you "sayd"). In rare cases when a word can't be fitted into the meaningful context of a sentence, they simply look up the phonetic respelling next to the word in the dictionary (Ex. sed). So what does this accomplish for struggling readers? (1) They will have an immediate response to every word. (2) When they hit an exception, they will know it. (3) They will know exactly what to do about it. Therefore, in this way, it is possible to AVOID every one of these reading traps which plague our struggling readers - and spring them from the reading trap! And consider for a moment - if this simplified reading method works with struggling readers, imagine what it could do with typical achievement students! _______________ This simplified reading method is presented in Mary Pecci's book, At Last! A Reading Method for EVERY Child. It was chosen as the Main Selection of three of Macmillan Book Clubs (Early Learning Book Club, Teacher Book Club, and Library of Special Education); is featured in Cathy Duffy's 100 Top Picks for Homeschool Curriculum, is included in the U.S. Department of Education Office of Research Report of the Commission on Reading, "Becoming a Nation of Readers"; is recommended by Dr. William C. Crook in "Help for the Hyperactive Child"; was featured in The National Right to Read newsletter; and Instructor Magazine (Teachers are Talking About) concludes, "You may find that Johnny can read after all." Mary Pecci is the author of 14 books and is listed in Who's Who of American Women for her Specialist techniques in dealing with reading disabilities. Copyright © 2006 The Link. Published in this convenient PDF format with permission from the author on the www.donpotter.net website. TIPS FOR GETTING YOUR CHILD OVER THE ALPHABET HUMP! By Mary F. Pecci, Reading Specialist As a Reading Specialist and published author, many frustrated home schooling parents have asked me, "Why does my child still confuse letter names after we have been over and over them time and time again?" I'd like to share with you some simplified techniques which have received grateful acknowledgements of success from these parents. In addition, it's fun - which keeps the kids coming back for more. To begin with, when you consider that 11 of the lower-case letters do not resemble their capital letters, there are about 37 symbols to be memorized. Many children become discouraged when they think there is an endless number of symbols to be learned or when they continually give incorrect responses to symbols they thought they had mastered. However, you can avoid all this anxiety and confusion by explaining to the children right from the beginning: HOW MUCH THERE IS and HOW TO FIND IT. Proceed as follows: 1. Put an Alphabet Strip on your child's desk and teach your child to recite the Alphabet sequence, as follows: (a) Point to each letter on the Alphabet Strip as you recite the name of the letter and have your child repeat the letter name after you. (b) Sing the Alphabet song as you point to each letter on the Alphabet Strip. Have your child repeat this procedure when you feel your child is ready. The rhythm aids memory and I've yet to meet a child who didn't delight in singing the Alphabet song - now to receive the double pleasure of pointing to each letter while singing it. 2. Make a set of Alphabet Sequence cards. Write both the upper-case and lower-case forms of each letter on the same side of the card. Ex. Aa. Now, have your child recite the Alphabet as you flash these Alphabet cards. This will reinforce the Alphabet sequence and focus attention on one letter at a time. 3. Make a set of Alphabet cards to be shuffled. Write the upper-case letter on one side of the card and the lower-case letter on the other side of the card. Proceed as follows: (a) Take out just the first five cards (A through E) and shuffle them. (b) Flash the cards to your child. When your child can't recall a letter name, say "FIND IT YOURSELF!" and have your child recite down the Alphabet Strip to the unknown letter. Ex. C - "Is it an A?, B?, C? - Yes! It's "C!" In this way, the correct answers are constantly reinforced and children are able to practice letter names "on their own" - remembering that children delight in engaging in activities over which they have control - over and over again. Be sure to flash both the upper-case and lower-case sides of the cards. (c) When these first five letters are mastered, add a few more letters and shuffle them in. Then proceed as before. Continue this way until all of the cards have been shuffled in. When you get to the second half of the Alphabet, have your child count down to unknown letters starting from "O" rather than going back to the very beginning of the Alphabet and counting down from "A." (d) As you go through the Alphabet, teach your child to write each capital and lowercase letter in the same sequence. This really helps bring the message home. 4. For variety and enjoyment, as well as to teach to all modalities (visual, auditory, kinesthetic) reinforce the letters which have been introduced with games and activities, such as: Follow-the-Dots, Bingo, T-Scopes, Letter-Match games with capital and lower-case letters, etc. 5. Last Resort Secret Weapon Technique: As you may have found, some children may still have difficulty remembering a particular letter name even though it is constantly reinforced independently by counting down the Alphabet Strip to the correct answer. In this case, give any ASSOCIATION clue that will induce immediate recall. Ex. Y - Hold your hands up high and you make a "Y." T - This looks like a "Tea" table. O - Say "O" and you make an "O" with your mouth. Anything silly will suffice and will serve as a powerful recall device. You'll amaze yourself with your hidden talent for creating unique ASSOCIATION clues. With this combination of FIND IT YOURSELF, lively REINFORCEMENT activities, and ASSOCIATION clues, you have a sure-fire team to insure mastery of letter names. When your child is provided with a means of consistently and constantly reinforcing correct answers independently, it carves an ever-deepening groove in the memory bank until it finally produces immediate recall. Give it a try and you may discover that your child can have fun getting over the Alphabet hump! How to Spring DYSLEXICS from the Reading Trap the EASY Way! by Mary F. Pecci, M.Ed., Reading Specialist Henry was referred to my Reading Center when he was in Grade 2 with a diagnosis of "Dyslexia," along with a long list of behavioral transgressions - a boy with "attitude." As I prepared to take a reading inventory, he remarked, "I don't see things the way other kids do." It was soon obvious that he was unable to read a single sentence in a beginning reader. I asked, "Do you trust me to teach you to read?" He responded unequivocally, "NO!" Then I began the process of springing him from that prison of illiteracy that held him captive. Over the years, I had observed how some reading methods actually create the reading traps that Dyslexics get caught in and I had gradually comprised a way to avoid these reading traps in order to free them. What sets the trap: It became very clear that the following approaches to teaching reading with Dyslexic students are exercises in futility: 1) Expecting them to memorize every word in our written language WHOLE, by SIGHT, as though it were a Hieroglyphic language rather then a Phonetic codebased written language. 2) Expecting them to make sense out of the endless Phonics Rules and Exceptions, along with the numerous sounds given for many of the letters and lettercombinations. Ex. "a" as in cat, want, father, away; "ea" as in neat, head, great, learn, heart; "ou" as in out, soul, soup, could, young, thought; "ch" as in chin, school, machine; etc., etc., etc. The real mystery here is not why Dyslexics CAN'T read - but why some children CAN read - a tribute to the human brain! Phonics is essential - but, as can be seen, you can overplay that card. How to Unlock the Trap: First, I found that it is essential that you teach only ONE sound for each letter or letter-combination - and NO exceptions. This RELIABLE Phonics information covers about 90% of the Phonics information needed to read. Dyslexic students are very capable of mastering this 90% of RELIABLE information - and it will give them "mastery at their fingertips." But when an attempt is made to teach that small 10% of exceptions, it just confuses the TOTAL 100% of words. Before introducing a single word to them, gradually supply them with the following Phonics AMMUNITION - the sounds for: ``` Consonants: (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z) Digraphs: ch, sh, th, wh Vowels: a, e, i, o, u (long and short) - NO rules yet. ``` Put these sounds on Flashcards and review them daily. They will easily master these sounds because, like learning to speak, the message will be consistent and repetitious. Secondly, it is essential that you use "real English" Literature-based text such as, "This dog can run fast," rather than "Decodable" text, such as "Sid hid a big lid," because Literature-based text provides a meaningful "context" which assists decoding of words, as will be shown. Now, here's the game changer! Never require Dyslexic students to "sound out" a word independently at this point. It has been demonstrated time and again that this only leads to struggling, hesitation, and cacophonous agony. Rather, TELL them the word. Ex. dog: This word is "dog." Then, using their RELIABLE Phonics Ammunition, ask "What's the Clue?" and have them simultaneously SOUND and UNDERLINE the Phonics clues from left-to-right. Ex. d o g. Introduce phonetically irregular words the same way. Ex. have: This word is "have" - What's the Clue? h a v e. Ex. friend: This word is "friend" - What's the Clue? f r i e n d. (Just ignore irrelevant letters.) With a little prodding at first, you will find that they will soon become very adept at SOUNDING and UNDERLINING the left-toright relevant sounds in each word. Introduce only words that contain the Phonics information that has been introduced. Repeat these words often enough to assist retention. And remember: If you ask them to sound out unknown words independently at this point - it's game over. Henry was progressing, as would an average-achievement student. He had become very cooperative. I asked him, "Do you trust me now?" He replied cautiously, "Uhh I'm not sure." After you have introduced about 50 high-frequency words and arranged them into intelligible sentences, begin to gradually filter in additional Phonics information. Teach just ONE sound for each of the following Phonetic components, as in each key word below. As you introduce each sound, put it on a Flashcard and review it daily ), ``` ow (now). ou (out), ound (round), ay (day), oo (zoo), ew (new), ar (car), oy (boy), oi (oil), ight (night), igh (high), alk (walk), er (her), ir (sir), ur (fur), all (ball), eight (weight), eigh (weigh), aw (saw), au (auto), aught (caught), ought (thought ange (range), tion (station), sion (mission). ``` Introduce words containing one of these Phonetic components as follows: Ex. now: What's the family? (ow) - What's the word? (now). After you have introduced about 75 high-frequency words, Dyslexic students begin to understand how Phonics decoding works. So it's time to introduce words with Short and Long Vowel Phonograms - one rule at a time. You will note that these Phonograms can be easily sounded out by Dyslexics because vowel sounds (unlike most consonant sounds) can be prolonged. Ex. and - aaaa-n-d. It's also important to note that although they have great difficulty decoding unknown words letter-by-letter, they have no difficulty decoding words by these phonetic "units." Guide decoding of these words as shown below: Rule 1: If there's one vowel, it's Short. Ex. hand: What's the family? (and) - What's the word? (hand). Rule 2: "e" on the end" makes the vowel Long. Ex. ride: What's the family? (ide) - What's the word? (ride). Rule 3: When two vowels are together, the first vowel is Long and the second vowel is Silent. Ex. team: What's the family? (eam) - What's the word? (team). Continue to introduce all exceptions to these rules with "What's the Clue?" Ex. gone: This word is "gone" - What's the clue? g o n e. Ex. head: This word is "head" - What's the Clue? h e a d. This concludes all of the 90% of RELIABLE phonics information. Now it's time for game on - time to ignite a solution for Independent Reading. Show these students how to decode EVERY word exactly the same way: Begin with the vowel each time and ask: "What's the family? - What's the word?" ``` Ex. night: What's the family? (ight) - What's the word? (night). Ex. need: What's the family? (eed) - What's the Word? (need). ``` For multisyllable words, just go to the next vowel and proceed the same way. Ex. contain: What's the family? (on) - Add "c" (con). What's the next family? (ain) - Add "t" (tain). GO BACK - What's the word? (contain). Ex ignite: What's the famiy?" (ig). What's the next family? (ite) - Add "n" (nite). GO BACK - What's the word? (ignite). Now how do they handle exceptions independently? When they hit an exception, they will know it immediately because it is a "nonsense" word. Ex. said: What's the family? (aid) - What's the word? (sãd) So what do they do? They simply fit this mispronunciation of the word into the meaningful context of the sentence. Ex. I heard every word you sãd. Fitting words into the meaningful context of a sentence is no problem for Dyslexic students at first because their verbal vocabulary is thousands of words above their reading vocabulary. When their reading vocabulary begins to pull up their verbal vocabulary, at which time they may not be able to fit an unknown word into the meaningful context of a sentence, it's time to teach them how to use the Pronunciation Key in the Dictionary. Then, when they can't fit an unknown word into the meaningful context of a sentence, they can simply look up the respelling (and definition) next to the word in the dictionary: Ex. bouquet (bō kã'). Ex. vignette (vin yet´). Ex. xenon (zē´ non). So there's no unchartered waters. This is what drives the outcome. They have a UNIFORM APPROACH, a compass, to decode every word. When they hit an exception - they know it - and they know exactly what to do about it. And that's the tipping point. There's no hesitation or confusion so SUCCESS is assured! At this point, I asked Henry (who was reading fluently and enjoying it), "Do you trust me now?" He glanced down, shrugged his shoulders, aimed his gaze in my direction, and said with a crooked smile, "I guess so!" . . . and that's how to spring Dyslexics from the reading trap the EASY way! P.S. If this works with Dyslexics, imagine what it can do with average-achievement students! Unlock that Key in Your Dictionary! By Mary Pecci The debate between phonics and whole word reading methods has been a knockdown, drag-out debate. We need a game changer. Since our written language is based on a phonetic code, (and not a hieroglyphic code, such as Chinese) it would seem to be "no contest" when it comes to the debate. However, this is the logjam. There is such a wide variety of sounds for many of the letters and letter combinations in our language that it confuses many children e.g., "ea" as in seat, head, great learn, heart; "a" as in cat, want, father, away, "ch" as in chin, school, machine; etc., not to mention exceptions to the phonics rules. What also weighs into the equation is the influx of "sight words" – words that can't be sounded out phonetically. Some of these words that have been absorbed into our language from other languages without transposing them phonetically, as is done with the Spanish language (e.g., spaghetti: Italian; bouquet: French, etc.). Therefore, in order to jump through these hoops and fly under the radar, many have opted for the whole word method as the better choice. Yet, reading scores continue to plummet, as does the rise of special education classes. So which choice is right? They key is to get to the ground level and simplify our phonics system. After many years as a reading specialist "on the firing line" teaching reading to students with every possible type of reading disability, including dyslexia. I have discovered that when just one sound is taught for every letter or letter combination, nearly ninety percent of the phonics information required for reading is covered. And here's the irony of it all. When the students have ninety percent "reliable" phonics information at their fingertips, the can y figure out the ten percent of exceptions on their own, as will be shown. However, when an attempt is made to teach that ten percent, it just confuses the whole process. The following is the ninety percent of "reliable" phonics information students need to read, which as you can see, is minimal and will be easy to learn and easy to apply to word. Consonants: b, c, d, f, g, h, j, k l, m, n, p, q, r, s, t, v, w, x, y, z Consonant Blends: These are easy because consonants are already known and only practice is needed to blend them together: Example: bl, fr, sp, tw, etc. Consonant Digraphs: ch, sh, th, wh Vowel Rules: 1. When there is one vowel, it has the short sound: at, et, it, ot, ut 2. "e" as the end gives the vowel a long sound: ate, ete, ite, ote, ute 3. When there are two vowels together, the first one is long and the second one is silent: ai, ee, ea, ie, oa, oe, ui, ue Phonic Components: ay, oo, ew, ar, oy, oi, ow, ou, ound, ight, igh, alk, er, ir, ur, all, eight, eigh, aw, au, aught, ought, ange, tion, sion When children are taught to sound out words using only this "reliable" information, they will immediately recognize an exception to the rule. For example, when they know "ai" makes the sound heard in the world "mail," they will automatically sound out the word" said" as "sād." Here's the game changer. We're going to get the best of both phonics and whole word methods because, although every word will be sounded out, we will use literaturebased readers that use "real English" text to provide a meaningful context within which to decode words – rather than phonetic readers that used "decodable text" without meaningful context. For example, a student will read, "I heard every word you said," rather than something like "Sid slid and hid a lid." Now when a child hits an unphonetic word, s/he can simply "twist" it into the meaningful context of the sentence, based on the left-to-right phonic clues (example s a i d). This also avoids "sight" words because every word is decoded with left-to-right phonics clues. "Twisting" words into the meaningful context of a sentence is no problem for primary school children in grades K-2 (we have all experienced their proficiency completing our sentences when there is a pause) because their verbal vocabulary contains thousands of words more than their reading vocabulary. It is estimated that children entering school with about 5,000 words in their verbal vocabulary, while many have zero-words in their reading vocabulary. In rare case when a child is unable to "twist" the mispronunciation of an unphonetic word into the meaningful context of a sentence based on left-to-right phonics clues, the teacher will just tell him the word and then point out the left-to-right clues in the word, e.g., friend: f r i e n d. Now here is what drives the outcome. When children enter third grade, their reading vocabulary is nearly equal to their verbal vocabulary, and their reading vocabulary begins to pull up their verbal vocabulary. The more the read, the more words they incorporate into their verbal vocabulary. Oftentimes, this is where the problem begins because they will come across words that are not in their verbal vocabulary; many of these word are unphonetic or they have no idea how to pronounce them or what they mean. What then? Now it's time to shake things up and unlock the key in your dictionary! Next to each word in the dictionary is the phonetic respelling and definition. For example vignette (vin yet´), bouquet (bō kā´), enough (i nuf´), etc. There is meaningful context in the literature-based readers and the key in your dictionary: (kof), (ruf), (thō). Now you've released the student from the phonics trap and endless exceptions, freed them to enjoy the easy and stimulation of literature-based text, and brought about a truce between the phonics and whole word reading debate. By following a few simple rules and learning how to unlock the key in their dictionary, every child can succeed. Originally published in The Old Schoolhouse Magazine, Copyright 2016, www.tosmagazine.com How to Loose Those Spelling Blues! By Mary Pecci, M.Ed. With so many phonics rules and exceptions in our English language, many children have a very difficult time acquiring spelling skills. However, you can put the brakes on this problem because there is an easy way to teach spelling. Here's the key: 1. Teach only reliable facts This means teach only one sound for each letter or letter combination and don't focus on exceptions. What does this accomplish? a. You'll get an immediate response to each letter or letter combination because only one sound is known. b. The reliable phonics facts cover 90% of the phonics information needed to spell. c. When the children have 90% of the phonics facts needed to spell at their fingertips, they can easily figure out that small 10% of exceptions on their own, as well be shown. But when an attempt is made to teach that small 10% of exceptions, it confuses the total 100% of words. Following is the 90% of reliable phonics facts that will be utilized to spell words. Chances are that your child already has learned most of the sounds: Consonants: ``` B (ball) L (lion) X (vase) C (cat) M (milk) W (wagon) D (dog) N (nest) X (box) F (fish) P (pie) Y (yoyo) G (girl) Q (queen) (my) – end of 2-or-e-letter words H (house) R (ring) (baby) – end of more-than-3-letter word J (jar) S (Seal) Z (zebra) K (kite) T (top) ``` Consonant Blends: Teach the students to blend the following consonants. This will provide the skill to blend any other consonants, and it will be easy because they already know the consonant sounds. ``` bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, scr, sk, sl, sm, sn, spj, spr, st, str, sw, tr, tw Consonant Digraphs: ch (chin) th (the) sh (she) wh (what) Short Vowels: a (apple) e (Eskimo) i (igloo) o (octopus) u (umbrella) ``` Long Vowel Rules: * "e" on the end makes the vowel long. Examples: ate, ete, ite, ote, ute. * When any two vowels are together, the first one is long and the second one is silent: Examples: ai, ae, ea, ee, eo, ie, oa, oe, ue, ui. * We will make it a spelling rule in words of not more than three letters, the final vowel is long. Examples: he, she, me, we, go, so, no. Phonics Families: Introduce these special phonics components as needed. This sets up our arsenal and we're set to go! 2. Analyze each spelling word Teach the children to analyze each spelling word so that they will have a clear understanding of the difference between a sound word (a word that can be sounded out) and a study word (a word that can't be sounded out). Have them sound out each spelling word utilizing only the 90% reliable phonics facts as shown above. If the 90% reliable phonics facts supplies them with the correct pronunciation of the words, it is called a Sound Word because you can sound it out. One example is the word "jump." If the 90% of reliable phonics facts don't supply them with the correct pronunciation of the word, it is called a Study Word because you can't sound it out, like the word "said." Explain to the children that based reliable phonics facts, this word is really "sād." 3. Sound as you write If a word is a Sound Word, have the children sound as they write the word. Using the example jump, it would go like this: "jj" – "uh" – "mm" – "pp." If a word is a Study Word have the children sound as they write the 'mispronunciation' of the word, and then follow it by giving the correct pronunciation. Using the example of "said," it would go like this: "s" – "ai" – "dd" > "sed." This will remind them to spell the word with an "ai" instead of an "e." It's like telling yourself the answer as you write the word (so you can't get it wrong). For reinforcement, each day have the children sound as they write one row of each word on the weekly spelling list. Don't underestimate the power of repletion. Test your technique! See if you can place the following 10 words in the correct column, either as a Sound Word or Study Word. Check your answers at the end of this article: have after best please want store from what right Shown below is a beginning spelling list of "basic high frequency" words. It is important to recognize the fact that the purpose of spelling skills is to lead into written language. Therefore, it is essential to use spelling lists which are made up of phonetic words and sight words, from which intelligible sentences can be formed. You will notice that there is just one sight word on each list as designated by the asterisks, so that children won't be overwhelmed by too many sight words at one time. This will enable them to learn the difference between phonetic words and sight words and how to handle each type of word, as shown below. After completing the first four spelling lessons, it is now possible to dictate intelligible sentences to the children, while teaching capitalization and punctuation. Here are some examples: 1. I see a big cat jump. 2. The dog can run. 3. I can play with the ball. You will find that by teaching only the reliable phonics facts, showing the children how to analyze each spelling word (it is a Sound Word or a Study Word) and having them sound as they write each word, they will be armed with a surefire technique to master every spelling word and lose those spelling blues! And now, just apply this principle to any further spelling lists of your choice. Answer to Quiz: Sound Words: best, coat, after, store, right Study Words: have, want, from, please, what \| 1. I the* can go and \| 2. is* dog jump big play \| 3. get cat this with to* \| 4. run see ball want* we \| 5. in too fun do* pet \| \|---\|---\|---\|---\|---\| \| 7. just little* girl swim fish \| 8. my mother* tell help she \| 9. father* now up down he \| 10. make hop red top come* stop bike mop on shop \| 11. have* best like rest walk test take nest here chest \| \| 13. eat came soon game them same must tame put* blame \| 14. who* ride when side which hide why slide how wide \| 15. ask joke talk coke are* spoke her woke out broke \| 16. new mail give* tail us pail ran sail time nail \| 17. me seat you* neat for heat read wheat then treat \| \| 19. under far much car please* jar went bar clean star \| 20. off tall what* fall ate call may wall store small \| 21. after law said* paw our jaw let draw keep straw \| 22. had threw every flew was* blew name grew wish chew \| 23. sleep night start light try might from* right got bright \| Mary Pecci is the author of Super Spelling: Book One, which is listed in 100 Top Pick for Homeschool Curriculum by Cathy Duffy. All the work is done for you. It includes sentences to dictate from the book after each spelling lesson, along with guidelines leading into written composition. Originally published in The Old Schoolhouse Magazine, Copyright 2016, www.tosmagazine.com Note from Internet Publisher: Donald L. Potter August 17, 2016 It gives me great pleasure to republish these important articles on reading, spelling, and dyslexia by Ms. Mary Pecci. I became acquainted with Ms. Pecci's method back in 2000, when I purchased her teacher's manual, At Last! A Reading Method for EVERY Child. I was impressed with the method, but did not begin to use it at that time because I had several other programs that I had been using and felt no need to switch to her program. Lately I noticed that the materials I had been developing for teaching reading were curiously close to Ms. Pecci's method. I do not believe I was consciously influenced by her method, but there was a growing realization that there were some rather phenomenal similarities between the methods I had been developing and her program. The main similarity was the importance that we both placed on teaching the alphabet letter names, letter formation, and basic phonics facts BEFORE beginning any reading instruction. Most phonics programs, curiously, neglect to teach letter names and letter formation in alphabetical sequence to fluency BEFORE introducing the kids to formal reading instruction. Sam Blumnfeld's Alpha-Phonics and Leonard Bloomfield's Let's Read are notable exceptions. I had noticed the last 5 years that all the students coming to me for tutoring were very weak in alphabet writing and letter identification. I investigated how the students were taught and noticed that their kindergarten and first grade instruction in the alphabet was very poor. I discovered by studying Ms. Pecci's Teacher's Manual and watching her excellent Training Videos that she had the strongest letter identification and writing program anywhere. She is dead serious about teaching the alphabet to high fluency levels. She teaches only Reliable Phonics Facts to her students and made use of the phonics values of many of the letter names. I am not aware of any other program that does that. Her method made use of regular developmental basal readers, which unfortunately are no longer published by major school publishers. Fortunately, she has published her own excellent developmental basal readers that dovetail perfectly with her teaching methodology and sequence, greatly simplifying the successful implementation of her program. I was a bilingual teacher for 15 years in public schools. The core of my instruction was the 1987 Riverside Basal Readers. I can testify to the effectiveness of the basals for teaching young non-English speakers to understand spoken English, to read written English, and to write correct English. It was because of these experiences that I realized the value of Ms. Pecci's program for both English-speaking children and children who spoke languages other than English. For the best information on reading instruction visit my website: www.donpotter.net Ms. Pecci's website and storefront is: www.onlinereadingteacher.com. I last revised this document on October 9, 2016, with much appreciated help with from Ms. Pecci. 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Unit 9: Practical Individual Sports Unit code: D/502/5636 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to enable learners to explore the skills, techniques, tactics and rules of individual sports through active participation. Unit introduction This unit will develop learners' knowledge and understanding of individual sports. Learners will be given the opportunity to participate in a variety of individual sports as performers and officials in different roles. The desire to participate in sports activities continues to grow. People are more aware of the lifelong benefits of a healthy lifestyle, and the legacy of the successful Olympic bid will provide more opportunities for those wanting to take part in sport. This unit gives learners an opportunity to participate and develop their own knowledge and ability in a selection of individual sports. This unit reinforces the knowledge and understanding required to study aspects of coaching and leadership, fitness and training, physiology and health and safety through actively participating in individual sports. This unit focuses on developing learners' own practical sports performance in individual sports, focusing on the application of skills, techniques and tactics. This will be achieved through participation in practical activities, and learners reflecting on their performances and those of other performers in individual sports. Learners will have the opportunity to practise and refine their individual skills and techniques. They will be able to investigate and experience different individual tactics and formations, and review their own performance in these areas and the performance of other individuals. The rules and regulations of individual sports are also investigated, since an awareness of the rules can often lead to an improvement in performance. Throughout the unit, learners will be made aware of safe practice relating to all those participating in the sport. Learners will participate in a variety of individual sports offered as part of the centre's curriculum, as well as other sports offered in the wider community. It is expected that learners will provide the evidence for this unit by selecting two sports in which they either excel or have a particular interest. Learning outcomes On completion of this unit a learner should: 1 Know the skills, techniques and tactics required in selected individual sports 2 Know the rules and regulations of selected individual sports 3 Be able to assess own performance in selected individual sports 4 Be able to assess the performance of other individuals in selected individual sports. Unit content 1 Know the skills, techniques and tactics required in selected individual sports Individual sports: eg cross country, golf, gymnastics, judo, archery, cycling, swimming, trampolining, badminton, tennis, squash, table tennis, boccia, wheelchair tennis Skills and techniques: required to perform the selected sport effectively, eg take-off, landing, grip, swing, throwing execution, attacking shots, defensive shots, serves, footwork, rotation, turns Tactics: relevant to the selected sport, eg offence/attacking, defence, movement, communication, phases of play 2 Know the rules and regulations of selected individual sports Rules: rules/laws as produced by governing body for the sport; unwritten rules and/or etiquette specific to sport, eg playing ball out when soccer player is injured Regulations: eg players, officials, spectators, facilities, equipment, playing surface, scoring system, health and safety, child protection, insurance, administration Situations: eg a player in an illegal position, ball out of play, an illegal shot, use of illegal equipment 3 Be able to assess own performance in selected individual sports Self-analysis: specific to sport; application of skills; techniques and tactics; achievements; strengths; areas for improvement Assessment methods: eg objective performance data, subjective observations, use of technology (Kandle, Dartfish), SWOT (strengths, weaknesses, opportunities, threats) analysis, testing, interviews, performance profiling Development: aims and objectives; goals; SMART (specific, measurable, achievable, realistic, time-bound) targets; opportunities, eg training, courses, qualifications; possible barriers 4 Be able to assess the performance of other individuals in selected individual sports Performance analysis: specific to sport; application of skills; technique and tactics; achievements; strengths; areas for improvement Assessment methods: eg objective performance data, subjective observations, use of technology (Kandle, Dartfish), SWOT (strengths, weaknesses, opportunities, threats) analysis, testing, interviews, performance profiling Development: aims and objectives; goals; SMART (specific, measurable, achievable, realistic, time-bound) targets; opportunities, eg training, courses, qualifications; possible barriers Assessment and grading criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit. \| To achieve a pass grade the evidence must show that the learner is able to: \| To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: \| \|---\|---\| \| P1 describe skills, techniques and tactics required in two different individual sports \| M1 explain skills, techniques and tactics required in two different individual sports \| \| P2 describe the rules and regulations of two different individual sports, and apply them to three different situations for each sport \| M2 explain the application of the rules and regulations, of two different individual sports, in three different situations for each sport \| \| P3 demonstrate appropriate skills, techniques and tactics in two different individual sports \| \| \| P4 carry out a self-analysis using two different methods of assessment identifying strengths and areas for improvement in two different individual sports [RL1, RL2, RL3, RL5, CT2, IE3, IE4, EP4] \| M3 explain identified strengths and areas for improvement in two different individual sports, and make suggestions relating to personal development \| \| P5 carry out a performance analysis using two different methods of assessment, identifying strengths and areas for improvement in the development of an individual in an individual sport. [RL1 RL5, IE3, IE4, IE6, CT4, TW2, TW4, TW6] \| M4 explain identified strengths and areas for improvement in the development of an individual in an individual sport, and make suggestions relating to development of an individual. \| PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills. Essential guidance for tutors Delivery Centres will determine the depth of coverage for each sport. However, adequate time should be given to each sport to allow for the depth and breadth of study necessary to cover the Unit content. Access should be given to learners of all sporting abilities, and mixed gender activities are encouraged where appropriate. Time spent researching the rules and regulations may also make learners more competent practitioners and role models for others. This unit gives learners the knowledge to develop and improve their own practical skills and techniques in sporting activities. They should also become more tactically astute in each sport in which they participate. Tutors should introduce learners to skills and techniques through simple practices and drills which show progression through to the game and/or competitive situation. Learners should produce a logbook, diary or portfolio of their experiences in the sport, including their performance in any practices, training or trials that are completed at local, regional or national level. The logbook could be kept in the form of a written document, a blog or a video diary of their development of techniques, skills and tactics within each specific session. Observation records, witness statements, feedback sheets and success in leadership or governing body awards could be used as evidence for appropriate assessment and grading criteria. Learners will be asked to observe and analyse both personal performance and the performance of others in the selected sports. Centres will determine the focus of the observation. Centres should encourage learners to use a variety of methods to collate the evidence. Objective evidence (such as statistics) should be encouraged alongside subjective assessments and opinions. Tutors should spend some time in the classroom looking at different ways to gather evidence to accurately assess performance. Analysis of other performers should give learners the knowledge to develop and improve their own performance. The use of performance profiling is encouraged. As much unit content as possible should be delivered in a practical situation. Coaches, trainers and officials from the community could be invited to deliver some aspects of the unit. Practical work should be supported by theoretical information delivered both in the field and within the classroom. Learners should be encouraged to complete their portfolio/blog/diary/logbook on a regular and continuous basis. Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and/assessment Introduction and overview of the unit. Assignment 1: Skills, Techniques and Tactics Required in Two Individual Sports (P1, M1, P3). Tutor introduces the assignment brief. Discussion of what skills and techniques are and how they can be classified in individual sports. Observation of skills and techniques applied in a variety of individual sports; the emphasis of the session should be the correct demonstration of the skills and techniques. Discussion of the correct application of tactics in a variety of individual sports; the difference between attacking and defending applied to specific individual sports. Observation of sports performers applying tactics in competitive situations. Delivery of one individual sport to learners: learners should be taught the core skills and techniques of the selected individual sport as well as the appropriate tactics for the specific sport. After each session learners should keep a practical log that describes the skills, techniques and tactics covered in each practical session. In each session learners should demonstrate their ability to carry out each skill, technique and tactic as appropriate for the selected sport. Delivery of a second individual sport: learners should be taught the core skills and techniques of the selected individual sport as well as the appropriate tactics for the specific sport. After each session learners should keep a practical log that describes the skills, techniques and tactics covered in each practical session. In each session learners should demonstrate their ability to carry out each skill, technique and tactic as appropriate for the selected sport. Assignment 2: Rules and Regulations of Individual Sports (P2, M2). Tutor introduces the assignment brief. Research the rules of two individual sports: learners should be able to demonstrate the basic rules and regulations of two individual sports including the unwritten rules and/or etiquette specific to each sport. Practical assessment of learners officiating: learners to demonstrate their knowledge of the rules of two individual sports by applying the rules and regulations to three different situations in each sport. Assignment 3: Self-analysis of Own Performance in Two Different Individual Sports (P4, M3, D1). Tutor introduces the assignment brief. Methods of assessment: learners should be made aware of the various methods of assessment available to assess their own performance whilst participating in individual sports. Methods of measuring performance: learners should be made aware of how they will measure their performance of their ability in different individual sports, measuring strengths and areas for improvement in specific components of each sport. Learners to complete self-assessments of their strengths and areas for improvement in each individual sport that they have participated in. Learners should use a selected method of assessment to record their self analysis for each selected individual sport. Learners to complete a development plan for each individual sport and set specific goals and targets for improvement, including possible opportunities for future development as a performer in each sport. Topic and suggested assignments/activities and/assessment Assignment 4: Performance Analysis of Another Individual in a Selected Individual Sport (P5, M4, D2). Tutor introduces the assignment brief. Learners to carry out an observation of a peer or elite performer whilst competing in a selected individual sport. Learners should complete a selected method of assessment to track the performance of the individual. From the findings of the assessment learners should produce a development plan that identifies the performer's strengths and areas for improvement. The development plan should set specific aims and objectives and SMART targets for future development, and identify possible opportunities for further development within the sport Review of unit and assessment activities Assessment This unit will require a combination of different types of evidence, including written, video, audio evidence and observation records. For P1 and P3, learners could complete a diary in the form of written, audio or visual evidence in each of the two individual sports as required, which outlines the range of skills, techniques and tactics that they have experienced as part of the practical unit. A simple framework for each session could be followed and would be sufficient for this, and could also include a regular analysis of strengths and areas for improvement in each of the sessions. Learners need to complete their method of recording their progress on a regular basis. Tutors could assist in this process either by organising regular sessions to produce the evidence, or by leaving some time at the end of each session for this to be completed. For P3, an observation record completed by the tutor is required to confirm achievement, or learners could produce video evidence displaying each of the core skills and the application of tactics in a competitive situation. This evidence would need to be approved by the tutor (including completion of a witness statement), which could then be attached to the portfolio of evidence produced for each of the two sports for P1. For P2, learners could complete a booklet or leaflet covering the rules and regulations of each of the two sports. Alternatively, learners could deliver a PowerPoint presentation to the tutor, using examples either from situations that they have been a part of or from situations that they have observed. For M1, learners could extend the evidence by relating the skills, techniques and tactics to a competitive situation, explaining the importance of each in producing an effective performance. For M2, learners could observe an official in action and produce a report on their performance, perhaps acting as a representative of the governing body in assessing and explaining the official's application of the rules and regulations. For P4, learners could talk to more experienced coaches in order to obtain appropriate advice on how to improve their own performance. Guidance is given in the Unit content as to the range of assessment methods that learners could use. The evidence provided within the portfolio for P1 and P2 should act as a base on which to achieve P4. For M3 and D1, learners could produce an action plan that relates to their own development in the sport. This could be part of an application for a sports scholarship or a request for sponsorship, whereby the learner has to provide detailed information on their current level of performance as well as justifying their targets for the future. For P5, tutors could organise a trip to observe an elite sports performer in action. Alternatively, learners could carry out the observation of a peer from within their own centre. Learners could provide the individual with evidence of their performance or develop this as if completing an analysis on the selected performer. This could be in the form of a written report, an oral response (supported by witness testimony) or possibly a more elaborate method using modern software analysis systems and presentation techniques. Learners could also be put in the position of a scout, observing and analysing the strengths and weaknesses of an individual, to pass the information on to future opponents. For M4, learners need to explain and analyse (D2) identified strengths and areas for improvement in the performance of another individual. Suggestions should be made relating to the development of the individual. A justification of the suggestions will need to be provided to meet criterion D2. To meet criteria M4 and D2 learners could act as consultants for the individual. Learners could produce a report which gives a detailed account of the strengths and areas for improvement, and the methods the individual could use to improve performance. Programme of suggested assignments The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources. \| Criteria covered \| Assignment title \| Scenario \| \|---\|---\|---\| \| P1, M1 P3 \| Skills, Techniques and Tactics Required in Two Individual Sports \| As an assistant to a sports coach, analyse the skills and techniques required in two different individual sports. \| \| P2, M2 \| Rules and Regulations of Individual Sports \| You are to introduce novices to the rules of two different individual sports. Produce promotional material. \| \| P4, M3, D1 \| Self-analysis of Own Performance in Two Different Individual Sports \| Analyse own practical application of techniques, skills and tactics in two individual sports. \| \| P5, M4, D2 \| Performance Analysis of Another Individual in a Selected Individual Sport \| Analyse the performance of another individual, identifying strengths and areas for improvements. \| Links to National Occupational Standards, other BTEC units, other BTEC qualiﬁ cations and other relevant units and qualiﬁ cations This unit forms part of the BTEC Sport sector suite and the BTEC Sport and Exercise Sciences sector suite. This unit has particular links with the following unit titles in the BTEC Sport suite and the BTEC Sport and Exercise Sciences suite: \| Level 2 Sport \| Level 3 Sport \| \|---\|---\| \| Technical Skills and Tactical Awareness for Sport \| Practical Team Sports \| \| Practical Sport \| Talent Identification and Development in Sport \| \| \| Sports Coaching \| \| \| Rules, Regulations and Officiating in Sport \| \| \| Technical and Tactical Skills in Sport \| \| \| Analysis of Sports Performance \| This unit links with the National Occupational Standards (NOS) for: Coaching, Teaching and Instructing at Level 3 ● Achieving Excellence in Sports Performance at Level 3. ● Essential resources Learners will need access to a range of sports facilities and equipment. They will also need participants to be the subject of coaching sessions. Employer engagement and vocational contexts This unit focuses on the practical delivery of individual sports and learners will develop the background knowledge and skills needed for effective participation in a variety of individual sports. The knowledge learners obtain may support their coaching ability as they will understand skills and techniques in detail. Centres are encouraged to develop links with local coaching organisations. This could be through coaching workshops and delivery of practical sport sessions to learners. Indicative reading for learners Textbooks Adams M et al – BTEC Level 3 National Sport (Development, Coaching and Fitness) Student Book (Pearson, 2010) ISBN 9781846906503 Adams M et al – BTEC Level 3 National Sport Teaching Resource Pack (Pearson, 2010) ISBN 9781846906541 Atkinson J and Sweetenham B et al – Championship Swim Training (Human Kinetics Europe, 2003) ISBN 9780736045438 Barber G – Getting Started in Track and Field Athletics: Advice and Ideas for Children, Parents and Teachers (Trafford Publishing, 2005) ISBN 9781412065573 Bradbeer R and Morrison I – Golf: Skills and Techniques (Abbeydale Press, 2000) ISBN 9781861471017 Diagram Group – Rules of the Game: The Complete Illustrated Encyclopedia of All the Sports of the World (Saint Martin's Press Inc, 1995) ISBN 9780312119409 Edwards J – Badminton: Technique, Tactics, Training – Crowood Sports Guides (The Crowood Press, 1997) ISBN 9781861260277 Mifune K – Canon of Judo: Classic Teachings on Principles and Techniques (Kodansha International Ltd, 2004) ISBN 9784770029799 Pankhurst A – Tennis: A Complete Guide to Tactics and Training (Sporting Skills) (First Stone Publishing, 2005) ISBN 9781904439479 Pegg D – An Introduction to Sports Officiating (Coachwise, 2005) Code B23822 – available from www.1st4sport.com/1st4sportsite/productsearch/B23822.htm Journals International Journal of Sports Science and Coaching Journal of Sports Sciences Physical Education Review Websites Amateur Swimming Association www.britishswimming.org Badminton Association of England www.badmintonengland.co.uk British Cycling www.britishcycling.org.uk British Gymnastics www.british-gymnastics.org.uk The British Olympic Association www.olympics.org.uk Coachwise www.1st4sport.co.uk The Lawn Tennis Association www.lta.org.uk Sports Leaders UK www.sportsleaders.org UK Athletics www.ukathletics.net Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit. Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning. Functional Skills – Level 2	<urn:uuid:52ddccc9-691e-4e37-a9d6-c18c5b2a0f53>	CC-MAIN-2018-47	https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Sport/2010/Specification/Unit_9_Practical_Individual_Sports.pdf	2018-11-19T00:29:40Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00034.warc.gz	704,893,325	4,423	eng_Latn	eng_Latn	0.947446	eng_Latn	0.993308	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2336, 2700, 5019, 7133, 9649, 13173, 16677, 19071, 20672, 22558, 22987, 23016 ]	[ 3.53125, 2.234375 ]	3	0
Lake Erie Islands Topic Guide for Chronicling America (http://chroniclingamerica.loc.gov) Introduction Lake Erie is home to approximately 30 islands. The vast majority of these fall under the jurisdiction of Ontario, Canada, or the state of Ohio. Of these 30 islands, 16 are properties of Ohio with another island (Turtle Island) being owned jointly by Ohio and Michigan. Many of the islands are still inhabited by people but some, like Kelley's Island, have recently become more of a tourist destination during the spring and summer months. One of the more curious islands, Rattlesnake, is privately owned and is said to be a "criminal's vacation spot" due to the incredibly high security and secrecy about what goes on there. Of the uninhabited islands, some of these are nature reserves or are too small to support any kind of human population. The largest of the islands, owned by Ontario, is Pelee Island at over 16 square miles. Important Dates [x] 1840: Cunningham Island is renamed Kelley's Island after brothers Datus and Irad were able to purchase all the land. [x] 1848: A lighthouse on West Sister Island is built. The lighthouse is still active and is one of the oldest on the Great Lakes. [x] April 1862: A Confederate prison on Johnson's Island is opened. [x] 1865: Cooke Castle is built on Gibraltar Island. It is currently listed on the National Register of Historic Places. [x] 1875: Golden Eagle Winery, located on Middle Bass Island, was reputed to be the largest wine producer in the United States at that time. [x] 1911: Louis Wagner builds his own island over the course of 20 years. He named the island Kafralu by combining the names of his wife and sons (Katherine, Frank, Louis). Suggested Search Strategies [x] Try the following terms in combination (as an "all" word search), proximity or as phrases: island, lighthouse, Lake Erie, Kelley's, Johnsons. [x] Search for the names of the islands. Sample Articles from Chronicling America [x] "The Conspiracy to Release Rebel Prisoners on Johnson's Island" Daily Ohio Statesman (Columbus, OH), November 13, 1863, Image 3, col. 4. [x] "Notes of A Few Days in Grape Land" Cleveland Daily Leader (Cleveland, OH), November 21. 1865, Image 1, col. 3-5. [x] "Winter Perils Braved by Island Mail Carriers" Wichita Daily Eagle (Wichita, KS), May 29, 1904, Image 27, col. 1-4. [x] "A 'Crusoe' in Lake Erie" Appeal (Saint Paul, MN), July 11, 1914, Image 1, col. 6. [x] "Man Marooned on Isle in Lake Erie" Democratic Banner (Mt. Vernon, OH), February 28, 1922, Image 4, col. 3. 800 E. 17th Ave., Columbus, OH 43211-2474 614.297.2300 ohiohistory.org	<urn:uuid:b57d4336-45c6-409e-b55b-d850e5f26ffd>	CC-MAIN-2018-47	https://www.ohiohistoryhost.org/ohiomemory/wp-content/uploads/2015/05/LakeErieIslands.pdf	2018-11-19T00:49:49Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00034.warc.gz	943,304,427	688	eng_Latn	eng_Latn	0.991709	eng_Latn	0.991709	[ "eng_Latn" ]	false	docling	[ 2629 ]	[ 2.4375 ]	1	8
Research Paper Monitoring Wildlife and their Habitats in the Southern Ocean and Around Indian Research Stations in Antarctica ANANT PANDE, K SIVAKUMAR, S SATHYAKUMAR, R SURESH KUMAR, J A JOHNSON, SAMRAT MONDOL and VINOD B MATHUR Wildlife Institute of India, Chandrabani, Dehradun, Uttarakhand 248 001, India (Received on 15 June 2016; Accepted on 13 December 2016) Antarctica and its surrounding ocean are at the centre stage of rapid and extreme environmental events due to prevailing global climate change, which in turn necessitates long-term monitoring of wildlife and their habitats in this region. Systematic monitoring of seabirds and marine mammals were carried out during five austral summers (2008-09, 2009-10, 2013-14, 2014-15 and 2015-16). Vessel-based surveys for pelagic seabirds in the southern Indian Ocean, aerial surveys for seals and penguins and field surveys for locating nesting sites of Antarctic birds were conducted at Indian area of operation in Antarctica. Forty-nine species of seabirds were observed during the vessel-based surveys. Species richness peaked in the mid-latitudes but species abundances increased along higher latitudes towards Antarctica. Planktivorous species in the lower latitudes were replaced by mixed prey dependent species in the higher latitudes. Aerial surveys recorded a total of four species of seals viz. Weddell seal, Crabeater seal, Leopard seal and Ross seal and two penguin species viz. Emperor penguin and Adelie penguin. Out of 15 islands in Larsemann hills that were surveyed on-foot, the presence of nesting sites of seabirds is reported from 13 islands. The preliminary results from our study provide the baseline data for ecologically important species within Indian area of operation in Antarctica and will help design future research activities. Keywords: Larsemann Hills; Schirmacher Oasis; Prydz Bay; India Bay; Aerial Survey; Nest Monitoring Introduction Global warming has been identified as a major driver of change in the Antarctic ecosystem, some areas in the continent warming more rapidly than other parts of the world (Hansen et al., 1999). Though, there are marked variations in the responses of the Antarctic terrestrial and marine communities to the annual climatic variations (Walther et al., 2002), more information is needed on understanding the sensitivity of key ecological species to primary biological and physical driving forces in the continent. These temporal variations in the Antarctic environment are considered to play a major role in the primary production, benthic recruitment rates and vertebrate population dynamics. Modifications in the cold climate of southern ocean and Antarctica will affect the community composition of primary producers, thereby affecting the higher trophic levels (Croxall et al., 2002; Agusti et al., 2010; Constable et al., 2014). Marine vertebrates, being ecologically important and threatened with climatic change (Sydeman et al., 2015), have long been identified as ecosystem sentinels. They are influenced by oceanographic processes which play a large role in determining their abundance and distribution (Abrams 1985; Bost et al., 2009; Ribic et al., 2011; Commins et al., 2013). However, population trends are known for only a few marine mammal species (Constable et al., 2014), and for seabirds the effects of climatic change have not been studied in depth for most of the species. Seabird species from southern ocean such as penguins have been demonstrated to respond dramatically to seaice variations over the past century (Smith et al., 1999; Ainley et al., 2003). However, the underlying processes linking climate variation to these top predators remains unclear (Sydeman et al., 2015; Trathan et al., 2015). Long-term monitoring of seabird and marine mammal populations is thus needed to provide crucial information about any kind of fluctuations over a period of time. Conventions in the Antarctic treaty, i.e., Convention on the Conservation of Antarctic Seals (CCAS) and the Convention for the Conservation of Marine Living Resources (CCAMLR) also stress the importance of ecosystem monitoring through such species. In this context, the Wildlife Institute of India (WII), Dehradun, has been monitoring seabirds, mammals and their habitats in the southern ocean and around the Indian Research Stations in Antarctica since the early 1990s (Sathyakumar 1995; Bhatnagar and Sathyakumar 1997; Hussain and Saxena, 2008). WII initiated Phase-I of the monitoring program titled "Long-term monitoring of wildlife and habitats in Antarctica and Southern Ocean" from 2008-10 (Sivakumar and Sathyakumar 2012; Kumar and Johnson, 2014) followed by a phase-II from 20132016 (Pande et al., 2014). This program was undertaken to ascertain the status of key species of the southern ocean and Antarctica and establish a protocol for long-term monitoring of key indicator species around Indian research stations. The present study presents a preliminary assessment of the data compiled during these past five Indian Scientific Expeditions to Antarctica (InSEA). Study Area Southern Indian Ocean (African Sector) and Southern Ocean The voyage route of Indian Scientific Expedition to Antarctica (InSEA) from Cape Town, South Africa (S 33° 55' 25.59" E 18° 25' 24.04") to Larsemann hills, east Antarctica (68 o 54'92.1" S, 75 o 30'40.2" E) to Indian barrier (India Bay), Princess Astrid Coast (S 70° 7' 47.34" E 12° 23' 51.9") and back to Cape Town (Fig. 1) was used for seabird and marine mammal monitoring. The voyage covered a latitudinal stretch of southern Indian Ocean from 38 o S to 60 o S and southern ocean from 60 o S to 70 o S. The longitudes covered were from 9 o 37'E to 76 o 50'E. Larsemann Hills, Prydz Bay, Antarctica : Larsemann hills (69° 20'S to 69° 30'S Latitude; 75° 55'E to 76° 30'E Longitude), East Antarctica, are a group of islands at Prydz Bay (Fig. 2). It is an icefree oasis on the Ingrid Christensen Coast, Princess Elizabeth Land, located approximately midway between the eastern extremity of the Amery Ice Shelf and the southern boundary of the Vestfold Hills, flanked on both sides by two large peninsulas, the western Stornes and the eastern Broknes, which enclose a group of variously sized islands and peninsulas. Together the islands form the second largest group of four major ice-free oases found along East Antarctica's 5000 km long coastline spread over an area of about 50 km 2 (Hodgson et al ., 2009). India's 3 rd permanent research station in Antarctica, BHARATI, is located on Grovnes peninsula. Four other Antarctic stations, viz. the Progress I & Progress II (Russia), Law- Racovita (Australia-Romania) and Zhongshan (China) are located along the edge of the Broknes peninsula. Schirmacher Oasis, Central Dronning Maudland The Schirmacher Oasis is situated on the Princess Astrid coast of Dronning Maud Land, Antarctica between the Fimbul ice shelf and continental icecap (Fig. 3). This ice-free land is spread across an area of about 34 km 2 between the coordinates 70° 46' 04''44' 21'' S and 11° 49' 54''-26' 03'' E (Singh et al., 2012). Second permanent Indian research station MAITRI is located on the south-eastern part of the oasis. India Bay, Princess Astrid Coast India Bay, as it is called by the Indian expeditioners, is part of the Haakon VII sea next to the Fimbul ice shelf where Indian expedition activities are conducted (69°47'-69° 48' S and 10° 3'-12°58' E (Fig. 4). Methods Vessel-based Surveys We conducted vessel-based surveys on the voyage route of Indian expedition vessels in the Southern Indian Ocean and Southern Ocean. These surveys were conducted onboard ice-class vessels chartered by the ESSO - National Centre of Antarctic & Ocean Research (NCAOR), Ministry of Earth Sciences, Government of India onboard MV Emerald Sea (200809; 28 th InSEA) and M V Ivan Papanin (2009-10, 2013-14, 2014-15 & 2015-16; 29 th , 33 rd , 34 th & 35 th InSEA respectively). Observations for oceanic birds and marine mammals were carried out from the bridge of these vessels (approx. height from sea level ~ 40 m) in appropriate weather days to estimate their abundance and distribution pattern along the voyage route. identified based on their spout pattern, dorsal fin shape, diving pattern and tail fluke shape with the help of binoculars. All the seabirds, flying across the bow of the ship, up to 300 m from the ship or visible to naked eye, were counted during the daylight hours (Tasker et al., 1984) and a visual estimation was made of their perpendicular distance from the ship route. Only those birds were counted which could be seen without any ocular aid, although, once sighted the identity was confirmed with the help of binoculars. Birds which were foraging together be within 2-5 m of each other were considered to be as one cluster. Marine mammals seen from the bridge of the ship were Observations were also made during the ship's movement through pack ice, when the cruising speed was at least 6 Knots or more. Observations were not conducted when the sea state was more than 5 (Beaufort scale 0 to 12) and during foggy days (visibility < 300m). Morning and evening glare were avoided by shifting to the side of the ship (starboard or port) opposite to the Sun. Aerial Surveys Aerial surveys were conducted at Larsemann hills and India Bay (Princess Astrid Coast) region to estimate the distribution and population of ice-breeding seals and penguins in the Indian sector of operation in Antarctica. Aerial sorties were made on the Bell or Squirrel type helicopters in four expeditions' viz. 28 th , 29th, 33 rd and 35 th InSEAs. The methodology varied between expeditions due to modification of objectives in the last two expeditions. In the first two expeditions, surveys followed a pattern of flying along the contour of the coastline, pack ice and fast ice (Sivakumar and Sathyakumar 2012; Kumar and Johnson 2014). In the last two, transects were laid, perpendicular from the coastline up to the edge of fast ice. A slight modification was made in the 35 th InSEA where high resolution video-documentation was employed to record ice-breeding seals in Larsemann hills region. All identified major coastal habitats, i.e. pack ice, fast ice, ice-free islands and near ice shelf zones were surveyed. In both methods, two observers scanned up to a visually estimated distance of 300 m on either side of the helicopter for hauled-out seals. The helicopter was flown at a uniform ground speed of 80 km h –1 at an altitude of around 100 m above sea surface. Information on species, number, age class (adult or pup/chick), time, approx. distance from the transect line, reaction to the noise of helicopter, GPS location, etc. were subsequently recorded on each sighting. The sightings were also supplemented by aerial photography with Nikon D300 DSLR camera with Nikkor 70-300 mm zoom lens. On-foot Surveys Several islands at Larsemann hills were surveyed on foot to determine presence of any animal use. The smaller islands (< 2 sq. km) were surveyed completely while straight line transects were conducted on larger islands to maximize efforts. This intensive area search method was also employed in, Schirmacher oasis which was surveyed on foot for detecting any animal presence. GPS locations were taken of seabird nest sites, feeding sites (in case of South Polar Skua), Adelie penguin moulting sites, direct sighting, dead remains and related information on species, habitat etc. were duly collected. Nest Monitoring Seabird species such as snow petrel Pagodroma nivea, south polar Skua Stercorarius maccormicki and Wilson's storm petrel Oceanites oceanicus were selected for long-term nest monitoring. The monitoring planned to cover all phases of nesting of the species which starts from November (egg-laying) and ends in February-March (fledging). Snow petrel colonies were identified from onfoot surveys conducted at the islands based on presence of nests cavities with egg/chick/broken egg shells. Selected nesting sites were chosen for intensive monitoring of nesting behavior on the basis of their accessibility. Study plots, each of 3 x 3 m, enough to cover many cavities which average about 0.2 m 2 in entrance area (Einoder et al., 2014), were placed at fixed intervals along lines running diagonally from the bottom to the top of the colony (Mehlum et al., 1988). Each potential nest cavity within the study plot was marked using non-toxic paint and its geographic co-ordinates were recorded on a handheld GPS unit. Intensive study plots (3 x 3 m) were chosen from differently sized colonies to study nest cavity characteristics. The cavities were classified as occupied and unoccupied on the basis of presence of the bird. Physical characteristics such as nest depth, entrance height, entrance width and nest chamber volume were manually measured. Results Seabird and Marine Mammal Observation Surveys A total of 15 vessel-based surveys resulted in ~ 384 hours of observation in the aforementioned sectors during the Indian expeditions (Table 1) conducted over periods of Jan-Mar. 2009, Dec 2009-Mar. 2010, Dec. 2013-Apr 2014, Jan. 2015-Mar. 2015 and Feb. 2016. Forty-nine species of pelagic seabirds were recorded during the study period spread across the five Table 1: Voyage survey details for the Indian Scientific Expeditions to Antarctica CT = Cape Town, South Africa, LH = Larsemann Hills, Antarctica, IB = Indian barrier (India Bay), Princess Astrid Coast expeditions (Table 2). Amongst the recorded species, four species such as Atlantic petrel, Grey-headed Albatross, Sooty Albatross and Indian Yellow-nosed Albatross are enlisted as endangered (IUCN 2016). Some seabird species were recorded only once, far from their actual distribution ranges, which could have been misidentified from morphologically similar species (Pande et al., 2014). Observations recorded were split into High Antarctic (60° to 70° S), Sub-Antarctic (50° to 60° S), Temperate (40° to 50° S) and Subtropical (north of 40° S) oceanographic zones as per previous studies (Ribic et al., 2008; Commins et al., 2013). Encounter rates (birds seen/ km) for the pelagic seabirds were found consistent for all the major oceanographic zones surveyed (Table 3). Bird densities peaked during the sub-Antarctic zone during early summers which shifted to high Antarctic zone during late summers (Fig. 5; Pande et al., 2015). The frequency of occurrence (%) of species in the subAntarctic and high Antarctic zone varied considerably within the austral summer season (Fig. 6). Sixteen species of marine mammals were observed during vessel-based surveys in the southern Indian ocean. Out of these, about 11 species were seen exclusively in the High Antarctic zone (60-70 °S) while two species (Humpback whale Megaptera novaeangliae and Sperm whale Physeter macrocephalus) were also seen north of 60 °S (see Table 4). Balaenopterids (baleen whales) formed the largest group (49%) amongst all marine mammals dominated by Humpback whale (see Fig. 7). Aerial surveys at Larsemann hills and India Bay Aerial strip transects (n = 27, effort ~ 30 hours) resulted in a total of 1738 sightings (Table 5). 8822 individuals of four species of seals (Crabeater seal Lobodon carcinophaga, Leopard seal Hydrurga leptonyx, Ross seal Ommatophoca rossii & Weddell seal Leptonychotesweddellii) and two penguin species (Adelie penguin Pygoscelis adeliae & Emperor penguin Aptenodytes forsteri) were counted. Sightings were dominated by Weddell seal (58.2 % of overall sightings) at both India Bay and Larsemann hills survey areas (Fig. 8.1 & 8.2). There was only one Ross seal sighting during the aerial surveys while pair of them was once seen hauled out on fast ice during voyage from Larsemann hills to India Bay (Kumar and Johnson, 2014). Table 2: Pelagic seabird species recorded during vessel-based surveys in the five InSEAs 1 – Recorded, 0 – Not recorded, ST = Sub-tropical, T – Temperate, SA – Sub-Antarctic, HA – High Antarctic, EN – Endangered, LC – Least Concern, NT – Near Threatened, VU – Vulnerable (Threat categories of IUCN Red List), Probably misidentified or vagrant #Source: IUCN Red List accessed on 15th July 2016 Table 3: Encounter rates (birds/km) for the seabirds recorded in major oceanographic zones in the southern Indian Ocean in the past five expeditions Table 4: Marine mammal species seen during vessel-based surveys in the southern Indian ocean. Percentage abundance of each species is for the particular zone where it was sighted. This does not include the unidentified sightings Distribution of Wildlife Around Indian Stations Bharati station, Larsemann Hills: Foot surveys carried out in the Larsemann Hills region revealed presence of five bird species, viz. Adelie penguin, emperor penguin, snow petrel, south polar Skua and Wilson's storm petrel (Pande et al., 2014). In all, 15 island/peninsula were surveyed for the presence of habitat use by the birds, of which, nesting sites were detected in 14 islands (Table 6). Maitri Station, Schirmacher Oasis: Six breeding pairs of south polar Skua were observed in the eastern part of the oasis. Dead remains of two species, Adelie penguin and snow petrel were also found in this area. There was also a single sighting of the Wilson's storm petrel in the area north of the station. The total Skua population on the eastern side of Maitri could be somewhere around 12-15 individuals. Most of these individuals were habituated to human presence and were found to roost near the Indian and Russian stations in the oasis. Four south polar Skua individuals were also ringed with colored leg bands for long-term monitoring of breeding pairs near Maitri station. Preliminary Results From Nest Monitoring Over 200 nests of snow petrel were marked and measured for long-term monitoring at Larsemann hills during the last two austral summers (2014-15 & 201516). Initial analysis from the cavity parameters classified nest cavities of snow petrels in three types viz. boulder, crack and slab (Pande et al., 2015). Out of these three, slab type cavity was the preferred site for nesting accounting for close to 60% of the nests. The cavities with breeding pairs were also lower in volume and narrower compared to the unoccupied cavities (Fig. 9 A & B). Table 5: Aerial surveys conducted during the Indian Scientific Expeditions to Antarctica* *No aerial surveys were conducted in 34 th InSEA (2014-15) due to unavailability of helicopter support Table 6: Status of seabirds in islands of Larsemann hills + = present but no nesting, - = Not detected, M = Moulting, N = Nesting (updated from Pande et al., 2014) Discussion Population Assessments This study generated baseline data on key seabird and marine mammal species in the southern Indian ocean and especially in Prydz bay and India bay. The seabird counts from the vessel-based surveys indicate higher bird species richness in the sub-Antarctic zone gradually declining towards the high Antarctic. However, the bird abundance displayed an increasing trend as expected towards the continental waters (Fig. 5). The increase in bird abundance in the high Antarctic during late summers is attributed to the retreating sea ice towards the coastal shelf areas (Commins et al., 2013). Birds which are abundant in the high Antarctic zone had a relatively higher frequency of occurrence during late summer observations (Fig. 6). Birds such as Arctic tern Sterna paradisaea, blue petrel Halobaena caerulea, snow petrel Pagodroma nivea and light-mantled albatross Phoebetria palpebrata moved towards open waters south of 60° S in the late summers. Arctic terns are known to forage in the high Antarctic zone from December to March (Egevang et al., 2010) whereas surface-seize feeders such as blue petrel, snow petrel and light-mantled albatross prefer foraging in open water polynyas within the sea ice zone (Ainley et al., 2003; Ribic et al., 2008). In the high Antarctic zone, mixed feeders increased in proportion as compared to the plankton, fish and cephalopod feeders (Pande et al., 2014). This change is duly attributed to Antarctic petrel and Antarctic prion which were seen in large flocks during the voyage surveys. Similarly, baleen whale species such as Humpback whales spend considerable amount of time foraging in the nutrientrich waters of the southern ocean during the austral summer (Robbins et al., 2011; Constantine et al., 2014) to feed on abundant Antarctic krill swarms (Siegel et al., 2013). Species-specific distribution maps would be helpful in understanding seabird movements in relation to retreating sea ice. A comprehensive monitoring protocol for the seabirds during In SEAs will be prepared after complete analysis of data gaps. Weddell seal was found to be the dominant species of the fast ice areas of the Indian sector of operation in Antarctica. The estimates derived from previous counts (Sathyakumar 1995; Bhatnagar and Sathyakumar 1997; Hussain and Saxena 2008) were higher in comparison to past five years data (Table 7). This is probably due to a change in methodology and the area covered by the aerial surveys. Counts of Weddell seals in Larsemann hills were higher than that on Princess Astrid coast due to persistent fast ice in embayment areas in the Prydz bay which accounted for more number of seals hauled out during the surveys (Sivakumar and Sathyakumar 2012; Kumar and Johnson 2014). Habitat Assessments Surveys to determine habitat use by seabirds in Larsemann hills covered all major islands and peninsulas except Stornes. Stornes peninsula (69°25'S, 76°6'E) being an Antarctic Specially Protected Area no. 174 (ATS 2014) was not sampled for seabird distribution. Islands/peninsulas like McLeod, Manning and Broknes which are comparatively larger in size could not be covered entirely due to time constraint and inaccessibility. South polar Skua nesting and feeding sites were found in close proximity to snow petrel colonies in islands such as Easther. However, only spatial mapping would reveal any significant relationship between habitat useof these two species. In Schirmacher oasis, the nesting of south polar Skuas was observed to be positively influenced by human presence. Further monitoring of skua breeding pairs is needed using radiotelemetry to understand their movement patterns and territoriality during the breeding period. Dead remains of Adelie penguin suggest the movement of penguins from one colony to another through the oasis which can be confirmed using molecular analysis or radiotelemetry of passing individuals. Conclusion Several studies in the past have highlighted the role played by seabirds and marine mammals in maintaining the Antarctic ecosystem health (Croxall et al., 2002; Weimerskirch et al., 2003; McMahon & Burton 2005). The CCAMLR Ecosystem Monitoring Program (CEMP) also emphasizes the importance of monitoring key seabird and marine mammal species to serve as a basis for the conservation of Antarctic marine living resources and understand the physical and biological drivers of population changes. With data available from several years of monitoring identified species and habitats, we would be better able to understand sensitive species and populations to environmental fluctuations and changes in ecological parameters (such as breeding phenology) over time. Baseline data generated from this study would form the bedrock of the future detailed investigations on demographic assessments, genetic studies and ecosystem monitoring. In summary, data on distribution patterns of oceanic birds, seals and penguins in the Indian sector of operation would help in preparing monitoring protocols in view of changing climate. The nest monitoring study backed by past survey data will help Monitoring Wildlife in Antarctica 493 Fig. 8: (A) Encounter rates of vertebrate species sighted during aerial surveys (combined for Larsemann and Princess Astrid coast). The higher number of unidentified seal sightings in the 35 th In SEA was due to a new approach employed to count seals using high resolution video-documentation (Anant Pande unpublished data) (B) Fig. 8: (B) Percentage abundance of vertebrate species in region Larsemann hills and India Bay (Princess Astrid coast) in demarcating ecologically important areas near use by the key vertebrate species is under preparation Indian research stations. A spatial mapping of habitat (A) Fig. 9: (B) Nest entrance area of snow petrel nests marked in Larsemann hills for long-term monitoring to inform station activity planning and establish monitoring protocols for further studies on behaviour, genetic structuring and population monitoring. Acknowledgements We are grateful to the ESSO-National Centre for Antarctic and Ocean Research, Goa for providing logistic support during the Indian Scientific Expeditions to Antarctica. Sincere thanks to Mirza Javed Beg, Rahul Mohan (ESSO -NCAOR) and Dean, WII for their constant support and encouragement. We are also thankful to the team members of Indian Scientific Expedition to Antarctica for their support and especially Subrata Gouda, Vineeth Vasudevan (NHO) for their help during the data collection. Plate 2: Some commonly seen species during Indian Antarctic expeditions. Clockwise from top left: Antarctic petrel, Wandering Albatross, Weddell seal, Adelie penguin aggregation; Bharati research station at Larsemann hills, Antarctica; and Antarctic Minke whale References Abrams R W (1985) Environmental determinants of pelagic seabird distribution in the African sector of the Southern Ocean J Biogeo 473-492 Bhatnagar Y V and Sathyakumar S (1999) Daily monitoring and aerial census of penguins and seals in Antarctica.Technical Publication Department of Ocean Development 13 165182 Ainley D G, Tynan C T and Stirling I (2003) Sea ice: a critical habitat for polar marine mammals and birds. In Thomas DN, Diekman GS (Eds) Sea Ice: An Introduction to its Physics, Biology, Chemistry and Geology. Blackwell Science, London, pp 240-266 ATS (2016) - Measure 2 (2007) Annex B Management Plan for Antarctic Specially Managed Area No. 6 Larsemann hills, east Antarctica http://www.ats.aq/documents/recatt/ Att358_e.pdf- Accessed on 20 July 2016 Agustí, Sejr M K and Duarte C M (2010) Impacts of climate warming on polar marine and freshwater ecosystems Polar Biol 33 1595-1598 Bost C A, Cotté C, Bailleul F et al. (2009) The importance of oceanographic fronts to marine birds and mammals of the southern oceans J Marine Syst 78 363-376 Coetzee B W and Chown S L (2015) A meta analysis of human disturbance impacts on Antarctic wildlife Biol Rev 91 578596 Commins M L, Ansorge I and Ryan P G (2013) Multi-scale factors influencing seabird assemblages in the African sector of the Southern Ocean Antarct Sci 26 38-48 Constable A J, Melbourne Thomas J, Corney S P et al. (2014) Climate change and Southern Ocean ecosystems I: how changes in physical habitats directly affect marine biota Glob Chang Biol 20 3004-3025 Constantine R, Steel D, Allen J et al. (2014) Remote Antarctic feeding ground important for east Australian humpback whales Marine Bioly 161 1087-1093 Croxall J P, Trathan P N and Murphy E J (2002) Environmental change and Antarctic seabird populations Science 297 15101514 Egevang C, Stenhouse I J, Phillips R A et al. (2010) Tracking of Arctic terns Sterna paradisaea reveals longest animal migration PNAS 107 2078-2081 Einoder L D, Emmerson L M, Southwell D M and Southwell C J (2014) Cavity characteristics and ice accumulation affect nest selection and breeding in snow petrels (Pagodro manivea), Marine Ornith 42 175-182 Hansen J E, Ruedy R, Glascoe J and Sato M (1999) GISS analysis of surface temperature change J Geophys Res 104 30 99731 022 Hodgson D A, Verleyen E, Vyverman W et al. (2009) A geological constraint on relative sea level in Marine Isotope Stage 3 in the Larsemann Hills, Lambert Glacier region, East Antarctica (31 366-33 228calyrBP) Quat Sci Rev 28) 26892696 Hussain S A and Saxena A (2008) Distribution and status of Antarctic seals and penguins along the Princess Astrid Coast, East Antarctica Indian J Marine Sci 37(4) 455-461 IUCN (2016) IUCN Red List –http://iucnredlist.org/ - Accessed on 15 th July 2016 Kumar R S and Johnson J A (2014) Aerial surveys for pack-ice seals along the Ingrid Christensen and Princess Astrid Coasts, East Antarctica J Threat Taxa 6(9) 6230-6238 McMahon C R and Burton H R (2005) Climate change and seal survival: evidence for environmentally mediated changes in elephant seal, Mirounga leonina, pup survival Proc R Soc Lond B Biol Sci 272 923-928 Mehlum F, Gjessing Y, Haftorn S and Bech C (1988) Census of breeding Antarctic Petrels Thalassoicaantarctica and physical features of the breeding colony at Svarthamaren ,Dronning Maud Land, with notes on breeding Snow Petrels Pagodroma nivea and South Polar Skuas Catharacta maccormicki Polar Res 6 1-9 Pande A, Sivakumar K, Sathyakumar S and Mathur V B (2014) Long-term monitoring of wildlife and their habitats in Antarctica: Vertebrate surveys near Indian research stations, Unpublished Technical report submitted to National Centre for Antarctic and Ocean Research for the 33rd Indian Scientific Expedition to Antarctica, Wildlife Institute of India, Dehradun, pp. 21 Pande A, Sivakumar K, Sathyakumar S, Mondol S and Mathur V B (2015) Sentinels of south: seabird monitoring in southern ocean and Antarctica, Conference presentation at XV Annual Research Seminar, 1- 4 Sept, 2015, Wildlife Institute of India, Dehradun Ribic C A, Chapman E and Fraser W R (2008) Top predators in relation to bathymetry, ice, and krill during austral winter in Marguerite Bay, Antarctica Deep-Sea Res II 55 485-499 Robbins J, Dalla Rosa L, Allen J M et al. (2011) Return movement of a humpback whale between the Antarctic Peninsula and American Samoa: A seasonal migration record Endanger Species Res 13 117-121 Sathyakumar S (1995) Developing a long-term monitoring programme for birds and mammals in the Indian Ocean and Antarctica using GPS and GIS technologies, Technical Publication, Department of Ocean Development 12 207219 Siegel V, Reiss C S, Dietrich K S et al. (2013) Distribution and abundance of Antarctic krill (Euphausiasuperba) along the Antarctic Peninsula Deep Sea Res I 77 63-74 Singh S M, Ochyra R, Pednekar S M et al. (2012) A Holocene moss species preserved in lake sediment core and the present moss diversity at Schirmacher Oasis, Antarctica Antarct Sci 24 353-358 Sivakumar K and Sathyakumar S (2012) Climate Change and its impact on the distribution of birds in Southern Indian Ocean and Antarctica. In: G. K. Saha (Ed) Climate Change: Man and Environment. Daya Publishers, Delhi. pp. 300 Smith R C, Ainley D, Kaber K et al. (1999) Marine ecosystem sensitivity to historical climate change in the Antarctic Peninsula Bio Science 49 393-404 Sydeman W J, Poloczanska E, Reed T E and Thompson S A (2015) Climate change and marine vertebrates Science 350 772-777 Tasker M L, Jones P H, Dixon T and Blake B F (1984) Counting seabirds at sea from ships: A review of methods employed and a suggestion for a standardized approach The Auk 101 567-577 Trathan P N, García Borboroglu P, Boersma D et al. (2015) Pollution, habitat loss, fishing, and climate change as critical threats to penguins Conserv Biol 29 31-41 Walther G R, Post E, Convey P et al. (2002) Ecological responses to recent climate change Nature 416 389-395 Weimerskirch H, Inchausti P, Guinet C and Barbraud C (2003) Trends in bird and seal populations as indicators of a system shift in the Southern Ocean Antarct Sci 15 249256.	<urn:uuid:3e3151bd-3f43-4e41-8fa6-f43d3c4d9972>	CC-MAIN-2018-47	https://insa.nic.in/writereaddata/UpLoadedFiles/PINSA/2017_Art24.pdf	2018-11-19T00:52:26Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00011.warc.gz	628,068,936	7,589	eng_Latn	eng_Latn	0.911907	eng_Latn	0.971907	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3755, 7950, 9508, 9842, 12299, 15843, 16239, 18530, 19957, 23824, 24476, 25249, 27040, 31681 ]	[ 1.34375, 0.90234375 ]	2	2
4th Sunday in Lent – Cycle A Note: Where a Scripture text is underlined in the body of this discussion, it is recommended that the reader look up and read that passage. 1st Reading - 1 Samuel 16:1b, 6-7, 10-13a The books of Samuel were originally one book and actually form a continuation of the deuteronomic history of the people of Israel. It also marks a turning point in the history of God's people as Samuel is the last of the judges. Under increasing pressure from the Philistines, Samuel struggles to keep Israel faithful to Yahweh. Defeats in battle and the failure of Samuel's sons to follow his example, convince the people that Israel needs a new kind of leadership; a king. Samuel thought this was wrong, but God told him "Grant the people's every request. It is not you they reject, they are rejecting me as their king. 8 As they have treated me constantly from the day I brought them up from Egypt to this day, deserting me and worshiping strange gods, so do they treat you. 9 Now grant their request; but at the same time, warn them solemnly and inform them of the rights of the king who will rule them." 10 Samuel delivered the message of the LORD in full to those who were asking him for a king. 11 He told them: "The rights of the king who will rule you will be as follows: He will take your sons and assign them to his chariots and horses, and they will run before his chariot. 12 He will also appoint from among them his commanders of groups of a thousand and of a hundred soldiers. He will set them to do his plowing and his harvesting, and to make his implements of war and the equipment of his chariots. 13 He will use your daughters as ointment-makers, as cooks, and as bakers. 14 He will take the best of your fields, vineyards, and olive groves, and give them to his officials. 15 He will tithe your crops and your vineyards, and give the revenue to his eunuchs and his slaves. 16 He will take your male and female servants, as well as your best oxen and your asses, and use them to do his work. 17 He will tithe your flocks and you yourselves will become his slaves. 18 When this takes place, you will complain against the king whom you have chosen, but on that day the LORD will not answer you." 19 The people, however, refused to listen to Samuel's warning and said, "Not so! There must be a king over us. 20 We too must be like other nations, with a king to rule us and to lead us in warfare and fight our battles." 21 When Samuel had listened to all the people had to say, he repeated it to the LORD, 22 who then said to him, "Grant their request and appoint a king to rule them." Samuel thereupon said to the men of Israel, "Each of you go to his own city." (1 Samuel 8:7-22). Samuel then anointed Saul, who doesn't work out too well, then God tells him to anoint David. It is of David's selection that we hear today. 16:1b The LORD said to Samuel: "Fill your horn with oil, and be on your way. I am sending you to Jesse of Bethlehem, for I have chosen my king from among his sons." 6 As they came, he looked at Eliab and thought, "Surely the LORD'S anointed is here before him." 7 But the LORD said to Samuel: "Do not judge from his appearance or from his lofty stature, because I have rejected him. Not as man sees does God see, because man sees the appearance but the LORD looks into the heart." 10 In the same way Jesse presented seven sons before Samuel, but Samuel said to Jesse, "The LORD has not chosen any one of these." 11 Then Samuel asked Jesse, "Are these all the sons you have?" Jesse replied, "There is still the youngest, who is tending the sheep." Samuel said to Jesse, "Send for him; we will not begin the sacrificial banquet until he arrives here." 12 Jesse sent and had the young man brought to them. He was ruddy, a youth handsome to behold and making a splendid appearance. The LORD said, "There - anoint him, for this is he!" 13 Then Samuel, with the horn of oil in hand, anointed him in the midst of his brothers; and from that day on, the spirit of the LORD rushed upon David. This whole story shows that the choice was God's and not man's. Man's choice would have been the firstborn. In order to emphasize the authority behind this anointing, David is anointed with all his brothers as witnesses so no one can say "I didn't know." Eliab was the firstborn and has difficulty accepting David's selection as can be seen in 1 Samuel 17:28. 2nd Reading - Ephesians 5:8-14 The destination of this epistle has caused some discussion. Although the manuscript tradition preponderantly supports the title "to the Ephesians," a number of early manuscripts read simply "to the saints and faithful who are in Christ Jesus." It is also interesting that not a single member of the Ephesian community is greeted or mentioned – It was Paul's practice to extend such greetings in his letters. The uncertainty over the epistle's destination has occasioned a number of conjectures: It is the epistle to the Laodiceans alluded to in Colossians 4:16; It is Paul's last message to the Church; It was prepared by an anonymous author as an introduction to a group of Pauline letters; and It was a circular letter, written at the same time as Colossians and Philemon and directed to the communities of the province of Asia. This last explanation is considered to be the most probable. All this discussion aside, Ephesus was in Western Asia Minor, established by Ionian Greeks in the 11th century B.C. It possessed the famous Temple of Diana, one of the seven wonders of the ancient world, and was a center of magical practice. The Church was established there early and was visited by Saint Paul. It is the place where Saint John is reputed to have written his gospel, and he may also have been buried there. An impressive basilica was built over his supposed tomb. According to one tradition, the dormation or assumption of the Blessed Virgin Mary occurred on a hill near the city. Early in the 14th century A.D. it was occupied by the Turks and all that remains now is a small village called Selcuk which is located near the extensive ruins of the ancient city. Today's reading comes from the section of the epistle which gives exhortations to worthy conduct. 8 For you were once darkness, but now you are light in the Lord. The contrast of darkness and light is the contrast of opposition to God and membership in the Christian community. "The darkness is being turned into light. There is not, as some heretics argue, a nature so alienated that it cannot receive salvation. ... Those who receive salvation – the righteous – are the light of the world (Matthew 5:14). Those who refuse, the unrighteous, are in consequence called darkness. ... The difference and distance between one and the other is clearly seen by their own fruits." [Saint Jerome (A.D. 386), Commentaries on the Epistle to the Ephesians, 3,5,8] Live as children of light, 9 for light produces every kind of goodness and righteousness and truth. 10 Try to learn what is pleasing to the Lord. 11 Take no part in the fruitless works of darkness; rather expose them, 12 for it is shameful even to mention the things done by them in secret; 13 but everything exposed by the light becomes visible, 14 for everything that becomes visible is light. What is a fruitless work (vain deed)? One which lacks substance or worth. Galatians 5:19-21 lists some of them. "He has said, 'you are light'. Light exposes what takes place in darkness. Insofar as you are light your goodness shines forth. The wicked are not able to hide. Their actions are illuminated as though a lamp were at hand." [Saint John Chrysostom (A.D. 392-397), Homilies on the Epistle to the Ephesians, 18,5,11-13] Therefore, it says: "Awake, O sleeper, and arise from the dead, and Christ will give you light." This is probably a fragment of an ancient Christian hymn used in a baptismal liturgy (see also Ephesians 2:5-6; 3:9; Isaiah 60:1). Gospel - John 9:1-41 Last week we heard of the Samaritan woman at the well. This week we hear of the man born blind. Jesus had gone to Jerusalem for the Feast of Tabernacles (September-October of the year before His crucifixion) in chapter 7. In Chapter 8 he is still in the vicinity of Jerusalem at the Mount of Olives and in and around the Temple. Our reading for today encompasses all of chapter 9. In chapter 10, Jesus is in Jerusalem for the Feast of Dedication (Lights/Hanukkah) which occurs in November-December. We can deduce then that our reading for today takes place in or very close to Jerusalem, probably in October or November of the year prior to His passion. This reading contrasts Jesus (the light of the world) with the Pharisees (blindness). 1 As he passed by he saw a man blind from birth. 2 His disciples asked him, "Rabbi, who sinned, this man or his parents, that he was born blind?" It was a firm Jewish belief that every affliction was a punishment for sin, and that the sins of the parents could be punished in their offspring (Exodus 20:5; Deuteronomy 5:9). The disciples did not necessarily think that the man might have sinned before birth – in the foreknowledge of God, the punishment might have been inflicted for a sin that was to follow. This was their reasoning in asking the question. 3 Jesus answered, "Neither he nor his parents sinned; it is so that the works of God might be made visible through him. Divine providence has determined that this man is to serve as the occasion of a work of God. 4 We have to do the works of the one who sent me while it is day. Jesus now identifies the part He plays in fulfilling the divine purposes. In performing God's work in respect to this man, He will be offering a divine light. The "we" reminds us all that we also have the duty to do the works of God. Night is coming when no one can work. Light is opposed to spiritual darkness. 5 While I am in the world, I am the light of the world." This is another example of the "I am"(Yahweh) theme used by John and others. In John 8:12 (during the Feast of Tabernacles) Jesus spoke the same words. Like the pillar of fire that guided the Israelites by night, Jesus guides us through spiritual darkness. There is always a link between the words and works of Jesus. 6 When he had said this, he spat on the ground and made clay with the saliva, Spittle was commonly believed to have medicinal properties. and smeared the clay on his eyes, Literally, "anointed the clay on his eyes" 7 and said to him, "Go wash in the Pool of Siloam" (which means Sent). This was, perhaps, a test of faith (see 2 Kings 5:10-14). The pool at the southern extremity of Jerusalem from which water was brought for the libations of the Feast of Tabernacles. So he went and washed, and came back able to see. The essence of the sign for John is not simply that sight has been restored, but light is given to one who never had it. 8 His neighbors and those who had seen him earlier as a beggar said, "Isn't this the one who used to sit and beg?" 9 Some said, "It is," but others said, "No, he just looks like him." He said, "I am." 10 So they said to him, "(So) how were your eyes opened?" 11 He replied, "The man called Jesus made clay and anointed my eyes and told me, 'Go to Siloam and wash.' So I went there and washed and was able to see." This is a symbol of baptism and spiritual enlightenment. In the early Church, baptism was called "enlightenment." As is so often the case, the words and deeds of Jesus cause immediate dissension. Siloam means "sent" and Jesus was sent by the Father. 12 And they said to him, "Where is he?" He said, "I don't know." 13 They brought the one who was once blind to the Pharisees. The Pharisees are the arbiters of what is religiously proper, the dissension is communicated to them. Their complaint is against Jesus' technical violation of the Sabbath. 14 Now Jesus had made clay and opened his eyes on a sabbath. 15 So then the Pharisees also asked him how he was able to see. He said to them, "He put clay on my eyes, and I washed, and now I can see." 16 So some of the Pharisees said, "This man is not from God, because he does not keep the sabbath." (But) others said, "How can a sinful man do such signs?" And there was a division among them. 17 So they said to the blind man again, "What do you have to say about him, since he opened your eyes?" He said, "He is a prophet." Recognition of who Jesus really is, is coming to the man born blind. When first asked, he had replied simply "that man they call Jesus" (v11). Now, he calls Him a prophet. 18 Now the Jews did not believe that he had been blind and gained his sight until they summoned the parents of the one who had gained his sight. 19 They asked them, "Is this your son, who you say was born blind? How does he now see?" 20 His parents answered and said, "We know that this is our son and that he was born blind. 21 We do not know how he sees now, nor do we know who opened his eyes. Ask him, he is of age; he can speak for himself." The Jews had summoned the man's parents to verify that he had indeed been born blind. While affirming the undeniable, the parents refuse to commit themselves concerning his present state for the reason given in the next two verses. 22 His parents said this because they were afraid of the Jews, for the Jews had already agreed that if anyone acknowledged him as the Messiah, he would be expelled from the synagogue. 23 For this reason his parents said, "He is of age; question him." When John states that confession of Christ was punished by excommunication from the synagogue he may well be accommodating the language to the situation of later Christian times when this punishment was inflicted on Christian Jews, including perhaps some of John's own readers. The putting out applied in Jesus' time to those who defended Him would have been of a less formal nature. Formal excommunication is believed to have begun ca. A.D. 85, when the curse against the "minim", or heretics, was introduced into the "18 Benedictions". 24 So a second time they called the man who had been blind and said to him, "Give God the praise! A solemn appeal to tell the truth in its Old Testament form (see Joshua 7:19) We know that this man is a sinner." This is the affirmation the Jews seek: If, as he claims, Jesus has cured him, it can only be at the expense of having violated the Sabbath law, thereby constituting Himself a sinner. 25 He replied, "If he is a sinner, I do not know. One thing I do know is that I was blind and now I see." The man refuses to debate with the Jews on their own ground concerning what constitutes a sinful violation of the Sabbath. He testifies to the one thing that is undeniable. 26 So they said to him, "What did he do to you? How did he open your eyes?" 27 He answered them, "I told you already and you did not listen. Why do you want to hear it again? Do you want to become his disciples, too?" The demands for repetition of the man's story are a study in frustration. They are seeking to attack the story on some detail or another. The man is fully aware of their intentions and makes no attempt to be diplomatic. By his accent on the "too" he reminds the Jews of the unpleasant fact that Jesus is gathering disciples despite their efforts. 28 They ridiculed him and said, "You are that man's disciple; we are disciples of Moses! In their reply, the Jews, zealous for the Law according to their own conceptions bring out the contrast (see John 1:17). 29 We know that God spoke to Moses, but we do not know where this one is from." Moses has spoken with God, but Jesus' origins are unknown. The Christian knows that Jesus is the one who speaks what He hears from His Father and is the only one who has seen God. 30 The man answered and said to them, "This is what is so amazing, that you do not know where he is from, yet he opened my eyes. 31 We know that God does not listen to sinners, but if one is devout and does his will, he listens to him. 32 It is unheard of that anyone ever opened the eyes of a person born blind. 33 If this man were not from God, he would not be able to do anything." The man becomes quite bold in his answers. This gives us an example of the Christian who must testify fearlessly to the truth. Invoking a common biblical theme (Isaiah 1:15; Proverbs 15:29) he proves with irrefutable logic that Jesus could be no sinner but must be from God. The only Old Testament cure from blindness is found in Tobit 11:7-13, but Tobit was not born blind. 34 They answered and said to him, "You were born totally in sin, and are you trying to teach us?" Then they threw him out. 35 When Jesus heard that they had thrown him out, he found him and said, "Do you believe in the Son of Man?" Having been rejected by the Pharisees, Jesus offers him the opportunity to make the ultimate act of faith. 36 He answered and said, "Who is he, sir, that I may believe in him?" The man does not ask about the meaning of "son of man", he asks rather that Jesus point him out. 37 Jesus said to him, "You have seen him and the one speaking with you is he." In words reminiscent of the story last week (the Samaritan woman at the well), Jesus points to Himself. 38 He said, "I do believe, Lord," and he worshiped him. Having progressed from man, to prophet, he now recognizes Jesus' true identity and addresses Him with the title of Christian faith. 39 Then Jesus said, "I came into this world for judgment, so that those who do not see might see, and those who do see might become blind." The effect of the judgment brought about by Jesus' call to faith is that many, like the Pharisees, falsely believing that they already possess the light, reject the revelation of God. 40 Some of the Pharisees who were with him heard this and said to him, "Surely we are not also blind, are we?" 41 Jesus said to them, "If you were blind, you would have no sin; but now you are saying, 'We see,' so your sin remains. The Pharisees correctly recognize that Jesus' words apply to them. If only they realized the extent of their own blindness, there would be hope that they would seek for light. 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Bronze and Steel Reformed Sculpture Romolo Del Deo, Gilbert Franklin, Dimitri Hadzi, Elspeth Halvorsen, Penelope Jencks, John Kearney, Danielle Mailer ROMOLO DEL DEO The sculpture of Romolo Del Deo evokes the sensuality of Classical art and the timeworn history of archaeological artifacts. Del Deo uses the ancient "lost wax" method of bronze casting. "I work with bronze because it thinks like I do and we agree. It is a beautiful material. One of the reasons I love bronze is its durability -- it is something that is touched. Bronze only looks better with time." Romolo Del Deo has just completed a major sculpture installed in Provincetown's newly-renovated library, commissioned to honor his Mother Josephine Del Deo, and the Archives named for her. He has also recently learned that he has been selected to create a major outdoor sculpture to honor the fishermen of Provincetown. Maquettes for both of these commissions will be part of this exhibition. Romolo Del Deo is a native of Provincetown who spent numerous years in Italy and New York after his studies at Harvard. GILBERT FRANKLIN (1919-2004) ROMOLO DEL DEO, "figurehead of the Rose" (detail), 2012, unique bronze, 58" x 38 "x 12" Gilbert Franklin was a sculptor whose public commissions included the U.S. Navy Memorial in Washington, DC, and the Harry S. Truman Memorial, Independence, MO. Franklin was born in England and grew up in Attleboro, MA, and had maintained a home and studio on the Cape in Wellfleet since the 1960's. Andre van der Wende, writing in the Cape Cod Times, has described Franklin's work as "tender and elegantly refined." Gil Franklin was a sculptor of great importance. His work is both abstract and figurative, and sometimes a combination of both, ranging in size from six inches to eight feet tall, and including such varied subjects as bikers, dancers, odalisques, and Greek Gods. DIMITRI HADZI (1921 - 2006) Known for his abstracted and simplified figures, Hadzi's sculpture is also readily identified for its GILBERT FRANKLIN, Venus in a Shell, bronze, unique, 10 x 6 x 6" unique "articulated" textured surfaces evolved over his fifty-year career. These bronze surfaces, laboriously finished and paginated by the sculptor, have been described by Harry Cooper, Associate Curator of Modern Art, Fogg Art Museum, Harvard University, as "bearing the traces of knife and trowel, the memory of scraped wax and spattered plaster applied and articulated by a sure, never fussy hand...they are also 'articulate' in that they make light speak." In a recent article in Provincetown Arts, Hadzi equated the basic feeling in his work to geological phenomena: "It is not unlike the layering of sediment deposits--the metamorphic phases where those sentiments (experience) are compressed by time (contemplation) and action to convert or transform (crystallize) ideas into new images. Then, of course, the igneous or volcanic, the violent upheavals or the internal pressures that completely and dramatically alter and transfix concepts into solid reality." Having spent twenty-five years in the "Eternal City" of Rome, Hadzi's art draws on a sculptural tradition going back to the ancients while deftly balancing abstract and figurative impulses. ELSPETH HALVORSEN Viewing Halvorsen's box constructions is a lot like a walk in the moonlight. What we know - or think - to be true in the hard brightness of daytime reality dissolves into an amorphous space of multiple possibilities and perspectives. Describing these constructions Boston Globe art critic McQuaid wrote "a container becomes the state for an insinuating abstract narrative...(she) constructs boxes from wood and glass; they contain galactic meditations. She balances expansion and containment, liberty and boundaries, filling her work with found objects gathered in surrealist assemblages." Halvorsen's work is often about her artistic response to global and personal events. Like her own artistic tarot deck, Halvorsen recombines found objects, sand & metal into visual statements that sometimes read like minimalist theatre settings - always with a powerful subtlety reminiscent of haiku. PENELOPE JENCKS Jencks is a world-renowned sculptor known over the years for her monumental commissioned granite and bronze sculptures of such important individuals as ELSPETH HALVORSEN, Sea Urchin, 1986, box construction, 23 x 23 x 4" Eleanor Roosevelt, Robert Frost, and Aaron Copeland. Her studio-size bronze sculptures are primarily nude figures in the landscape -- at the beach or on the dunes -- usually in a state of undressing or dressing. "The intent of each piece, large or small, is I want them to be viewed from the perspective of a child's vision of an adult figure. Monumental like a force of nature." And indeed, even her tiniest bronzes and terracottas, relate this feeling to the viewer of larger than life. Says Jencks, "My nudes are not naked or nude, they are who they are. Nude implies a state of 'exposure', a want, perhaps to cover oneself. These sculptures are about being who they are and have no intereste in 'covering up'. They are natural, huge, like a mountain or tree." JOHN KEARNEY PENELOPE JENCKS, Stuck, 2005, bronze, #2/5, 20 x 8 x 6" An internationally renowned sculptor, John Kearney works in "heavy metal" - steel, chrome and bronze - but with the heart of a true romantic. His wild and exotic animal sculptures made from automobile bumpers and often life-sized, have earned Kearney the titles of "king of recycling" and "magician in metal." When Kearney first started, bumpers were plenty; later on, the "medium" became almost extinct and he travelled far and wide to capture useable bumper material. Kearney turned, therefore, to bronze by casting the bumper parts in bronze and then assembling the animals as if they were being made from bumpers. Kearney is a genius in creating the right muscle mass and sense of bone structure out of such mysterious forms as these strange bumper shapes. DANIELLE MAILER, Cat Tales, #2, 2011, acrylic on aluminum, 17 1/2 x 14 1/2 x 5" DANIELLE MAILER Mailer's current work includes a series of small and life-sized animal cutouts made from quarter - inch steel, intricately painted with a myriad of colors. Her magical realism is rich in color and annotated in iconography evoked through the personal symbols of her life -- trombones reflecting the instrument her husband, Jazz Musician Peter McEachern, plays; hummingbirds, referring to Danielle's peace-making personality amongst her huge, multi-leveled family of step mothers and step-siblings -- all reflect her singular symbolism, enhanced by her fiery Latin heritage. Andre van der Wende recently wrote about her in Boston's Artscope Magazine: "Her animals are rendered with bright, flat color and crisp, clean execution...her iconographic tableaux (are) infused with a celebratory exuberance that neatly sidesteps whimsey for an affirmation that treats her animals as spirited equals...".	<urn:uuid:e332687a-2e0f-40de-83f8-7a921904a581>	CC-MAIN-2018-47	http://bertawalkergallery.com/press/releases/2012/Bronze_and_Steel_Reformed_PR.pdf	2018-11-19T00:40:06Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00034.warc.gz	40,965,842	1,609	eng_Latn	eng_Latn	0.997058	eng_Latn	0.997096	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3240, 6983 ]	[ 1.3984375 ]	1	5
1 ΤΗΕ 7 LIVES OF PENELOPE "Humanity, in order to survive, must upgrade the way of thinking" Einstein CHAPTER 1 THE SEVENTH LIFE Angel: Thank god and again thank god. In the beginning there was sense. Man of earth had to be saved. Well, what am I saying? This is where the Lord was incarnated. But how can the individual understand the whole. I bless your understanding Lord. I will carry out your command worthily. I am grateful for the honor…I can I am ready now… I am entering her dream. And through the dream into the earthly consciousness. I will manage with your blessings Lord. With gratitude and responsibility I accept your love Lord. It is Saturday dawn, early winter. A thin layer of snow is magically whitening London. Yesterday, her best friend Grace went by there, she is 40 years old, a pediatrician with plenty of knowledge and many concerns. She lives next door to Penelope. Only a wall separates them, as they say. In Chelsea, at her small apartment, Penelope is in deep sleep. She has finished her piano lesson at the conservatory, she is 25 years old. Blonde with blue eyes, she is an angel. She plays and sings Rock Ballads at a piano bar for a few hours. Neither of them was in a mood to stay out late. Angel is in her dream. He is slowly appearing through the mist as a white knight on a white horse. He gets off the horse and the horse turns around and disappears in the mist. He is approaching smiling. His armor transforms into an elegant blazer and his sword into a ring with a precious diamond. It is shining with colors of a rainbow... So they returned home early to bed. Smiling and kissing her hand he offers it to her. Penelope accepts it politely and with a silent look she asks for it to carry on… Angel: Do I deserve your patience for a while? Penelope: But I have you in my head all the time. Since I was Little…I wait for you in my dreams…And you ask? Angel: I need some time to familiarize myself with the Earthly. As much time as you need to make me a double Jack Daniel's on the rocks. In her dream, Penelope realizes that she in the bar where she works. However she is a barwoman. The bar is empty. Only she and her Angel. Quietly she prepares the Jack Daniel's on the rocks in a heavy crystal glass. Penelope: Until I prepare the drink you can say whatever shit you like. Angel: The basic currency that exists in philosophy, on the one side it says "Εν τω παν" (it means that everything connects together) and on the other side it says that "Τα πάντα ρει" (it means that everything changes). Penelope: I study ancient Greek sayings, which within 2-3 words they talk about eternal truths. Do you know that I'm learning ancient Greek? Two times a week. It is my hobby. I listen to the way they sound and I understand their rhythm, and even though I make a lot of mistakes, I still pronounce it. She gives him the drink she has prepared and in a small plate she puts some snacks. He drinks two sips slowly. Then he takes a snack but he doesn't taste it. Angel: Continue… Penelope: From what I understand that coin is saying that everything is connected to each other and that everything changes. Ok…but what about me and you? Penelope: You are exactly as I dream of you. Angel: I don't know, but as you can see I have fallen in love with you. Angel: That's for sure. They both laugh. Penelope: I don't remember having laughed in a dream before, and I'm sure I'm dreaming. But do you think? Penelope: Will you be coming in my dream? Angel: Let's say we are experiencing our truth through a dream which we are both living. Angel: My dear wife Penelope, like an angel in love I can only… Penelope: I understand… Now… He gently kisses her again on the lips. Angel: Now be careful because your time is limited. It can't be done otherwise. Believe me. Penelope: But my love can't be measured. He smiles and he gently kisses her again. Angel: Listen to me carefully. Penelope: I understand you my love. You can develop your own philosophy, biotheory call it as you like. Try to see things objectively though, but from your point of view. Are you following? Angel: Lucky me I got a clever girl. They both laugh Penelope: Why did you come to me like that? Penelope: And after that? Angel: This is what Oration allowed me to do when I asked for his permission to talk to you in your your own codes. Angel: I will have given you so much energy, which if you don't lose your way and your responsibilities, you will always feel me with. Angel: That is where you will feel me and fantasize me, or I might leave you alone for a bit. I don't know…But I trust you. Penelope: And won't you be jealous of me when I will be playing in my bed with someone else? Angel had a serious look. Penelope eyes were sparkling cunningly. Penelope: what about the laws? Penelope: You are a spring in an oasis. And I come from the the desert with respect to put out my thirst. Angel: For example, create a lifestyle which is the same whether you are alone or with others. Angel: Do you understand everything? Angel: It will never happen. Penelope: You don't understand anything. Just before I was thinking of the look you would have on your face if I gave one night all the tenderness I hide in me for you to somebody else. Kiss Grace for me. And beware of the way you spend your time. The P.C. you will se the e-mail I've just sent you. Go through it with Grace. I have given you everything you need for your play. If you are a bad girl I will also send you interpretations for your songs. He disappears in the mist just like the way he came. Penelope wakes up. Penelope: What happened? Am I for real? She gets out of bed and sits at her desk. She calls her best friend. Penelope: Grace I had to wake you up. Penelope: Come, I'm opening the door. Grace: I just got up, suddenly. What's going on? Shall I come or will you come? Right away you can hear the sound of a door opening and closing quickly. Grace goes in. Grace: What's wrong you silly bitch so early in the morning? You look ok. Tell me (and she closes the door carefully). was a little girl. Penelope: Sit down and listen. I saw an angel. He was exactly like my knight, the one I've been dreaming of since I He also told me about the play you want to write. Penelope: I don't know how, but suddenly when I woke up, I know a lot of things about the essence and the the frame of the play. I don't know how that happened. I don't even remember talking about Grace: What do you mean? the details in my dream. Penelope: And in the end before I saw him leave just like he came, he tells me to check my e-mail. I have sent you everything you need about the play you you are going to put up with Grace. Grace: you're driving me crazy! Grace: Is that what he told you? Did you open it? Penelope: You reckon? Penelope: No, when I got up I called you straight away. Grace: Go on open it. She opens it. Penelope: It can't be! Penelope: "Your Angel" Grace: Does it have a dispatcher? Grace: He is either a magician playing us or god sent you You know what? We are going to continue but first we are going to make an agreement. your Angel. Penelope: I'm listening. Penelope: Grace: As things are, if we agree, the play will have two writers, me and you. Grace: Do you agree or….? … Penelope: It's a deal. Grace: Let's go. Let me read it because from what I reckon you've seen everything. She reads a bit and then she stops and looks at her. Penelope: We're going to spend the whole day on this. I'm also hanging up the phone. Thank goodness we didn't spend last night drinking till we dropped dead. Penelope: Do you remember the two guys at the bar who Insisted we drink something with them? I'm sure they thought we were lesbians. Grace: Do be honest I was surprised you insisted we leave. For a moment I thought you were fooling around with a married guy again but then I thought again. I would have known. Grace: And their imagination must have gone wild. Men, what do you expect? Grace: Shall I read? Penelope: Well I liked the blonde guy in the blazer. I wonder what got into me? Penelope: Let's get started. (And she reads with her) After a while Grace: It's impossible. The guy is just like we want him. He is like the guy we describe that captivates us without even trying. It is what we talked about yesterday at the "Bistro" for hours. Penelope: And since we gave it all talking, those two guys also made a move on us. I can't deny it, handsome but unlucky. They both laugh. Penelope: Carry on; don't let what you were thinking about to slip away. Penelope: I'm all ears and no talk. Grace: Ok. How do I feel about your Angel. He who surprised us both. I'm talking to you and don't interrupt me. You can say your yeses and noes in the end. Grace: He appears as a genuine man. A man with everything. Tender, who is capable of loving but he doesn't care if they love him. Because He knows it is impossible for a woman to do so. You don't love an integrated personality, you admire it. You love your child because it needs your love, your care. To be honest you can't love like that the knight. Just like you can't help falling in love with him. Either you want it or not you fall in love with him. That makes you hate him deep inside. That is because you feel that love is taking you over…and once in a while it also suffocates you. You just can't control yourself. That's why deep inside hatred envy and menace coexist. He feels it but he considers it natural. And that is what drives you crazy. I believe he is aware of what is going on. And if a chick like us comes his way he is going to lose the ground under his feet. Now I'm listening. Penelope: that does drive you crazy. And the more you hate him, the more you want him. Your soul feels him and your uterus desires him. How can you not go crazy. It is an unbearable mystery but it is also incredibly charming. I would give anything to experience something like that. I can feel his truth so clearly, even though I haven't experienced it. Sometimes, I have come close to it. That is probably why I can understand it without having touched it. Penelope: He is right. Grace: That is why it came out in your dream. He probably thinks she seems like a nice girl. If she has me in flesh in her bed she will lose her mind. Then I won't be able to communicate with her. Grace: Somebody may have advised him. Grace: Well I have recorded all of these on your PC. Let me get my smart phone. Penelope: Only god knows. Off she goes and comes back right away. Grace: Put yours to record too. Penelope: I already have. Grace: Well the triangle is ready. Nothing can slip away (They look at each other and laugh cunningly). Are you thinking what I'm thinking? Penelope: I guess (They start laughing nervously) Grace: Thank god I wasn't in the dream to tell him, what are you just sitting there? Take us both before we fall apart for you. Penelope: Thank god you didn't because we would have suddenly lost him in the mist. And now we wouldn't be able to do anything. You know what? To tell you the truth I'm horny Penelope: I was about to tell you the same thing. In my dream I just wanted to snog him but he wouldn't give the ok to do something like that. Even though I felt that only in his arms and with his kisses I would have Grace: only talking about it. seven orgasms. out to be two passionate lesbians. And the dream will just disappear in the mist. Grace: Girlfriend cut it out because we are going to turn Penelope: That's why I love you. That humor of yours… Grace: What's up? Are you sucking up to me? Like the other day when that guy was praising my intelligence? And at the same time he was hooked on my cleavage. Do you remember? They both laugh carelessly, high fiving each other as if they were closing a deal. Both: Let's go. Penelope: I set it when I woke up. I wanted to record everything I remembered from the dream. Then it was impossible for me not to wake you up. So it has been recording everything since I called you. Grace: Since when is your phone recording? Grace: Perfect. Everything up to here is your 7 th life the last one you are experiencing. Everything we have said up to here is its essence. Therefore I suggest we consider this chapter as the "7 th life" finished, completed. Come on, take your charger and let's go to my place where we will be more comfortable. I'll make a festive breakfast which will match the occasion. Deal? Penelope: Ok Grace: Close the phone and let's go. " The bar of Penelope " END 7 th LIFE CHAPTER 2 THE THIRD LIFE At Grace's house. On her big desk they are both among A4 papers, the PC is on and there is also a coffee jug, two cups and they are drinking coffee. Grace: The second chapter is your Third Life. But what I come to realize in all 7 lives is that your character is the same…Maybe character and soul are the same, they are identical…Or is the one part of the soul your character? You se books don't include everything. Penelope: Listen what is written on you calendar today. Did you read it? Grace: No Penelope takes the calendar and reads: Penelope: "The character is what angels know about us" Grace: Your Angel proves it. Your own Angel…I repeat. I will keep on repeating it as much as it is needed. Penelope you deserve confidence. Don't keep on being expended on self judgment. You offend He who gave you beauty, cleverness, humanity. My friend I'm not going to tire myself telling you, you are precious. Penelope: Well shall I continue? 1. You were an Athenian prostitute during Alexander's the Great time and Vasileos Ptolemy the first. Grace: No you are going to read the letters…Just as we discussed and concluded that: 2. That prostitute was Glykera. This means you are experiencing your reincarnation as Glykera. So who was Glykera? In my opinion the most dynamic prostitute in history. When Arpalos found out he didn't wait a minute longer. He collected whatever he could form the treasury he takes Glykera and they go to Athens. He Since she was a little girl she understood "the game" And she climbed as quickly as she could the "social pyramid". Therefore quickly she fascinates a big Athenian painter Glafkia. He apparently fell very easily for her sweet word such as: "my love", "my darling", "you make me crazy" and things like that. During that time Alexander the Great had as his treasurer his childhood friend Arpalos, who was disabled from birth and never took par in battles. Even though he took advantage of Alexander's trust and stole whatever he could, he was forgiven…and kept his position promising that he wouldn't do it again. But that wasn't the case since bad habits die hard. Arpalos went back to his old habits. When Glykera found out about all this. She abandons the painter and goes running to find Arpalos. Can you imagine her in white see though, with an innocent smile and eyes full of sweetness? He became her puppy as they say. Therefore they both enjoyed wealth which didn't belong to them. While Alexander was returning from India he heard the news and ordered his death. Penelope: did this because Athens was always pretty much the Opposition to Alexander the Great. However there they tell him that they don't want any involvement. So, he leaves from Athens and he goes to Crete. the conclusions I have come to or at least what I Let me tell you what I found on Google the and suppose. Well the Herodion theatre which lies a wealthy Athenian, Herodes Atticus. below the Parthenon, was built with a donation from Don't let the name confuse you. As I told you he was an Athenian citizen whose name was Herodes. That is why history refers to him as "Herodes Atticus" because Athens is also called Attica. In those days in Ancient Greece he and his father decided to reconstruct their ancestral house which I guess lay below the Acropolis of Athens. Since they thought about it carefully they decided to fix everything from scratch. From tip to toe as they say. In the garden they had an old well which needed to be rebuilt. By doing this, the well revealed in its bottom an unimaginable treasure. But where from? Huge amounts of silver. It couldn't be hidden by a human. That valuable amount of silver, must have been thrown in the well by Arpalos before he left for Crete. He had brought it to Athens because during that time, in Athens, only silver coins were used not gold ones. This was because Athens used to have rich silver mines in its area and more specifically in the area of Lavrio.Therefore silver was invaluable and of great importance to the Athenians. That is why Arpalos brought it to Athens. In order to buy off Athenian's favor. However, since the Athenians were very experienced politicians they avoided provoking Alexander the Great. They told him to leave since they didn't want any involvement. Then Arpalos secretly so as no one sees what he is doing, he threw all the silver he had in the well of the house where he was been hosted at, hoping he would live and return to take it back. By using these huge amounts of gold, caused a fall in the value of gold. This also caused a fall in the value of the gold currency. As a result Alexander set the new currency which was silver. The Athenians' silver tetradrachm. By controlling the Athenians' silver quarries, he was able to control the value of his currency. Grace: Now listen to what I found. When Alexander the Great conquered the Persian Empire he replaced the official currency from gold to silver, the Athenian's silver "tetradrachm" (four drachmas). He did this because by occupying the treasury of the Persian Empire he found huge amounts of gold kept there. He started using that gold to fulfill his dreams. Penelope: Can I add something more? Penelope: When Herodes Atticus found the treasure he informed the Roman emperor who at the time was Adrianos, and he tells him that he found a huge treasure to hand over to him. Adrianos then says: "Honest men are rare and therefore you are going to control the treasure. Use it to do charitable works. Do works which are going to be useful for the people." Using that money he made many constructions including the Herodion Theatre which bears his name. The theatre we visited when we went to Athens. Grace: Of course, theatre lovers are not suckers. They like listening to clever things. Go on. Grace: Let's not get carried away because no one will understand us. Let me carry on briefly. As I said before Arpalos and Glykera were in Crete. With all that gold he took from the treasury and without the silver, which he threw in the well and which Atticus found. In Crete Alexander's men found him And they killed him. Glykera then went back to Athens as if nothing had happened. Just like Helen of Troy did when she returned to Sparta. In Athens she didn't waste time. She became Menander's girlfriend, the great comedy playwright of the time. Menander was a childhood friend of the philosopher Epicurus. They were best friends. Together they served the army of Democratic Athens. And of course both of them were attracted to Glykera. The philosopher was charmed by her wit and her boyfriend was attracted to her body! Grace: Let's not miss the point again because it will be a problem. Neither the audience nor the readers will be able to follow us. In Athens Glykera was driving Menander crazy and one day he was thinking: what Do I do with this whore now? Shall I slap her or shall I just tell her "go fuck yourself." The he drew the Conclusion "ΜΗ ΛΟΙΔΟΡΕΙ ΓΥΝΑΙΚΑ ΜΗΔΕ ΝΟΥΘΕΤΕΙ". (Ancient Greek saying) Penelope: Listen, watch and draw your conclusions. Now let me add that Thomas Jefferson the third President of USA was an admirer of the philosopher Epicurus. He studied him. I would say that he was the last great Epicurean philosopher. Jefferson was he who declared the "Fourth of July" which is celebrated in the USA. The declaration of Independence. A great deal of the Declaration of Independence is inspired by Epicurean philosophy. Bear in mind that Epicurus taught philosophy in Athens at the school called "the garden". There hanged out all the prostitutes of Athens which, Epicurus highly respected. This means: do not swear to a woman as it is indecent and not manly. Do not advise her either, it is useless as she will do what she want in the end. And another time Glykera said the eternal saying "ΠΥΡ ΓΥΝΗ ΚΑΙ ΘΑΛΑΣΣΑ". (Ancient Greek Saying) This means that the three most dangerous things are fire, woman and the sea. Now Penelope the letters. Right now. Grace: It doesn't matter. As long as you live you learn… Penelope: I never knew I was such a whore. The letters. distinguished prostitute in Korinthos. Penelope: I have found two of Glykera's letters. I will read the first one which she sent to her friend Vakhida who lived in Korinthos. She was obviously a Grace: My god the names of these whores. They chose artistic names. The one is called Glykera which means sweet girls. The other one Vakhida which means wild chick. And imagine all the kinky things. Google what vakhides means and draw your conclusions… Now the letters and nothing else. Penelope, the letter my sweet little whore. They both laugh. Penelope: Well… the letter. I'm reading. Glykera's letter from Athens to her friend Vakhida in Korinthos. My dearest friend Glykera kisses you sweetly. Listen sweetie. My Menander is coming to Korinthos to watch as he says the Isthmian Games. Do you know how hard it is for a woman to not have such a boyfriend even for a little time. It wasn't easy for me to stop him. Therefore I am obliged to introduce him to you since he knows we are best friends. He will come and see you. But I don't know how to trust the two of you. I know him well. I will try to be charming towards you. So my jealousy is justifiable. I am aware of your kindness and your pride. Therefore I am not afraid of you as much as I am of that amatory. Besides which man doesn't see you and doesn't go mad about you? Even the most serious one will lose his mind. But what doesn't let me sleep is the fact that I know he is coming for you and not to watch the games. If I am unfair towards you please forgive me. I am a jealous woman in love. Just imagine I lose Menander. I will be totally destroyed. However if he returns just like he left I will be grateful to you. Sweet kisses. Yours Glykera Grace: I think this is where the second chapter finishes. Maybe if it becomes a play this where the first act will be able to fit everything else. I think it can be Penelope: What about the second letter? Grace: We are going to start the second act with the second letter and we are done. Since the audience is relaxed from the interval, when they come back in they will be ready to hear something difficult. Now, what about going for a walk to the bridges, get a quick bite and then we come back and carry on. What do ends. If we go for the play then in the second act we done. you say? Penelope: Karl Marx became a philosophy lecturer with his assignment "The philosophy of Epicurus and Heraclitus" Penelope: Ok. But before we leave let write something down That just came to mind so that I don't forget it. Grace: Go on and then we leave. Grace: You've even got to Marx you little whore. They laugh and they leave. THE END 3 RD LIFE CHAPTER 3 THE FOURTH LIFE Witch in the middle Ages At Grace's desk. They both enter fresh, relaxed and smiling. Grace: Nice….Shall we begin? Penelope: Let me make some coffee and get some clean cups. Grace gets comfortable at her large desk in her living room. She switches on the laptop. Penelope brings the cups and she also brings biscuits and the coffee. Penelope: It's better we didn't get anything to eat. We wouldn't be able to work. Lets have these with the coffee and we'll be fine. Penelope: That's right. So that we can be able to work on it as we wish. Grace: Now let's write. We have decided that our play is going to be a novel. This is so that we can include whatever we like without any restrictions towards the theatrical form which demand short dialogues and a play with specific time. Grace: And if it is necessary we can make a theatrical form, I don't think it will be difficult. Grace: Now, Penelope the second letter…. Right after that we enter the 4 th Penelope: And we se so many plays every now and then… LIFE – Witch in the middle ages To be continued… The manuscript of Grace To be continued…	<urn:uuid:d60f67d5-5511-4c0f-944a-06da53996291>	CC-MAIN-2018-47	http://micthegreek.gr/books/7lifesofpenelope_part1_en.pdf	2018-11-19T01:21:32Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00034.warc.gz	208,818,413	5,722	eng_Latn	eng_Latn	0.993005	eng_Latn	0.999663	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 102, 1661, 3160, 4187, 5611, 6924, 8194, 9651, 11021, 12511, 12603, 13544, 15156, 17021, 18774, 20593, 22418, 23391, 24487, 24530 ]	[ 0.84375, 2 ]	2	2
Web address: http://www.sciencedaily.com/releases/2013/08/ 130807134008.htm New Proto-Mammal Fossil Sheds Light On Evolution of Earliest Mammals Aug. 7, 2013 — A newly discovered fossil reveals the evolutionary adaptations of a 165-million-year-old protomammal, providing evidence that traits such as hair and fur originated well before the rise of the first true mammals. The biological features of this ancient mammalian relative, named Megaconus mammaliaformis, are described by scientists from the University of Chicago in the Aug 8 issue of Nature. "We finally have a glimpse of what may be the ancestral condition of all mammals, by looking at what is preserved in Megaconus. It allows us to piece together poorly understood details of the critical transition of modern mammals from pre-mammalian ancestors," said Zhe-Xi Luo, professor of organismal biology and anatomy at the University of Chicago. Megaconus was a nocturnal animal, foraging mostly in the night. It lived on the shores of a shallow freshwater lake in what is now the Inner Mongolia Region of China. (Credit: April Isch, Zhe-Xi Luo, University of Chicago) Discovered in Inner Mongolia, China, Megaconus is one of the best-preserved fossils of the mammaliaform groups, which are long-extinct relatives to modern mammals. Dated to be around 165 million years old, Megaconus coexisted with feathered dinosaurs in the Jurassic era, nearly 100 million years before Tyrannosaurus Rex roamed Earth. Preserved in the fossil is a clear halo of guard hairs and underfur residue, making Megaconus only the second known pre-mammalian fossil with fur. It was found with sparse hairs around its abdomen, leading the team to hypothesize that it had a naked abdomen. On its heel, Megaconus possessed a long keratinous spur, which was possibly poisonous. Similar to spurs found on modern egg-laying mammals, such as male platypuses, the spur is evidence that this fossil was most likely a male member of its species. "Megaconus confirms that many modern mammalian biological functions related to skin and integument had already evolved before the rise of modern mammals," said Luo, who was also part of the team that first discovered evidence of hair in pre-mammalian species in 2006. A terrestrial animal about the size of a large ground squirrel, Megaconus was likely an omnivore, possessing clearly mammalian dental features and jaw hinge. Its molars had elaborate rows of cusps for chewing on plants, and some of its anterior teeth possessed large cusps that allowed it to eat insects and worms, perhaps even other 1/3 small vertebrates. It had teeth with high crowns and fused roots similar to more modern, but unrelated, mammalian species such as rodents. Its high-crowned teeth also appeared to be slow growing like modern placental mammals. The skeleton of Megaconus, especially its hind-leg bones and finger claws, likely gave it a gait similar to modern armadillos, a previously unknown type of locomotion in mammaliaforms. Luo and his team identified clearly non-mammalian characteristics as well. Its primitive middle ear, still attached to the jaw, was reptile-like. Its anklebones and vertebral column are also similar to the anatomy of previously known mammal-like reptiles. "We cannot say that Megaconus is our direct ancestor, but it certainly looks like a great-great-grand uncle 165 million years removed. These features are evidence of what our mammalian ancestor looked like during the Triassic-Jurassic transition," Luo said. " Megaconus shows that many adaptations found in modern mammals were already tried by our distant, extinct relatives. In a sense, the three big branches of modern mammals are all accidental survivors among many other mammaliaform lineages that perished in extinction," Luo added. The fossil, now in the collections in Paleontological Museum of Liaoning in China, was discovered and studied by an international team of paleontologists from Paleontological Museum of Liaoning, University of Bonn in Germany, and the University of Chicago. Share this story on Facebook, Twitter, and Google: Other social bookmarking and sharing tools: Share on stumbleupon Share on linkedin Share on pinterest_share Share on blogger Share on digg Share on delicious Share on newsvine \| 154 Story Source: The above story is based on materials provided by University of Chicago Medical Center. Note: Materials may be edited for content and length. For further information, please contact the source cited above. Journal References: 1. Chang-Fu Zhou, Shaoyuan Wu, Thomas Martin, Zhe-Xi Luo. A Jurassic mammaliaform and the earliest mammalian evolutionary adaptations. Nature, 2013; 500 (7461): 163 DOI: 10.1038/nature12429 2/3	<urn:uuid:4ec6a6bd-a996-4cfa-92a6-13709074e68d>	CC-MAIN-2018-47	http://mrwrightsclass.net/notes/evolution/Megaconus-165_mya-mammal.pdf	2018-11-19T00:36:45Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00011.warc.gz	220,470,144	1,027	eng_Latn	eng_Latn	0.995114	eng_Latn	0.995518	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2588, 4732 ]	[ 2.765625 ]	1	0
Promoting Kernewek Kemmyn Dr Ken George Cornish Language Board 0 INTRODUCTION After decades of indifference on the part of officialdom, Cornish received a measure of official recognition in 2002, when the British Government ratified Part II of the European Charter for Minority Languages in respect of the language. This has opened the prospect for some funding, and for a much greater use of Cornish in public life and in education. The existence of several orthographies does not help the cause of Cornish, however. Here a case is presented in favour of Kernewek Kemmyn being recognized as the official orthography. 1 BACKGROUND Nineteen years ago, the Cornish Language Board published The Pronunciation and Spelling of Revived Cornish (hereafter PSRC), a monograph setting out the rationale and details of a proposed improvement to Nance's Unified Cornish, the spelling system then in use. The proposals were debated extensively in public, and then put to the vote at a meeting of the Board in July 1988. All members present except for Richard Jenkin voted in favour of the improved orthography, which at the suggestion of John King, became known as Kernewek Kemmyn. Teachers were quick to appreciate the advantages of Kernewek Kemmyn, particularly the close connection between the written and spoken word, which enabled learners to acquire a reasonable pronunciation with speed and ease. As the deviser of the new system, I was under pressure to produce a new dictionary. This was published in 1993 with the title Gerlyver Kernewek Kemmyn (GLKK). Kernewek Kemmyn has been an immense success. Over 120 books have been published using it, notably a translation of the New Testament from original sources, under the direction of Keith Syed. Unfortunately, Kernewek Kemmyn has not found favour with a minority of Cornish speakers. A few have preferred to continue with Unified Cornish, despite its deficiencies. Another small group has been attracted by a revision of Unified which was made by Nicholas Williams in the mid-1990s. 1 Yet others have rejected the Middle Cornish base for the revived language used by Nance, and instead have tried to concoct a form of Cornish based on the Late Cornish written in the 17 th and 18 th centuries. 1 This revision is known as Unified Cornish Revised (UCR). 2 PRINCIPLES OF ORTHOGRAPHIC SYSTEMS In 1979, Tim Saunders pointed out that an orthographic system may be based on any of the following principles, or on a combination of them: (i) historical, in which the spelling of a previous epoch which may refer to a pronunciation no longer in use; (ii) etymological, where the spelling of each word reflects its origin; (iii) morphemic, where the spelling is based on grammatical segments of words known as morphemes; (iv) phonemic, in which each phoneme 2 is represented by a separate grapheme, 3 and each grapheme represents a unique phoneme. Tim's list was given in PSRC. To it may be added: (v) phonetic, in which each sound is represented by a separate grapheme, and each grapheme represents a separate sound. The differences between (iv) and (v) will become more apparent in the discussion below. 3 HISTORICAL ORTHOGRAPHIES OF CORNISH Four (or perhaps five) orthographies were used at various times throughout the history of traditional Cornish (600 to 1800 A.D.) (a) Old Cornish This was not a distinctive Cornish orthography, but that of Old English, itself being based on Latin spelling but with additional characters such as þ and ð. (b) Middle Cornish (MidC) This was not a distinctive Cornish orthography, but that of Middle English. Difficulties arose in representing sounds such as [œ] which no longer existed in Middle English. (c) Late Cornish (LateC) This was not a distinctive Cornish orthography, but that of early Modern English. 2 A phoneme is a minimum contrastive sound in the phonological system of a language and usually indicated in writing by slanting lines; phonemes are most easily thought of in terms of minimal pairs such as English bat and bad, illustrating that /t/ and /d/ are separate phonemes in English. 3 A grapheme is a letter or group of letters representing a sound and usually indicated in writing by angled brackets; e.g. in English, <sh> is a grapheme representing the sound [ʃ]. (d) Lhuyd's orthography Lhuyd devised this phonetic spelling system to be used not just for Cornish, but for all the Celtic languages. Some of his graphemes do not appear in the Roman alphabet, e.g. <δ> for [ð], <τ> for [θ], and an inverted a for [ɒ]. He also applied diacritics to vowels (mainly dots underneath them and circumflexes above them). The problem of Cornish orthography in the eighteenth century Differences of opinion about how to spell Cornish are not new. In the 18 th century, some writers continued to use the LateC (i.e. contemporary English) spelling, because they were unaware of Lhuyd's work (e.g. William Bodener), or did not wish to use it (Oliver Pender). Others (e.g. William Gwavas) used some of Lhuyd's ideas, notably circumflexes to denote long vowels. This might be regarded as a fifth historical orthography. They were not consistent in applying Lhuyd's ideas and often omitted diacritics. William Scawen and his nephew John Keigwin, followed by Thomas Tonkin, had copies of some of the texts (Voc.C., the Ordinalia and CW.), and wrote Cornish using a modified form of MidC orthography. 4 THE ORTHOGRAPHIC PRINCIPLES AND KERNEWEK KEMMYN The basis of Kernewek Kemmyn was laid down in great detail in PSRC, but because there have been changes to the system since 1986, the application of the orthographic principles in section 2 are summarized here. 4.1 The phonemic principle In describing Kernewek Kemmyn, the emphasis has been on its phonemic qualities (indeed, the term Phonemic Cornish has occasionally been used of it). This is not surprising, because it is its phonemic properties which make it so easy to learn. Like any language, the number of phonemes in traditional Cornish changed over time, and we cannot be sure of how many there were at a given epoch. This statement is not so weak as it may seem; phoneticians cannot agree on the number of phonemes in English. In cases of doubt, Kernewek Kemmyn defaults to more rather than fewer phonemes. The following list applies to the time of the earliest MidC texts (CE.); each phoneme is given along with its corresponding grapheme: Vowels: /i, , , a, , o, u, y, œ/ < > > 4 This diphthong (more properly [œʊ]) was later represented by the "Baileygraph" <yw>. The way in which a given phoneme is pronounced is known as its realization. This has two aspects: quantity (the duration of the sound) and quality (the nature of the sound). Both quantity and quality may depend on whether the phoneme is in a stressed or an unstressed syllable. When stressed, the quality is generally 5 that indicated by the symbol used for the phoneme in the inventory given above; e.g. stressed /i/ in mis 'month' has the quality [i] and stressed /nn/ in mynn 'wishes' has the quality [nn]. Quantity is dealt with below. 4.2 Deviations from the phonemic principle Kernewek Kemmyn is not perfectly phonemic, though it is more phonemic than the orthographies of most languages. The deviations are: (i) <y> is used for both /ɪ/ and /j/. This does not cause much difficulty in practice. (ii) Final unstressed /b, d, g/ are written <p, t, k>. This is because the contrast between final unstressed /b, d, g/ and /p, t, k/ is neutralized in favour of [p, t, k]; these are phonetic spellings. (iii) At present <yw> is used for both /ɪʊ/ and /yʊ/. This is because /yʊ/ has only recently been recognized, following work by Keith Bailey. The easiest way to deal with this would be to use <uw> for /yʊ/ 6 . (iv) The sound [z] existed in LateC, and presumably in MidC, too, though it was nearly always written <s>. Whether it was phonemic or allophonic 7 is not clear; the rhyming contrast in BK. between: (b) Das 'Dacia' and plas 'place', in which <s> represents a voiceless sound, either [s] or [ts]. (a) thas 'father' and cas 'battle', in which <s> represents the assibilation of Old Cornish /d/, almost certainly [z]; and If this difference is to be included in Kernewek Kemmyn, then it is much easier to retain <s> for the many examples of (a), and to use a different grapheme (<c> is the most obvious) for the examples of (b). 4.3 The etymological principle The etymological aspect of Kernewek Kemmyn has perhaps not been sufficiently explained. It is important: (b) when coining new words on the basis of Breton and Welsh cognates (see section 7.5). (a) when determining how to spell words with a regular phonological development; 5 /o/ has the quality [o] when long or of mid-length, and [ɤ] when short. 7 An allophonic difference between two sounds is one which is perceptible, but the two sounds are still part of the same phoneme. 6 This improvement was adopted in the Gerlyver Meur (2009). 4.4 The historical principle As has been pointed out by Tim Saunders and by Julyan Holmes, the requirements of Cornish orthography historically are not the same as those today. In the past, people knew how to pronounce the language, and the written form was a useful "visual adjunct to aural memory". Today, because most people learn Cornish from books, the requirements are different. 5 OBJECTIONS TO KERNEWEK KEMMYN The principal written objections to Kernewek Kemmyn were made by Nicholas Williams 8 , and these have been dealt with in Kernewek Kemmyn - Cornish for the 21 st century (KK21). Otherwise, one hears various comments from time to time. On occasion, objection has been raised to the use of <k> before <a, o, u, l, r>. The objection seems to be based on aesthetic grounds rather on any linguistic criterion. Some people are so attached to the English graphemes <ca, co, cu, cl, cr> that the substitution of <k> for <c> upsets them. In reply, I would reiterate that: (b) the representation of /k/ by two graphemes violates the phonemic principle; (a) the spellings with <k> are found in MidC (and also in Middle Welsh); they are historic; (c) the mixture of <c> and <k> is an English feature, and Cornish needs an orthography which is distinct from English. The grapheme <nn> 9 in final position has also caused comment, because it rarely appears in the texts. It is abundantly clear that in stressed syllables /nn/ was different from /n/, because in LateC /nn/ became [dn] and /n/ did not (except before /j/). The fact that <nn> was not used finally in MidC spelling is probably due to English influence. Mediaeval scribes may have written <tan> for both ['taːn] 'fire' and ['tann] 'take!', but there is no need for us to perpetuate this ambiguity: it makes far more sense to write tan and tann respectively. Nicholas Williams maintains that the scribes used only <-n> because in their dialect the difference between /n/ and /nn/ had been effaced, but he fails to explain why the same scribes consistently distinguished between /n/ and /nn/ in the middle of words. All the evidence is against Williams in this matter of preocclusion; 10 he is isolated in a minority of one. The logic of writing <nn> instead of <n> in words like penn 'head' is clear to everyone else, even though some may not like it. 8 Williams, N.J.A. (1995) Cornish Today. Kernewek dre Lyther. 10 Pre-occlusion is the name given to the sound-changes [nn] > [dn] and [mm] > [bm]. 9 Similar arguments apply to <mm, ll, rr>. The reason for the use of <nn> in unstressed syllables is not nearly so apparent. People who have associated <nn> with [nn] or [dn] in stressed syllables have occasionally wondered whether the <nn> in final syllables of polysyllables (e.g. logosenn 'mouse') means that they might be stressed. This is to interpret the spelling in the wrong order. To obtain the correct pronunciation from Kernewek Kemmyn spelling, one first has to consider where the stress lies (nearly always on the penultimate syllable), and then apply one of two realizations according to whether the syllable is stressed or unstressed. The extension of <nn> from stressed to unstressed syllables is a useful feature, also found in Breton spelling, for it links the phonemic, morphemic and etymological aspects of Kernewek Kemmyn. As an example, consider the utterance [∪l wΕn]. This can mean either 'happy' or 'louse'. In Kernewek Kemmyn, two different spellings are used for these homophones: lowen 'happy' and lowenn 'louse', but this distinction is lost in Unified Cornish, which being largely phonetic, uses lowen for both. Although the contrast between /-ɛn/ and /-ɛnn/ is neutralized in speech, it reappears when another syllable is added; cf. lowena [lɔw'ɛˑna] 'joy' and lowennow [lɔw'ɛnnɔʊ] 'individual lice' (cf. lowenna .[lɔw'ɛnna] 'happier'). This shows the morphemic aspect of Kernewek Kemmyn. In MidC, the consonantal cluster /hw/ was written <wh>, which follows English practice. Objection has been raised to the use of <hw> in Kernewek Kemmyn, but note that /hw/ was written <hþ> in Old Cornish and <hụ> by Lhuyd. The grapheme <hw> is consistent with these, as well as reflecting the individual phonemes in the cluster, and making the table of mutations simpler. 6 ORTHOGRAPHIES OTHER THAN KERNEWEK KEMMYN 6.1 Unified Cornish Unified Cornish should now be regarded as historic; it is an important spelling in the history of the Cornish Revival. I find it extraordinary how slavishly its supporters cling to the writings of Nance, and ignore all discoveries made in the fifty years since he produced his last dictionary. They continue to write tecca wel 'what a fine sight!' even though Oliver Padel, by comparing this construction with its equivalent in other Celtic languages, showed over twenty years ago that tek a wel would be a better way of writing it. Nance did a splendid job of anticipating words which were subsequently discovered in Bywnans Ke, but one which he got wrong was Kembry 'Wales'. This should be Kembra (as in Kernewek Kemmyn and as found in BK.) Yet in this word and others, Unified supporters continue to use Nance's erroneous forms. When a Cornish keyboard was recently suggested, they wanted keys for ū (which never existed) and for ü (which represents two different phonemes). These and other mistakes were pointed out years ago in PSRC, but Unified supporters have taken no notice. They are fossilized in the last century. The inadequacies of Unified spelling lead to incorrect pronunciations; since drafting this paper, I heard several times at the Gorsedd the pronunciation ['barθ 'miːr] (or, even worse, the non-rhotic ['baːθ 'miə]); the Unified spelling barth mur does not distinguish between [θ] and [ð] finally, nor between [y] and [œ]. The Kernewek Kemmyn spelling, bardh meur, makes both these distinctions, and indicates the Middle Cornish pronunciation [barð 'mœːr]. In later Cornish, the vowel in meur changed to [ɛː], but it was never [iː]. 6.2 Unified Cornish Revised (UCR) In his revision of Nance's orthography, Nicholas Williams tries to rectify errors; for example, he distinguishes between /y/ and /œ/; but because his interpretation of Cornish phonology is defective, his orthography is too. 6.3 UCR West Andrew Climo-Thompson has produced a book entitled Kernuak Es, which uses a form of UCR modified so as to include more Late (or "westerly") features; e.g. the common adjectival ending –ek is re-spelled –ak, to reflect the sound-change which took place between about 1450 and 1650. 6.4 Unified Cornish plus diacritics Diacritics are not used in Kernewek Kemmyn. Most learners of Cornish are native English speakers, and as such are not used to diacritics. They find it difficult to cope with graphemes in foreign languages which are distinguished only by diacritics; e.g. French e, é, è and ê. When foreign words are borrowed into English, they usually lose their diacritics: café becomes cafe, rôle becomes role. The typing of letters with diacritics is easier than it used to be, with modern word-processors, but it is still a nuisance. For these reasons, I avoided diacritics in Kernewek Kemmyn. So it was with some scepticism that I heard of a proposal by Andrew ClimoThompson to introduce yet another Cornish orthography based on MidC (or UCR), but with a battery of diacritics to distinguish the length of vowels and cases where two phonemes were spelled using the same basic graphemes. Since I have no details of this proposal, I shall not discuss it further 6.5 Tim Saunders' orthography In the 1970s, Tim Saunders devised an elaborate orthography, and he has used it in publications of his excellent poetry. It is largely etymological in nature. Tim is not putting forward his orthography for general use in the current debate; rather he has publicly given his support to Kernewek Kemmyn. 6.6 Orthographies based on LateC The name given to a form of Revived Cornish based on LateC has changed so many times that I hesitate to give one here. At one time Carnoack Tithiack was used; later Traditional Cornish, which is misleading, since this term is best reserved for the whole of the historic language from 600 to 1800 A.D. The current term appears to be Modern; this is confusing, since this word has also been used for both Late Cornish and Revived Cornish; I shall therefore place it in inverted commas. Much of the present spelling of "Modern" Cornish is due to Richard Gendall. I understand that a different orthography based on LateC material is being prepared. Kernewek Kemmyn, Unified and UCR have a number of features in common: (b) all use words from all phases of traditional Cornish (a policy called tota Cornicitas by Nicholas Williams); (a) all use the grammar of MidC, though with slight differences; (c) all (to a greater or lesser extent) create neologisms for new concepts; (d) all use an orthography with similarities to MidC. The proponents of a LateC base do none of these. They use the grammar of LateC (which arguably has a reduced competence), 11 they use no source-texts earlier than CW., they prefer English words to neologisms, and their orthography, being based on early modern English, is radically different from that of Kernewek Kemmyn. It is therefore difficult to envisage much common ground. The question is addressed in section 9. 6.7 Kernewek Gorhemmyn (KK++) This is the name given by Keith Bailey to his experimental spelling, used in connection with his research into the metrics of MidC verse. It is similar to Kernewek Kemmyn, but based on the phonology of the earliest MidC texts. In particular, it uses <e> where other systems use <a>, e.g. kare 'to love' (rather than kara), bie 'would be' (rather than bia). 7 THE ORTHOGRAPHIES IN COMPETITION 7.1 Overview The relationships between the orthographies of traditional Cornish and of Revived Cornish are shown in this diagram: 11 Competence is the ability of a language to deal with a wide range of topics. There are thus at least eight different orthographies of Revived Cornish (not three, as is sometimes heard): but the eight are not in equal competition. Only Kernewek Kemmyn, Unified, UCR and "Modern" have a significant following. 7.2 "Standard written form" There have been calls from supporters of orthographies other than Kernewek Kemmyn for the creation of a "standard written form". Some seem to imply that such a form, one which might find the approval of all Cornish speakers, could be arrived at by a process of bartering elements of these existing orthographies by consensus. Unfortunately the establishment of a viable official orthography is not a process which is amenable to consensus. In any case, the exercise has already been done, at least twice. Unified Cornish was a "standard written form" and continued as such until its deficiencies became apparent. Kernewek Kemmyn is a "standard written form"; one of its principles (PSRC p. 94) is "to reconcile, as far as possible, the desires of different groups to pronounce Cornish in approximately MidC and LateC fashions." Most Cornish speakers have already chosen Kernewek Kemmyn as their standard written form. The current debate arises from those who have not. 7.3 Normalization The current situation with Revived Cornish resembles, but is not identical to, the common problem facing languages with more than one dialect, that of normalization. This is the process of devising a standard orthography from a variety of dialectal forms. It is worth studying this process for the help that it may bring to Cornish. A few languages sidestep the issue by operating with more than one official spelling system, 12 but this is not recommended for Cornish. 12 notably Norwegian, which has two official forms: Bokmål (earlier Riksmål) and Nynorsk (previously Landsmål). Because the loss of sounds and the fusion of phonemes are commoner than the introduction of sounds of the splitting of phonemes, it is easier for the student of a language to go from an earlier to a later form (forwards in time) rather than the reverse. This means that a standardized spelling tends to preserve older features. The orthography of Welsh was finally normalized by a committee in 1928. 13 It is based largely on that of the late 16 th century. The formal written language is a unified standard, which differs considerably from the dialectalized spoken language. Speakers of a given dialect can interpret the written word in terms of the local spoken norms. For example, the commonest plural suffix -au (corresponding to Cornish -ow) is pronounced [aɪ] only in the most formal registers (e.g. hymn-singing). In everyday speech, <-au> is pronounced either [-e] or [-a], according to dialect. The standard orthography preserves the older features: it distinguishes [i] from [i], a difference which has been lost in the south, and [a] from [ɛ] in unstressed syllables, a difference which has been lost in the north. In an attempt to bridge the large gap between written and spoken Welsh, a standardized form of more colloquial Welsh, known as Cymraeg Byw was introduced in the 1960s, but its success was limited; present thinking in teaching spoken Welsh is to concentrate on the dialects. Meanwhile the formal written language is the official form. Breton has several different orthographies, and formerly the disputes between their supporters were intense 14 . Alone of the six Celtic languages, Breton has no official recognition, and is unlikely to get it, given the opposition of French republicans to the language. There are four dialects to reconcile: Kerneveg, Leoneg and Tregerieg, which are fairly similar, and Gwenedeg, which is substantially different. The KLT spelling of 1911, which united the first three of these, was based principally on the dialect of Leon, not because Leoneg is inherently superior to the others, but because it is more archaic. More recent systems (peurunvan or "zedachek" of 1941, skolveurieg of 1955 and etrerannyezhel of 1975) have incorporated Gwenedeg. None of the orthographies has full official acceptance, and it has been a question of "the survival of the fittest", which, in so far as it is the form taught in schools, seems to be "zedachek". 7.4 Length of vowels The length of vowels in MidC was dictated by the stress and by the nature of the following consonants, according to the following rules: (b) In stressed syllables, vowels are short before consonant groups 15 and double consonants. (a) In unstressed syllables, all vowels are short. (c) In stressed syllables, vowels are long in monosyllables and of mid-length before single consonants. 13 The details are given in the manual Orgraff yr Iaith Gymraeg. 15 There are a few exceptions, e.g. vowels are long in monosyllables ending in [sp, st, sk]. 14 .... and still is intense, if recent entries on web-sites are anything to go by. These rules apply also to Kernewek Kemmyn, which is based on MidC. Thus Kernewek Kemmyn has the remarkable property that the length of vowels is deducible from the spelling, without the need for special marking, provided that the pattern of stress is known. No other orthography has this property. Nance recognized only two lengths of vowel (short and long), but did not distinguish between them in normal writing; e.g. cam 'step' has a short vowel and blam 'blame' has a long vowel. Only in Nance's dictionaries are long vowels distinguished, using macrons. These two words in Kernewek Kemmyn are kamm and blam respectively. Williams perpetuated Nance's ideas in UCR, having argued that the three lengths of vowel had been reduced to two c.1300. The three lengths were indeed reduced to two, but c.1600, as I have shown elsewhere. 16 In LateC, the long vowels were indicated by various devices taken from English spelling, such as the use of final mute <e>; Lhuyd preferred to use circumflexes. 7.5 New words The lexicon of Revived Cornish, although richer than formerly, is still deficient. New words are needed, not only for new concepts but for gaps in the traditional vocabulary. By comparing with Breton and Welsh, one suspects that a large fraction of the lexicon of traditional Cornish never found its way into the texts, and was lost. Neither the users of Unified nor "Modern" appear to make up new words on any substantial scale. Nicholas Williams, in his English - Cornish dictionary has often preferred to re-spell English words, but he does provide therein about 500 useful new words. The users of Kernewek Kemmyn, on the other hand, have gone in for largerscale coining of neologisms. Mention must be made of Tony Snell's contribution; not only has he introduced numerous new words in the magazine An Gannas, but he has also created a web-site, Govel Geryow, where their accuracy may be publicly debated before the eventual acceptance of many of them in the dictionary. Whereas Nicholas Williams has championed the use of English loan-words, as found in the texts, most writers using Kernewek Kemmyn have preferred to use Cornish words, even to the extent of replacing flagrantly English borrowings with neologisms adapted from Breton and Welsh. Many new words are formed at least partly from Breton and Welsh, and the etymological aspects of Kernewek Kemmyn assist considerably in this process. 16 George, Ken (1997). "Mid-length vowels in Cornish". J. Celt. Linguistics, 6, 103-124. 7.6 Separation of the issues The "Modern" orthography is in a different position from the others, because there are two separate issues at stake: (ii) the choice of orthography. (i) the choice of the historical base for the revived language; Whereas the supporters of Kernewek Kemmyn, Unified, and UCR would apparently like all users to adopt their particular preferred orthography, the supporters of "Modern" appear to have (i) as their priority, since their orthography does not pretend to cover both historical bases. The former are like the Big-Endians and the Little-Endians of Swift's Gulliver's Travels, arguing about the manner of eating any eggs (spelling Cornish), whereas one gets the impression that the supporters of "Modern" would primarily prefer all eaters (speakers) to eat only duck eggs (use only a LateC base) and to swallow them whole (use a LateC style of spelling). We can thus separate the discussion into: (b) how well they represent both historical bases. (a) how well Unified, UCR and Kernewek Kemmyn succeed in rationalizing the spelling of MidC; The fact that "Modern" does not appear in (a) does not mean that the views of its supporters are ignored; an attempt to consider them is made in section 9. 8 RATIONALIZING THE SPELLING OF MIDDLE CORNISH Middle Cornish spelling is over-rated by Nicholas Williams. It is only one of four historical spellings of Cornish, and it is based on English. Nevertheless, if one is to use MidC grammar as a base, then, like Nance, one might as well look at MidC orthography. Its two drawbacks are that it is not fixed, and it is not phonemic; it is therefore unsuitable as a vehicle for learning or for everyday use. The first step is to fix the orthography; i.e. always to spell a given word in the same way. To do this, one might choose the commonest spellings for each phoneme; but the result will be far from phonemic, because numerous ambiguities will remain the same grapheme for more than one phoneme, (e.g. <th> for /θ/ and /ð/, <o> for /ɔ/ and /o/); and more than one grapheme for a single phoneme (e.g. <g> and <i> for /ʤ/). A phrase in MidC such as mos the gregy goth is highly ambiguous. It can mean: a table } to go } {hang} {pride {a goose to {believe} {a mole {wildly Most of these ambiguities are resolved in Kernewek Kemmyn. {a stream To resolve the ambiguities by using different graphemes means making the spelling more phonemic. This may be achieved by using less common graphemes, e.g. <th> for /θ/ and <ʒ> for /ð/. This is as far as one can go while still retaining the historical graphemes; any further and the orthography ceases to be historical. Both Unified and UCR have crossed this Rubicon. For /ð/ they both use <dh> (though Unified only medially), a grapheme which was not used in MidC (except by mistake). For /ʤ/ they both use <j>. In my view, there is nothing wrong with this. Kernewek Kemmyn does the same. What is wrong is when supporters of Unified and UCR criticize aspects of Kernewek Kemmyn as being "non-historical" when these orthographies themselves have non-historical features. In short, Unified has moved away from purely MidC spellings and thus become more phonemic; UCR has moved further along this road, and Kernewek Kemmyn has moved further still. This means that Kernewek Kemmyn is less close to the MidC textual spellings than either Unified or UCR; for this it has been criticized, but these criticisms are misguided. If anyone wishes seriously to study the texts, then they must use the original spelling in the manuscripts. 9 RECONCILING MIDDLE AND LATE CORNISH BASES As indicated above in section 6.3, to achieve a rapprochement between a MidC base and a LateC base is a difficult task. The orthographies differ greatly, and the elimination of mid-length vowels c.1600 makes the sound-systems different. 9.1 Target date One sometimes hears an argument that if the target date of Kernewek Kemmyn were advanced by say 100 years, from c.1500 to c.1600, then it would provide a better base for reconciliation between MidC and LateC styles. I fear that it would satisfy neither camp, but first it is worth examining the choice of target date. In PSRC, it was suggested that the phonological base for what became known as Kernewek Kemmyn corresponded to the spoken Cornish of c.1500. More has been read by some into this statement than was intended. The date came about not as the results of a deliberate choice of epoch, but as the consequence of a sound-change. The sound [ɛ] in unstressed syllables was lowered to [a], both in open syllables 17 and in closed syllables. 18 In Unified Cornish, the change in open syllables was recognized, so that the place-name Hendra was thus written instead of the earlier Hendre; but the change in closed syllables was not, so that lader 'thief' was written instead of the later ladar. In order to minimize the number of changes from Unified, this policy was continued in Kernewek Kemmyn. In my analysis of the changes, it appeared that the central date of the change in open syllables was c.1475, and that of the change in closed syllables c.1525; though both changes took perhaps 200 years to be completed, and they may have occurred at the same time. 1500 lies between these two central dates. The same changes took place in Welsh, but only in the northern dialect, so that the situation is now: 17 Open syllables are those ending in a vowel or diphthong. 18 Closed syllables are those ending in a consonant or group of consonants. It is natural to suppose that the common verbal noun ending -a in Cornish corresponds to -añ in Breton; to take an example of a newly found verb from BK., Cornish naska 'to yoke' corresponds to Breton naskañ 'to yoke'. Yet these verbs did not end in <a> in the earliest MidC texts, they ended in <e> (even in BK. the textual form is naske), and suffered the sound-change [ɛ] > [a]. This remained an unexplained puzzle until Schumacher suggested that British -ama, which gave Breton -añ, developed in Cornish to -em- and then to -e. What about a target date of fifty years later, representing the Tudor Cornish of Tregear? This would mean the effacement of the contrast <e> v. <a> in closed syllables; thus mynnes 'to wish' and mynnas 'a wish' would both be mynnas. Were one starting from scratch with reviving Cornish, instead of having one hundred years of experience, there would be an argument for going the other way, i.e. earlier, as does the KK++ spelling. 9.2 Pronunciation It would be possible to read a passage written in Kernewek Kemmyn using the pronuncation of LateC, but it would need some practice. In effect the reader would be applying the numerous sound-changes which took place between MidC and LateC. The following table, by listing those realizations which differ between the two phases, enables a reader to do this, at least approximately: ] 19 actually closer than this, but no symbol is available. 21 The question of palatalization also arises here. 20 The difficult question of the w-diphthongs has been re-examined since this paper was written. 22 It is likely that /ll/ had a distinctive pronunciation in LateC. Fewer phonemes in LateC means more homophones. The meaning of this nonsense poem, written in a LateC fashion, is by no means apparent: In Kernewek Kemmyn, it is still nonsense, and it does not rhyme, but it is somewhat clearer: Nyns yw mes an bys meur mer an bys meus, Nag ew mêz an bêz mêr mêr an bêz mêz na krêz an hîn hîn an krêz. na kres an hun hin an krys. 'The field of the great world is not the marrow of the thumb, nor is the middle of the sleep the border of the shirt'. 9.3 Grammar The length of the list and the nonsense poem in the previous section emphasize the gulf between MidC and LateC, so far as pronunciation is concerned. Grammar may be a little different. Rod Lyon and others have pointed out that grammatical structures previously identified as exclusively Late are in fact recorded in the MidC texts. It may then be in a less restrictive approach to grammar that the ideas of LateC supporters might best be accommodated. The question of English influence on LateC grammar needs to be revisited, in order to separate those features which were a natural development in Cornish, and those which could be interpreted as corruptions from English. This is beyond the scope of this paper. 23 i.e. in a syllable preceding the stressed syllable. 10 SUMMARY * The present debate about spelling has arisen because an official orthography is required to implement the European Charter for Minority Languages in education and official documentation. * Their call for a standard written form is answered by the existence of Kernewek Kemmyn; the majority of speakers have already chosen this as their standard. * It is being driven by the minority of Cornish speakers who use orthographies other than Kernewek Kemmyn, who feel themselves to be increasingly marginalized. * Kernewek Kemmyn is more phonemic, more morphemic, and better etymologically than any other orthography. * When devising a standard orthography for a language with more than one dialect, it is better to retain older features in the orthography. * Only Kernewek Kemmyn has the property that the length of vowels is deducible from the spelling. * The gulf between a Middle Cornish and a Late Cornish base for Revived Cornish is difficult to bridge; with practice, it would be possible to read a passage written in Kernewek Kemmyn in the style of Late Cornish.	<urn:uuid:a8b2665e-a12b-43a6-919b-4f0e6432017a>	CC-MAIN-2018-47	http://cornishlanguage.info/spell/KKprom.pdf	2018-11-19T02:01:03Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00011.warc.gz	70,978,536	8,803	eng_Latn	eng_Latn	0.997228	eng_Latn	0.998393	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2322, 4304, 6580, 9013, 11544, 14518, 16944, 19077, 20922, 23997, 26519, 29191, 32071, 33731, 35007, 36088 ]	[ 3.515625, 1.390625 ]	3	0
Short French => English LEXICON / VOCABULARY The objective of this short lexicon is only to help the non French speaking Internet users, but with a correct practice of technical English, to make a maximum profit of the exploration of this Website. It can be also used by French speaking people to translate their text in English Initial remark : Very frequently technical words used in French and in English are quite identical. In such cases a translation is proposed mainly for those which may create confusions or corresponding to a sense a little bit different in French and in English Last updating : 4 April 2012 Lapin = rabbit Note: for French people "lapin/rabbit" corresponds exclusively to Oryctolagus cuniculus . On the contrary the English word "rabbit" may be used for a lot of species of the Leporidae family of different genus such Oryctolagus, Sylvilagus, some Lepus, etc… and frequently there is confusion between hares and rabbits. In zoological classification, rabbits are distinguished by the helplessness of their offspring. Young rabbits are born naked with their eyes closed. On the contrary young hare are born with complete furry coat, open eyes and are quickly independent from mother care. In this Website "lapin" corresponds exclusively to the European rabbit Oryclolagus cuniculus. Rabbits of the genus "Sylvilagus" are named "lapins américains" (cottontail rabbit = lapin à queue de cotton, ….) or with their Latin name. Lapin de garenne, lapin sauvage = wild rabbit Lapin domestique, lapin de clapier, lapin de chou = domestic rabbit Cuniculture = rabbit breeding, rabbit rearing, rabbit husbandry Cunicole = related with rabbit production A Abattage = slaughter Abattoir = slaughterhouse, abattoir Abreuvoir (automatique) = (automatic) drinker Abreuvoir à tétine = nipple drinker Accouplement = mating Aliment = food, feed Aliment composé = compound feed Aliment granulé = pelleted feed Allaitante (lapine allaitante) = nursing doe Allaitement = nursing (act of the mother) Amidon = starch (polymer of alpha 1-4 glucose chains connected with alpha 1-6 bonds) Angora = angora, long hair rabbit Animalier = man working in a rabbitry, most generally different of the owner which may also work in his own rabbitry. Anticorps= antibody Antigène = antigen Appareil digestif = digestive tract, gut Appétibilité = palatability Arbre = tree Arbre généalogique = pedigree Argenté de Champagne (race)= Champagne d'Argent (breed) Avoine = oat = Avena sativa Avortement= abortion Azote = nitrogen Azote non protéique= non-protein nitrogen B Besoin (alimentaire, …) = requirement, need Besoin d'entretien = maintenance requirement Bio or Biologique (production, …) = organic (production) Biologie= biology Blé = wheat , UK corn = Triticum Blé dur = hard wheat (used by man to make semolina and pasta) = Triticum durum Blé tendre = soft wheat or common wheat (used by man to make bread, …) = Triticum sativum = Triticum aestivum = Triticum vulgare Boîte à nid = nest box Broyage = grinding Broyeur = grinder, crusher C Caecotrophes (crottes molles) = caecoptopes (soft feces) Caecotrophie = caecoptrophy (production of 2 types of feces, hard and soft, and systematic ingestion of the soft ones – caecotrophy practice is common to all members of the Lagomopha order) Coprophagie = coprophagy (feces eating) Cage = cage Cage collective = cage used to house a group of rabbits Cage de maternité = doe's cage (cage equipped with a nest box) for kindling and suckling period) Cage d'engraissement = cage used for young rabbits after weaning during the fattening period Cage grillagée = wire mesh cage Cage individuelle = cage for a single rabbit Cage-boite-à-nid = see cage-mère Cage-mère = "mother cage" : economical unit created for the estimation of the investment made in a rabbitry. For a rabbitry of 100 "mother cages" it corresponds to 100 cages fully equipped for reproduction (with nest boxes) + the corresponding cages necessary for fattening after weaning the young produced in the 100 "mother cages" (about 800 places, e.g. 100 cages of 8 young or 160 cages of 5 young) + about 50 cages for empty does and young does prepared for replacement + 12-14 cages for males if natural mating is used. Caillebotis = slatted floor. May be made of wood, plastic or metal Californien = californian Caractère = character, trait Carcasse = carcass Carence = deficiency Castor = beaver (NB : huile de ricin = castor oil) Cellule = cell Cellulose = cellulose (polymer of beta 1-4 glucose) Cellulose brute = crude fibre (chemically determined according to the old Weende method) Cellulose VS or cellulose Van Soest = fibrous part of the cell wall calculated by difference between ADF and ADL Céréale = cereal, grain (most common cereals are wheat, barley, oat, maize, sorghum, rice, rye, …) Clapier = traditional rabbit single hutch or cage (made of wood, concrete, …but the term is not used for modern wire mesh cages), group of hutches or cages (traditional or modern cages), rabbitry Cobaye = guinea pig Cochon d'Inde = guinea pig Colza = rape, colza, rapseed = Brassica napus oleifera Colza 00 (or colza double zero) = known in America as Cambra (for Canadian brassica), rape with very low level in glucosinoltes and erucic acid Comportement = behaviour Comportement d'oestrus= copulatory behaviour Composant = component, ingredient Congélation= freezing Congélation à très basse température = deepfreezing Consanguinité = inbreeding; consaguinity Conservation = storage, conservation Consommation [alimentaire]= [feed] consumption, feed intake Copeaux (de bois) = (wood) shavings Coprah (amande de la noix de coco Coco nucifera) = copra (dried kernel of the coconut Coco nucifera) Corps jaune = corpus luteum (pl. corpa lutea) Croisé= crossbred Croisement = crossbreeding Croissance = growth, development Crottes (en général) = droppings (in general) Crottes dures= hard feces Crottes molles = soft feces, caecoptopes Cultivar = cultivar, a variety or line of a plant that has been selected intentionally and maintained through cultivation Cunicole= related with rabbit production Cuniculture = rabbit breeding, rabbit rearing, rabbit husbandry. Note: Cuniculiculture is also accepted in French, but Cuniculture is more frequently used. The meaning is exactly the same. D Décongélation = thawing Déglutition= swallowing Denrée (alimentaire) = foostuff Dépense = expenditure, loss, consumption Dépilation = plucking (of rabbit hair) Dépouiller = to skin Descendance= progeny; offspring(s) Déséquilibre= imbalance Déshydratation = dehydration Diagnostic de gestation= pregnancy diagnosis (most frequently made through abdominal palpation) Disponibilité = availability Dominant (animal dominant) = dominant animal, alpha animal Dominant (gène) = dominant (gene) Donnée = fact, datum (pl. data) Drèches (d'orge) = (barley) brewer's grain Durée = length, duration Durée d'éclairement = daylight ratio Duvet (or sous-poil) = down E Eau= water Eau d'adduction (du robinet) = tap water Eau de source / de puit = spring water / well water Eau douce /de mer= fresh water /seawater Échantillon= sample Éclairement = lighting (phase d'éclairement = light phase) Éjaculat = ejaculate, semen Électronarcose= electrical stunning, electronarcosis Élevage= husbandry, breeding, rearing Éleveur(de lapins) = rabbit breeder, rabbit producer Énergie brute /digestible / métabolisable= gross energy / digestible energy / metabolisable energy Engraissement(période d'eng.) = fattening (fattening period) Engraisseur = rabbit producer buying his rabbit at weaning, and raising them until slaughter weight. Entretien = maintenance Épilation (des lapins angora) = (angora) wool plucking Épiphyse (or glande pinéale) = pineal gland, epihysis Escourgeon (orge d'hiver) = winter barley Espace = space Espèce = species Estomac= stomach Expérience = experiment, test, trial Extractif non azoté (ENA) = nitrogen-free extract (NFE) Extrait ethéré (EE) = ether extract, frequently confused with fat or lipid content F Facteur = factor Faible = slight, small, low, weak Farine basse de blé = middlings Farine grossière /fine= meal / flour Faune = fauna Fauve de Bourgogne = Burgundy Fawn Fèces dures / molles [caecotrophes] = hard feces / soft feces [caecoptopes] Fécondation= ferilization, fecundation Fécondité (taux de féc.) = fecundity (reproduction rate) Femelle = female , (rabbit) doe Femelle parentale = crossbred rabbit doe (between 2 selected line) mother of the rabbits produced for slaughter Ferme= farm Féverole = field bean,, horse bean = Vicia faba Flatdeck (cages en …) = flatdeck battery, cages on a single level Flore digestive = digestive flora Foie= liver Foin = hay Foin de graminées = grass hay Forage= drilling , sinking Format = size (race de grand format = large size breed) Fosse = pit (fosse à lisier / à purin = slurry pit) Fosse à déjections (sous les cages) = droppings pit (under the cages) Fourrage = forage, fodder , roughage Fumier = manure, solid manure G Gain = gain Gain de poids [moyen] quotidien (GMQ) = [average] daily weight gain (ADG) Garenne = warren, open or closed area were rabbit live freely (lapin de garenne = wild rabbit) Germe (de blé, de maïs, …) = (wheat, maize, …) germ Gestante = pregnant Gestation = pregnancy, gestation Glucide = carbohydrate GMQ = see gain de poids Grain = grain (in French used for cereals), bean (for coffee,…) seed (for mustard, …) Graine = seed Graine oléagineuse (colza, soja, tournesol, chanvre, lin, …) = oil seed (rapeseed, soybean, sunflower, hempseed , linseed,…) Graine protéagineuse (pois, lupin, haricot, féverole, pois chiche, …) = proteaginous seed (peas, lupin, beans, horse bean, chickpeas, …) Graines de colza/soja/sunflower entières = full fat rapeseed / soya beans/ sunflower seeds Graisse= fat Granulé= pellet Gras = fatty, fat tissue Grillage = wire mesh GTE (Gestion Technico-Économique) = technicoeconomic management, production control. Organized method of registration of production data of a rabbitry + some economic parameters H Hase= hare doe Hémicellulose = hemicellulose (hémicellulose VS = hemicellulose calculated as difference between NDF and ADF chemically determined with the Van Soest method) Homogène = homogenous Huile= oil I Iléon= ileum Immature = immature (follicule immature = nonovulatory follicle) Immunité= immunity Indice consummation (IC) = feed conversion ratio Note quantity of feeds consumed / total weight gain obtained with this quantity of feeds) Indice de consommation d'élevage = rabbitry feed conversion ratio Note ratio between the total weight of feed utilized in a rabbitry (mothers + fatteners + replacement) generally during one year, and total weight of live rabbits sent to the slaughterhouse during the corresponding period Infécondité= sterility Infertilité = infertility, relative sterility Informatique = computer, computer science, data processing Informatiser = to computerize Ingestion = ingestion, feed intake INRA (Institut National de la Recherche Agronomique) = INRA (National Institute for Agronomic Research) note : The French state institute INRA, with 4300 fulltime researchers and engineers+ 1800 PhD students + 4100 technicians, is responsible of research for all aspects of agriculture, agricultural products quality & utilization and agricultural impact on environment. A small part of its activity is devoted to rabbit biology and production. Insémination= insemination Insémination artificielle (IA) = artificial insemination (AI) Intestin= intestine (intestine grêle = small intestine ; gros intestin [cæcum + côlon] = large intestine [caecum + colon]) Issues (de blé) = (wheat) offal, (middling) ITAVI (Institut Technique de l'Aviculture) = ITAVI note ITAVI is the French applied research and development institute in charge of aviculture (65% of the total activity), rabbit production (13% of the total activity), small animals breeding and animal welfare of these productions. It works mainly with public funds to provide breeders, and all industry sectors, with reference materials, scientific, technical and economic information, and expertise enabling improved production sustainability (altogether about 30 engineers and technicians). J K ``` Jarre = over hair, guard hair Jéjunum = jejunum Jeun (à jeun) = fasting Jeûne = fast, fasting Jeune = young (jeune lapin, lapereau = kit) Journalier = daily L Lactation = lactation, suckling period Lait = milk Lapereau = kit, young rabbit Lapin = rabbit (see definition and use of "rabbit" in the top of this lexicon) Lapin de boucherie = meat rabbit Lapin de chair = meat rabbit Lapin mâle = buck Lapine = (rabbit) doe Lapinière = rabbitry, group of rabbit cages or hutches constituting a rabbitry Lard = bacon Levraut = young hare, leveret Lièvre = hare (lièvre commun = brown hare = Lepus europaeus) Lignée =line, lineage, strain Lignine = lignin (ADL = acid detergent lignin determined according to the Van Soest chemical methodology) Lin (graine de …, huile de …) = linseed, linseed oil = Linum usitatissimum Lipide = lipid, fat Lisier = liquid manure Litière (de paille, de copeaux) = (straw, wood shawings) bedding ``` Logiciel= (computer) software Lupin= lupin =Lupinus spp ``` Luzerne = lucerne, alfalfa = Medicago sativa Lyophilisation = freeze-drying, lyopholisation M Maïs = UK maize US corn = Zea mays Maladie = disease Mamelle = mammary gland, teats Manchons = front- and hind-legs with the skin parts remaining after raw skin removing during the slaughter process. Since 30 years the "manchons" must be removed from the carcasses for all rabbit carcasses commercialized in France. Mangeoire = feeder Manioc = cassava = Manihot utilissima = Manihot esculenta Marge sur coût alimentaire (MCA) = financial margin above the cost of rabbit feeds, Margin above Cost of Alimentation (MCA). Note : the MCA corresponds, on a yearly basis, to the difference between 1/ the value of young and culled adults sold to slaughterhouse + value of rabbits consumed by the rabbit breeder's family + value of young rabbits kept in the rabbitry for replacement and 2/ the value of all feed used , supplementations excluded. This difference is then divided by the yearly average number of breeding does => MCA / female/year, or divided by the total number of AI practiced during the year => MCA / AI, or divided by the weight of all ready to slaughter rabbits produced during the year => MCA / kg live weight produced. Maternel = maternal Matière = matter, material Matière organique (MO) = organic matter Matière sèche (MS) = dry matter (DM) Matières azotées or matière azotée totales (MAT) = crude proteins (= N x 6.25) Matières cellulosiques (= cellulose brute) = crude fibre Matières grasses (MG) = fat , frequently confused with ether extract (EE) Médicament = medicine , drug Mélasse (de betterave, de canne) = (sugar beet, sugar cane) molasses Mère = mother, dam Mise bas (MB) = parturition, kindling Mortalité (taux de …) = mortality (mortality rate) Mortality perinatale = natimortality Mortinatalité = stillbirth rate Mort-né = stillborn Multipare = multiparous (name of a doe which has given birth 2 or more times) N Naissance = birth Naisseur = meat rabbit producer selling his rabbit at weaning ``` Naisseur-engraisseur = meat rabbit producer which controls all production phases, from conception until slaughter weight. In France more than 98% of the rabbit producers are "naisseur-engraisseurs". Nid= nest Nidation = implantation, nidation (in the rabbit : about 7 days after fecundation) Nouveau-né = newborn Nullipare = nulliparous (a doe before the first kindling) Numéro de portée = parity number Nutriment = nutrient Nycthemère = light/dark cycle, nycterohemeral cycle NZB (Néo Zélandais Blanc) = New Zealand White (NZW) O Oléagineux = oilseeds Ordinateur = computer Orge = barley = Hordeum spp.(note : for animal nutrition no difference is made between the different types of barley, even if the crude fibre level of the winter barley is frequently slightly higher than that of the spring barley ) Orge à 4 rangs = four-row barley = Hordeum vulgare Orge à 6 rangs = six-row barley = Hordeum hexasticum = Hordeum polystichum Orge à deux rangs = two-row barley = Hordeum distichum Orge de printemps = spring barley Orge d'hiver (= escourgeon) = winter barley Os= bone Ovaire =ovary Ovulation = ovulation Ovulation induite= reflex ovulation P Paille= straw Paillette (pour insémination artificielle) = straw (for artificial insémination) Palmiste (graine du fruit du palmier à huile Elaeis guineensis) = palm kernel (seed of the fruit of the palm tree Elaeis guineensis) Parc = pen Parturition = parturition, kindling Pâtée = mash, wet feed Paternel = paternal Pâturage = pasture Peau = skin Peau apprêtée = fur Pépin de raisin = grape pits Père = father, sire Petit (lapin) = kit, suckling rabbit Pinéal (glande pinéale, epiphyse) = pineal (gland), epiphysis Poids = weight Poids à la naissance = birth weight Poids au sevrage = weaning weight Poids corporel = body weight Poids de portée = litter weight Poids frais = fresh weight Poids sec = dry weight Poids vif = live weight Poil = hair Poil angora = angora wool Poil de duvet = down Poil de garde (jarre) = over hair guard hair Pois (fourrager) = (field) pea = Pisum sativum Pois chiche = chickpea = Cicer arietinum Pois protéagineux = field peas of different cultivars selected for protein production = Pisum sativum Poison = poison Poisson = fish Pomme = apple Pomme de terre = potato = Solanum tuberosum Portée = litter Primipare = primparous , a doe which gave birth only once Prolificité = prolificacy Protéine = protein Protéines alimentaires = dietary protein Proteines brutes= crude protein (= N x 6.25) Provende= fodder Pseudgestation= pseudopregnancy, pseudogestation Pulpe de betterave/d'agrume = beetpulp / citrus pulp Pylore = pylorus Q Quarantaine= quarantine Quotidien = daily, every day R Race = breed Race à viande= meat breed Radicelles d'orge = barley rootlets Ration = ration Ration d'entretien = maintenance ration Rationnement= feed restriction Récessif = recessive Receveur = recepient Récolte = harvest Réforme = culling Régime = diet, regimen Régime de base = basal diet, control diet Rein = kidney Remoulage bis = red shorts Remoulage blanc = white shorts RENACEB = pooling of data of all French technicoeconomical systems (GTE) of rabbitries performance registration, for rabbitries with a batch reproduction (and quite exclusively AI) – About 1100-1200 breeding units are included in each yearly analysis RENALAP = pooling of data of all French technicoeconomical systems (GTE) of rabbitries performance registration, for rabbitries with individual reproduction rhythms (quite all with natural mating) . Only some tens of rabbitries remain in this historically first national registration system. Rendement à l'abattage = slaughter rate, dressing percentage, slaughter yield Reproducteur = breeding animal (male or female) Reproduction = reproduction, breeding Ressuyage (perte au ….) = carcass shrink, shrinkage Riz= rice =Oryza sativa S Saillie naturelle / forcée = natural / forced mating Saindoux = lard (pure pork fat) Sang = blood Sauvage = wild Sciure de bois = sawdust Seigle = rye = Secale cereale Sélectionneur = rabbit breeder selecting breeds or lines to improve different characters Semence = semen Seringue = syringe Sevrage = weaning Sexe = sex Soja = soybean = Glycine max Son (acoustique) = sound (acoustics) Son (de blé /de maïs,…) = wheat / maize bran Sorgho = sorghum = Sorghum bicolor Souche = strain, line Sous-cutané = subcutaneous Sous-poil (duvet) = down Sous-produit = by-product SPACE = French international trade fair for animal production, held every year in Rennes (Brittany) during the first half of September Spermatozoïde (s) = spermatozoon (pl. spermatozoa) Sperme = semen Squelette = squeleton Stérilité = sterility Suif = (beef) tallow Survie (taux de ...) = survival (rate) T Taille de portée = litter size Taux = rate, proportion, level Témoin = control Temps = stage Temps = time Temps = weather Teneur = content, level, amount, rate Test = test Testicule= testis (pl. testes) , testicle Tétine = teat Thym = thyme = Thymus vulgaris Thymus (glande) = thymus (gland) Tissu = tissue Toison = fleece Tonte = shearing Tournesol (tourteau de …) = sunflower (meal) = Helianthus annuus Tourteau = meal, cake ( t. de soja = soyban meal; t. de tournesol = sunflower meal; t. oléagineux = oil cake) Tout plein tout vide = all in all out Note in rabbit production this system needs 2 buildings (rooms) with the exactly same number of cages able to be used alternatively as reproduction cage (with a nest box compartment) and as fattening cage. At weaning the young rabbits stay in the cage where they were born, until slaughter time. After departure of all fattened rabbit on the same day, building, cages and material are cleaned and disinfected (8-10 days) and then receive the breeding does from the other building, at time weaning of the kits born in the other building, i.e. 46 days before the next kindling. All does are inseminated 11-12 days after kindling. The total cycle length is 84 days. Each building is cleaned and disinfected every 84 days. Trèfle = clover Trèfle blanc = whiter clover = Trifolium repens Trèfle d'Alexandrie= berseem = Trifolium alexandrinum Trèfle rouge = cow grass = Trifolium pratense Triticale= triticale =Triticum x Secale U V WW X Y Z Unité = unit Urée = urea Vaccin= vaccine Vagin = vagina Vétérinaire = veterinary, veterinarian Viabilité = viability Viande = meat Vie = life Viscères= viscera Vitesse = speed , rate Vrac (en vrac) = in bulk Zone = area, region, zone Zootechnie = animal production Zootechnique = related with animal production or productivity	<urn:uuid:e9af79d6-9a69-4ab5-b193-84e0c921bfc4>	CC-MAIN-2018-47	http://cuniculture.info/Docs/Documentation/Lexique/Short%20French-English%20Lexicon.pdf	2018-11-19T01:12:08Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00011.warc.gz	76,356,924	6,116	eng_Latn	eng_Latn	0.427462	eng_Latn	0.436577	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3388, 7634, 11239, 15429, 18811, 22111 ]	[ 1.6015625, 1.1953125 ]	1	6
\| Title \| MANAGEMENT CYCLE: FROM PLANNING TO EVALUATION \| \| \|---\|---\|---\| \| Module: 2..1 \| ECTS (suggested): 0.3 \| \| \| Authors \| Luka Kovačić, MD, PhD, Professor Andrija Štampar School of Public Health, Medical School, University of Zagreb Želimir Jakšić, MD, PhD, Professor Emeritus Andrija Štampar School of Public Health, Medical School, University of Zagreb \| \| \| Address for correspondence \| Luka Kovačić Andrija Štampar School of Public Health, Medical School, University of Zagreb Rockefellerova 4, 10000 Zagreb, Croatia E-mail: firstname.lastname@example.org \| \| \| Keywords \| Health management, Health planning, Evaluation \| \| \| Learning objectives \| After completing this module students should: • know to list the elements and their characteristics of the management cycle; • be familiar with the steps of the cycle; • be familiar with the content of elements of the cycle. \| \| \| Abstract \| The planning process in health care known as management cycle or cycle of organization and management is described. The cycle is divided in four main elements: planning, organization, implementation and evaluation. Each element is defined and described. \| \| \| Teaching methods \| Introductory lecture, small groups work, individual work and panel discussion. \| \| \| Specific recommendations for teachers \| \| • work under teacher supervision/individual students’ work \| \| \| \| proportion: 50%/50%; \| \| \| \| • facilities: a computer room; \| \| \| \| • equipment: computers (1 computer on 2-3 students), LCD \| \| \| \| projection equipment, internet connection, access to the \| \| \| \| bibliographic data-bases; \| \| \| \| • training materials: recommended readings or other related \| \| \| \| readings; \| \| \| \| • target audience: master degree students according to Bologna \| \| \| \| scheme. \| \| Assessment of students \| The final mark should be derived from the quality of individual work and assessment of the contribution to the group discussions. \| \| MANAGEMENT CYCLE: FROM PLANNING TO EVALUATION Luka Kovačić, Želimir Jakšić THEORETICAL BACKGROUND Introduction Health care is a set of measures, goods and services designed to promote health, including "preventive, curative and palliative interventions, whether directed to individuals or to populations" (1). In order to maximize effects and minimize cost of applied measures health care should be planned. The planning process includes several steps making a cycle. The cycle is known as management cycle or cycle of organization and management. The health care planning cycle could be divided into different number of steps or elements, depending on the level on which the health care is organized. Here are presented four main steps for the illustration of the management cycle (Fig 1). Fig 1. Four main elements of the management cycle Planning Implementation Evaluation Organization In each step there are several functions, and the cycle can be divided into more elements. Each step has specific characteristic and tasks of those involved in the step of the cycle. In different parts of the cycle different actors are involved. Elements of the cycle followed each other, some tasks are common for two or more cycles and some are overlapping, what makes the health care system very complex. Planning Although in the reality at one moment the planning cycle could be in the different steps, for the purpose of the training we will start with planning step. In this first steps the main task is setting aims, defining the goals, identification of health problems, select priorities among them and choose the strategic course of interventions. This is the task of health policy and the process is usually done on country or province level. This step of the cycle is based on the careful analysis of present health situation, on health situation assessment, which could be also a separate step in the cycle. Good and comprehensive diagnosis will lead to effective and efficient intervention. In this part of the political process the economic possibilities and constrains should be analyzed, political interest of different social and professional groups taken into account, feasibility of health care services calculated, and other elements must be analyzed and taken into consideration. This political process is responsibility of representative and/or political bodies (parliament, government, political parties). Health professional organizations (or their representatives) are usually involved (chambers, association of health workers, etc). From technical point of view the outcome of this part of the cycle should be a set of indicators and milestones to be reached in certain period of time (short-term, middle-term or long-term period). The indicators are set up mostly as aims and goals for the region, state or larger region for longer period of time, while objectives and targets are set up for smaller areas and shorter period of time. It is important to set up the level of indicators which are realistic and reachable in defined period of time to prevent social disappointment in the future when planning time will pass. To come to the reachable and realistic level of health indicators it is recommended to analyze the situation in neighbouring countries and countries with similar economic and social situation. Besides the set of health indicators in this part of the cycle it should be also defined the main strategy (e.g. support the primary health care, introduction of DRG system, implementation of screening programs for certain diseases, share of GDP for health, etc.), involvement of citizens in decision making process, and other important issues. In this step of the cycle all actors should understand their role and responsibility, should be familiar with the planning process and work together with all political actors. Public health professionals should explain and inform them, and not take their role in defining aims and goals instead of them. Ones health policy is defined, the health managers are responsible for reaching them through the next steps, organization, implementation and evaluation, usually on a lower level of the country organizational structure, district, county or municipality. Any health planner faced with the task of formulating long term goals, objectives and setting targets needs some assessment of the present situation, some description of the point he is to regard as starting point, and some knowledge of the processes which have led to the present situation. The planning and programming is a part of the management circle dealing with arrangement for carrying out some future activity. From the point of management it is an unavoidable and everywhere existing part of the managerial process. Often we are not conscious of it, as in planning some routine everyday activities. On the other side it is a major formal procedure involving many people to work together and even prescribed by laws and regulations. The meaning of words planning and programming is practically the same and used interchangeably, however, to a certain extent there is a different connotation. The word programming is coming to us from a Greek word and is more underlining contents and goals of future activities. The word planning is originally a French word and is underlining different arrangements of resources, time, etc., necessary for implementation of future activities. Considering hierarchy of these terms in technical jargons one will find that the word program is used to define the goals and orientation defined at the highest level, based on what plans are designed. There is for instance program of a political party, of a president or prime minister. That program will be later elaborated into plans. Some groups of experts might feel that planning is indicating a higher level than programming, because usually the state plans are further elaborated into programs of different organizations and institutions. Actually both groups are right. To avoid misunderstandings in the national managerial process the WHO escaped to use both terms and preference was given to programming. The programming could be split in the three sub-processes: the broad programming, detailed programming, and plan of action. These words distinguish also three phases in the process of planning. One has to differentiate: 2. Arranging ways and means of activities to reach objectives and targets under given conditions (the closest are the words planning or detailed programming); 1. Choosing and defining objectives along with the given policies and strategies (the closest is the word programming or broad programming); 3. Detailing and scheduling of activities (plan of action). Broad programming can be described as translation of health policies into strategies for achieving clearly stated objectives. Plan of action is formulation of lines of action to be taken by different subjects. Detailed programming is conversion of strategies into technology, manpower, infrastructure, financial resources and time required to implement programs. The desired end-states (outcomes) are defined as goals, objectives and targets. Objective is the intermediate, specified in time, usually measurable and attainable end-result expected of broad or detailed programming. Goal is the most general, not constrained by time and existing resources, rather descriptive than quantified, not necessarily attainable, but an ultimate, desired state expected as a result of a policy or broad programming. Target is the most specific, measurable with precision in short- term periods, useful as an indicator for monitoring the detailed program achievements. They may be used in different horizons of time as milestones along the way toward an objective. Subjects who perform planning: The planning/programming process varies according to circumstances in which it is carried out so that several classifications are possible. Among the most important are classifications by: − central planning/programming; − decentralized planning/programming; − participatory planning/programming; − convergent planning/programming. Period for which it is envisaged (horizon): − long-term or perspective (10-20 years); − medium-term or strategic (5-/10/ years); − short-term or tactic or operative (1-3 years). Basic orientation in resource allocation: − input planning (oriented towards existing resources); − impact planning (oriented toward end-results); − output planning (oriented toward processes, e.g. work of health services); There are numerous inter-relations and combinations of different types of planning/programming. For instance, the central national plans tend to be long-term or at least strategic. They are also more oriented to impact and development of inputs, than to outputs. Specific characteristics of middle-level (regional, district) planning/programming Specific characteristics of planning the middle level are: According to circumstances the middle-level managers perform planning (programming) in a special way, differently from national as well as grass-root managers. − short-term horizon; − input (resource) orientation; − intuitive solutions of complex problems; − flexibility; − detailed planning; − stress on implementation; − community participation; − reserve for interventions in unpredictable crises. It depends on the socio-political situation and administrative arrangements in each particular place how many decisions and in which areas are given to the middle-level management. In a decentralized system there will be more freedom and that will be reflected in deciding on targets and allocation of resources. In a centralized system the planning would cover mostly detail scheduling of activities and distribution of tasks and duties. However, in both situations the result of planning is formulated as plan of action and has the same elements. 1. objectives and targets; The format of the plan of action has 10 elements. The format is usually prescribed by rules and regulations, but essentially they include always the same elements: 2. covered population; 3. legal and administrative requirements; 4. specification of activities to be performed; 5. time-table for their implementation; 6. budget; 7. manpower (incl. recruitment, training, management); 8. constructions, transport, equipment, supplies, logistics; 9. evaluation and monitoring; 10. information support. . The effective planning is negatively influenced by obstacles and constraints Obstacle is a created difficulty preventing the planned activity. It is mostly created by an opposing interest group and often is an expression of political conflicts or tensions. Constraint is a set of limits due to economic, social, administrative, professional and cultural conditions. They are common in all levels of management, but the following are quite typical for middle-level planning either because of imposed limitations or poor knowledge and motivation of local planners: − poor data analysis; − priority given to centrally planned (vertical) services; − orientation to services and not to communities; − limited powers in allocation of resources; − competition or poor cooperation with other sectors; − strong influence of "local authorities"; − limited influence on infrastructure (training, logistics etc.). The circumstances in which we assume that future activities will be performed are determining feasibility of our plans. Feasibility has the same meaning as possibility. A plan is feasible when we have the power and resources to implement it, to make it possible. The examination of feasibility is done in a systematic way, scrutinizing all possible obstacles and constraints. Priority setting Priority setting means the different problems are listed according to priority. It is an important task as not all problems can be attacked simultaneously. The setting of priorities requires the planner to formulate the criteria own wishes to use when choosing priorities. Very elaborate lists of criteria do exist, but each planner does well to establish his own criteria. However some criteria often used are: − the size of the problem (in terms of people affected by the problem); − the severity of the problem (how serious is the problem affecting people); − the inter-linkage of the problem with other problems (what are the chances that attacking that problem will also influence and diminish other problems); − the cost-effectiveness of the measures likely to attack the problem; − the technical feasibility of attacking the problem; − the trend in the size of the problem (is it an increasing problem or a problem which is already on its way to diminish by itself). When all criteria have been chosen, the planner has to decide for himself whether he considers all his criteria equally important or not. In other words, he has to give relative weight to his criteria. Only after this weighing has been done (e.g. with the aid of a simple numerical scale ranging from one to three, or by expressing it in %), the rating of the problems (again by putting them in a scale, according to the different criteria can be undertaken. The process of rating the problems in order of overall priority finally gives the planner the final picture, the comprehensive diagnosis. Just as in clinical medicine, the more comprehensive the diagnosis can be established the more it will be possible to realize an effective and causal therapy. Treating hypertension with drugs lowering the blood pressure is not as effective and causal as combining this with reducing the patient's overweight, changing his diet and trying to diminish the stress in his life. In health planning this is even more so. The processes and factors linked to health are complex, the time spans during which decisions have their consequences are long and usually a considerable number of people are affected by the decisions and significant amounts of resources are involved. A wrong or superficial "symptom diagnosis" like "a shortage of hospital beds" can divert and mislead the planner from the real underlying causes and withdraw valuable resources from essential causal measures attacking the roots of the problem like preventing diseases or treating these at earlier stages. Although this numerical rating is a helpful tool for the planner, he is advised to check with his own feelings whether, after the whole process the outcome is consistent with his intuition. Yet unfortunately, often health planners, even when they know the comprehensive diagnosis, must content themselves with symptomatic measures because the measures necessary to eliminate the underlying causes are beyond their direct control. Even in these cases, however, knowledge of the comprehensive diagnosis is essential for the health planner. It enables him to proportionate his symptomatic measures and to enter the dialogue with those whose influence is closer to the roots of the problem. Because of that, during the diagnostic procedure the probable outcomes and consecutive interventions have to be envisaged (tentative diagnosis, alternative solution, hypotheses). In real life an inseparable part of diagnostic thinking is what one has to do later: how to help a patient, or, which strategy to choose in controlling an epidemic. Contemporary research has shown that a manager, similarly to a doctor or other health worker, will come to better diagnosis if: Diagnosis without consequences is useless and costly, consuming time and resources. However, both in clinical and in administrative health work, an un-proportionally big effort is often spent in diagnostic procedures, without adequate influence in practice. Either the diagnosis is "overdone" (more examinations, data, etc. than necessary for decision), or the proposed solutions are not relevant (because available resources and other general conditions do not permit their application). − he/she during examination keeps in mind the wider range of possible measures to be taken after diagnosis; − he/she is critically analyzing existing opportunities and constraints (feasibility); − he/she is flexible to play with concepts, relations and combinations of facts even if it appears strange, unusual and "lateral". A good manager needs an openness, "brain-storming" initiative, and creativeness together with a strict, critical and logical internal evaluation of facts: a combination of imagination and realistic experiences, initiative and hierarchical discipline, together with a clear vision of goals. Intervention Listing of all possible interventions or actions which can help in counteracting each of the problems listed in earlier step. It is useful to indicate also at which level each action should be undertaken (national, provincial or local level). Intervention means interfering with the usual, "natural" course of events. Often the diagnostic process by itself makes the first part of intervention. For instance an epidemiological survey is at the same time a health education activity. Intervention means a change. How intensive and deep that change will be, is determined by the intervention model we have to use. Selection of those interventions which are likely to have influence on as many problems as possible and which can be considered as technically feasible. These can be regarded as the "building blocs" for the strategy. Critical pathways indicate the sequence of different interventions which can only be realized in one given order. For this purpose it can be used scheduling and network planning techniques such as Gantt chart, PERT, CPM and others. All selected interventions are now grouped in a logical time-scale in which levels and "critical pathways" are indicated. Organization The organization may be regarded as an open dynamic socio-technical system. It is a dialectical relation of a given technology and social aspects of its application, i.e. work connected with that technology (division of labour, relations toward means of production, inter-personal and group relations). Because of that, the organizations of the health units with different types of technology have different work relations and different organizational problems. For instance, a big hospital in comparison with a health centre. In this part of management cycle the manager has to deals with an organization as a process, and an organization as a structure. The organization as a process is the arrangement of parts which form an effective whole. The organization as a structure is a group of people with a special purpose, e.g. a unit of health services, an institution. The organization may also be regarded as having different characteristics as the consequence of size, level of complexity and phase of development. Macro-organization will deals with big overall systems, and micro-organization with small units (e.g. a rural hospital or a district health centre). In every-day life expressions such as "young organization", "traditional organization", "handicapped organization", etc. are used and they indicate the lively social dynamics of organizations. − the right things are done; Organizing implies the ability to coordinate activities necessary for implementation in such a way that: − in the right place; − at the right time; − in the right way and − by the right people. To reach that, a manager has to observe: 1. Objectives - each group of tasks in an organization must have an objective that contributes to the main objective/s/ of the organization, the system or the program; 2. Definition of tasks - each group and individual must have clearly defined tasks so that everyone knows exactly his tasks and duties; 3. Command - each group must have one person in charge and all concerned must know who this person is. There are a several important rules related to command: − Responsibility - the person in charge is responsible for the performance of the people in his group; − Authority - each person in charge of a group must have authority equal to his responsibility; − Span of control - no person in charge of a group should be expected to control more people than his knowledge, time, energy and effectiveness permit (1:5 - 15); 4. Balance - the person in charge of several groups must see that the groups' interests, opportunities and conditions of work are in balance. Evaluation Evaluation is a systematic process of assessing the extent to which an action achieved its objectives and/or to which extent it is regarded as beneficial. This broad definition includes two possible types of evaluation: the one in which the objectives are not well specified in advance (close to general goals or aims) and the second in which objectives are predetermined explicitly (close to targets). In both situations the information generated by evaluation is serving as a feedback to planners and concerned about future activities. Evaluation could be simply defined as "finding out the value of something". The same meaning has the terms to assess or to appraise. The evaluation process consists of: 1. comparing the objectives and outcomes of activities; and 2. adding a value judgment to obtained results. The value judgment is based on objective findings, but also takes into account complex set of factors influencing results, consider marginal opportunities and benefits, and apply the value system of those who perform evaluation. In this way evaluation is a combination of objective finding and subjective (moral, political) interpretation. Obviously it is most important who is doing evaluation and why. For instance, if evaluation of health services is done only by health administration the result may differ from those by users. The second important consequence is that the process is not completely "objective" and "scientific" as it is usually suggested in managerial text books. 1. It may be regarded as very positive (e.g. by district health authorities), because the savings are considered as results of better organization of work; The comparisons of predetermined objectives and obtained results may be considered as objective but it cannot cover the whole range of evaluation in health care. The question is who is predetermining the objectives, and how one is judging the difference between findings and objectives. For instance, the budget for operation of primary health care units in a district was not completely used and 10% of "savings" are accounted. There are several possibilities in evaluation of that finding: 2. The results could be judged as negative (again by higher health authorities), because "savings" are result of acceptable, but incomplete, fulfilment of requirements; 4. It could be regarded as positive (e.g. by local health workers), because health outcomes measured as change in infant mortality rates shows improvements. The question is which position we will take in evaluation. All may be right to a certain extent. In principle, the right decision should be based on understanding the main purpose of evaluation, i.e. the future improvements of health care. 3. The results may be regarded as negative (e.g. by users), because the work of health units being poor quality and "cheap", below of expectations; Evaluation should be a continuous process, but for practical reasons it has to be summarized and reported at given times and specified intervals, coinciding with data collection routine, preparation of new plans, new budgeting periods and similar. For narrow operations and programs it will be more frequent (weekly or monthly), for national policy formulation every 3-5 years. In special project and when new activities are introduced the evaluation should be applied when plan is completed (preliminary evaluation), based on a theoretical consideration of probable outcomes), during the implementation (process or formative evaluation), and at the end (final or outcome evaluation). In routine activities the evaluation has to be done in specified regular intervals, as part of monitoring activities. Besides, it is recommendable from time to time to have a review, a comprehensive ("in dept") evaluation. The comparison of findings is most important part and basis for value judgments. In most cases it will be the comparison with expected, planned and predetermined targets. In some cases, and also as a useful addition, two further types of comparisons are useful: the before/after comparison (comparison with findings obtained last time, e.g. last year, or obtained before start of activities we would like to evaluate), and the comparison with other areas, where similar activities have been undertaken. In process of health services it is particularly important not to mix output and outcome. Output is product in terms of services, supplies etc., and outcome is effect or result of these services. The measures used in evaluation are based on relation between main elements of the working process. The main elements are needs, input, process, output and outcome. The most frequently measures used in evaluation, specified as indicators, could be grouped in the following groups, described the specific results of health services: Relevance is assessed by relating needs and outcomes. It should answer the question: Does the working process satisfy the needs? Relevance is one of the most important indicators, the very basic one, because if health services not satisfying real needs, all other measures are irrelevant, or change their meaning. For instance, if we evaluate some laboratory procedures we may come to conclusion that they are effective and cheap in identifying a disease (e.g. malaria), but this is worthless and even very costly if applied in situation with no malaria. Relevance is most important in evaluation the costly high-tech procedures, but it is rarely done. Figure 2. Relations between main elements of the health care process (adapted to Wollas) Objective Input Outcome Output Process Impact Effectiveness Performance Efficiency Effectiveness relates Adequacy services with needs. output of The relation can be type observed in terms of quality (kind) and (appropriateness) and in terms of quality indicator should answer z (sufficiency). The The question if there are right and sufficient services provided to satisfy needs. For instance, the adequate immunization would mean that sufficient number of children (e.g. 85%) where immunized in an appropriate way with fully valid vaccines. In this case even three factors are important: quality, quality of work, quality of vaccine. Coverage is measuring population covered by services, and can be regarded as a special case of adequacy. It is a complex measure close to sufficiency. Needs are expressed as number of people who need and/or demand different services (formal coverage), or who actually utilize services (actual coverage). While coverage is a measure of formal nature, in real life situation, 3-A indicators would demonstrate what extent to which coverage is transformed into utilization is. Coverage may be expressed in terms of total population, population having particular risks, certain population groups (social, professional, etc.), or defined territory (people who live in defined territory). Accessibility is answering to the question to which extent and which services can be physically reached by people. The reason why people do not use services might be that services do not exist (availability). Among barriers of different kinds, one most important is that people may not utilize available services because they are too costly (affordability). Effectiveness is measuring the desired effect of services, relating output and outcome elements of the working process. It is answering the question: Providing these services, how much will be reached of the desired health effects? For instance, by finishing the program of health education on health diet, how much will be changed regarding dieting and nutrition of the community. After screening a population for cancer, how many new case will be discover in right time for treatment. The effectiveness has usually a technical connotation. How effective are drugs or diagnostic procedures and tools, but it can also be used in a managerial meaning when we speak about organization. For instance, how effective is a hospital, or health centre, or epidemiological services. Figure 3. Measures for evaluation in the health care process HEALTH NEEDS INPUT Money Manpower Facilities Technology: • Methods • Equipment PROCESS OUTPUT Supply: Amount Quality Demand Utilization OUTCOME EFFICACY RELEVANCE COVERAGE SUFICIENCY PRODUCTIVITY EFFECTIVENESS ACCESSABILITY EFFICIENCY Special case of effectiveness is efficacy which is defined as effectiveness in real life situation. For instance, if a drug is very effective under experimental conditions, it does not mean that it will be as effective when applied in a rural hospital or at home. Or, a screening procedure applied in different population groups will not give the same effect. Efficiency is related to use of resources, and the term has primarily a managerial connotation. It has to answer the question: How much of resources have to be used to reach the planned level of effectiveness? It relates input to output. There are two additional indicators of general nature on relating the observed activity (working process) as the whole in the relation to time and to the environment: Efficiency is the major managerial tool. It includes all types of resources like financial, human, technical, and also time. For instance, we will tell that a service is more efficient either if less financial or other material resources are spent, or the work is done in less time, or by less people. Efficiency is the starting point to be specified as financial, organizational or other efficiency. However, often all different factors are translated into financial terms and expressed as cost. 1. Impact is measuring the effect of evaluated activities on broader issues, the environment, on the overall health development, health status of the whole community and on related social and economic productivity, demographic changes etc.; 2. Progress is an indicator used for assessing development of project or services in relation to time. The question is: What are the changes occurring during the last year in terms of meeting project deadlines, but also other improvements of services, coverage, etc? It is an important measure of overall development in time, and not only control of planned schedule. The evaluation is part of the control and administrative procedures, but it has to become also a contribution to technical improvements and social changes. This will be achieved only when the comprehensive evaluation is done in a participatory way, including into the process users, people and communities, and on the other side health workers whose work is evaluated, technical experts and professionals. The evaluation has an impact on those whose work is evaluated, which is not always what was intended. Insisting on utilization of formal and objective data will pretty soon produce expected type of report, regardless what is happening in real practice. Data have to be used only after double checking and careful interpretation. EXERCISES Task 1: Selection of goals, objectives and targets From WHO or other Data base select several indicators which will respond to goal, objective and target. Find their values as millennium goals, Europe, own country, district or county. Put the value in the table below. Discuss them in the group. Indicator: ______________________________________ Source Goal Objective Target Millennium goal Europe Own country District or county Indicator: ______________________________________ Source Goal Objective Target Millennium goal Europe Own country District or county Indicator: ______________________________________ Source Goal Objective Target Millennium goal Europe Own country District or county Indicator: ______________________________________ Source Goal Objective Target Millennium goal Europe Own country District or county Task 2: Priority setting In order to propose the new screening program in your country in a situation with limited resources (economic and health services) your task is to select two malignant diseases (cancers) to start the screening program. To solve this task you should do process of priority setting. 1. In a small group (3-4 participants) you decide by consensus after discussion: Select and list criteria for assessment; Give the relative weight to selected criteria (you can use a simple numerical scale); List the diseases you think that screening is a relevant intervention. 2. Do ratings (give score for each disease and criteria). 3. In the same small group: − Compare your scorings; − After discussion construct the new scoring table (use consensus); − Select two diseases for the screening program; − Write comments (what additional criteria except "objective" scorings you use for your decision); − Present your decision in plenary. \| Criteria \| A B C D \| E \| \| \|---\|---\|---\|---\| \| Rel. weight \| \| \| Score \| \| D1 \| \| \| \| \| D2 \| \| \| \| \| D3 \| \| \| \| \| D4 \| \| \| \| \| D5 \| \| \| \| \| D6 \| \| \| \| \| D7 \| \| \| \| Legend: D = Disease Task 3: Evaluation of achievements in primary health care Your task is to evaluate the success of health services and health workers in your district/county. You should select 1-3 indicators in order to evaluate the following categories: relevance, coverage, effectiveness, efficiency Indicator category Indicator 1 ____________ Indicator 2 ____________ Indicator 3 ____________ Relevance Coverage Effectiveness Efficiency Your comments: REFERENCES This article was adapted from: Jakšić Z, Folmer H, Kovačić L, Šošić Z, eds. Planning and management of primary health care in developing countries. Training guide and manual. Zagreb: Andrija Štampar School of Public School, Medical School, University of Zagreb, 1996. 1. Schumacher EF. Small is beautiful: economics as if people mattered. Harper &Row, Publisher Inc, New York, 1989. 2. World Health Organization Report. (2000). "Why do health systems matter?". WHO. 3. Last JM. A dictionary of epidemiology. Oxford: Oxford University Press, 2001. RECOMMENDED READINGS 1. World Health Organization Report. (2000). "Why do health systems matter?". WHO 2. World Bank 2004 World Development Report 3. European Observatory on Health Systems and Policies. Health Systems in Transition (HiT) profiles. (http://www.euro.who.int/observatory/hits/20020525_1, accessed July 16, 2008) 4. WHO Data Base http://www.who.int/research/en/, (accessed July 16, 2008)	<urn:uuid:2ab681df-aae4-4c36-a175-d3dddb62ed96>	CC-MAIN-2018-47	http://biecoll.ub.uni-bielefeld.de/volltexte/2009/2111/pdf/Dokument2_1.pdf	2018-11-19T00:46:05Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00011.warc.gz	38,632,796	7,115	eng_Latn	eng_Latn	0.966218	eng_Latn	0.997245	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1946, 3701, 8323, 11183, 13984, 18241, 21684, 25610, 28873, 31052, 33751, 34683, 36263, 36748 ]	[ 1.6640625, 1.6875 ]	6	0
ual Literature Circl e broke's Frid Pembroke Friday Freebie Virtual Literature Circles BY BEVERLY STRACHAN The last few chapters when Tamara constantly helped Miss Barclay while they drove to Seattle and Vancouver reminds me of Grandpa who recently passed away. When my family and I went to go visit him in his nursing home a couple of times a year in Ottawa, he slept frequently so we could only see him for short periods of time, and sometimes he was in a grumpy mood and he did not want to see any company (just like Miss Barclay in Chapter 15). He had a disease called Alzheimer's (a brain disorder) and the effects on him were: he lost almost ALL of his memory, he sometimes had trouble speaking, he was in a wheelchair, and he basically acted like a kid. My family and I always had to haul him around to wherever he wanted to go, just like Tamara is starting to do in a different way more and more and not as severe. I recall how hard it was sometimes, and I think Tamara has, and will have to help Miss Barclay more and more. She probably is getting used to it, but I know it is hard on her, but it is worth the deal she is getting for it. Grade 8 student Posted at 6:16 p.m., March 30, 2008 What a powerful text-to-self connection this student has made in this response to a passage she has read from a Red Maple Award–winning novel, Skinnybones and the Wrinkle Queen by Glen Huser. The book is about Tamara, a 15-year-old who has made her way through the foster-care system, and Miss Barclay, a wealthy, cranky, and frail former schoolteacher. As part of a school community project, Tamara is volunteering at a local seniors' home where she meets Miss Barclay. Both Tamara and Miss Barclay have a goal and recognize that they must rely on each other in order to meet their respective goals. These two very different individuals embark on a road trip. Will they be able to make the journey and meet their goals? A reason to keep reading! The student is sharing her response with a small group of peers who belong to an online literature circle. In this instance, students are engaging with different award-winning novels to build interactive online communities in support of deepening each other's understanding. Here, I share how a team of teachers at a Toronto public school integrated technology with literature circles, offering another venue in which students could converse about the texts they were reading. The teachers developed a wiki site that included information about the authors, links to various websites related to the book, multi-media reflections that celebrated their learning, and most important, an online discussion forum that allowed students to reflect on and make connections to the novels they were reading. The initiative came about after teacher candidate Rickesh Kotecha shared his action research question with his associate teacher, Alison Hall; their librarian, Gianna Dassios, who was already thinking about creating such an online environment; and their principal, Helen Fisher. This teachers' initiative recognizes the importance of providing opportunities for students to have meaningful conversations about the texts they read. Teaching reading is a complex process — we are constantly learning about and questioning our practice. We make decisions about how we can help students understand what they are reading and take that understanding to a deeper level. As we learn, we share. We have moved well beyond merely asking students to read parts of a novel and independently respond to a series of factual recall questions. We recognize the power of having students discuss what they have read in small, peer-led discussion groups much as we may experience in book clubs. The work of Harvey Daniels has provided us with insight into how to engage students in meaningful conversations about the texts they read. Daniels has shared strategies and presented the structure of "literature circles." Research confirms the validity and relevance of using literature circles in the classroom. These circles are often known under different titles, such as book clubs, cooperative book discussions, and literature discussion groups. Before technology was integrated with literature circles, the students in this Grade 7/8 classroom had often met in literature circle groups within the classroom. The teacher had provided opportunities for students to make text-to-text, text-to-self, and text-to-world connections as they responded to texts they were reading. She created opportunities for students to build on their previous knowledge of reading strategies, such as inferring, visualizing, predicting, questioning, and Pembroke Friday Freebie synthesizing as discussed and modelled in class. Below is an online example of a student making connections. Connecting: The first section of Skinnybones and the Wrinkle Queen reminded me of an episode of 'That's so Raven'. In the episode, Raven Baxter had to help an elderly lady at a retirement home with things she needed, and Raven had to spend time with her to get tickets to a show she wanted to go to. The elderly lady Raven had to look after was stubborn, not friendly, and did not want a helper at first. In the book I quote "she can be a bit difficult at times, and she may not be too friendly right to start with." Pg. 20. Both retired women acted the same. And in both the episode and the book, both elderly women ended up appreciating the help, and the company of their selected partners, with time. To add to the connection, Raven helped her partner let her dreams come back to life, and in Skinnybones and the Wrinkle Queen, on the back cover it says that they go on a road trip to try and fulfill their own dreams, and I infer that they will develop a deep and strong relationship together. Grade 8 student Posted at 7:34 a.m, March 16, 2008 After analyzing various free wiki spaces online, the teachers decided to register at www.wikispaces.com. One reason this site was chosen was because educators are provided with many special services. The site's physical setup is not too technologically challenging as there are easily accessible and detailed procedures for setup and follow-up assistance. Furthermore, specific sites can be made public or private; those that are public can be viewed for ideas and formats for personal sites. The team created a wiki space called "Chine Drive Red Maple" which, for this project, was made accessible to only invited members: the Grade 7/8 students, the teacher candidate, the associate teacher, the resource librarian, the principal, the faculty adviser from OISE (Ontario Institute for Studies in Education), and most important, the authors of the selected novels. Having an online discussion forum enabled the students to create questions and make comments directly to the authors who were participants. The students were excited about being able to engage in conversation the authors of the texts they were reading. They felt encouraged to take part in ongoing dialogue. An example: Mr. Huser, why did you write the book in two different points of view switching chapter by chapter? My answer: I think you did it because it provides two different points of This Week: Virtual Literature Circles perspective and engages the reader more. I know it made the book more captivating, and I felt like I was in two different characters' shoes. It was amazing to see what they thought of each other. I think you, as the author created good character traits for the characters, and did not just make Tamara and Miss Barclay normal people, but unique. Grade 8 student Posted at 7:34 a.m., March 16, 2008 Of the six Red Maple Award winners that the students selected, the teacher candidate piloted online literature circles with only two groups of students. The groups that went online were reading Skinnybones and the Wrinkle Queen by Glen Huser and Stolen Away by Christopher Dinsdale. These two novels were chosen because they had been read by all members of the team, enabling everyone to be active participants and facilitators in the discussions with the students. As you can see from the following quotations, the interactions between the students and the teacher candidate reflect a progressive discussion thread. I also really liked these chapters because I could relate to them very well. The majority of these chapters are set while Tamara and Miss Barclay are driving across Canada. I could relate to that very well. I have traveled to Jasper, Banff and Vancouver. I liked how the author described the weather conditions. He was talking about the country side and the mountains. I felt like I was back there again. I think that was the reason I enjoyed these chapters the most. I really cannot wait to read on! I want to see what happens the rest of the trip! Grade 8 student Posted at 5:16 a.m., April 1, 2008 This is a really good reflection! I remember how much tension there was with my family when we had to go on long trips. Imagine being cramped in a car with everyone! Although it is just the two of them, you can imagine how Tamara is feeling (especially since they are of different ages). I have never driven across Canada but would like to do this one day. Keep on reading and posting! Teacher candidate Posted at 1:03 p.m., April 1, 2008 One time when I was like 8, my family and one of my dad's friend's family members decided to rent a minivan and go to Quebec. I do remember by the time we got there everyone was sick and tired of each other, and that was when I had people there who were my age. I can imagine how Pembroke Friday Freebie Tamara is feeling. Driving for hours with a person who is like 5 times your age. I think that just listening to the opera music would have driven me crazy. Grade 8 student Posted at 6:54 p.m., April 1, 2008 One of the main reasons many of the students enjoyed this online format was that they could discuss and post their reflections at varying times throughout the day and night. The students in this particular community were fortunate to have access to computers at home. As teachers, we recognize the importance of equity of access. For those students who do not have computers at home, we must find alternative ways to ensure that they learn the skills to become digital citizens and be part of the learning environment we have structured. Ensuring that computer time at school is allocated to students who require access is essential. Encouraging students to become members of their local library also provides more Internet access. Some students found that this format for sharing enabled them to channel their feelings or thoughts in a deeper, more meaningful way than they could in a face-to-face setting. For some students and adults, expressing feelings in writing can be less threatening or intimidating; however, this advantage does not negate the importance of having face-to-face conversations, a skill that students and adults of any age need to develop. A combination of both formats would be ideal to address the varying needs of many learners. Providing an online space for students to respond to texts can be inspiring and energizing; however, the space need not be a wiki. If schools have access to First Class or other online conferencing systems, an online conference environment could be created for students to respond to text. As you read more about the students' reactions to wiki spaces, however, it may inspire you to pursue this particular environment. Students were able to provide meaningful and detailed reflections and responses throughout the process. There was definitely a difference between what they would write on paper and talk about and what they would write in an online dialogue. They were quick to understand how to navigate their way while using the wiki, and they continuously provided feedback and suggestions. The librarian was both a help and a strong advocate of this initiative. Interested in the program and the entire process, she constantly encouraged the team to implement new things as we created our space. For example, after the site was fully functional, the librarian researched and found a code for an online voting poll where the students could place their votes about the degree to which they enjoyed the book they were reading (on a scale from 1 to 5). The code came from another public wiki site. All she had to do was copy and paste it into a text box on our page. There were, and still are, several surprises and challenges with the process that need to be addressed for future wiki projects. * It was essential to remind students to check the site frequently (I tried to have them check at least once a day). It was frustrating to post an important message on the general discussion board and not have it read by students until the night before. * We decided to assess students based on the requirements of posting a minimum of one reflection and two responses to other students' reflections. We recognized that we were assessing students' work based on the participation of others. If group members didn't post their reflections, it was difficult for other students to post responses. We needed to reassess our practice. * We recognized that some students find it challenging to learn how to write "professionally" or for an audience that is diverse and wider in scope. Spelling errors, instant messaging lingo, and casual e-mail jargon were evident in most discussion posts. Students were encouraged to use a writing program to draft their reflection, to use spell check, and to save their reflections for backup. Judging by the continuous evidence of grammatical errors and spelling mistakes in their posted work, only a few students adopted this strategy. When I implement this process next, I plan to have the students use a writing program and then I will teach them how to post their work into the wiki site. (All it takes is a simple copy and paste.) * One huge concern with this process is the reliability of the technology. If the Internet or site goes down, what do you do? There was one instance where the site was down and students were unable to read or respond to any of the reflections. This is where the previous point plays a major role: if students had a backup file of their work, they could easily print off a copy and Pembroke Friday Freebie implement the strategies used in the face-to-face literature circle discussions. I expect that student involvement will increase over time as students become more familiar with the process. As they continue to receive constructive feedback about their work, they will not only be more engaged at using the technology, but will benefit both academically and socially. Because the idea is a new concept for most students, it would be worthwhile to designate students as explorers of the development of a wiki page, its functions and format, and most important, of ways it can enhance their learning. There are unbelievable tools and unique features that will complement students' creativity and ideas. The interest and support of everyone on this team provided a risk-free learning environment for all concerned, especially the students involved. This initiative taught the students how to be professional digital citizens and what responsibilities they had as authors of authentic pieces of work that could be viewed on the World Wide Web. Combining the opportunity to experience "virtual" literature circles and face-to-face literature circles would open doors for many students and provide more opportunities for students to talk about and reach a deeper understanding of the texts being read in small peer-led discussion groups. Overall, I REALLY enjoyed using Wiki rather than just having a plain discussion about the book. Everyone's voice could be heard instead of in a discussion when people cut people out and talked over people. The only thing that I did not like was the fact that you did not know when some- This Week: Virtual Literature Circles one responded to everyone's comment. You had to open each discussion and figure out if anyone responded to a comment you had. Otherwise it was a great experience, but also I wish there was a spell check on Wiki so you did not have to cut and paste in Word. So, to end our foray into the world of virtual literature circles, we will share one last entry, made by a student as she completes reading the novel. She still has questions and is still thinking about the events in the story . . . and that's what we want our readers to be doing — always thinking and trying to understand, trying to make meaning and deepen comprehension. I found that the last few chapters were amazing as they were very engaging and I could not put the book down after there was a hunt for Tamara and Miss Barclay, and Miss Barclay had a brutal fall. Many of the things we predicted came true! Overall I think this book was excellent and I think the author ended the book well with a good overall conclusion of Tamara having to never miss another day of school, having to go to group therapy, and helping at the Sierra Sunset Seniors' Lodge. I think that was a good punishment for Tamara to learn a lesson about what she did was wrong. I thought she might have to kid's jail . . . but it was not that bad. Without her punishment though, I think Tamara would get back up on her feet without thinking about it and plan once again the next second. Will Tamara learn her lesson, or will she keep on doing things like that again? Will her punishment really help her, or just go to the back of her mind? Grade 8 student Posted on April 9, 2008	<urn:uuid:2c06bd6f-94fa-45d3-98d2-3026a081b847>	CC-MAIN-2018-47	http://www.pembrokepublishers.com/data/ff/Virtual%20Circles.pdf	2018-11-19T01:04:39Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023614-00009.warc.gz	468,769,416	3,556	eng_Latn	eng_Latn	0.999173	eng_Latn	0.999211	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 36, 4669, 9600, 14342, 17647 ]	[ 2.875 ]	2	3
Specification BTEC Specialist qualifications Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills (QCF) For first teaching September 2009 Edexcel, a Pearson company, is the UK's largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Roger Beard Prepared by Phil Myers Publications Code BA024954 All the material in this publication is copyright © Edexcel Limited 2010 BTEC Specialist qualification titles covered by this specification Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills This qualification has been accredited to the Qualifications and Credit Framework (QCF) and is eligible for public funding as determined by the Department for Education (DfE) under Sections 96 and 97 of the Learning and Skills Act 2000. The qualification title listed above features in the funding lists published annually by the DfE and the regularly updated website www.education.gov.uk/. The QCF Qualification Accreditation Number (QAN) should be used by centres when they wish to seek public funding for their learners. Each unit within a qualification will also have a QCF unit code. The QCF qualification and unit codes will appear on learners' final certification documentation. The Qualification Accreditation Number for the qualification in this publication is: Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills 500/7321/7 This qualification title will appear on learners' certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. This qualification is accredited by Ofqual as being Stand Alone. Welcome to BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills We are delighted to introduce our new qualification, which will be available for teaching from September 2009. This qualification has been revised and conforms with the requirements of the new QCF (Qualifications and Credit Framework). Focusing on the BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills This qualification is designed to support the development of leadership skills within a STEM framework. It can be taught as a separate qualification or within the teaching and learning of traditional STEM education. The qualification has been developed with the Centre for Science Education at Sheffield Hallam University. Straightforward to implement, teach and assess Implementing BTECs couldn't be easier. They are designed to easily fit into your curriculum and can be studied independently or alongside existing qualifications, to suit the interests and aspirations of learners. The clarity of assessment makes grading learner attainment simpler. Engaging for everyone Learners of all abilities flourish when they can apply their own knowledge, skills and enthusiasm to a subject. BTEC qualifications make explicit the link between theoretical learning and the world of work by giving learners the opportunity to apply their research, skills and knowledge to work-related contexts and case studies. These applied and practical BTEC approaches give all learners the impetus they need to achieve and the skills they require for workplace or education progression. Recognition BTECs are understood and recognised by a large number of organisations in a wide range of sectors. BTEC qualifications are developed with key industry representatives and Sector Skills Councils (SSC) to ensure that they meet employer and learner needs — in this case the ASSET Skills SSC. All you need to get started To help you off to a flying start, we've developed an enhanced specification that gives you all the information you need to start teaching BTEC. This includes: * a framework of equivalencies, so you can see how this qualification compares with other Edexcel vocational qualifications * information on rules of combination, structures and quality assurance, so you can deliver the qualification with confidence * explanations of the content's relationship with the learning outcomes * guidance on assessment, and what the learner must produce to achieve the unit. Don't forget that we're always here to offer curriculum and qualification updates, local training and network opportunities, advice, guidance and support. Contents What are BTEC Level 2 Specialist qualifications? BTEC Specialist qualifications are qualifications at Entry Level to Level 3 in the Qualifications and Credit Framework (QCF) and are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. Consequently they provide a course of study for full-time or part-time learners in schools, colleges and training centres. BTEC Specialist qualifications provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where these are appropriate. They are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). A number of BTEC Specialist qualifications are recognised as the knowledge components of Apprenticeships Frameworks. They attract achievement and attainment table points that equate to similar-sized general qualifications. On successful completion of a BTEC Specialist qualification, learners can progress to or within employment and/or continue their study in the same, or related vocational area. Care needs to be exercised when registering learners as the titling conventions and titles for the revised QCF versions of the BTEC Level 2 Firsts and BTEC Level 3 Nationals have changed. The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. It enables learners to gain qualifications at their own pace along flexible routes. There are three sizes of qualification in the QCF: * Award (1 to 12 credits) * Certificate (13 to 36 credits) * Diploma (37 credits and above). Every unit and qualification in the framework will have a credit value. The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. The credit value of a unit is based on: * one credit for those learning outcomes achievable in 10 hours of learning * learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. The credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes. Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place. Edexcel BTEC Level 2 Certificate The Edexcel BTEC Level 2 Certificate extends the work-related focus from the Edexcel BTEC Level 1 Certificate (QCF) and covers some of the knowledge and practical skills required for the science sector. Key features of the Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills The Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills has been developed to give: * opportunities for full-time learners to gain a nationally-recognised vocationallyspecific qualification in the field of science, technology, engineering and mathematics (STEM) * the knowledge, understanding and skills learners need to develop leadership skills within a STEM context * opportunities for learners to focus on the development of the major key skills and the wider key skills, such as improving own learning and performance, problem solving and working with others, in a STEM context * opportunities for learners to develop a range of skills and techniques, personal qualities and attributes essential for successful performance in working life. Preparation for work The Edexcel BTEC Level 2 Award/Certificate/Diploma in Science, Technology, Engineering and Maths Leadership Skills relates to the Asset Skills Employability Matrix. Rules of combination The rules of combination specify the credits that need to be achieved, through the completion of particular units, for the qualification to be awarded. All accredited qualifications within the QCF have rules of combination. Rules of combination for the Edexcel BTEC Level 2 qualifications When combining units for an Edexcel BTEC Level 2 in Science, Technology, Engineering and Maths Leadership Skills, it is the centre's responsibility to ensure that the following rules of combination are adhered to. Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills 1 Qualification credit value: a minimum of 13 credits. 2 Minimum credit to be achieved at, or above, the level of the qualification: 13 credits. 3 All credits must be achieved from the units listed in this specification. Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills The Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills is a 13 credit and 130 guided learning hour (GLH) qualification that consists of 5 mandatory units plus optional units that provide for a combined total of 13 credits. \| \| Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths \| \| \| \| \|---\|---\|---\|---\|---\| \| \| Leadership Skills \| \| \| \| \| \| Unit \| Mandatory units \| Credit \| Level \| \| 1 \| \| Developing Personal Skills for Leadership \| 2 \| 2 \| \| 2 \| \| Practising Leadership Skills with Others \| 2 \| 2 \| \| 3 \| \| Learning with Colleagues and Other Learners \| 2 \| 2 \| \| 4 \| \| Communicating Solutions to Others \| 2 \| 2 \| \| 5 \| \| Learning from More Experienced People \| 2 \| 2 \| \| \| Unit \| Optional units \| \| \| \| 6 \| \| Self-assessment \| 2 \| 2 \| \| 7 \| \| Working in a Team \| 3 \| 2 \| \| 8 \| \| Planning an Enterprise Activity \| 1 \| 2 \| \| 9 \| \| Running an Enterprise Activity \| 1 \| 2 \| \| \| \| Producing a Product \| 1 \| 2 \| Assessment All units within this qualification are internally assessed. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes. To achieve a 'pass' a learner must have successfully passed all the assessment criteria. Guidance The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to: * meet the standard determined by the assessment criteria and * achieve the learning outcomes. All the assignments created by centres should be reliable and fit for purpose, and should be built on the unit assessment criteria. Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centres should enable learners to produce evidence in a variety of different forms, including performance observation, presentations and posters, along with projects, or time-constrained assessments. Centres are encouraged to emphasise the practical application of the assessment criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities. The creation of assignments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised. The assessment criteria must be clearly indicated in the assignments briefs. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment criteria. When designing assignments briefs, centres are encouraged to identify common topics and themes. A central feature of vocational assessment is that it allows for assessment to be: * current, ie to reflect the most recent developments and issues * local, ie to reflect the employment context of the delivering centre * flexible to reflect learner needs, ie at a time and in a way that matches the learner's requirements so that they can demonstrate achievement. Qualification grade Learners who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at pass grade. In the Edexcel BTEC Level 2 Specialist qualifications each unit has a credit value which specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. This has been based on: * one credit for those learning outcomes achievable in 10 hours of learning time * learning time being defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria * the credit value of the unit remaining constant regardless of the method of assessment used or the qualification to which it contributes. Quality assurance of centres Edexcel BTEC Level 2 qualifications provide a flexible structure for learners, enabling programmes of varying credits and combining different levels. For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres delivering the Edexcel BTEC Level 2 must be committed to ensuring the quality of the units and qualifications they deliver, through effective standardisation of assessors and verification of assessor decisions. Centre quality assurance and assessment is monitored and guaranteed by Edexcel. The Edexcel quality assurance processes will involve: * centre approval for those centres not already recognised as a centre for BTEC qualifications * approval for the Edexcel BTEC Level 2 qualifications and units * compulsory Edexcel-provided training and standardisation for internal verifiers and assessors leading to the accreditation of lead internal verifiers via the OSCA system * quality review of the centre verification practice * centre risk assessment by Edexcel of overarching processes and quality standards * remedial training and/or assessment sampling for centres identified through standardisation or risk assessment activities as having inadequate quality, assessment or internal verification processes. Approval Centres are required to declare their commitment to ensuring the quality of the programme of learning and providing appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities. Centres already holding BTEC approval are able to gain qualification approval online. New centres must complete a centre approval application. Quality assurance guidance Details of quality assurance for the Edexcel BTEC Level 2 qualifications are set out in centre guidance which is published on our website (www.edexcel.com). Programme design and delivery Mode of delivery Edexcel does not normally define the mode of delivery for Edexcel BTEC Entry to Level 3 qualifications. Centres are free to offer the qualifications using any mode of delivery (such as full-time, part-time, evening only, distance learning) that meets their learners' needs. Whichever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specification and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning. Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. The use of assessment evidence drawn from learners' work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the qualification by: * liaising with employers to ensure a course relevant to learners' specific needs * accessing and using non-confidential data and documents from learners' workplaces * including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment * linking with company-based/workplace training programmes * making full use of the variety of experience of work and life that learners bring to the programme. Resources Edexcel BTEC Level 2 qualifications are designed to give learners an understanding of the skills needed for specific vocational sectors. Physical resources need to support the delivery of the programme and the assessment of the learning outcomes, and should therefore normally be of industry standard. Staff delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. Centres will need to meet any specific resource requirements to gain approval from Edexcel. Where specific resources are required these have been indicated in individual units in the Essential resources sections. Delivery approach It is important that centres develop an approach to teaching and learning that supports the vocational nature of Edexcel BTEC Level 2 qualifications and the mode of delivery. Specifications give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of learners' experience. Additional and specialist learning Additional and Specialist Learning (ASL) consists of accredited qualifications at the same level as, or one level above a 14-19 Diploma course of study, which have been approved under Section 96 of the Learning and Skills Act 2000. The ASL may include BTEC qualifications which are also available to learners not following a 14-19 Diploma course of study. ASL qualifications are listed on the 14-19 Diploma Catalogue which is available on the Register of Regulated Qualifications (www.ofqual.gov.uk). The catalogue will expand over time as more qualifications are accredited and approved. Centres undertaking, or preparing to undertake, ASL should refer regularly to the Edexcel website for information regarding additions and the 14-19 Diploma Catalogue for the latest information. Functional skills Edexcel Level 2 BTEC Specialist qualifications give learners opportunities to develop and apply functional skills. Functional skills are, however, not required to be achieved as part of the BTEC Specialist qualification(s) rules of combination. Functional skills are offered as stand alone qualifications. Access and recruitment Edexcel's policy regarding access to its qualifications is that: * they should be available to everyone who is capable of reaching the required standards * they should be free from any barriers that restrict access and progression * there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant's potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel's policy on learners with particular requirements. Centres will need to review the entry profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a higher level qualification. Restrictions on learner entry The Edexcel BTEC Level 2 Certificate in Science, Technology, Engineering and Maths Leadership Skills is accredited on the QCF for learners aged 14 and above. Access arrangements and special considerations Edexcel's policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Further details are given in the policy document Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which can be found on the Edexcel website (www.edexcel.com). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements. Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Edexcel encourages centres to recognise learners' previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. Unit format All units in the Edexcel BTEC Level 2 Specialist qualifications have a standard format. The unit format is designed to give guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards. Each unit has the following sections. Unit title The unit title is accredited on the QCF and this form of words will appear on the learner's Notification of Performance (NOP). Unit code Each unit is assigned a QCF unit code that appears with the unit title on the National Database of Accredited Qualifications. QCF level All units and qualifications within the QCF will have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry Level to Level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional benchmarks. Credit value All units have a credit value. The minimum credit value that may be determined for a unit is one, and credits can only be awarded in whole numbers. Learners will be awarded credits for the successful completion of whole units. Guided learning hours Guided learning hours are defined as all the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners' achievements. It does not include time spent by staff in day-to-day marking of assignments or homework where the learner is not present. Unit aim and purpose The aim provides a clear summary of the purpose of the unit and is a succinct statement that summarises the learning outcomes of the unit. Unit introduction The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector. Learning outcomes The learning outcomes of a unit set out what a learner is expected to know, understand or be able to do as the result of a process of learning. Assessment criteria The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or set of learning outcomes, has been achieved. The learning outcomes and assessment criteria clearly articulate the learning achievement for which the credit will be awarded at the level assigned to the unit. Unit content The unit content identifies the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related National Occupational Standards (NOS), where relevant. The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the unit. Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics. Relationship between content and assessment criteria The learner should have the opportunity to cover all of the unit content. It is not a requirement of the unit specification that all of the content is assessed. However, the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment criteria. Content structure and terminology The information below shows the unit content is structured and gives the terminology used to explain the different components within the content. * Learning outcome: this is shown in bold at the beginning of each section of content. * Italicised sub-heading: it contains a key phrase or concept. This is content which must be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading. * Elements of content: the elements are in plain text and amplify the subheading. The elements must be covered in the delivery of the unit. Semi-colons mark the end of an element. * Brackets contain amplification of content which must be covered in the delivery of the unit. * 'eg' is a list of examples, used for indicative amplification of an element (that is, the content specified in this amplification could be covered or could be replaced by other, similar material). Essential guidance for tutors This section gives tutors additional guidance and amplification to aid understanding and a consistent level of delivery and assessment. It is divided into the following sections. * Delivery – explains the content's relationship to the learning outcomes and offers guidance about possible approaches to delivery. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches. * Assessment – gives amplification about the nature and type of evidence that learners need to produce in order to achieve the unit. This section should be read in conjunction with the assessment criteria. * Essential resources – identifies any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to offer the qualification. * Indicative resource materials – gives a list of learner resource material that benchmarks the level of study. Units Unit 1: Developing Personal Skills for Leadership Unit code: K/501/5904 QCF Level 2: BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim In this unit, learners gain an understanding of the main features of leadership and how to prepare themselves to demonstrate leadership skills in an appropriate leadership activity. Unit introduction Leaders use a set of valuable skills useful in a variety of situations. In this unit, learners will be introduced to the main features of leadership skills and try to relate them to the qualities they already possess. How to use identified leadership skills to lead others in a practical situation is then explored. Some analysis of their leadership in relation to the chosen activity is expected, plus reflection on how to prepare themselves for future leadership roles. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 1 Understand the main features of leadership \| \| \| \| 2 Plan how to demonstrate leadership skills \| \| \| 1 Understand the main features of leadership Main features of leadership: responsibility for others eg making sure the team works together and achieves its goals, making sure people are healthy and safe in carrying out their work or task, providing support and guidance eg helping someone deal effectively with a difficult situation, encouraging someone to persevere in solving a problem; giving instructions eg allocating work to the team; giving and receiving feedback eg telling someone they have done something right or suggesting that something could be done differently, listening to feedback from others and acting on it; making decisions eg deciding on what a group of people need to do, who needs to do which activity, solving problems Own skills and qualities: carry out a review of own personal development; identify areas of strength and those areas which you are unsure of/less confident in; ask others for their feedback on your leadership skills 2 Plan how to demonstrate leadership skills Putting a range of skills into practice: giving support to others eg by motivating and encouraging others, providing advice and guidance, discussing problems, identifying and understanding others' feelings; allocating tasks and activities eg by assessing strengths and interests of team members, considering deadlines, deciding who is best suited to carry out tasks, discussing and agreeing tasks with team members; giving and receiving feedback eg by formal means such as written reports, appraisals, or informal means such as verbal feedback to individuals, feedback to team on performance of task; making decisions eg making a decision to solve a problem, deciding on the best way of doing something 3 Prepare for a leadership activity Selecting a suitable activity: considering strengths and weaknesses; using information and knowledge about own particular skills to decide on an appropriate activity; discussing with tutor/line manager and agreeing suitability; choosing an activity they can complete appropriately Why the activity was selected: matches experience, skills or interests of learners; allows learners to demonstrate a skill they feel confident in as well as/or a skill they wish to improve on Essential guidance for tutors Delivery Presenting a series of video clips of well-known people in leadership roles can be used to start off discussion on this issue. The expertise of colleagues with business experience can also be used as a source of discussion points. Equally, considering examples of leadership in different situations will add to a discussion about types of leadership skills. Using role play/scenarios in small groups is a good way of illustrating the main features of leadership especially if these are then related to learners' own skills for learning outcome 1. Learners should be encouraged to think about what leadership skills they could use if they were in charge of a group or team of people. To follow up, groups could be brought together to discuss the main features of leadership. Using flipcharts etc these features can be listed and kept on display for future reference. Learners could work in pairs and note how their own skills relate to the class list on the features of leadership. The tutor may need to encourage learners to think positively about what skills and qualities they possess. Learning outcomes 2 and 3 can be delivered together. Some tutors may decide to start with 3.1. Working individually or in small groups, learners should choose an activity and plan the range of skills they will use to lead the activity (3.1 and 2.1)]. Learners should be encouraged to use leadership skills relevant to their classroom activities and discuss why their chosen activity allows them to demonstrate these skills (3.2). Working in groups, learners can explain how the skills identified in learning outcome 1 are/could be used by them in leading an activity (2.2). If learners are taking part in existing activities which show leaderships skills then witness statements or tutor observation will provide a wealth of evidence backed up by one-to-one questioning. Learners should be able to decide for themselves how to present the evidence for this unit. A mixture of verbal and written presentations, one-to-one discussions with the assessor, and observed discussions in their groups are all possible. The tutor needs to emphasise that each learner must present their own work to be assessed against the criteria. Assessment Understanding of the main features of leadership skills (1.1, 1.2) can be assessed through one-to-one discussion and/or logbooks learners kept as they worked through the and discussed scenario. It is possible that if learners are involved in a leadership activity they could be observed and then discuss this with the assessor in terms of the skills and qualities required for that leadership role. Depending on how tutors guide learners in working on learning outcomes 2 and 3, evidence will presented in different orders and ways. Tutors should encourage the use of a range of presentation methods ensuring the work is completed individually and learners can give the explanations needed for 1.2, 2.2 and 3.2. Assessors should be looking for reasons in learner explanations, evidence they have thought for themselves and an understanding of the principles of leadership in different situations. Some learners may have carried out research on leadership styles and skills but assessors should look for how this has been applied in the activity they have chosen for 3.1. Essential resources Learners should have access to appropriate sources of information about leadership such as texts, websites and magazines. Learners will also need the opportunity to participate in a group task where they delegate tasks to others. Indicative resource materials Websites www.monster.com Monster: UK Job Search website www.lifecoachexpert.co.uk Life Coach Expert: Articles from experts on various life subjects www.scoutbase.org.uk/6to25/explorer/ youngleader/pdfs/yls-all.pdf Resource site for the Scout movement: Young Leaders’ Essential Factsheets www.tellmehowto.net Tell Me How: Community site where people can share ‘how to’ ideas Unit 2: Practising Leadership Skills with Others Unit code: D/501/5916 QCF Level 2: BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim In this unit, the learner will be able to practise their leadership skills with other members of a group and evaluate their ability to lead others. Unit introduction It is important that learners understand how to use leadership skills effectively as part of a team. In this unit learners will be introduced to the skills leaders need and gain an understanding of how to apply them. Leaders have responsibilities to their team members and learners will have the opportunity to demonstrate their leadership skills and qualities by working with a team of people. They will learn about evaluation and its importance in improving leadership through looking at their own performances as a leader. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 1 Understand how to lead a group activity \| \| \| 21 \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 2 Demonstrate effective leadership skills with others \| \| \| \| 3 Evaluate their leadership performance \| \| \| 1 Understand how to lead a group activity Group activities: in the workplace within a small team, in a school or college (or other place of learning), in a group project eg cross-curricular project, assignment within a vocational or subject-based area Leadership skills in a group activity: leading in a way that is appropriate to the requirements of the situation and people involved eg giving support to others, allocating tasks and activities, giving and receiving feedback, making appropriate decisions, considering deadlines; using personal skills and qualities to lead effectively eg using problem-solving skills to make effective decisions, using sense of humour to get people's attention when giving instructions 2 Demonstrate effective leadership skills with others Giving support to others: motivating and encouraging, providing advice and guidance, discussing problems, showing regard for wellbeing, health and safety of team members Allocating tasks and activities: assessing strengths and weaknesses of team members, prioritising tasks to deadlines, deciding who is best placed to carry out tasks, discussing and agreeing with team members Giving and receiving feedback: formal feedback such as written reports, appraisals; informal feedback eg verbal feedback to individuals, feedback to a team on performance of a task Making decisions: making a decision to solve a problem, to find a way forward with a task or activity, deciding on the best method of doing something, deciding when a task has been completed appropriately 3 Evaluate their leadership performance Carrying out an evaluation: different types of evaluation of leadership; formal evaluation eg assessment forms, checklists; informal evaluation eg discussion with tutor/line manager; using feedback from different sources when evaluating your performance; identifying what went well eg successfully explained purpose of team task to the group; identifying what did not go so well eg did not give detailed enough instructions about time set for the task Suggesting areas for improvement: based on their own assessment (and feedback from others if appropriate) eg get feedback and suggestions from all team members before deciding on a solution to a problem in the team task Essential guidance for tutors Delivery Tutors may decide to link this unit and Unit 1: Developing Personal Skills for Leadership together. It may be appropriate for tutors to give a short formal input to start this unit, building on the experiences from Unit 1. This could be a summary of leadership styles, the skills and qualities required of a leader and the different situations in which leadership can be displayed. The follow-up could be group/class discussions about how these leadership skills contribute to leading a group activity (1.1). The challenge for tutors is ensuring that each learner has the opportunity to demonstrate leadership skills for this unit. Opportunities could be provided or learners could use the activities they are involved in to show their leadership skills. Whatever is chosen needs to be simple, limited and well defined. If the leadership activity is classroom based, then each learner can choose an activity or task and think about the leadership skills required and how they are going to allocate jobs to their group members. (1.1, 2.2) Learners should be reminded to record, in some way, how they are undertaking these activities so they have evidence for 1.1 and 2.2. If learners have an outside activity, such as at work or in a social setting where these leadership skills are used, they should be encouraged to think about what evidence they have to match the criteria. Although time consuming, observing learners leading group activity, giving instructions, making decisions and being involved in a dialogue with their team is probably the easiest way of making sure everybody in the class has the opportunity to be a leader. Less forthcoming learners may need to be encouraged to be a leader. At this point in the unit the tutor should be giving guidance and advice but also looking for assessment opportunities to observe. For learning outcome 3 a short series of written questions or prompts may help to focus learners on evaluating what they have. Some find this difficult so some initial prompts to help them get started are always useful. One-to-one discussion will be inevitable at this stage of the work particularly if learners are struggling with how to evaluate their work. Feedback from within the group on leadership skills could be via a feedback form. Assessment Evidence for learning outcome 1 will come from learners' notes made during the class discussion. These could be backed up by research carried out, providing it has been used within the method of presentation learners have chosen. Tutors should allow learners to choose their preferred method of presentation. Tutors should make observation and discussion notes for each learner to help the assessment process. For learning outcome 2, observation may be the major assessment tool and another assessor may be required to help in the process. Learners should also provide other forms of evidence to ensure everything is covered. Witness statements from peers within the group can be used, especially as part of the assessment for 2.3. Learners will need guidance if this is to be part of the assessment process. Learners should be reminded that emails, notes to their group, memos etc are all means of communication for learning outcome 2. For learning outcome 3, one-to-one reviews of the activity with each learner are an appropriate assessment tool. The assessor should be sure that learners have evaluated their performance and suggested areas for improvement. The assessor should ensure that a record is kept for internal and external verification purposes if this is through verbal discussion – video, tapes, written etc. The feedback forms are also a source of evidence for assessment. Essential resources Learners should have access to appropriate sources of information about leadership such as texts, websites and magazines. Learners will also need the opportunity to participate in a group task that allows them to show leadership skills. Indicative resource materials Websites www.monster.com Monster: UK Job Search website www.lifecoachexpert.co.uk Life Coach Expert: Articles from experts on various life subjects www.scoutbase.org.uk/6to25/explorer/ youngleader/pdfs/yls-all.pdf The Scout movement: Young Leaders' Essential Factsheets www.tellmehowto.net Tell Me How: Community site where people can share 'how to' ideas Unit 3: Learning with Colleagues and Other Learners Unit code: Y/501/5915 QCF Level 2: BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim In this unit, learners will have the opportunity to demonstrate that they can work as part of a group in a learning and development context, understanding learning goals and interacting appropriately with their peer group. Unit introduction It is important that learners understand how to learn in an effective manner with others working or learning at the same level. In this unit learners will experience the planning needed to work successfully with colleagues and also how to interact with them to achieve a common goal. They will learn about the value of discussion within a group and the need to be aware of each other's beliefs and opinions. Finally, they will look at the value to be gained from evaluating what they have learned from working with others in a team. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 1 Understand the importance of learning with colleagues or other learners \| \| \| \| 2 Plan the learning they will undertake with colleagues or other learners \| \| \| \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 3 Be able to interact appropriately with colleagues or other learners in a learning situation \| \| \| \| 4 Review the learning they have undertaken with colleagues or other learners \| \| \| Unit content 1 Understand the importance of learning with colleagues or other learners Importance of learning with others: finding more effective answers and solutions to tasks or problems through interaction with other co-workers or learners eg solving a problem by using ideas from several people rather than just own ideas; developing interpersonal skills through learning alongside others eg patience, empathy, tolerance, flexibility, loyalty, reliability 2 Plan the learning they will undertake with colleagues or other learners Learning goals: identifying an aspect of their learning they can undertake with co-workers or other learners; identifying a goal they can work towards or that is relevant to development in their field of work or study eg attend team training course to learn new customer service skills for a call centre, work in a group to carry out research for school assignment Working towards the learning goal: eg attend training course and attempt all tasks given on course, complete assigned part of group/team project, compile list of questions to ask visiting speaker during question and answer session 3 Be able to interact appropriately with colleagues or other learners in a learning situation Responding appropriately to advice from others: thanking someone for their advice, asking an appropriate question about the advice offered, being polite in expressing that you do not agree with the advice Expressing beliefs and opinions: preferences and dislikes, relevance of an aspect of learning to them, how useful the learning was Giving helpful feedback: feedback to other learners on how useful learning was, what could be improved or changed 4 Review the learning they have undertaken with colleagues or other learners Examples of learning with others: informal learning situations eg team building or development activities, day-to-day working with a team of people at the same level; formal learning situations eg training courses, induction days, classes, workshops Reviewing the learning with others: deciding whether the experience of learning with others was successful eg whether the group task was achieved, whether the learner found out new information from others or acquired new skills from being with others; considering anything that could have been done better eg the learner should have paid more attention to the suggestions and ideas of other learners or co-workers in the group Essential guidance for tutors Delivery Tutors could set each learner the same simple task or problem to work on by themselves. Using their logbooks, learners could record how they would tackle the problem and the solution they arrived at. They could then work in small groups to look at the same problem again and how they would tackle it working with their group members. Tutors could ask learners to note down how the problem was tackled by the group, what was the same, what was different, did they come to the same solution? Learners could discuss in their group what interpersonal skills they used and whether they developed skills which they thought they did not have (learning outcome 1). Setting a learning goal is something the group can do with tutor guidance. It must be achievable within the time constraints of the unit. If in the classroom, learners could decide to research a topic either related to this unit or another class activity they may all be undertaking. Once the learning goal is decided, the group will need to discuss how to achieve it. Learners should be reminded that their discussion is evidence and they must find some way of recording it, their logbook, video, audio tape etc (learning outcome 2/3). Observation of the discussion process by the tutor will be needed initially for guidance purposes but also as part of the assessment process. The tutor should introduce the idea of feedback forms which are commonly used on training courses. To ensure comparable results at this level, the tutor should give learners prepared questionnaire feedback forms to use. Each learner can use one for their work within the group. For learning outcome 4 the whole class could be brought back together and asked to tell the other groups how they tackled their task and the solution they arrived at. Putting this on a smartboard or flipchart as a series of bullet points is sufficient. Tutors could use this to discuss how learners have learned within their groups and the whole class, and encourage them to review the learning process in terms of successes and improvements needed. Assessment Evidence for 1.1 could come from a group discussion which shows the individual contribution of the learner or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or another appropriate form. It may also be supported by written notes from learners or the tutor/line manager. To achieve 1.1, learners need to describe why learning with other learners or colleagues is important for their personal development. Evidence for 2.1 and 2.2 could come from a one-to-one discussion with the tutor. Learners should describe a learning goal they will be able to undertake with peers and explain how they will work towards achieving the learning goal. Evidence for 3.1 to 3.3 should come from observation of learners by the assessor backed up by logbook material, a witness statement, observation notes or a video of learner interaction with other colleagues or learners. One-to-one discussion between learners and the assessor may be needed to confirm the aspects of the criteria in beliefs, opinions etc. Observation is the method of assessment here but it may require several observers to cover the whole class. Video and tape recordings would help especially for internal verification. If learners have filled in feedback forms they could provide helpful suggestions about how to improve the course and what they found useful or not. The information should be able to be used by others to improve on training or development situations. Evidence for 4.1 and 4.2 could come from one-to-one discussions between the tutor/line manager and learners or a small group discussion (for 4.1). For 4.2, the learners need to reflect on their shared learning experience, describing what they have learned, understood or gained from the experience of working/learning with others. Essential resources Learners should have access to situations where they can learn alongside coworkers or other learners. Indicative resource materials Websites www.lifecoachexpert.co.uk Life Coach Expert: Articles from experts on various life subjects www.mindtools.com Mind Tools: Free career management tools Unit 4: Communicating Solutions to Others Unit code: R/501/5895 QCF Level 2: BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim In this unit, learners will find out why a problem requires a solution, how to communicate possible solutions to others, deal appropriately with responses and review the effectiveness of their performance. Unit introduction This unit enables learners to understand that being able to problem solve and find solutions are valuable skills. Equally important is the ability to communicate with others in order to explain solutions. Learners must also be aware that communication involves responding to questions and objections in a constructive way. The unit will build on self-evaluation skills in previous units. Learners will review developed their performance in terms of its effectiveness and areas for improvement. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 2 Communicate the solution effectively to others \| \| \| \| 3 Provide appropriate responses to questions or objections \| \| \| \| 4 Evaluate their performance \| \| \| 1 Understand why they need to solve a problem Possible problems to solve: differences of opinion, new situations, misunderstandings, poor instructions, lack of communication, inadequate management, unforeseen events or emergencies, changes in situation or environment, need for new services/processes/products, need to improve or change a current situation, need to test or check new ideas, need to find information Reasons why the problem requires a solution: eg lack of communication could lead to missed deadlines, inadequate management or knowledge means quality of work would not be as good, project cannot be undertaken unless sufficient knowledge/funding/resources are available, changes in technical equipment could lead to problems in producing a product, learners cannot complete project on climate change without first finding out why climate change is occurring Ways to solve problems: eg rewrite staff manual in plain English, consult staff about revised rotas, investigate possible effects of changing technical equipment before changing the equipment, submit an application for funding for a project, enrol on a training course to improve customer service skills 2 Communicate the solution effectively to others Methods of presentation: verbal presentation either formally or informally; written presentation eg by email, project, portfolio, letter Appropriate information: background research, evidence of where the solution has been used before successfully; what has improved since the problem was solved or what could improve once the problem is solved; who was contacted to provide support, guidance or advice 3 Provide appropriate responses to questions or objections Possible questions/objections: wanting more detail about the solution, having a different view from that presented, not agreeing with the view presented, finding problems with the proposed solution Responding appropriately: give clear and accurate information; provide full information; offer to provide further information if necessary; deal with questions politely and tactfully; take on board other people's views 4 Evaluate their performance Carrying out an evaluation: discussion with tutor/line manager either formally or informally; using a checklist or appropriate evaluation form; identifying what went well and what did not go well Suggesting how to improve on own performance: eg not interrupt those who are asking questions about the solution, speaking more slowly when explaining how the problem was solved Essential guidance for tutors Delivery The problems identified in Unit 3: Learning with Colleagues and Other Learners could be used and the two units might be run consecutively, but this would need careful monitoring. The tutor will need to decide on this in terms of the group's ability to cope with two units. Assuming this unit is being delivered separately then new problems can be identified for the unit. Problems need to be simple, relevant and achievable within the time constraints of the unit. If this is classroom based, a class discussion about problems learners raise could be used. The tutor should have a list ready in case some prompting is needed. Discussion with the class as to why solutions are needed and some approaches to solving problems would be useful (learning outcome 1). The tutor could break the class up into small groups, with each group taking several of the problems discussed in the whole class and deciding which one they want to tackle. Research time should be allowed to enable learners to find out more about the background to their chosen problem, what solutions are used and how firms or businesses go about problem solving. Input from outside speakers or colleagues with a business/human resources background would give another dimension to learner research (learning outcome 1). Tutors should remind the groups that they need to record, in some way, their work from the whole class and group discussion. Observation of group discussions will also be needed. Learning Outcomes 2 and 3 centre on communication skills. To give learners an idea of how to use effective communication skills the tutor could give a demonstration by setting out a problem they had to solve, how they decided to solve it, and showing how the solution is being communicated. The tutor should use to start a discussion about communication and ask learners if the tutor could have carried it out in a different or better way, and if all questions were dealt with. The tutor could ask learners to work individually to plan out 3.1 and 3.2 and note down, in some way, what questions they identify and how they plan to give feedback. Learners could then go back to their original groups and each learner could informally tell the others their solution to the problem they worked on earlier. The tutor should make sure the group members ask questions and the learner/presenter answers them. Learners should be reminded to record what is happening and that each group member must do this to meet the criteria. For learning outcome 4, learners could fill in a feedback questionnaire provided by the tutor about the presenter, and the questionnaire, along with observation and other records, will help learners meet learning outcome 4. Assessment Evidence for 1.1, 1.2 and 1.3 could come from observation of group discussions, learners' own records and one-to-one discussions. Learners need to describe a possible problem, explain why it needs to be solved and describe a possible way of solving it. Evidence for 2.1 and 2.2 could come from an observation and/or learner records plus the feedback form from the other members of the group. Learners must demonstrate that they can explain how the problem was solved and use appropriate information to support their explanation. Evidence for 3.1 and 3.2 will be covered by the work learners carry out by themselves in preparing to talk to their group. For 3.3, observation and the questionnaire forms are evidence, plus any one-to-one discussions with learners. Some learners may use emails or written responses to questions and objections and these will also meet 3.3. Evidence for 4.1 and 4.2 could come from a one-to-one discussion in which learners evaluate how effective they were in communicating their solution to others. For 4.2, learners need to suggest areas for improvement in their performance. Essential resources Learners should be able to access appropriate sources of information on communicating solutions to problems such as books, websites and magazines. Indicative resource materials Websites Unit 5: Learning from More Experienced People Unit code: R/501/5914 QCF Level 2: BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim In this unit, learners will learn how they can recognise what they have learned from senior or more experienced people and put these skills into practice for themselves. Unit introduction This unit will give learners the opportunity to see how learning occurs when working with experienced people. Learners will already be aware of different learning styles but learning from more experienced people is an intrinsic part of gaining experience. Learners will become aware that experience is not synonymous with age and their peers will often have skills they can benefit from. They will also practise reviewing what they have learned from more experienced people. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| \| Assessment criteria \| \|---\|---\|---\|---\| \| 1 Understand situations where they might interact with more experienced people \| \| 1.1 Describe situations in which they might interact with more experienced people \| \| \| 2 Understand how more experienced people work effectively \| \| 2.1 Describe an effective way of working demonstrated by a more experienced person 2.2 Explain why this way of working was effective \| \| \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 3 Understand how they can improve their performance by learning from those who have more experience \| \| \| \| 4 Review what they have learned from more experienced people \| \| \| 1 Understand situations where they might interact with more experienced people More experienced people: more experienced team members or learners eg line managers, supervisors, managers, heads of department, team leaders; people in other teams eg finance department, human resources department; external experts or consultants, members of other organisations, clients, customers, tutors, teachers Situations of interacting with more experienced people: receiving advice, instruction or teaching from more experienced people in formal and informal contexts eg classes, presentations, training sessions, workshops; working alongside more experienced people eg working in a team with more experienced colleagues or learners, observing more experienced people at work eg work shadowing, attending a meeting, attending a presentation 2 Understand how more experienced people work effectively Examples of effective ways of working and why they are effective: doing things effectively has a positive impact for individuals and the workplace, organisation, school or college eg treating other learners/staff/customers with respect makes people feel valued and meets expected standards of the workplace/place of learning, meeting workplace targets or deadlines for handing in an assignment keeps people on track for a given schedule or timetable, producing high quality work raises the person's self-esteem, participating in meetings or group activities helps others learn or carry out their work effectively, modelling good personal conduct has an impact on a class by setting high standards for behaviour and work 3 Understand how they can improve their performance by learning from those who have more experience Skills or processes learned from more experienced person: new or improved skills eg how to deal effectively with customer complaints, how to write a summary, how to test a physics theory, how to manage personal finances, how to set a goal Using what has been learned to improve own performance: eg using new skills in customer service to reduce number of customer complaints, using new skills in personal finance to save money for a specific purpose, using new knowledge about a microscope to use it more easily and quickly in next science experiment 4 Review what they have learned from more experienced people Evaluating the skills, knowledge or understanding learned from more experienced people: how easy or difficult it was to learn something new from someone with more experience; how completely/successfully the new skill, knowledge or understanding has been learned; how relevant or useful the new skill, knowledge or understanding is to learner work or learning situation Essential guidance for tutors Delivery The tutor could use a thought shower session with the whole class to build up a picture of situations where learning is gained from working with more experienced people, what skills experienced people show and how they show them. This session could then be followed either with trainers from industry or colleagues in practical subjects where demonstration is frequently used as a learning tool. Video clips showing people learning from more experienced colleagues will enable learners to analyse what is going on. Learners should be encouraged to use homework time to explore their local shops and businesses and watch how training is carried out or how experienced staff deal with customers. They could even use their own questionnaire to survey how experienced people are used for training purposes, together with those on the receiving end of learning. In groups or individually, learners need to consider their position with regard to learning from a more experienced person for learning outcome 3. A thought shower session might help so learners are aware of who from and how much to learn by watching and working with other more experienced people. The situations listed may be in school/college, as part of a leisure activity, work experience or working with a parent/carer at home. Once each learner has identified a situation for themselves they can look at 3.2 and 4.1. Some guidance might be needed but the tutor should allow learners as much autonomy as possible. The tutor should be aware that learners may not always understand what is required in 3.2 so further explanation might be needed. Learners need to keep a careful record of what they undertake. Assessment Evidence for 1.1 and 3.2 could come from a group discussion which shows the individual contribution of learners or an individual discussion with an assessor or observer. Evidence could be taped, on video or a presentation. It may also be supported by written notes from the learner or observer. For 2.1 and 2.2 the evidence could come from the observations and surveys carried out by learners as they visited shops and businesses. Discussion with the assessor plus witness observations if they have worked with a more experienced person will also provide evidence for this outcome. For 3.1, learners need to describe a skill or process they have learned from someone more experienced. They need to explain how this learning can help them improve their future performance. Evidence for 4.1 can be from a one-to-one discussion or from a diary or logbook learners keep as they progress this unit. The evaluation process needs to be carried out if 4.1 is to be achieved. Essential resources Learners should have access to a variety of other people in the workplace, school or college who can demonstrate positive behaviours to them and who can be used for questioning or work shadowing purposes. Indicative resource materials Websites www.lifecoachexpert.co.uk Life Coach Expert: Articles from experts on various life subjects www.mindtools.com Mind Tools: Free career management tools Unit 6: Self-assessment Unit code: M/501/6164 QCF Level 2: BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim The aim of this unit is for the learner to assess their own strengths, weaknesses, skills and qualities. Additionally, the learner will learn how to set personal goals. Unit introduction It is important that learners understand the value of taking time to assess their own strengths and weaknesses. In this unit, learners will examine the personal skills and qualities that will be important in all aspects of their lives. Learners will explore this process of reflecting on skills, strengths and weaknesses in a variety of ways. From this understanding, learners can set realistic short- and long-term goals and recognise how tracking their goals is a worthwhile exercise. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| \| Assessment criteria \| \|---\|---\|---\|---\| \| 1 Understand the importance of self- assessment \| \| 1.1 Explain the importance of self- assessment \| \| \| \| Learning outcomes \| \| Assessment criteria \| \|---\|---\|---\|---\| \| 3 Understand why personal skills and qualities are important to all areas of life \| \| 3.1 Analyse their own skills and qualities 3.2 Explain how these skills and qualities are important to their lives \| \| \| 4 Understand the process of personal goal setting \| \| 4.1 Describe how short-term goals will meet long term goals 4.2 Describe ways in which goals may be tracked over time \| \| \| 5 Be able to evaluate personal achievements \| \| 5.1 Identify their achievements over a given period 5.2 Discuss some examples of things they would have liked to achieve 5.3 Suggest some reasons why they achieved some things, but not others \| \| 1 Understand the importance of self-assessment Importance of self-assessment: to identify personal strengths, to identify personal weaknesses, to recognise personal skills, to recognise personal qualities; to plan for the future; to set achievable goals 2 Reflect on personal strengths and weaknesses Importance of developing strengths: may benefit career, may benefit personal life, may improve self-esteem; career plans may be changed, enhanced or confirmed as a result; understanding strengths helps in setting personal goals Importance of improving weaknesses: helps in setting realistic goals; may benefit personal life; can improve employment or career prospects 3 Understand why personal skills and qualities are important to all areas of life Analyse own skills and qualities: use strengths and weaknesses analysis tool; reflect on past performances and achievements, consider talents and interests; receive feedback from appropriate people Importance of personal skills and qualities: making realistic career choices and plans; setting achievable long-and short-term goals; successful relationships at work and in personal life 4 Understand the process of personal goal setting Goal setting process for short-term and long-term goals: using a stepped process, assess strengths and weaknesses, assess skills and qualities; goals need to be important to the individual; goals to be achievable; importance of defining goals clearly; use SMART targets, short-term goals must link logically and progressively to long-term goal Tracking goals over time: periodically check plan of action to be taken; have short-term targets; measure achievement by comparing current and intended performance 5 Be able to evaluate personal achievements Evaluate personal achievements: successful achievements and why something was successful eg successful work placement as supervisor was supportive and learner was consistently punctual; less successful achievements and why something was less successful eg coursework not fully completed as learner did not ask for necessary help Essential guidance for tutors Delivery Careful planning is needed if this unit is to be delivered successfully. If it is not handled sensitively, learners may find the unit intrusive and difficult to deal with. A possible starting point is to use prepared case studies of role models learners will know of. They can be analysed in small groups and/or within the whole class with structured feedback sessions as follow up. Once the class feel confident with this type of analysis the tutor can help them apply the same techniques to themselves. Following on from the theme of the case studies, learners can write a case study of themselves and analyse it for their strengths and weaknesses. Either working by themselves or in pairs, learners could work out how to remedy what they see as their weaknesses. More positively, learners should also look at how their strengths can be used. Learners could progress from case study work into goal setting. It would be most realistic for learners to set their own goals, and these could be related to class work or personal interests. Tutor support, whether in group or individual work is essential. The tutor may need to steer group discussions discreetly or set firm guidelines to protect learners who may feel vulnerable with this kind of self-analysis. Alternatively, logbooks could be used with tutor support if learners prefer to write down their work rather than take part in discussions. Learners will need support to develop their evaluation skills, particularly in understanding why they achieve in some areas more readily than others. Assessment Evidence for assessment could be in the form of a logbook kept by learners as they progress through the unit. The case study work may form evidence for learning outcomes 1 and 4 where personal involvement is not specified. Ideally, learners' own experiences would be expected for learning outcomes 1 and 4 but a case study along with one-to-one discussions between the learner and assessor should be documented (written/video/tape recordings). For learning outcome 2, where personal reflection is required, logbooks and one-toone discussions are good ways of generating evidence for assessment. Some learners might like to do a 'Big Brother' type video log where they talk to a camera. They may find this more comfortable than a face-to-face discussion with an assessor. However, the assessor will still need to question learners at some point to ensure the criteria have been met. In learning outcome 3, 'explaining' and 'analysis' are the key words and these are skills some learners will find difficult to demonstrate especially in a written format. Using their logbooks, video diaries etc could be the starting point for learners and the assessor to discuss what evidence there is to meet the criteria. For learning outcome 4 learners need to show how they have worked with shortand long-term goals. The assessor needs to be sensitive to how learners perceive short- and long-term, and should not expect an adult view ie good education therefore good job. Learners may present a short-term goal of getting up in the morning with a long-term goal of being on time for all future activities. Hopefully, with encouragement, they can look further ahead than this. To provide evidence for learning outcome 5, learners will need to have planned for start of the unit. Again, assessment of their logbook and discussions will provide evidence for this learning outcome. Essential resources There are no essential resources for this unit. Indicative resource materials Websites www.monster.com Monster: UK Job Search website www.careersserviceni.com/Cultures/ en-GB/CareerService Careers Service Northern Ireland: Careers advice website run by the Northern Ireland government www.lifecoachexpert.co.uk Life Coach Expert: Articles from experts on various life subjects www.mindtools.com Mind Tools: Free career management tools www.reed.co.uk/CareerTools/ SelfAssessments.aspx Reed: Free career character assessment tool Unit 7: Working in a Team Unit code: R/501/6058 QCF Level 2: BTEC Specialist Credit value: 3 Guided learning hours: 30 Unit aim In this unit, learners will consider the advantages of teamwork. Learners will gain knowledge of how to work positively as a team member by contributing to a team task and how to reflect on the performance of a team. Unit introduction In this unit learners will discover the value of teamworking. They will look at teamwork from the point of view of taking a task or problem and working together to come to a solution. As they work through this unit, learners will cover the importance of the contribution individuals make to the team. They will also understand that teamwork requires cooperation via a code of conduct. Through self-evaluation, learners will look at their contribution to the team along with reviewing other group members' contributions. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 1 Understand the advantages and disadvantages of having a team complete a task \| \| \| \| 2 Understand the need for a team to work to an agreed code of conduct \| \| \| \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 3 Be able to recognise the different strengths, skills and experiences different people bring to a team \| \| \| \| 4 Understand how to allocate roles and responsibilities within the team in relation to a given task \| \| \| \| 5 Work positively as a member of a team \| \| \| \| 6 Reflect on the performance of a team \| \| \| 1 Understand the advantages and disadvantages of having a team complete a task Advantages of teamwork: employee/learner strengths and weakness can be balanced; team members motivate/encourage/support each other; skills of all members are used; responsibility is shared; team members feel a sense of belonging; individuals feel valued Disadvantages of teamwork: needs careful planning; takes time to plan and set up; needs agreement or cooperation of all members; task may be better completed by one person; task may require directing by a leader 2 Understand the need for a team to work to an agreed code of conduct Code of conduct for teamwork: eg every member should contribute; listen to views of all team members; value contributions of others; accept constructive criticism; consult with other team members; make decisions as a group; follow group decisions; carry out agreed responsibilities Consequences of team members not following code of conduct: team task not completed on time, team task not completed correctly or to appropriate standard; conflict between team members; confusion about individual tasks and responsibilities; team members feel let down, team members feel reluctant or anxious about working or learning with other team members in future 3 Be able to recognise the different strengths, skills and experiences different people bring to a team Teamwork skills, strengths and experiences: practical skills eg ability to cook, paint, use a computer, good with numbers and money, interpersonal skills eg patient, friendly, enthusiastic, loyal, communication skills eg confident speaker, good listener, motivational skills eg good at encouraging or helping others, organisational skills 4 Understand how to allocate roles and responsibilities within the team in relation to a given task Agree roles and responsibilities: on the basis of objectives of team task; timescale/deadline for completion; awareness of skills and strengths of all team members; matching skills and strengths of team members to individual tasks eg confident speaker suited to leading verbal presentation, experience in using internet suited to searching for information online 5 Work positively as a member of a team Respect ideas and suggestions of others: listen politely to ideas and suggestions of others, do not interrupt someone who is explaining their idea or suggestion, thank other team members for their ideas or suggestions Offer ideas or suggestions for team task: offer ideas on ways to reduce time needed to achieve team task, make suggestions about how to improve the quality of the item the team is making Give help, support or advice to others: offer to help a team member who is having difficulty carrying out their task, suggest a better way of doing something, agree to take on an extra task whilst a fellow team member is absent Respond positively to advice or constructive criticism: value advice or constructive criticism from others eg creates awareness of personal strengths and weaknesses, creates awareness of quality of work and areas for improvement; maintain positive atmosphere and relationships in the team by responding appropriately to advice or constructive criticism eg listen to the advice offered, do not interrupt the person who is speaking, avoid inappropriate language such as sarcasm or offensive remarks Complete own task successfully and on time: carry out own task to appropriate standard within agreed timescale eg finished assembling two display boards with correct materials one day before the team presentation date, compared prices for baking ingredients and provided the pricing information to team at the requested time, obtained feedback sheets from customer and reported back to team within two days of the deadline 6 Reflect on the performance of a team Individual performance as a team member: follow code of conduct, complete individual task appropriately and on time, carry out individual responsibilities, offer help to others, offer feedback or advice to others, contribute to success of whole task Performance of team: team worked well together, every team member made contribution, team task completed to satisfactory standard, team task completed on time Essential guidance for tutors Delivery This unit could start with a brief discussion on teamwork as it is seen in every part of life – the home, school, college, workplace – using examples learners can relate to. If speakers are available from businesses, human resources and/or colleagues within the school/college this can help learners to understand parts of learning outcomes 1, 3, 4 and 5. The tutor should allow learners time after this input to carry out some research into teamworking in different situations. To encourage learners, the tutor could facilitate small group discussions based around a given scenario to help them begin to sort out their ideas for parts of learning outcomes 1,2, 3 and 4. A large flow chart or some means of recording their work is needed for this scenario so they can refer to it when working on their real task. The tutor should bring the whole class back together to summarise their findings and decided a list of tasks the groups could undertake. The tasks have to be achievable, realistic and relevant within the time constraints of the unit. The tutor should agree the task with each group before they begin. Groups should be reminded to use the lists they made in their scenario exercise to begin this real assessed work. Learners should be advised that records need to be kept, in some form, by all group members for assessment purposes. The tutor should be a facilitator and guide as the groups work their way through learning outcomes 1, 2, 3, 4 and 5. Groups should have access to video/tape recorders, computers and methods of displaying their work if they use posters or flipcharts as a means of recording what they are. The tutor will also need to note discussions with groups. Throughout this process the tutor may find it useful to have several brief, whole class discussions, either at the start or end of a session to summarise what is going on and allow learners to exchange examples of good and poor practice and bounce ideas off each other. This is also an opportunity to emphasise that each learner must provide their own evidence for each criterion. For learning outcome 6, learners could discuss both the performance of individuals and that of the team as a whole, as part of a group exercise. They could watch recordings of some of their activities and comment on their performance, as well as taking on board the comments of any observers. Assessment Assessment of this unit will rely quite heavily on assessor observation and the material learners produce, for example videos, logbooks, posters, charts, PowerPoint presentations, memos and emails. There will also be one-to-one discussions that will need to be recorded. As this may be time consuming, other assessors may need to help out. Learning outcomes 1, 2 and 3 could be covered by the production of charts, bullet points and posters – providing that learners add comments to explain their reasoning. Learning outcome 4 could be covered by a logbook or work diary recording what happens in the group discussions, adding comments or a summary as a reflection at a later stage. Learning outcome 5 could be covered by use of a reflective diary plus observations of discussions and one-to-one discussions. A tutor-devised feedback questionnaire might also be used here. Learners within a group could use peer witness statements as evidence of support etc from other team members. Using experiences from other units, learners should, by now, be able to review their work and those of the team for 6.1, 6.2 and 6.3. Essential resources Learners will need the opportunity to participate in a teamworking task. Indicative resource materials Websites Unit 8: Planning an Enterprise Activity Unit code: A/501/6300 QCF Level 2: BTEC Specialist Credit value: 1 Guided learning hours: 10 Unit aim This unit aims to provide learners with a broad introduction for preparing to undertake an enterprise activity, including how to develop a product or service and assess some of the potential risks involved. Unit introduction In this unit learners will come to understand the preparation that goes into any enterprise. They will also learn how enterprise activities are developed and the risks involved. By choosing an enterprise activity for themselves going through the entire process of planning and carry out a risk assessment, learners will understand the skills required to plan an enterprise activity ready for implementation. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 1 Understand how to choose a viable enterprise activity \| \| \| \| 2 Draw up a plan for an enterprise activity \| \| \| Unit content 1 Understand how to choose a viable enterprise activity Key aspects of a viable product or service: providing a product or service for which there is sufficient customer demand, product or service priced correctly; using appropriate promotional and sales strategies; high levels of customer care and satisfaction; sufficient financial, technical and human resources in place Possible customers: having a clear idea of what the product or service is and what it will do or provide for the customer eg handmade gift wrap will provide customer with a high quality, environmentally friendly, original product that is produced locally using recycled paper and non-toxic paints; linking the product or service to customer needs/wants eg people with busy schedules or a disability are likely to make use of a dog walking service, people who are interested in fashion might wish to buy handmade jewellery 2 Draw up a plan for an enterprise activity Planning to implement the enterprise activity: key activities needed eg administration, planning timelines, finance and budgeting, sales, promotion; practical/technical skills needed for making product or providing service; assessing own skills and knowledge; using past experience 3 Understand the risks involved in running the enterprise activity Assess main risks: different types of risks eg lack of skills, competition from others, price of production, raising finance for start-up costs, weather, motivating group of helpers; factors that might lessen risks eg start-up costs are minimal, payment will be received immediately at point of sale, no additional staff required to provide the service, family members on hand to provide back-up help and support Essential guidance for tutors Delivery To make this unit realistic the tutor should look at Unit 9: Running an Enterprise Activity and Unit 10: Producing a Product and decide in which order to deliver them. Unit 10: Producing a Product may provide the products/services for use in Unit 9: Running an Enterprise Activity and this unit. The temptation will be for learners to try to start on their enterprise activity immediately, but learners should discuss the pitfalls of a lack of preparation. To emphasise this, clips from the 'Dragons' Den' TV programme could be used as follow-up discussion points. Learners should now be ready to consider their own enterprise activity. They can either come up with a list of their own ideas or the tutor can provide a list for discussion. The tutor will need to provide guidance to each group as the activity needs to be realistic, viable and achievable within the constraints of the unit. Learners will need to consider what skills are needed and available, the costs and who their customers will be (learning outcome 1). Learners must record this work in some way. Once the idea has been agreed on, a short presentation to the other groups could be made or reserved until learning outcome 2 has been completed. The plan needs to be in sufficient detail so that any one of the group could follow it through. Learners should decide how to present this plan. Once all this is ready, a risk assessment is needed. This involves not only health and safety but other factors such as supplies, production methods, marketing and selling, which will affect the success of the enterprise. Assessment As learners have gone through the preparatory activities they should keep a logbook, diary, video and/or tapes of their work. For learning outcome 1, learners need to show the key features of their activity clearly and why their chosen product or service will attract customers. A written plan for learning outcome 2 needs to be in sufficient detail so that it can followed by an assessor and verifier not be familiar with the original discussions. The risk assessment could partly be a checklist and partly a detailed explanation showing learners have considered what is involved in their enterprise. Essential resources No essential resources are required for this unit. Indicative resource materials Websites www.businesslink.gov.uk Business Link: Free business advice service www.enterprise-education.org.uk Enterprise Education Trust: Business advice for young people www.enterpriseinschools.org.uk Enterprise Village: Support for pupils learning enterprise skills www.makeyourmark.org.uk Make Your Mark: Innovation incubation trust www.speakeasydragons.com Speakeasy 4 Schools: Enterprise education firm www.stridingout.co.uk Striding Out: Group who work with young people on promoting innovative enterprise www.teachernet.gov.uk/ teachingandlearning/14to19/ ks4/enterpriseeducation Teachernet: Information about teaching and learning: teaching strategy, teaching and learning tips, learning psychology, and links to thousands of resources Unit 9: Running an Enterprise Activity Unit code: H/501/6114 QCF Level 2: BTEC Specialist Credit value: 1 Guided learning hours: 10 Unit aim The aim of this unit is to provide learners with the opportunity to carry out an enterprise activity, as well as developing the ability to evaluate the success of their activity and review their personal involvement. Unit introduction This unit gives learners the opportunity to research and experience the skills needed to run a successful enterprise activity. Learners will build on skills acquired in previous units to demonstrate selling and financial knowledge. Learners may work individually or as part of a group but they will be evaluating their contribution to the success of the enterprise, including using their financial records as evidence. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| \| Assessment criteria \| \|---\|---\|---\|---\| \| 1 Be able to provide a strategy to ensure the success of an enterprise activity \| \| 1.1 Explain the features of an effective strategy to ensure success for their enterprise activity \| \| \| 2 Be able to complete an enterprise activity using appropriate skills and procedures \| \| 2.1 Demonstrate selling the product or service taking into account the practical and person skills needed, including customer care procedures 2.2 Explain the importance of handling money correctly in an enterprise activity \| \| 1 Be able to provide a strategy to ensure the success of an enterprise activity Features of an effective strategy for success: importance of planning for success eg conducting market research, finding out customer needs, considering competitors and competitor products or services, planning practical implementation of the activity (including appropriate facilities, resources, quality assurance and skills), planning for financial and cash flow aspects; evaluation of own personal and practical skills in running the enterprise activity, identifying gaps in required skills 2 Be able to complete an enterprise activity using appropriate skills and procedures Selling the product or service using appropriate skills: suitable product or service prepared; necessary components for production or implementation obtained; promotional materials and product information produced and displayed; location prepared and enterprise activity set up; prices determined and displayed; sales skills demonstrated Customer care: communicating appropriately with customers, listening to customers, answering customer questions accurately and appropriately, being friendly and helpful in manner, resolving customer problems eg defective goods, unsatisfactory level of service, incorrect price charged Importance of handling money correctly: knowing correct procedures to follow in order to keep within the law, keep money safe and boost chances of making a profit, accuracy in calculations and financial records in order to reflect true financial situation 3 Be able to evaluate the success of the enterprise activity Using financial records to explain the success or failure of the enterprise: evaluation of enterprise activity from financial records to show set-up and running costs were overestimated/underestimated/accurately estimated, number of items produced or services offered exceeded/met/fell short of customer demand, profit was made/not made on enterprise activity 4 Know how to review their personal involvement in an enterprise activity Role in the enterprise activity and skills gained: roles eg salesperson, planner, team motivator, finance person, administrator, overseeing production; skills eg planning and organisational skills, research skills, promotion and sales skills, record keeping skills, motivational skills, problem-solving skills Essential guidance for tutors Delivery This unit links with Unit 8: Planning an Enterprise Activity and Unit 10: Producing a Product and some tutors may prefer to deliver Unit 10: Producing a Product before this unit so there is a product to use for the activities in this unit. A summary of previous work carried out in other units may be a useful starting point or tutors may wish to deliver Unit 10: Producing a Product and this unit together as one large activity. Whatever method is chosen, the tutor is a facilitator and guide, giving advice as and when needed but allowing learners the autonomy to make mistakes safely. Input from business subject specialists or local business people would be useful at the start of this unit. It can enable learners to check that what they are planning is realistic. Action plans in the form of checklists will be useful for learners and the tutor may decide to provide some basic lists to start with or hold a discussion on what these lists should contain. Learning outcome 2 is practical and witness observation plus statements from customers and coworkers are all valuable evidence. Video recordings and reflective logbooks will also be useful for assessment purposes. Visiting speakers may have given learners hints about keeping financial records needed for learning outcome 3. After all activities are finished, learners should reflect on their role in the activity and any skills they have gained. Learners may find it easier to talk this through with the assessor who can ask prompting questions. If the visiting expert is still present, their involvement in the activity would help learners formulate their experiences and provide an insight into what happened. Assessment Assessment of this unit centres on the completion of an enterprise activity. For learning outcome 1, learners should produce a strategy for achieving success in an enterprise activity as a written report, a brief presentation, as video-based evidence or completion of a log or record sheet. For 2.1, witnessed evidence of the completion of the enterprise activity will be useful. The product or service should have been adequately prepared, the price and benefits of the product or service made clear, and appropriate sales and implementation skills must have been demonstrated by learners. In addition, learners must be able to demonstrate appropriate customer service skills in providing the enterprise service or product. Photographic or video evidence could be used as well as a tutor witness statement. For 2.2 learners need to explain why it is important to handle money correctly in an enterprise activity. For 3.1, simple financial records need to be provided, showing costs and revenue for the enterprise activity. These should be accompanied by a brief explanation (verbal or written) about the link between the success or failure of the enterprise activity and its financial performance. To achieve 4.1, there must be evidence of learners' own evaluation of their involvement in the activity and their comments on the skills they have gained through the activity. For example, this could be provided in written form as part of a brief presentation witnessed by a tutor or as a self-assessment activity. Essential resources No resources are essential for this unit. Indicative resource materials Websites Unit 10: Producing a Product Unit code: L/501/6155 QCF Level 2: BTEC Specialist Credit value: 1 Guided learning hours: 10 Unit aim In this unit, learners will learn how to choose and make an appropriate product or item, plan how to make the product or item and evaluate how the product or item was made. Unit introduction This unit gives learners experience of planning an activity, producing a product or service and running an enterprise. Learners will build on the skills used in other enterprise units that require planning of a product or item. Learners will explore how to identify and find out what new skills are needed and then work in a safe manner to produce the product or service. Finally, learners will develop further the skills of analysis and evaluation which they have used in previous units. In this unit, these skills are applied to the item learners produce as part of a quality control process. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: \| \| Learning outcomes \| Assessment criteria \| \|---\|---\|---\| \| 1 Understand how to plan the manufacture of a product or item \| \| \| \| 2 Understand the new skills required to make the product or item \| \| \| \| 3 Be able to produce the product or item safely \| \| \| 1 Understand how to plan the manufacture of a product or item Planning to make the product or item: logical, cost-effective and realistic plan for the product or item to be made Choice of resources and materials for product or item: cost, quality, availability all affect choice of equipment eg knowledge of using equipment Safety factors: using equipment and safety clothing; effectiveness of equipment; training needed before using certain types of equipment eg tools, measuring instruments, appliances, containers Expected quality of product: eg appearance, durability, effectiveness, taste, size, shelf-life 2 Understand the new skills required to make the product or item New skills needed to make the product or item: personal skills eg creativity, determination, confidence; practical skills eg using new equipment, using new techniques or processes, problem-solving skills How and where new skills will be learned: undertake training, consult training manuals, user guides, internet or other sources of information, seek advice from others who have experience in relevant areas, observe others producing a product or using a piece of equipment, obtain help from experienced person in making an initial sample of the product or item 3 Be able to produce the product or item safely Planned levels of safety in producing the product or item: use correct materials, methods and equipment as required; use any equipment effectively and safely; use appropriate safety clothing and protection if required eg safety glasses, appropriate footwear, gloves; first aid supplies available; produce safe item or product 4 Be able to evaluate the product or item produced Impact of the original product plan on quality of the product: quality of planned choice of equipment, resources and materials; effectiveness of planned timeline for production; appropriateness of skills originally identified or not identified Future improvements: suggestions for changes to plan in the light of experience eg change timescales, use different equipment or materials, obtain additional help or resources, investigate costs of materials more thoroughly Essential guidance for tutors Delivery If this unit is delivered immediately after Unit 8: Planning an Enterprise Activity the tutor can help learners to build on the activity from that unit. A whole class discussion could be used, looking at examples of entrepreneurs either from video clips or by inviting in local speakers. From this a more detailed action plan can be developed which shows understanding of how to plan production of an item or product. Learners can use a diary or logbook or flipchart/posters to show their plans (learning outcome 1). At this stage new skills and, if need be, their development should be logged and discussed (learning outcome 2). Once this planning stage is approved learners, either individually or as part of a group, can begin the production phase. The tutor is guiding and advising here and may have to make arrangements to use workshop facilities. Group work is acceptable but learners must clearly show their part in the process. The use of photo, graphs, video tapes etc to record what is happening should be encouraged. Before the product or item is offered for sale quality checks must be carried out and learners need to decide how these will occur and what criteria they will use to make a judgement. Tutors will almost certainly have to provide guidance here. Assessment The assessment process for this unit is likely to be undertaken as learners carry out their work. Direct observation of some activities will be useful and learners can provide evidence based on video clips or written work in reflective diaries or logbooks. Descriptive passages about the whole process are required to cover learning outcomes 2 and 4. For 1.1, a plan for producing a product or item must be prepared and presented, explaining the choice of materials and equipment, any relevant safety considerations and the expected quality of the product or item. The description of the intended quality of the product or item may be brief and straightforward, but must be clear. Tutors may support learners in finding suggestions of effective ways to plan the production of a product or item, but the plan must be chosen and compiled by the learner independently. For 2.1, learners need to explain new skills that they will need to acquire in order to produce the product or item. These may be personal and practical skills. For 2.2, learners should explain how and where the new skills referred to in 2.1 will be acquired. To achieve 3.1, tutor observation of learners making the product or item safely, or making an aspect of the product or item safely, will need to be recorded. For 4.1, learners must describe how the plan for making the product or item affected the level of quality of the final product or item. For 4.2, learners must suggest possible future improvement that could be made in producing the product or item. Suggestions should be appropriately recorded, for example in written form by learners or by the tutor as a result of learner participation in a discussion with the tutor or in a small group. Essential resources Learners will need access to an area suitable for the practical activities being undertaken, for example a workshop or practical workroom. A variety of materials including wood, metal, soft cottons and fabrics will enable learners to become familiar with the properties of different materials. Depending on the product or item learners will be producing, appropriate safety gear and equipment will be required and learners need to know the location of firstaid supplies and support. Where audio, video, photographs and recordings are to be used as evidence, appropriate equipment will be needed. Indicative resource materials Websites Further information For further information please call Customer Services on 0844 576 0026 (calls may be recorded for training purposes) or visit our website (www.edexcel.com). Useful publications Related information and publications include: * Guidance for Centres Offering Edexcel/BTEC QCF Accredited Programmes (Edexcel, distributed to centres annually) * Functional skills publications – specifications, tutor support materials and question papers * Regulatory arrangements for the Qualification and Credit Framework (published by Ofqual) August 2008 * the current Edexcel publications catalogue and update catalogue. Edexcel publications concerning the Quality Assurance System and the internal and external verification of vocationally related programmes can be found on the Edexcel website and in the Edexcel publications catalogue. NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order. How to obtain the Asset Skills Employability Matrix Asset Skills 2 The Courtyard 48 New North Road Exeter EX4 4EP Tel: 01392 423 399/0845 678 2 888 Fax: 01392 423 373 email@example.com Professional development and training Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre. The support we offer focuses on a range of issues including: * planning for the delivery of a new programme * planning for assessment and grading * developing effective assignments * building your team and teamwork skills * developing student-centred learning and teaching approaches * building functional skills into your programme * building in effective and efficient quality assurance systems. The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs. Our customer service numbers are: BTEC and NVQ 0844 576 0026 GCSE 0844 576 0027 GCE 0844 576 0025 The Diploma 0844 576 0028 DiDA and other qualifications 0844 576 0031 Calls may be recorded for training purposes. The training we provide: * is active – ideas are developed and applied * is designed to be supportive and thought provoking * builds on best practice. Our training is underpinned by the LLUK standards for those preparing to teach and for those seeking evidence for their continuing professional development. Annexe A Glossary of Accreditation Terminology The following information about this qualification can also be found on the Edexcel website – see: 'Accreditation Information'. \| BTEC Specialist and Professional \| Qualifications on the QCF \| BTEC Level 7 Professional \| Qualifications \| BTEC Level 7 Award, Certificate, \| Extended Certificate and Diploma \| BTEC Level 6 Professional \| Qualifications \| BTEC Level 6 Award, Certificate, \| Extended Certificate and Diploma \| BTEC Level 5 Professional \| Qualifications \| BTEC Level 5 Award, Certificate, \| Extended Certificate and Diploma \| BTEC Level 4 Professional \| Qualifications \| BTEC Level 4 Award, Certificate, \| Extended Certificate and Diploma \| BTEC Level 3 Specialist Qualifications \| BTEC Level 3 Award, Certificate, \| Extended Certificate and Diploma \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Level \| \| 7 \| \| \| \| 6 \| \| \| \| 5 \| \| \| \| 4 \| \| \| \| 3 \| \| \| \| BTEC qualifications on the NQF \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| BTEC Level 7 Advanced Professional \| Qualifications \| BTEC Advanced Professional Award, \| Certificate and Diploma \| BTEC Level 6 Professional \| Qualifications \| BTEC Professional Award, Certificate and \| Diploma \| BTEC Level 5 Professional \| Qualifications \| BTEC Professional Award, Certificate and \| Diploma \| BTEC Level 4 Professional \| Qualifications \| BTEC Professional Award, Certificate and \| Diploma \| BTEC Level 3 Qualifications \| BTEC Award, Certificate, Extended \| Certificate and Diploma \| \| QCF qualification sizes \| 1-12 credits \| 13-36 credits \| 37+ credits \| \|---\|---\|---\|---\| \| \| Award \| Certificate \| Diploma \| Publications Code BA024954 October 2010 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Edexcel Limited Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. 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Boronia fraseri Family: Rutaceae Distribution: Open forest and woodland on sandstone on the central coast of New South Wales. Common Name: Fraser's boronia Derivation of Name: Boronia....after Fransesco Borone, an 18th century Italian botanist. fraseri.... After Charles Fraser, Colonial Botanist of New South Wales from 1821 to 1831. Conservation Status: Not currently listed under the EPBC Act * . However, regarded as rare but not facing any current identifiable threat. Classified as 2RCa under the ROTAP * system. General Description: The genus Boronia is one of the best known of all Australian plants. There are approximately 95 species, all but one of which occur only in Australia. The majority of species are found in south-western Australia. B.fraseri is a small to medium shrub of about 1-2 metres in height by a similar width. The foliage is pinnate (compound leaves made up of a number of leaflets) with leaves to around 60 mm long - the terminal leaflet being larger than the others. The leaves are glabrous (without hairs) which is one of the features that distinguishes B.fraseri from the closely related B.mollis. The flowers are 4-petalled of a star-like appearance and are pink in colour. They are about 10-15 mm in diameter, well displayed in clusters from the upper leaf axils and occur from mid winter to mid spring. This is a very attractive species which has been in cultivation for many years. However, it can be difficult to maintain and is much less reliable than B.mollis. The hybrid 'Telopea Valley Star' (a B.mollis - B.fraseri cross) is much more reliable as a garden subject. B.fraseri requires a well drained moist soil, preferably in semi shade, and it is tolerant of at least moderate frost. In common with most members of the Rutaceae, propagation of B.mollis from seed is difficult. In addition, cuttings of B.fraseri seem to be more difficult to strike than some other members of the genus. * EPBC Act = Environment Protection and Biodiversity Conservation Act 1999; ROTAP = Rare or Threatened Australian Plants (Briggs and Leigh, 1988) For further information refer the Australian Plants at Risk page	<urn:uuid:906b89fe-7592-4bb8-b8df-5c87103a222e>	CC-MAIN-2018-47	http://cavrep.com.au/B/boroniafraseri.pdf	2018-11-19T01:05:15Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023614-00009.warc.gz	58,494,672	508	eng_Latn	eng_Latn	0.992817	eng_Latn	0.994251	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1357, 2161 ]	[ 2.265625 ]	1	1
Frequently Asked Questions on California's Marine Protected Areas (MPAs) What are marine protected areas, or MPAs? Like parks protect wildlife and habitats on land, marine protected areas (MPAs) protect and restore wildlife and habitats along the coast of California. California's marine protected areas come in many "flavors"; the size and level of protection, including fishing restrictions, can vary from one area to the next. Also called underwater parks, they're designed to protect plants and animals within an entire ecosystem, rather than protecting just a single species. In December 2012, California became an international leader in ocean protection by completing the United States' first statewide network of marine protected areas that are designed to ensure healthy, vibrant ocean life for generations to come. Why do we need marine protected areas? California's coastal waters are some of the richest in the world, but real problems lurk below the ocean's surface. Ninety percent of the big fish that existed in the 1950s are missing and three-fourths of California's kelp forest has disappeared since the 1960s 1 . Meanwhile, California fishing communities are still recovering from the collapse of the west coast groundfish fishery and the closure of all five commercial abalone fisheries. In numerous studies worldwide, MPAs have proven to boost fish size, abundance and diversity, and increase the productivity and resilience of the protected area. How do they protect the entire ocean ecosystem? Marine protected areas safeguard critical ocean habitat, allowing sensitive marine communities such as rocky reefs and seagrass beds to thrive and recover. These special places also protect biological hotspots and important foraging grounds. This in turn benefits a range of species including plants like bull kelp, invertebrates like sea stars, and marine mammals such as seals and otters. As safe havens, underwater parks offer a home and refuge for big, old, fat, female fish to recover, grow and replenish our oceans. What can I do in an underwater park? There are many ways to enjoy California's ocean parks. You can swim, dive, surf, kayak, watch birds and mammals and simply relax in nature. You can also bring your children to explore marine life in tidepools, as long as you take only photos and leave animals and shells where they are. Or, you can get involved in a citizen science project and help study wildlife and monitor ocean change, or become a volunteer educator who teaches visitors about life above and beneath the waves. Is fishing and the take of marine life allowed? Fishing and the take of marine life such as shellfish or seaweed is allowed in about half of California's marine protected areas. Each type or kind of marine protected area has different regulations; inside state marine parks, sport fishing is encouraged, but commercial fishing is prohibited. In state marine reserves, fishing is not allowed. It's best to visit the California Department of Fish and Wildlife website at www.dfg.ca.gov/mlpa to learn about the specific rules for each marine protected area. How big are most of the state marine protected areas, and how far out do they extend from shore? All of California's state marine protected areas are located inside the state water boundaries within three nautical miles from shore. Their size, shape and location vary. Some are only a few hundred meters out from the shore, and others extend out to the federal waters (three nautical miles). Each was designed as part of a statewide network, following a set of scientific guidelines. How do marine protected areas address water pollution? The Marine Life Protection Act that created the underwater park system in California provides authority to regulate what is taken out of the ocean; other state and federal laws regulate what goes into the ocean. For example, Areas of Biological Significance, National Marine Sanctuaries and National Estuaries actually do have laws to promote better water quality. Water quality is an issue along California's coast, and marine protected areas can boost efforts to reduce pollution by attracting attention to our coast's ecological and economic value. How do the state marine protected areas affect the fishing industry? California fishermen have suffered economic hardships in recent years due to declines in commercially important fish and inadequate management. For example, landings in the commercial rockfish fishery declined statewide by 95 percent over the past 25 years 3 . Marine protected areas can help restore the ocean ecosystem, which can improve the sustainability of commercial and recreational fishing, draw visitors, and enhance tourism, California's biggest coastal industry. The central coast MPAs have been in place for five years. What changes are you seeing? Five years is a short period of time for recovery of marine populations to occur, so recovery is expected to continue over many years. Short-lived species such as oysters or clams can recover quickly, but many slow-growing species such as rockfish need more than five years to show signs of recovery. Some researchers, like Mark Carr of the University of California Santa Cruz, have seen some improvements in fish populations. Other scientists and fishermen are working together now to measure changes to tell us how our underwater parks are performing over time. What are you learning in other areas of California where marine protected areas have been in place longer? In California's Channel Islands, where MPAs have been in place for 10 years, a 2012 study found that lobsters were more abundant and larger in protected areas, with over five more legal-sized lobsters caught per trap on average inside the refuges. 2 Recreational fishing in parts of the islands actually increased from 2003 to 2008, as did commercial landings for some of the Islands' largest fisheries, such as squid, urchin, lobster and crab. There are signs of success from places around the world that demonstrate the many benefits of conservation (see http://californiampas.org/pages/about/success.html). 1 Myers, A., Worm, B. (2003) Rapid worldwide depletion of predatory fish communities. Nature 423(280-283). 2 Kay, M.C., (2012) Effects of marine reserves on California spiny lobster are robust and modified by fine-scale habitat features and distance from reserve borders. Marine Ecology Progress Series, April 2012 3 Rockfish resources of the south central California coast: Analysis of the resources from party boat data, 1980-2005. Stephens, J. et al. (2006). CalCOFI Rep., Vol. 47, 2006	<urn:uuid:48ea4dd9-2fc1-4ab1-8470-37a22fdde2f1>	CC-MAIN-2018-47	http://californiampas.org/v1/pubs/MPA_FAQ_sheet.pdf	2018-11-19T01:27:16Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023614-00009.warc.gz	55,305,836	1,315	eng_Latn	eng_Latn	0.997432	eng_Latn	0.9978	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3613, 6635 ]	[ 3.671875 ]	1	6
CALVARY PANDAN BIBLEPRESBYTERIAN CHURCH [Adapted from Bethel Bible- Presbyterian Church, 10 Downing St. Oakleigh, Vic., 3166] DHW BIBLE CLASS LESSON 1 DEUTERONOMY CHAPTER 1 INTRODUCTION The book of Deuteronomy is the last of the five books which form the Pentateuch, also known to the Jews as the Torah. The name "Deuteronomy" is a combination of two Greek words: deuteros which means "second" and nomos which means "law." Thus the name means "the second law." This name is taken from the Greek translation of the Old Testament, the Septuagint (LXX). Most scholars think that this is not an appropriate name because the book does not contain a "second law" that is different from the Law given at Mount Sinai (recorded in Exodus and Leviticus) – it is a recollection and repetition of the history and laws of the previous four books. The Hebrew name of the book is taken from the opening words of the book, literally, "these the words," elleh haddebarim. Hence, the Hebrew name is more appropriate as the book recounts what the LORD God said to the people of Israel through Moses. We must realise that the majority of the Israelites, at that point in time, were the children of the first generation who rebelled against the LORD at Kadeshbarnea, and were refused entry into the Promised Land. The law was repeated to remind this new generation of the past and to warn them against committing the sins of their forefathers and incurring the wrath of God. The book comprises a mixture of laws, history and exhortations. Moses saw the need to speak to the Israelites so that they would not make the same mistakes and forfeit the blessings of God. Contrary to the views of some modern Bible scholars, there is no doubt that Moses was the author. The opening words declare that it was Moses who spoke these words to "all Israel" (1:1). The second last chapter of the book states that Moses blessed the children of Israel with the blessings of God (33:1). The Lord Jesus Christ referred to the law of divorce written by Moses (Matthew 19:8): He saith unto them, Moses because of the hardness of your hearts suffered you to put away your wives: but from the beginning it was not so (quoted from Deuteronomy 24:1-4). The Apostle Paul also referred to the law of Moses (1 Corinthians 9:9): For it is written in the law of Moses, Thou shalt not muzzle the mouth of the ox that treadeth out the corn. Doth God take care for oxen? Our study of the book will reveal three interwoven main features. Moses gave five speeches or sermons in the book, and in the sermons he reminded the people of the law of God, and built upon themby remembering their history. While these laws were given to the children of Israel, they are nevertheless of great spiritual benefit to us today as we draw divine truths and principles from them. The book is therefore not just for the Jews "there and then" but also for us "here and now". OUTLINE A. Moses Prepared All Israel to Possess the Promised Land (1:1-8). 1. The location where Moses spoke to "all Israel" (1:1). 2. A reminder that they took only 11 days to travel from Horeb to Kadesh- barnea (1:2). 3. They had marched for forty years to arrive at the present location where Moses gave them the words of the LORD (1:3). 4. Moses recalled their victories against King Sihon and King Og (1:4). 5. Moses made his first speech to Israel (1:5-8). a) Moses recalled that the LORD had told the Israelites to depart from Horeb and proceed to the Promised Land (1:6-7). b) The LORD called on them to enter and possess the land that He had promised to Abraham, Isaac and Jacob (1:8). B. Moses Recounted the Need to Share His Duties and Responsibilities (1:9-18). 1. Moses recalled that he alone could not bear the burdens of an enlarged Israel (1:9-12). 2. The people agreed with Moses that men with special abilities should share in the administration (1:1315). 3. The judges should apply certain principles (1:16-18). a) The judges must judge righteously (1:16b) b) The judges must judge fairly without respect of persons (1:17a). c) The judges must realise that they judge on behalf of God (1:17b). d) The judges could refer hard cases to Moses (1:17c). e) Moses commanded them to do so (1:18). C. Moses Recounted the Events at Kadesh-barnea (1:19-25). 1. It was a difficult trek from Horeb to Kadesh-barnea (1:19-20). 2. At Kadesh-barnea, the LORD commanded the Israelites to enter and possess the Promised Land (1:21). 3. An expedition was sent to spy the land (1:22-25). a) This was the suggestion of the people (1:22). b) Moses chose twelve men to spy the land (1:23). c) The twelve returned and reported that the land was good (1:24-25). D. Moses Recounted the Outcome of the Negative Response and of the Israelites (1:26-40). 1. The Israelites refused to enter the land (1:26-28). a) They rebelled against the LORD (1:26). b) They grumbled and charged the LORD for hating them (1:27). c) They were afraid of the inhabitants of the land and the Anakims (1:28). 2. Moses tried to encourage them (1:29-31). a) Moses told them not to be afraid of the Canaanites (1:29). b) The LORD would fight for them as He did in Egypt (1:30). c) The LORD had protected and provided for them in all their journeys (1:31). 3. The Israelites still refused to enter (1:32-33). a) They did not have faith (1:32). b) The LORD had protected and preserved them (1:33). 4. The LORD'S response to their unbelief (1:34-40). a) The LORD heard their complaints and was angry (1:34). b) The LORD disallowed the rebels from entering the Promised Land (1:35). c) Caleb and Joshua were the two exceptions (1:3638). d) The children of the Israelites would be able to enter the land (1:39). e) The LORD commanded them to turn back into the wilderness instead of entering the land (1:40). E. Moses Recounted their Reaction to the Judgement of the LORD (1:41- 46). 1. They acknowledged their sin against the LORD but thought that they could redress it by going in to possess the land (1:41). 2. The LORD commanded them not to go in or fight because He would not be with them (1:42). 3. Moses told them but they did not obey (1:43). 4. They were defeated by the Amorites (1:44). 5. Although they wept, the LORD would not hear their cry (1:4546). COMMENTARY Missed Opportunity The children of Israel were now at the threshold of the Promised Land. They were on the east side of Jordan on the plains of Moab. They had travelled forty years since they left Egypt. Forty years ago, it had taken their ancestors slightly more than eleven days to reach Kadesh-barnea after their initial stay in Horeb (another name for Sinai) [cf. Num. 10:11; 11:32; 12:14]. They were given the opportunity to enter the Promised Land but they missed the opportunity because of their unbelief. As a result, they had to wander in the wilderness for forty years. However during those forty years, God continued to protect and provide for them until they arrived at their present location blessed with a new generation of people no less than the number who had left Egypt! However, they did not arrive at this point without struggle. They had fought against the powerful king of Sihon and the king of Og. The LORD was with them and they had won. All Israel should be comforted and encouraged when they looked back upon the grace and mercy of the LORD. Moses posed to "all Israel" (a phrase used frequently in this book, signifying the solidarity of the nation) the Promised Land which was within their sight and charged them not to repeat the mistake of their forefathers. Need for a Just and Fair Administration The LORD blessed and multiplied Israel, and Moses could not bear the administrative burden alone. He needed to choose some good assistants. A good leader must have three qualities - wise, understanding, and known among the tribes (1:11). A "wise" leader is intelligent and knowledgeable. An "understanding" leader is discerning. The three groups of leaders were captains, officers and judges. The captains were the military leaders. The officers were the social leaders. The judges were the law keepers. The judges were given four basic guidelines. They must judge righteously (1:16). They must have no respect of anyone in judgement whether weak or strong (1:17a). They must not be afraid of man because the judgement is God's. Lastly, if a case was too difficult, they should bring it to Moses. These principles clearly teach that when the LORD blesses a church with more people, there is a need for proper governing and administration with godly leaders. The spiritual qualifications are highlighted with no mention of any physical training or personal background. In the choice of godly leaders, we too need men and women of God who possess spiritual qualifications. A more detailed list is found in 1 Timothy 3 and Titus 1. It serves all Christians well if we study these qualifications and take them to heart in our choice of present day leaders. If we do not, our church will fall by the way side like many before us that brought in worldly and carnal leaders. Learning From Mistakes of Others Moses recollected the failure of the children of Israel to enter the Promised Land at Kadesh-barnea when they had the opportunity to do so. God had led them to the doorstep of the land. The land was before them. All they had to do was to "go up and possess it" and God told them to "fear not, neither be discouraged" (1:21). They wanted a team of scouts to bring back a report on the land. The twelve scouts returned and reported that the land which the LORD gave them was good (1:25). But they rebelled against the commandment of the LORD. They grumbled and accused God of trying to kill them. Moses reminded them that the LORD had been good to them in Egypt and in all their journeys through the wilderness. He had protected and preserved them. He had gone before them in their journeying, and had chosen a safe place for them to pitch their tents. He had given them a pillar of fire for light and a pillar of cloud for shade. In spite of these experiences and assurances, they chose not to believe the LORD. The LORD heard their words and was angry. He passed a judgement on them – they wandered in the wilderness for forty years and all those aged above twenty would not enter the Promised Land, except for Caleb and Joshua. The people tried to reverse God's decision by going up to fight against the Amorites (another name for Canaanites). The LORD told them that He would not be with them but they took their best warriors and went to battle with the Amorites anyway. They lost – without the LORD, there will be no victory. Practical Value Moses' motivation for recalling the past experiences to this present generation was clear – they would do well to avoid repeating the mistakes of their fathers. He drew on all the past experiences to encourage and assure them. He laid out all the reasons for them to obey the LORD – (1) the LORD would fight for them, protect and provide for them, (2) the land that the LORD had promised was good, and (3) the LORD had done many miraculous works before them and on their behalf. A person who soon forgets his past will repeat his mistakes and suffer the consequences again. A person who remembers and learns from his past will make progress. This is a warning to all the people of God. We have the full revelation of God in the Bible. The Divine record shows the Almighty power of God and His gracious dealings with His people. It reveals that His words and promises are true. The Lord Jesus Christ, His only begotten and beloved Son had come, died and rose from the dead. His resurrection is a guarantee of all His words and promises. There is no reason or excuse for us not to obey Him and do His will. We have a choice – to obey the Lord our God or to listen to ourselves. Each one of us has to make the decision. Learn from the mistakes of the Israelites who rebelled against God and murmured against Him. They chose their own ways and had to struggle and suffer for many years. If we hear the words of the Lord and do His will, we will live more abundantly. Our yoke will be light for the Lord Jesus Christ is with us. DAILY READING & DISCUSSION QUESTIONS ……………………………………… ……………………………………… ……………………………………… ……………………………………… Daily Readings MONDAY: Deuteronomy 1:1-8; 1 Peter 2:9-12 TUESDAY: Deuteronomy 1:9-18; Romans 12:5-8.\ WEDNESDAY: Deuteronomy 1:19- 25; Psalm 23:1-6; Isaiah 26:3 THURSDAY: Deuteronomy 1:26-40; Acts 5:29; Ephesians 5:6 FRIDAY: Deuteronomy 1:41-46; Titus 3:3-9 DISCUSSION QUESTIONS 1. How long did it take Israel to travel from Horeb to Kadesh-barnea initially? How long did it take them to be near Kadesh-barnea again? ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… 2. In his opening words, what was Moses trying to tell “all Israel”? ……………………………………… ……………………………………… ……………………………………… 3. What was Moses trying to impress upon the Israelites in verses 19-25? ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… 4. What are the sins described in verses 26, 27, and 32; and what made the guilt of it greater as in verses 31 & 32? ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… 5. How would you explain Moses’ words in verse 37? ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ……………………………………… 6. What sin(s) were the Israelites guilty of in verses 41-45? ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… 7. In this chapter what does Moses want the people of God to know about God’s character? ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… 8. What valuable principle have you learnt from this chapter? ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… ………………………………………… …………………………………………	<urn:uuid:0cf35206-6c9e-4962-84e8-290f940a4cdb>	CC-MAIN-2018-47	http://calvarypandan.sg/images/resources/dig-his-word/DHW%20Deuteronomy-1.pdf	2018-11-19T01:36:09Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023614-00009.warc.gz	55,435,265	3,512	eng_Latn	eng_Latn	0.749091	eng_Latn	0.99736	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "sma_Latn", "sma_Latn" ]	false	docling	[ 2352, 4207, 5867, 8073, 10553, 12207, 13650, 14281 ]	[ 2.125 ]	2	2
Michigan 4-H Meat Judging Contest/FFA Career Development Event July 25, 2014 Audience 30 contestants competed in the 2014 Michigan 4-H Meats Judging Contest/FFA Meats Evaluation and Technology Career Development Event that was a collaborative effort between Michigan 4-H and Michigan FFA. The Contest was for youth ages 9 to 19 consisting of 19 females and 11 males. Four separate divisions exist consisting of 4-H and FFA. Within the 4-H divisions, 9 4-H members competed in the Junior 4-H Division consisting of contestants ages 9-13 and 9 4-H members competed in the Senior 4-H Division consisting of members ages 14-19. 4-H members were also allowed to compete against FFA members in the FFA Division and 5 youth took advantage of the opportunity. Funding Each contestant paid $12 to participate in the state meat judging contest. Officials and volunteers donated their time to help teach youth about meat judging and live animal evaluation. Objectives This youth contest is designed to: - Educate youth on Michigan's consumer preferences and factors that affect meat quality. - Develop problem solving and critical thinking skills through evaluation of meat products. - Enhance meat evaluation and selection skills. - Improve communication and decision making skills. Description Participants had 5 contact hours with 3 MSU faculty along with 9 industry leaders and other volunteer resource people. The contest took place on campus at the MSU Meat Laboratory. Contestants judged seven classes including Beef Ribs, Porterhouse Steaks, Pork Hams, Pork Chops, Lamb Carcasses, Beef Carcasses and Pork Carcasses. Contestants also identified 20 retail cuts, answered 10 questions about a class and yield graded and quality graded three beef carcasses. Additionally, 4-H members gave one sets of oral reasons to defend their placing and FFA members completed a multiple choice test. By participating, contestants illustrated their ability to evaluate carcasses and identify meats through individual and team competition. Participants had the opportunity to score up to 640 points during the morning event. Once all contestants had concluded their reasons or test, the officials described each class in detail and announced the proper placing of the class. At that point, contestants were able to calculate their own score based on the information presented. Official results were given for the top 5 individuals in the 4-H Junior and Senior division for overall including. The top overall teams in each division were also announced. Prizes were awarded to the champion teams and champion individuals in the 4-H divisions. Michigan Meat Association was a donor to the event and sponsored the awards. Impacts General Contest Impacts: - Contestants completed the contest using a Scantron to simulate their experience at the national contest. This was the first time this has ever been done at the state contest. - Youth were able to evaluate the carcasses of the winning animals at the Michigan Livestock Expo. Post contest Coaches Survey Results: - 66.6% of the responding coaches agreed or strongly agreed that as a result of the contest, contestants increased their ability to explain and defend their opinion. - 100% of the responding coaches agreed or strongly agreed that as a result of the contest, my confidence in engaging youth in experiential, inquiry based science learning has increased. - 100% of the respondents agreed or strongly agreed that the contest has an educational impact on their contestant. Contact Information Julie Thelen MSU Extension Educator 4-H Livestock and Veterinary Science Phone: 517-432-1626 Email: firstname.lastname@example.org	<urn:uuid:ba981a31-7354-4e68-ae64-2b658c3d6678>	CC-MAIN-2018-47	http://spartanyouth.msu.edu/precollege/documents/2014AnnualReports/MeatJudgingImpactSummary2014.pdf	2018-11-19T00:43:31Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00057.warc.gz	331,104,262	759	eng_Latn	eng_Latn	0.996771	eng_Latn	0.996771	[ "eng_Latn" ]	false	docling	[ 3673 ]	[ 2.109375 ]	1	6
Amarillo Independent School District Windsor Elementary 2017-2018 Goals/Performance Objectives Board Approval Date: September 18, 2017 Mission Statement CORE VALUES Amarillo ISD has established four core values that specify how we will bring value to our students and community, guide our decision-making process, and help determine the outcome or answer to major issues. CORE VALUE: STUDENT PERFORMANCE The district's focus is to improve the academic performance of all the students it serves. Our teaching is aligned to the Texas Essential Knowledge and Skills and focused to meet our students' needs in order to foster the skills necessary for their future success. Learning is evaluated, in part by performance on state assessments, as well as other important student achievements. CORE VALUE: CUSTOMER SERVICE Great communities have great schools. Great schools provide quality educational services. They do so by building positive, constructive relationships with students and parents. The individual student is the focus. Rather than treating students as a group, AISD staff will treat each student as an individual with his or her own special set of unique needs and goals. Listening to parent concerns and requests demonstrates a high degree of respect and concern. Providing solutions, when possible, demonstrates the partnership we want with parents. CORE VALUE: QUALITY STAFF Student performance and effective district operations are directly related to staff quality. Highly qualified staff plan and deliver appropriate strategies and actions to ensure success. In addition, the district values and understands the benefits of a diverse educational staff and the importance of quality studentadult relationships. CORE VALUE: COST EFFECTIVENESS Great communities expect good stewardship of the public resources. Resources will be effectively used in ways that improve student performance and provide quality experiences that will enhance each child's future. Belief Statements Developed by the Amarillo ISD Board of Trustees, June 2006 We believe all students can learn given the proper motivation, time and resources. 1. We believe that education is the equalizer in our society and that our schools can and should provide a culture of hope for all children. 2. We believe students benefit when provided appropriate, distraction-free learning environments and personalized instruction. 3. We believe students will rise to meet high expectations and take responsibility for their own learning. 4. We believe all of our students should graduate from high school prepared to earn a living wage or ready to pursue a college education or additional training. 5. We believe decision-making should involve the use of quality data when appropriate. 6. We believe parents should be meaningfully involved with their child's education, and that parents and school share the responsibility to see that children have what they need to be successful in school. 7. We believe schools are an essential part of neighborhood communities and that the community plays a role in the education of its children. 8. We believe resources should be focused on the district's mission to prepare our students for life after high school. 9. We believe classroom lessons that authentically engage students will result in high levels of student learning. 10. Modified: September 2010 Table of Contents 5 5 5 6 Goal 1: AISD will improve the culture of high achievement and academic performance for all students. Performance Objective 1: During the 2017-2018 school year Windsor Elementary will provide all students high quality curriculum and best practice instructional systems in Reading/Language Arts, Math, Science, and Social Studies to ensure 100% of all students are prepared for success for the next school year including but not limited to state STAAR assessment. Performance Objective 2: Windsor staff will meet in vertical teams once a six weeks to collaborate on needs of students and strategies that will be used to support students. Our goal is 100% mastery with targeted TEKS along with 45% of all tests reaching level III advanced on STAAR. Performance Objective 3: Windsor will work to foster high levels of student engagement, innovation and student ownership by working to implement the International Society for Technology in Education Standards (ISTE). We will maintain 90% on the engagement index and 90% on the hope index with the Gallup Poll or similar student survey. Performance Objective 4: Windsor will provide rigorous balanced literary instruction to ensure 95% of students display a year's growth in reading level for the 2017-18 school year. Performance Objective 5: Windsor staff will work to provide opportunities for 100% of our students to collaborate in the digital world. Performance Objective 6: During the 2017-2018 school year 80% of all students will meet expected or accelerated progress. Goal 2: Amarillo ISD will demonstrate fiscal responsibility by operating efficiently and effectively to meet its mission. Performance Objective 1: Windsor will demonstrate fiscal responsibility by operating efficiently and effectively with funds to support the AISD mission. Goal 3: Amarillo ISD will work to build positive relationships with its customers in an environment that is safe and student focused. Performance Objective 1: Windsor Elementary will provide appropriate parent and student activities will be provided 100% of the time to prepare for transition into Kindergarten-5th grade as well as the transition of special education students into a less restrictive environment. Performance Objective 2: Windsor Elementary will incorporate incentives and strategies to obtain an attendance rate of 95% or better. Performance Objective 3: Windsor Elementary will utilize PBS systems along with campus and classroom management and recognition systems to decrease office referrals by 5%. Performance Objective 4: Windsor Elementary will conduct activities to promote a safe and healthy school environment and fulfill the needs of all students and staff. Goal 4: Amarillo ISD will ensure that our teachers work in environments conducive to their growth and that they meet highly qualified standards. Performance Objective 1: Windsor will ensure that our teachers work in an environment conducive to their growth, and that they meet highly qualified standards. Performance Objective 2: Windsor will participate in recruiting of highly qualified teachers so that 100% of the staff meet highly qualified criteria.	<urn:uuid:1c17b625-c50e-4b43-a51a-280fce24cbf1>	CC-MAIN-2018-47	http://windsoramaisd.sharpschool.com/UserFiles/Servers/Server_3886357/File/2017%20About%20page/Windsor-Goals-Performance-Objectives-2017-2018.pdf	2018-11-19T01:01:58Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023614-00009.warc.gz	351,751,837	1,230	eng_Latn	eng_Latn	0.820723	eng_Latn	0.996018	[ "dag_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 135, 1915, 3382, 3413, 5942, 6568 ]	[ 1.7421875 ]	1	1
Newborn Care Series The Newborn Physical exam The baby's exam is best done on the first day of life. The health worker carefully examines the baby's body systems for signs of health and normal function, as well as signs of illness or birth defects. This video will demonstrate the exam in 3 parts: observation, vital signs and the head to toe exam. Ask the mother if she had any problems during her pregnancy or birth. Ask what she has observed about the baby. Explain to her that you are going to examine the baby to be sure he's healthy. Tell the mother what you are looking for and give positive feedback as you come across normal findings. First wash your hands; then clean the thermometer and stethoscope with antiseptic. Keep the baby warm during the exam -- in a warm room, under a lamp, or in the mothers lap. Observe the baby: Look at his color: his tongue and lips are pink. Inspect his skin. A bluish area on the trunk is normal. Check for jaundice by pressing the skin on the forehead or nose; look for a yellow discoloration, best seen in natural light. Check for pallor, a sign of anemia, by comparing whiteness on the baby's palm with your palm. The baby's arms and legs are flexed and moving showing that his muscle tone and activity are normal. Check the hands and feet for extra digits. If there is no bone inside, tying the tag will eventually allow it to fall off. Next check his temperature, breathing and heart rate: Feel the baby's trunk with the back of your hand, comparing it to your forehead. Or place a thermometer deep under the arm. The normal range is between 36.5° and 37.5° C. Count the baby's breaths for a full minute when she is calm. Breathing is normally irregular. The rate should be between 30 and 60 breaths per minute. Here is an example of a baby breathing too fast, with chest indrawing. Nasal flaring can be seen in some babies with breathing problems. Count his heart rate for a full minute with a stethoscope if you have one. The rate should be between 100-160 beats per minute. Newborn Care Series Now examine the baby from head to toe: Check the fontanels on the baby's head. The anterior is here and the posterior is back here. They are normally flat but may swell a little when the baby cries. It's normal to have an uneven shape of the head due to molding from pressure of the birth canal. It usually goes away by 2 or 3 days after birth. Check the baby's eyes for discharge and abnormalities. This baby's eyes are clear. Occasionally we see a spot of blood on the white of the eye due to the trauma of birth. This will go away without treatment. If the pupils are white the baby will need to be seen by an eye specialist. With a gloved hand insert your fingertip into the baby's mouth to check his sucking. Ask the mother if the baby has breastfed and whether he sucked well. A baby born with a cleft lip and palate won't be able to suck and will need an alternative feeding method. It's normal for both girls and boys to have swollen breasts at birth from the mothers hormones. Gently press his abdomen to feel for softness. A swollen belly can be a sign of obstruction or infection. Notice that the cord is tied well. Some baby's are born with an umbilical hernia. As abdominal muscles mature, the hernia usually goes away by itself. Turn him gently over and run your finger down the spine to check for openings or defects. This baby has a large spinal defect and will need surgery. The anus is checked by the passage of the first stool. If no stool is passed within 24 hours the baby may have a blockage and will need referral. This baby was born with a closed anus that will require surgery. Look at the genitals. In males we look for the urethra to open at the end of the penis. Feel gently for the 2 testes in the scrotum. Sometimes they have not yet dropped into the sac. Females can have a white vaginal discharge and even a slight bloody discharge several days after birth. Normal birth weight is 2.5 to 4 kg. Babies often lose a little weight in the first few days but by 2 weeks they should be back to their birth weight. Reassure the mother that she has a perfectly healthy baby. Remember: * Keep the baby warm * A thorough head to toe check is important in the baby's first day * Involve the mother and family by giving positive feedback as you check the baby.	<urn:uuid:22c47897-c8ee-4895-b0cd-2c9d8f4066e5>	CC-MAIN-2018-47	http://www.healthphone.org/ghmp/Newborn-Physical-Exam.pdf	2018-11-19T00:35:51Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00057.warc.gz	454,012,407	1,002	eng_Latn	eng_Latn	0.999273	eng_Latn	0.999369	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2052, 4387 ]	[ 3.296875 ]	1	3
Indigenous Approaches/Original Dispute Resolution is one of the prescribed methods for Alternative Dispute Resolution (ADR) in the Child & Family Services Act of Ontario. ODR is a decision-making process for resolving disputes between a children's aid society (CAS) and the family of child(ren) who are (or may be) in need of protection. Funding from the Ministry of Child & Youth Services supports the use of ADR if a court intervention is being considered, is pending, or is in progress. The Ministry of Children & Youth Services refers to ODR as "Aboriginal Approaches" and describes such as: "Traditional methods of dispute resolution, including circle processes, which have been established by First Nation communities or Indigenous organizations. Impartial facilitators who have no decision-making power and who are skilled in First Nation traditional methods, assist the participants in developing a plan that is supported by the participants and/or the First Nation community and addresses the protection concerns identified." This service is available for anyone identifying as Indigenous, First Nation, Métis, or Inuit. What is ODR? Original Dispute Resolution is a term describing ADR that draws on traditional ways of decision making, problem solving and resolving disagreements. The term ODR reflects the fact that dispute resolution has been used for generations. Today, knowledge of those traditional methods is found with the Elders and other sources of traditional knowledge. Respectfully accessing their wisdom and guidance, an Indigenous community can develop ODR methods grounded in local traditional practices and in harmony with community needs and priorities. Why use ADR or ODR? * everyone "has their say" and is listened to with respect The goal is to give the CAS and the family a time and place to discuss their different viewpoints on the children's care, so they don't end up in a courtroom asking a judge to make the decisions. Using ADR/ODR may have these advantages: * it may speed up the planning process so children aren't left "in limbo" for so long * the final plan is culturally appropriate and involves the entire family and community * it may improve the relationship between CAS workers and the families, so they can focus more effectively on the needs of the children * people are more likely to follow through with a plan they had a role in creating Everyone wants the same thing: that children are safe. ADR/ODR helps people focus on that common goal and not get bogged down arguing about past disagreements. Who can use Indigenous Approaches/ODR? * Aamjiwnaang First Nation (Chippewas of Sarnia) ADR-LINK is funded by the Ministry of Children & Youth Services to support each First Nation within our region to develop their own ADR/ODR methods. Those communities are: * * Chippewas of Nawash First Nation Caldwell First Nation * Chippewas of Kettle & Stony Point First Nation * Delaware Nation Moravian of the Thames * Chippewas of the Thames First Nation * Munsee Delaware Nation * Saugeen First Nation * Oneida Nation of the Thames * Walpole Island First Nation Is this only for families living on reserve? No, ODR could also be used by anyone identifying as Indigenous, First Nation, Métis, or Inuit who live in other parts of the South West Region (Bruce-Grey, Chatham-Kent, Elgin-St. Thomas, HuronPerth, London-Middlesex, Oxford County, Sarnia-Lambton, and Windsor-Essex). How do I make a referral for ODR? Anyone can suggest a case for ODR, including lawyers and family parties named in the court application. However, the referral to ADR-LINK comes from the CAS or Indigenous community that the child is affiliated with. The referral agent screens the case to see if it qualifies. The referral agent also determines if the key participants agree to consider ODR and notifies the Office of the Child's Lawyer. What are the steps in the process? 1. If the referral agent is CAS, discuss the case with your supervisor. Some cases are not amenable to ADR or the referral may be premature. Your agency may have policies around inclusionary and exclusionary criteria. If the referral agent is an Indigenous community member, consult the Band or ADR-Link for your specific community referral contact. 3. If this is an Indigenous family, regardless of who is making the referral, the Band is to be consulted. 2. Discuss the possibility of ADR with the family and get their agreement to consider ADR. 4. Obtain written consent from all key parties, including children 12 and over, to make the referral to ADR-Link. Use your agency or communities own general consent form for this. 5. Complete all sections of the ADR-Link referral form. Submit the completed referral form, OCL notification form and signed consents to ADR-Link.	<urn:uuid:f4063669-6672-4b74-9161-7792f31a7aa8>	CC-MAIN-2018-47	http://adr-link.ca/wp-content/uploads/2016/08/ODR-INFO-w-letterhead.pdf	2018-11-19T01:18:38Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023614-00009.warc.gz	7,461,323	1,015	eng_Latn	eng_Latn	0.996315	eng_Latn	0.996726	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2559, 4790 ]	[ 1.6328125 ]	2	2
Strengthening grassroots for self-sustenance Anil Verma Preservation and Proliferation of Rural Resources and Nature Anil Verma sounded intense when he told me, "In a programme, you talked about the need to focus on important tasks and not on those that are merely interesting or professionally challenging. That is exactly what I am trying to do through PRAN. Serving the poor and oppressed communities here is important to me." As the founder of Preservation and Proliferation of Rural Resources and Nature (PRAN), Anil wants the organisation to be big on impact than on size or financial worth. From a scientist to a development professional Anil Verma joined Indian Council of Agricultural Research (ICAR) as a scientist after completing his postgraduation in agronomy from Dr Rajendra Prasad Central Agricultural University in Pusa of Bihar, popularly known as Pusa University. He soon found that his ardour to contribute to the development sector exceeded his scientific bent of mind. A year later, he quit his job in ICAR, foregoing the perks of a government job and joined Professional Assistance for Development Action (PRADAN), an NGO, as an executive. Genesis of PRAN Anil cut his teeth in development work in Jharkhand. When he was posted as a team leader for PRADAN's project in Siddhi district of Madhya Pradesh, he was happy since he would be working among the community and stay close to three of his siblings living in nearby Korba. In 2005, Bihar government's State Rural Livelihood Mission (SRLM) assigned PRADAN a special project to popularise System of Rice Intensification (SRI) method among 200 farmers in Gaya district at a cost of Rs 8 lakhs. When Deep Joshi, one of the founders of PRADAN, suggested that Anil take up the work, he moved to Gaya reluctantly. Little did he realise that it would be a turning point in his career in the development sector. The first year he could get only 128 families to practise SRI. As SRLM – popularly known as Jeevika – is a programme implemented by Bihar Rural Livelihood Promotions Society (BRLPS), the latter allocated Rs 60 lakh the next year. As against the target of 2,000, Anil got 5,146 farmers to practise SRI farming. Subsequently it was scaled up with the support of Tata Trusts. It was during this project that Anil observed the appalling living conditions of the Mahadalits, as the marginalised among the Scheduled Caste people are referred to in Bihar. He wanted to work towards their upliftment. By then Anil had become an ardent believer and passionate evangelist of SRI and wanted to reach out to more farmers. PRADAN felt his approach sectoral. He was in a dilemma, wondering whether to continue with a secure career in PRADAN or to work on his own in Gaya, based on PRADAN's ambiguous promise of support. He chose the latter as he was intensely committed by then, to work for the people in Gaya district. He established PRAN, short for Preservation and Proliferation of Rural Resources and Nature, as a public charitable trust in November 2012, at Gaya. Gaya – Anil's karmabhumi The undulating terrain of Gaya district in central Bihar, extends from the border of Jharkhand up to Gaya town and merges with the alluvial plains further north towards Patna. Numerous rivers originating in Jharkhand flow towards the Ganga during monsoons, often causing floods and waterlogging in riparian regions. But the terrain wears a parched look during summer. It comes under the rain shadow of the Santhal Pargana plateau and gets an average annual rainfall of about 990mm, less than in many parts of the rain-rich eastern region. "Much of the district lands are not really optimal for growing paddy. Since rice and gruel are the staple diets that can sustain the people even when they do not have anything to go with it; paddy is the most popular crop here," said Anil. Mustard and horse gram are also grown on retained moisture and wheat is grown if water is available for irrigation. Tourism is the most important non-farm economic activity since Gaya is a pilgrimage centre for Hindus, Jains and Buddhists. Hindus perform rites for their ancestors on River Falgu; Jains and Buddhists visit Bodhgaya, the place where Buddha attained enlightenment. The district has a population density of 880 persons per square kilometre and a male-tofemale sex ratio of 932. The district is socially and economically backward. Scheduled Castes, Muslims and other backward castes (OBC) form the majority of the district population. Most of the Muslims and a significant proportion of the Mahadalits are landless. Even the Mahadalits who own land make a living as labourers since they own less than an acre. A lot of sharecropping – where a tenant farmer uses the land and gives a share of the crops to the landlord – is practised here since the landlords have moved to urban areas. Despite the absence of forests and hills, the district has long been affected by left wing extremism (LWE). Feudalism dating back from the Permanent Settlement enacted during British rule and its intense aftermath have led to oppression and exploitation of all the marginalised people. PRAN has set out to uplift the oppressed and the marginalised in this locality. PRAN's farminterventions (i) Promotion of system of root intensification in various crops Anil said that he looked at system of root intensification (SRI) as a set of principles. The most important principle is to allow the roots to have enough space to express themselves and to grow to their full potential. This requires spacing between plants and between rows. The second is to exploit the potential offered by phyllochron, or the time interval between the appearance of successive leaves of a crop. With the spacing between plants and rows at 25cm, an acre, which equals 4,000sqm, can hold 64,000 paddy plants. As the typical weight per 1,000 paddy grains is 28gm, only 1.9kg of seeds is required for an acre. With a four-day phyllochron, the number of tillers or new shoots genetically possible in the 60 days of vegetative growth (the photosynthesising growth phase before the plant starts flowering) is very large. "With optimal micro-environment, the yield potential of paddy is very large. Hence it's not surprising that a yield of 19.10 tonne per hectare was recorded," said Anil. The principles of spacing to provide optimal space for roots to grow and utilising phyllochron are common across all crops. That is how whether seeds were scattered through broadcast method or seedlings were transferred through dense planting method, SRI has shown substantial, even dramatic yield improvement. This has been done particularly for crops that can be grown using transplantation process. Till now PRAN has applied SRI principles on a significant scale, with great success, to wheat, mustard, sugarcane and several vegetables. (ii) Promotion of sustainable agricultural practices Anil's efforts have been in promoting an optimal environment for each crop, so as to maximise the yield for farmers. This led Anil to dissemination of sustainable agricultural practices. SRI gives adequate space for roots. Direct seeding or early transplantation exploits phyllochron to its maximum under the ambient conditions. The plants draw required nutrients from the soil. The soil can get nutrients either from humus or from external chemical inputs. In general roots convert 15% to 35% of the chemicals into nutrients for the plants. The unused balance leaches into the soil and contaminates groundwater. This is a vicious cycle and the adverse effects are seen wherever chemical inputs are high. Microbes needed to convert chemical fertilisers into plant nutrients get destroyed over a period of time. Without the microbes, the percentage of chemical fertilisers converted into nutrients gradually decreases. So microbes need to be restored. The best way to restore the microbes is through natural insect and pest management and natural nutrient management. Anil followed the techniques established by Subhash Palekar, an agricultural expert on natural farming. The emphasis of non-pesticide management (NPM) is on using locally available natural resources. Organic manure has high microbial content. This acts as a culture and the microbes in the soil proliferate. The crops grown organically are very healthy and give better yield. Households that switch to organic methods are taught to prepare manure, growth regulators, insecticides and pesticides. The pest and insect control agents are called astra or weapon and the growth promoters are called amrit or nectar. Anil is resolute that farmers should practise sustainable measures in their entirety, namely, seed treatment, natural manures, natural insect and pest management methods such as boundary crops, insect traps of diverse types and bird perches. "When we integrate sustainable methods with the principles of SRI, we get the best results from organically grown crops," said Anil. (iii) Development of farm implements Weeding is an important part of the farming process, especially if the crops are grown through the SRI method. Cono and Mandwa type weeders that were used were not efficient since they had fixed width. As tillers begin to come up and the plants grow, the space between rows shrinks; running a weeder of a fixed width between the rows becomes difficult. With the help of local ironsmiths Anil developed a weeder with three adjustments – the widest one to be used when the plants are small, the second one when they are about 15 days old and the narrowest when they are a month old or older. When the system of root intensification process in crops such as wheat and mustard became popular, farmers faced a problem maintaining distance between plants. The method of preparing a 25cm grid as in a paddy field was not possible since the distance between plants was smaller – about 8" (inches) for wheat and 4" for mustard. Anil designed a manual and a mechanical seeding machine. He has also designed and popularised various farm implements including a chopper for cutting sugarcane nodes, to help farmers carry out the farm activities effectively. Solar-powered irrigation Irrigation was either by way of ahar pyne systems or by using diesel pumps of 8HP capacity. Ahar pyne is a traditional water harvesting system. Pyne is a diversion channel from a river and it ends in a reservoir called ahar. In Gaya district, the ahar pynes were in disrepair. In any case, only those who had lands along a pyne or in the command area could irrigate using the ahar pyne. Diesel pumps of 8HP capacity are expensive and it is extremely difficult to get a regular supply of diesel. With no power supply in most of the villages, solar pumps offer the best way of irrigating small farms. PRAN has piloted installation of 5HP solar-powered pumps. "We installed them by enabling a group of 22 marginal farmers take a loan. It cost us Rs 5.5 lakhs including the pipes and electrical connection. The farmers have already started paying instalments. Since the water table is good, we will have enough water to irrigate vegetable crops in rabi season," said Anil. The Dalit household on whose land the bore well is sunk gives in writing, in a legally binding form, that neither he nor his heirs will lay claim to it. The 22 members are from the group that practises SRI and have their own plots within 500m of the bore well. PRAN is engaged in installation of eight such schemes. According to Anil, it is better to implement such projects with loans, rather than waiting for support through government schemes. Land and water management Anil is well-versed in land and water management, as his work in PRADAN involved the same. PRAN has completed a couple of diversion-based irrigation (DBI) schemes with the help of Tata Trusts. PRAN has helped the district administration design a land and water management programme using Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) funds. They have educated communities about implementing works as per design. "When the community finds out that the contractor is not executing the work as per the design, they call us. We go there and make sure that everything is executed as per the design. Only then the community allows the contractors to proceed." Training and capacity building With their remarkable success in promoting SRI as well as NPM among marginal farmers in Gaya's difficult terrain, PRAN and Anil have come to be regarded as experts. The Bharat Rural Livelihoods Foundation (BRLF) network has been engaging Anil and his team extensively in promoting SRI in the areas where they work. With similar requests for assistance from states and civil society organisations across India, Anil has developed structured training programmes. However, the training programmes equip only the administrative staff. Village Resource Persons (VRP) who have become adept at practising SRI train those working in the field. Strengthening societal roots Anil has evolved a unique style of intervention. His training sessions start with mystical songs. A song which he played to me had verses like "Tell me, oh! my friend, Are you the hand that does things or Is your hand doing things? Who speaks my friend? You or your mouth?" These songs are in Magadhi or Hindi and set to popular tunes. They draw a lot from Hindu philosophy. Instructions for agricultural practices that the farmers should adopt are also in the form of songs and women participants sing them during each meeting. "33,000 crore deities are believed to reside in the cow and that is why it is considered holy. In reality, a large number of beneficial microbes is seen in a cow's products and by-products. That is why whether religious or not, we prefer cow's urine, dung and milk in our agronomy for our farm inputs,” explained Anil. "SRI is all about strengthening roots. We are also living entities. Shouldn't our roots become strong? We need to make our familial and our social roots very strong. To make our roots strong, we need to understand what causes them to become weak." "Conditions around us slowly change when we focus on doing our work well without bothering if others are doing their work or not. There is a slow yet definite change in the way we interact. Disagreements and discords within families, between neighbours and other people disappear. Harmony prevails. We should have faith and continue to do our duty without sacrificing our rights or dignity. People change after observing us," he said. Anil advocates paying obeisance to elders. "Children will naturally follow the practice when they see their parents doing so." According to him such practices will clear misunderstandings, positive vibes will prevail and there will be harmony. In general he draws upon philosophical and metaphysical beliefs that align with the Hindu way of thinking, but switches metaphors and language while addressing people of different faith. In Chakradharpur area of Jharkhand where he was assigned work while working in PRADAN, there were quite a few villages with a predominant Muslim population. He realised that to be accepted by them and to carry out his work among them, he had to adapt their social habits and practices to be one of them. He started greeting them with an adab, instead of a namaste. While talking to them, he used the metaphors that they did. His point is simple: strengthen your roots by doing your own duty and building harmony. His principle seems to be working well. Deepak, a driver who has been working for PRAN, said following Anil's advice bears fruit. "I started touching my parents' feet. Gradually the tension within the family reduced. My own situation started improving and almost dramatically, I was able to save money and buy a vehicle with a partial loan," he said. Karimulla, who has been among the first of Anil's colleagues also confirmed that such transformation happened in his own life as well. I teased Karimulla about the animal husbandry composition that changes with ecological and demographic features. There's a large and relatively unproductive (in terms of milk) cattle population when there is abundant biomass, little mechanisation and absence of milk markets – situations that prevail in the central Indian regions. But in some places of Bihar and Gujarat, where there is a vibrant dairy market, large-scale mechanisation and lack of biomass in village commons, there are no desi or indigenous cattle but a dominance of buffaloes or cross-bred cattle. "Will the entire sustainable agricultural practice fall flat if there were no cows?" I teased. Karimulla's response was remarkable. He said "While we extol cows, the same is perhaps true of buffalo and perhaps even of human physiology. While we need to do comparative research about plant protection or nutrient quality based on buffalo urine or the urine of a cross-bred cow, there is no reason to stop organic practices simply because there are no cattle." To him, the traditional beliefs are not of blind faith, but instruments to extend information that is easily understood and accepted by the communities. And the core remains that of science! Evolution of PRAN The name PRAN spells out its objective i.e., the organisation seeks to preserve and proliferate rural resources and nature. Anil wished PRAN to benefit from the experience and advice of people successful in their own right. The governing board accordingly consists of acclaimed names from the development and other sectors. Dr Ravi Chopra, founder of People's Science Institute, Dehradun, serves as PRAN's chairperson. Anil is the administrative head. VRPs work with the community. Skilled extension workers (SEW) coordinate the works of the resource persons and report to project managers. Executives and subject matter specialists help develop the skills of project managers and report to the administrative head. As of 2016, PRAN works in 11 administrative blocks in Gaya district and four blocks in Nalanda district respectively, reaching out to about 300 villages. They have formed informal groups of small and marginal farmers interested in following the SRI vidhi (processes). The groups can be quite large and do not follow the standard of keeping the member count under 20, as in self-help groups. In my meetings with these members, I found that women formed a close-knit group. Anil was not keen on having a formal structure for these groups. They do not meet at fixed periods but meet as and when needed. A typical group would be called by the name of a goddess or a season, followed by the village name, SRI-Mahalakhsmi Group Barsona, for instance. There appeared to be a solidarity of sorts between members of a group. A VRP is the link between the village community and the PRAN team. SEWs oversee the work of 10-15 VRPs and a programme manager with territorial responsibility is in charge of about six SEWs. PRAN office in Gaya has subject matter specialists, accounts, administrative and HR executives and of course the chief functionary. The total strength of PRAN is about 30, with over 325 VRPs. PRAN's total salary bill is around Rs 6 lakh each month. VRPs are compensated for their time on a 'task completion incentive' basis. For example, for enabling a marginal farmer household to adopt SRI completely, a VRP would be compensated with Rs 150. SEWs, project managers and the rest of the staff are regular employees of the organisation. PRAN has a clearly defined exit policy. After demonstrating the system intensification method for a range of crops in a village for three years and having built the capacity of the VRPs, they move on. To aid this further, Anil has been experimenting with what he calls private service providers. The service providers undertake SRI for a farmer on a contract basis. They also prepare and supply organic manure and pesticides to any farmer in need of them. This is planned as a self-sustenance for the SRI programme, but it is in its early days to see if the plan would work. Having been groomed in PRADAN and following the strict discipline of Nagarajan and Associates, a firm of auditors, Anil had been quite particular about the need to formalise systems and processes within PRAN. Opening of bank accounts for all the staff under JanDhan Yojana was one more step towards complete formalisation. With no cash transactions, there is complete transparency on financial management. All operations such as accounting, procurement, etc. are carried out as per in-house protocols and manuals. On the personal front Anil is the third of his parents' five children. His father was employed in the postal department in Aurangabad district. He had to take a voluntary retirement due to an illness and passed away in 2004. Anil lives with his wife and mother in Gaya. His twin sons are studying engineering in Bhilai. "I have been most fortunate in getting complete support from Archana, my wife. She has strong inclination for social service and hence feels that there is much merit in what I have been doing. I never faced the pressure to give up development work for earning more money. I did have to think a bit while giving up my job in PRADAN and start down an uncertain path. My sons were just in school then. But Archana supported me wholeheartedly and continues to do, so that I can devote myself entirely to my work. She runs the house. Only when contacting people outside Gaya or arranging for finance, she seeks my help. She has been a tremendous asset. I would like to give all credit to her," he said. Looking ahead Anil hopes to build a group of second rung leaders. He tries to equip his staff through training and capacity building. Anil liaises with donors, the state and the scientific community, besides developing and negotiating new projects. He wants to ensure that his colleagues too will handle these in future. Anil wishes to slowly broaden the portfolio of services, particularly in the field of health and education. Annexure Recipe of main preparations in NPM \| SN \| Item \| Ingredients \| Recipe for preparation \| Applications \| \|---\|---\|---\|---\|---\| \| 1 \| Neemastra \| Neem leaves, cow urine \| Neem leaves are crushed and mixed with cow urine. The mixture is kept for 24 hours, filtered and stored. 30 ml of solution is added to a litre of water and then applied. \| Prevents insect / pest attack \| \| 2 \| Mathastra \| Sour curd \| Sour curd is diluted to produce matha and kept in a closed vessel for 5-6 days. 30 ml of resultant liquid is mixed in a litre of water and used as a spray \| Prevents viral attacks on crops \| \| 3 \| Agniastra \| Neem leaves, cow urine, green chillies, garlic and ginger \| Neem leaves and other substances are ground to a fine paste and boiled with water. Mixture is taken off the flame when it bubbles and allowed to cool. Process is repeated thrice. After cooling, the mixture is filtered. 15 ml per litre of water is used as a spray \| Controls most insects \| \| 4 \| Brahmastra \| 7 different plant leaves of which 4 are bitter / pungent; some overripe fruit and cow urine \| All leaves and fruit are crushed and mixed with cow urine. Diluted with water and boiled thrice as in the case of Agniastra. Cooled and filtered. 15 ml of concoction is mixed with one litre of water and used as a spray \| Controls all insects \| \| Note: All these would work in conjunction with other measures such as sticky cards and pheromone traps as well as bird perches. \| \| \| \| \| \| 6 \| Jeevamrit \| Cow urine, besan, cow dung, jaggery \| Mixture prepared and allowed to ferment. Culture added near root zone or spread in the farm \| Helps create microbes and humus, also provides micro- nutrients \| \| 7 \| Pranamrit \| 2kg oilcake, 5 kg poultry dropping and 3kg fuelwood ash \| All substances are powdered and mixed properly and wetted with cow urine. Allowed to remain for a day or two. The solid mixture can be stored for a long time and applied to plants as manure \| Very powerful manure and works in the same manner as above; and provides micro- nutrients \| \| 8 \| Azolla \| Azolla cutlure \| Added to a water tank and allowed to flourish. Once grown, Azola plant is mixed to moist soil \| \|---\|---\|---\|---\| \| 9 \| NADEP compost \| Biowaste, culture and plain soil \| Alternate layers of biowaste and soil are allowed to compost in a tank with aeration facility \| About Anil Verma * Works among the poorest and oppressed Mahadalits in 300 villages of Gaya and Nalanda districts in north Bihar Popularised System of Root Intensification (SRI) in paddy, wheat and mustard among other crops Helped farmers achieve a record yield of 22.40 tonnes per hectare through SRI, against the average yield of seven tonnes through conventional cultivation Advocates strengthening of societal roots for harmony and peace to prevail Has developed farm implements to suit local needs, besides concoctions for natural * * * • pest management Anil Verma Preservation and Proliferation of Rural Resources and Nature Road No-1(West), Shastri Nagar, Near Jail Press, Sikariya Mor, Gaya, Bihar, PIN: 823001 Phone: +91-9934259579 Email: firstname.lastname@example.org Written by: Sanjiv Phansalkar	<urn:uuid:3c017499-06b2-4990-a094-cfd1e7c39207>	CC-MAIN-2018-47	http://socialworkindia.in/images/PDFS/Anil-Verma.pdf	2018-11-19T00:55:16Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00057.warc.gz	328,838,815	5,448	eng_Latn	eng_Latn	0.994571	eng_Latn	0.998941	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 1888, 3804, 6318, 8361, 10158, 12064, 13865, 16647, 18759, 20578, 22029, 24078, 24378, 25204 ]	[ 1.796875, 1.296875 ]	1	1
Network Working Group J. Sellers Request for Comments: 1578 NASA NREN/Sterling Software FYI: 22 February 1994 Category: Informational FYI on Questions and Answers Answers to Commonly Asked "Primary and Secondary School Internet User" Questions Status of this Memo This memo provides information for the Internet community. This memo does not specify an Internet standard of any kind. Distribution of this memo is unlimited. Abstract The goal of this FYI RFC, produced by the Internet School Networking (ISN) group in the User Services Area of the Internet Engineering Task Force (IETF), is to document the questions most commonly asked about the Internet by those in the primary and secondary school community, and to provide pointers to sources which answer those questions. It is directed at educators, school media specialists, and school administrators who are recently connected to the Internet, who are accessing the Internet via dial-up or another means which is not a direct connection, or who are considering an Internet connection as a resource for their schools. Table of Contents Sellers [Page 1] RFC 1578 FYI Q/A - for Schools February 1994 1. Introduction The elementary and secondary school community of teachers, media specialists, administrators, and students is a growing population on the Internet. In general, this group of users approaches the Internet with less experience in data network technology and fewer technical and user support resources than other Internet user groups. Many of their questions are related to the special needs of the community, while others are shared by any new user. This document attempts first to define the most frequently asked questions related to the use of the Internet in pre-university education and then to provide not only answers but also pointers to further information. For new user questions of a more general nature, the reader should get FYI 4, "FYI on Questions and Answers: Answers to Commonly Asked 'New Internet User' Questions" [1]. For information on how to get this document, see Appendix B. It is important to remember that the Internet is a volatile and changing virtual environment. I have tried to include only the most stable of network services when listing resources and groups for you to contact, which is a good solution to the problem of changing offerings on the Internet, but by no means a fool-proof one. This constant change also means that there is a lot out there that you will discover as you begin to explore on your own. Future updates of this document will be produced as Internet School Networking working group members are made aware of new questions and of insufficient or inaccurate information in the document. The RFC number of this document will change with each update, but the FYI number (22) will remain the same. 2. Acknowledgments The author wishes to thank for their help and contributions to this document the members of the Consortium for School Networking, Kidsphere, and Ednet electronic mailing lists, Ronald Elliott, Science and Technology Center; Klaus Fueller, Institute for Teacher Training of the German federal state of Hesia (HILF), and educator; Ellen Hoffman, Merit Network, Inc.; William Manning, Rice University; and Anthony Rutkowski, CNRI. Special thanks go to Raymond Harder, Microcomputer Consultant, and Michael Newell, NASA Advanced Network Applications, who not only made contributions but also kept a steady stream of feedback flowing. Extra special thanks go to the remarkable Ms. April Marine of the NASA Network Applications and Information Center for her contributions to the document, her expert advice, and her unparalleled support. Sellers [Page 2] 3. Questions About the Internet in an Educational Setting 3.1 What is the Internet? The Internet is a collection of more than 10,000 interconnected computer networks around the world that make it possible to share information almost instantly. The networks are owned by countless commercial, research, governmental, and educational organizations and individuals. The Internet allows the more than 1.5 million computers and 10 millions users of the system to collaborate easily and quickly through messaging, discussion groups, and conferencing. Users are able to discover and access people and information, distribute information, and experiment with new technologies and services. The Internet has become a major global infrastructure for education, research, professional learning, public service, and business and is currently growing at the rate of about ten percent per month. The Internet Society serves as the international organization for Internet cooperation and coordination. See Section 9, "Resources and Contacts". For a more complete basic introduction to the Internet, see FYI 20, "What is the Internet?" [2]. Instructions on retrieving FYI documents can be found in Appendix B. 3.2 What are the benefits of using the Internet in the classroom? The Internet expands classroom resources dramatically by making many resources from all over the world available to students, teachers, and media specialists, including original source materials. It brings information, data, images, and even computer software into the classroom from places otherwise impossible to reach, and it does this almost instantly. Access to these resources can yield individual and group projects, collaboration, curriculum materials, and idea sharing not found in schools without Internet access. Internet access also makes contact with people all over the world possible, bringing into the classroom experts in every content area, new and old friends, and colleagues in education. With access to the Internet, your site can become a valuable source of information as well. Consider the expertise in your school which could be shared with others around the world. The isolation inherent in the teaching profession is well-known among educators. By having access to colleagues in other parts of the world, as well as to those who work outside of classrooms, Sellers [Page 3] RFC 1578 FYI Q/A - for Schools February 1994 educators able to reach the Internet are not as isolated. A hands-on classroom tool, the use of networks can be a motivator for students in and of itself, and their use encourages the kind of independence and autonomy that many educators agree is important for students to achieve in their learning process. Because class, race, ability, and disability are removed as factors in communication while using the Internet, it is a natural tool for addressing the needs of all students; exactly how this is done will vary from district to district as schools empower individual teachers and students. School reform, which is much on the minds of many educators today, can be supported by the use of the Internet as one of many educational tools. See the answer to Question 4.1 for more specifics. 3.3 How can educators incorporate this resource into their busy schedules? Most educators learn about the Internet during the time they use to learn about any new teaching tool or resource. Realistically, of course, this means they "steal" time at lunch, on week-ends, and before and after school to explore resources and pursue relationships via the Internet. Those who do so feel that it is well worth the rich rewards. It's important that computers used to access the Internet are readily available and not so far away physically as to make using the resource impossible for educators and others. Many features of the Internet, such as the availability of online library catalogs and information articles, will actually end up saving considerable time once an instructor learns to use them, and there are new tools being developed all the time to make Internet resources more easily accessible. As the value of the Internet as an educational resource becomes more evident, school systems will need to look toward building the time to use it into educators' schedules. Sellers [Page 4] 3.4 I'm already using the National Geographic Kids Network (or PBS Learning Link or FrEdMail or ______). Does this have anything to do with the Internet? Is the Internet different from what I'm already using? Since the Internet is a network of many different networks, you may be using one of the networks which is connected to the Internet. Some commercial programs for schools use networks and provide value-added service, such as curriculum software, technical support, project organization and coordination, etc. Some provide value-added service, but don't allow for all basic Internet services. Networks like FrEdMail (Free Educational Electronic Mail), FidoNet, and K12Net are bulletin board and conferencing systems linked via the Internet which provide inexpensive access to some Internet services. If you can use interactive computer access (Telnet) and electronic file transfer (FTP), as well as electronic mail, you are probably "on" the Internet. If you have questions about the specific service you're currently using, ask its support personnel if you have Internet access, or call the InterNIC. See Section 9, "Resources and Contacts" for how to reach the InterNIC, FrEdMail, FidoNet, and K12Net. 4. Questions About School Support for an Internet Connection 4.1 Where does my school get the money for connecting to the Internet? Although school budgets are impossibly tight in most cases, the cost of an Internet connection can be squeezed from the budget when its value becomes apparent. Costs for a low end connection can be quite reasonable. (See the next question.) The challenge facing those advocating an Internet connection sometimes has less to do with the actual cost than it has with the difficulty of convincing administrators to spend money on an unfamiliar resource. In order to move the Internet connection closer to the top of your school's priority list, consider at least two possibilities. First, your school may be in the process of reform, as are many schools. Because use of the Internet shifts focus away from a teacher-as-expert model and toward one of shared responsibility for learning, it can be a vital part of school reform. Much of school reform attempts to move away from teacher isolation and toward teacher collaboration, away from learning in a school-only context and toward learning in a life context, away from an emphasis on knowing and toward an emphasis on learning, away from Sellers [Page 5] a focus on content and toward a focus on concepts [3]. The Internet can play an integral part in helping to achieve these shifts. Second, to demonstrate the value of a connection, actual Internet access is more useful than words. While this may sound like a chicken-and-egg situation (I have to have Internet access to get Internet access), some organizations will provide guest accounts on an Internet-connected computer for people in schools who are trying to convince others of the value of an Internet connection. Contact local colleges, universities, technology companies, service providers, community networks, and government agencies for both guest accounts and funding ideas. For alternatives to your own school's budget or for supplements to it, look for funding in federal, state, and district budgets as well as from private grants. Work with equipment vendors to provide the hardware needed at low or no cost to your school, and consider forming a School/Community Technology Committee, or a joint School District/School/Community Technology Committee. The Educational Resources Information Center (ERIC) has information on grants and funding. Ask for the AskERIC InfoGuide called "Grants and Funding Sources". Two network services, one maintained by the United States Department of Education's Office of Educational Research and Improvement (OERI) and one maintained by the US National Science Foundation, also have information about grants and funding. Grants can be a way for you to acquire the initial money to demonstrate the value of telecommunications in the classroom, and since these monies are often awarded on a short-term basis, should probably be looked at as temporary means of funding your activities. For information on these organizations and their services, see Section 9, "Resources and Contacts". (Note: The funding services mentioned are primarily US based.) 4.2 How much does it cost to connect to the Internet, and what kind of equipment (hardware, software, etc.) does my school need in order to support an Internet connection? The cost of an Internet connection varies tremendously with the location of your site and the kind of connection that is appropriate to your needs. In order to determine the cost to your school, you will need to answer a number of questions. For help in learning what the questions are and getting answers to them, begin asking at local colleges, universities, technology companies, government agencies, community networks (often called "freenets"), local electronic bulletin board systems (BBS), network access Sellers [Page 6] providers, or technology consultants. To give you an idea of possible equipment needs, here are three sample scenarios, based on possible solutions found in the United States. Keep in mind that these are very general examples and that there are many solutions at each level. See also the answer to Question 5.5. Low-end: You could subscribe to some kind of Internet dial-up service. This may be provided by a vendor at a cost, by a local university gratis, or as a part of a public access service like a community network. You will need a computer which allows terminal emulation, terminal emulation software, and a modem which is compatible with your dial-up service. The approximate cost, not including the PC or the cost of the phone call, is US $100 to US $800 plus a monthly fee of approximately US $30. Mid-range: You could subscribe to a dial-up service that provides Serial Line Internet Protocol (SLIP) or Point to Point Protocol (PPP), allowing your computer to effectively become a host on the Internet. You will need a computer with SLIP or PPP software, telecommunications applications software (to allow you to use telnet and FTP - File Transfer Protocol), and a modem which is compatible with your dial-up service. The approximate cost, not including the PC or the cost of the phone call, is US $100 to US $800 plus a monthly fee of approximately US $60. High-end: Your school or department could subscribe to a service that provides a full Internet connection to the school or department's local area network. This allows all the computers on the local area network access to the Internet. You will need a router and a connection to a network access provider's router. Typically the connection is a leased line with a CSU/DSU (Channel Service Unit/Data Service Unit). A leased line is a permanent high speed telephone connection between two points; this allows you to have a high quality permanent Internet connection at all times. A local area network, which may consist only of the router and a PC, Macintosh, or other computer system, is also needed, and your computer(s) will need some special software: a TCP/IP (Transmission Control Protocol/Internet Protocol) stack, as well as TCP/IP based communications software such as Telnet and FTP. The approximate cost, not including the computers, is US $2,000 to US $3,000 plus a monthly fee of at least US $200. Sellers [Page 7] 4.3 What is required in terms of personnel to support an Internet connection? (Will it require extra staff, training, more time of teachers and librarians?) Any plan for implementing technology in schools must consider staff development. Training is often the most neglected aspect of a technology plan, and a lack of training can lead to failure of the plan. In the case of the Internet, all users will need some kind of training, whether they are teachers, librarians, students, administrators, or people fulfilling other roles in the school. The train-the-trainer model, in which a group of people are trained in a subject or tool and each individual in turn trains other groups, is a good model for Internet training. A small group of motivated teachers can be provided with training and can then educate their colleagues. One advantage is that the initial group is able to target the specific needs of the other teachers in the school. Depending on the hardware involved, there may be a need for technical support. Finding this kind of support, which schools will certainly need because it is not usually in place, may be tricky. Some districts are beginning to provide it at the district level. Some schools are able to use volunteers from business, industry, or government agencies. Much of this type of support can be done over the network itself, which makes it possible for someone located off-site to maintain the equipment with only occasional trips to the school. Additionally, vendors often provide some support, perhaps a help desk for basic questions. 4.4 How do I convince the people who do the purchasing in our school system to spend money on this? Most people become convinced with exposure. One excited individual in the school who is able to show proof of concept by starting a pilot program can be the catalyst for a school or an entire district. If you can get an Internet account (as suggested above) and use it for instruction in your classroom, you can make presentations at faculty, school/community, and school board meetings. The National Center for Education Statistics in the Office of Educational Research and Improvement at the United States Department of Education has released a 17-minute video targeted at school administrators entitled "Experience the Power: Network Technology for Education". It uses interview clips of students, teachers, and policy makers in the United States to educate about Sellers [Page 8] what the Internet is and to encourage support for the use of telecommunications in primary and secondary schools. The NASA NREN (US National Aeronautics and Space Administration National Research and Education Network) K-12 Initiative has produced an 11-minute video describing the benefits to schools in using the Internet. The video is entitled, "Global Quest: The Internet in the Classroom", and it tells the story through interview clips with students and teachers who have experienced the power of computer networking. For further information on the two videos, see "National Center for Education Statistics", and "NASA Central Operation of Resources for Educators" under "Organizations" in Section 9, "Resources and Contacts". 4.5 Where do I go for technical support and training? Much technical support and training can be found by using the Internet itself. You can send questions to people in the know and join discussion lists and news groups that discuss and answer questions about support and training. One such list is Tipsheet, the Computer Help and Tip Exchange, the purpose of which is to provide a supportive setting where people can ask questions or discuss products. Other lists are the education-related lists mentioned in Question 7.2. All of these are listed in Section 9, "Resources and Contacts". Network News, or Usenet News, is a world-wide bulletin board system with discussion groups on various topics, including computer science, general science, social and cultural themes, recreational interests, etc. By sending questions to an appropriate news group you can receive answers from people experienced with your particular problem. Specific news groups to look for are those beginning with "comp", for "computer", and followed by the type of operating system, hardware, or software you have a question about. For example, comp.os.unix or comp.os.msdos.apps. To understand the culture and etiquette of Usenet News, read the group news.announce.newusers. Your local community may also have resources that you can tap. These are again colleges and universities, businesses, computer clubs and user groups, technology consultants, and government agencies. Your network access provider may offer training and support for technical issues, and other groups also offer formal classes and seminars. For those schools who have designated technical people, they are good candidates for classes and seminars. There are some documents for further reading and exploration that Sellers [Page 9] you may want to peruse. See Section 8, "Suggested Reading". There are books on almost every specific subject in the computing world that may answer your questions. For new books, check your local library, bookstore, or booksellers' catalogs. 5. Questions About Implementation and Technical Options 5.1 How do I learn about options for getting my school connected? In the United States, there are a number of state-wide educational networks, most of them with access to the Internet. To find out if there is a state education network in your area which gives accounts to educators and/or students, contact the Consortium for School Networking. The InterNIC has a list of regional and national network providers. Both the Consortium for School Networking and the InterNIC are listed in Section 9, "Resources and Contacts". The global regional NICs such as the RIPE NCC in Europe can also provide a list of service providers. The APNIC in the Pacific Rim will have a similar list in the near future. You can sometimes locate a person enthusiastic about the idea of using networks in schools and willing to help you who works as an independent consultant, in a local college or university, in a technology company, for a network access provider, at a community network, or in a government agency. There are a number of books about the Internet and how to get connected to it. A few are listed in Section 8, "Suggested Reading", and more are being published every month. Check libraries, bookstores, and booksellers' catalogs. 5.2 How many of our computers should we put on the Internet? You will probably want to make Internet access possible for as many of your school's computers as possible. If you are using a dial-up service, you may want a number of shared accounts throughout the school. If your school has a Local Area Network (LAN) with several computers on it, one dedicated Internet connection should be able to serve the whole school. If you are going to connect a lot of computers to the network, you will need to make sure your line speed is adequate. Most dial-up systems available today support speeds up to 14.4 Kbs (kilobits per second), which is adequate for no more than a couple of network users, depending upon the network utilities (FTP, etc.) they are using. If you are planning to connect a large number of RFC 1578 FYI Q/A - for Schools February 1994 users, you should probably consider a dedicated line of 56 Kbs or higher. 5.3 Should we set up a telecommunications lab or put networked computers in each classroom? A computer lab is an easier maintenance set-up for the person in charge of keeping the equipment running and allows each individual (or pair) in an entire class to be using a computer at the same time; a computer located in the classroom is more convenient for both the teacher and the class. If you choose the lab option, you will probably want to get a commitment from specific teachers or media specialists to use the lab in the course of their teaching. You might also consider the other labs located throughout your school. For example, if you have a science or language lab, it may be the best place for your school to begin to use the Internet. And finally, remember that the library is a natural place for people to access network resources! Networking all computers campus-wide can be expensive. You will need to consider the options--dial-up access, a dedicated line, or some other possibility--and weigh them against your school's needs and priorities. You may want to investigate having one lab, the library, and a few classrooms with modem access, assuming phone lines are available. As use of the Internet catches on, it will be more effective to create a campus-wide local area network that is routed to the Internet through a dedicated line than to keep adding modems in classrooms. Or you may want to consider the other options discussed in question 5.5 below. 5.4 Can people get on the Internet from home? This depends on your network access provider. It is certainly a possibility and is probably desirable for the educators at your school if they happen to have the necessary equipment at home. You will need to discuss whether you want to make this option available to students even if it is possible technically. This is best discussed with the community your school serves in a public forum such as a school/community meeting. At issue is the shared responsibility of educators and parents to monitor student Internet use. (See also Question 6.2.) 5.5 What are some of the options for using Internet services without paying for a full, dedicated-line Internet connection? It is possible to create a local, store-and-forward network using various implementations of the Unix to Unix Copy (UUCP) software suite, available as public domain (free) or shareware (small fee Sellers [Page 11] which is often optional) software, which can run on many different platforms including Amiga, IBM, and Macintosh. The connections are via dial-up phone lines using local phone numbers. Usenet News and email are "stored" on a computer until the time appointed for that computer to contact the next one along the path to the final destination, at which time it is "forwarded" along its way. Most computers are set up to process outgoing requests at least every 30 minutes. With this type of system you will have access to as many Usenet News groups as your site agrees to carry, as well as email, which includes access to mailing lists and listservs such as those listed in Section 9, "Resources and Contacts". Many file servers also offer file transfer and other services via email. There are a couple of important advantages to such a system. First, it is much more affordable since such networks provide more efficient use of telephone lines, making a connection only while data is actually being transferred. Second, it allows for filtering, which gives a school some control over what kind of information is available to its students. The disadvantage to this type of Internet access is that you may be limited regarding the range of Internet applications you can use. FrEdMail, FidoNet, and K12Net are store-and-forward systems. FidoNet, for example, is a network of amateurs and hobbyists which operates on personal computers and is publicly accessible by anyone with a microcomputer and a modem. Contact information for all three organizations can be found in Section 9, "Resources and Contacts". 6. Questions About Security and Ethics 6.1 Who should have access in the school, the teachers or the students? Clearly the answer is that all educators, including administrators and media specialists or librarians, AND students should have access to the Internet. There's no reason why support staff should not also have access. In elementary schools, access for students may be more supervised than in the upper grades. 6.2 I've heard that there are files on the Internet that parents would not like their children to get. How can students be kept from accessing this objectionable material? If your school has a direct Internet connection, and often even if it doesn't, it is not possible to use a technical solution to prevent students from accessing objectionable material. Everyone on the network, including students, is able to download files from public electronic repositories, some of which contain materials that just about anyone would consider objectionable for school-age children. The store-and-forward scenario described in Question 5.5 is one solution to filtering the information to which students have access, but if students are allowed to use email then it is possible for someone to send them objectionable material. For this reason, it is important that schools develop clear policies to guide students' use of the Internet and establish rules, and consequences for breaking them, that govern behavior on the Internet. Additionally, schools should consider integrating issues around technology and ethics into the curriculum [4]. Another possibility is to control the times and opportunities that students have to access the Internet, and only allow access under supervision. This is a less desirable option than teaching the ethics of Internet access as a matter of course, but may be used in combination with other methods to ensure the integrity of the school, its students, and its educators. In any case, schools need to exercise reasonable oversight while realizing that it is almost impossible to absolutely guarantee that students will not be able to access objectionable material. 6.3 How do we keep our own and other people's computers safe from student "hackers"? In the language of computer folks, a "hacker" is someone who is excellent at understanding and manipulating computer systems. A "cracker" is someone who maliciously and/or illegally enters or attempts to enter someone else's computer system. Computer security is unquestionably important, both in maintaining the security of the school's computers and in ensuring the proper behavior of the school's students (and others who use the network). In this area, not only school policy, but also state and national laws may apply. Two sources of information which you can read to help you sort through security issues are: "Site Security Handbook" (FYI 8) "Ethical Uses of Information Technologies in Education" (Sivin & Bialo) The full references for these documents can be found in Section 8, "Suggested Reading". The pamphlet "Ethical Uses of Information Technologies in Education" is more applicable to the laws of the United States than to those of other countries, but several of the ideas are shared in various cultures. 6.4 How do we keep viruses from attacking all our computers if we get connected to the Internet? If you use the Internet to exchange data (such as text or pictures), virus infection is generally not a problem. The real concern is when you download software programs and run them on your own computer. Any program you download over the network and run could have a virus. For that matter, any program, whether on tape or a disk, even commercial software still in its original packaging, might possibly have a virus. For this reason, all computers should have virus protection software running on them. Virus checking software is available free over the Internet via Anonymous FTP from the Computer Emergency Response Team (CERT), which is run by the US National Institute for Standards and Technology (NIST). The Anonymous FTP host computer is ftp.cert.org. (For information on using Anonymous FTP, see Appendix B.) Your hardware or software vendor, your network access provider, your technical support resources, or your colleagues on network mailing lists should be able to provide more specific information applicable to your site. To help reduce the risk of downloading a virus with your program, try to use trusted sources. Ask someone you know or send the question to a mailing list or news group to find the most reliable sites for software access. 6.5 What are the rules for using the Internet? When your Internet connection is established, your access provider should acquaint you with their Acceptable Use Policy (AUP). This policy explains the acceptable and non-acceptable uses for your connection. For example, it is in all cases unacceptable to use the network for illegal purposes. It may, in some cases, be unacceptable to use the network for commercial purposes. If such a policy is not mentioned, ask for it. All users are expected to know what the acceptable and unacceptable uses of their network Sellers [Page 14] are. Remember that it is essential to establish a school-wide policy in addition to the provider's AUP. 7. Questions About Educational Collaboration, Projects, and Resources 7.1 How can I find specific projects using the Internet that are already developed? There are a several resources on the Internet that are directed specifically at the primary and secondary school communities, and the number is growing. The InterNIC gopher server has a section on K-12 (Kindergarten through 12th grade) Education, the Consortium for School Networking maintains a gopher server, and NASA's Spacelink is directed at primary and secondary school educators. NYSERNet's Empire Internet Schoolhouse is an extension of its Bridging the Gap program. For access to these and others, see Section 9, "Resources and Contacts". Many people on electronic mailing lists such as Ednet, Kidsphere, and the Consortium for School Networking Discussion List (cosndisc) post their projects and ask for partners and collaborators. The K12 hierarchy of Usenet News has several groups where educators post these invitations as well. For subscription to these and other electronic lists and for names of news groups, see Section 9, "Resources and Contacts". For news groups and mailing lists of special interest to educators, see the "Ednet Guide to Usenet Newsgroups" and "An Educator's Guide to EMail Lists", both of which are listed in Section 8, "Suggested Reading". As you explore the Internet, there are some tools that will help you find projects that are already developed. A good overview of many of these resource discovery tools is the "Guide to Network Resource Tools" written by the European Academic Research Networks (EARN) Association. It explains the basics of tools such as Gopher, Veronica, WAIS, Archie, and the World Wide Web, as well as others, and provides pointers for finding out more about these useful tools. It is listed in Section 8, "Suggested Reading". 7.2 Where do I go to find colleagues who support networking and schools willing to participate in projects? The electronic mailing lists and Usenet News groups in Section 9, "Resources and Contacts" are rich with people who want to collaborate on projects involving use of the Internet. There are also a number of conferences you may want to look in to. The National Education Computing Conference (NECC) is held Sellers [Page 15] annually, as is Tel-Ed, a conference sponsored by the International Society for Technology in Education (ISTE). ISTE maintains an online server which has a calendar of conferences all over the world in telecommunications for education. The INET conference is the annual conference for the Internet Society. See Section 9, "Resources and Contacts", for contact information for these organizations and for information on access to ISTE's online server. 7.3 What are some examples of how the Internet is being used in classrooms now? Projects which use the Internet sometimes request sites from all over the world to contribute data from the local area then compile that data for use by all. Weather patterns, pollutants in water or air, and Monarch butterfly migration are some of the data that has been collected over the Internet. In Appendix A you will find several examples from the Kidsphere electronic mailing list, each from a different content area and representing different ways of using the Internet. There are a number of specific projects you may find interesting. KIDS-94 (and subsequent years), managed by the non-profit KIDLINK Society, is one. It currently includes ten discussion lists and services, some of them only for people who are ten through fifteen years old. Another place to look is Academy One of the National Public Telecomputing Network (NPTN), which usually has between 5 and 10 projects running at a time. The International Education and Research Network (IEARN), a project of the non-profit Copen Family Fund, facilitates telecommunications in schools around the world. Chatback Trust, initiated to provide email for schools in the United Kingdom and around the world with students who have mental or physical difficulty with communicating, and Chatback International, directed at any school on the Internet, maintain a network server that you may want to investigate. The European Schools Project involves approximately 200 schools in 20 countries and has as its goal building a support system for secondary school educators. For contact information on these groups and server access, refer to Section 9, "Resources and Contacts". 7.4 Is there a manual that lists sites on the Internet particularly useful for class exploration? There are a number of resource guides, and so far only a couple are directed specifically at an education audience. "An Incomplete Guide to the Internet and Other Telecommunications Opportunities Especially for Teachers and Students K-12" is compiled by the NCSA Education Group and is available online. The RFC 1578 FYI Q/A - for Schools February 1994 "Internet Resource Directory for Educators, Version 2" is also available online. It was prepared by a team of 46 teachers in Nebraska and Texas who were enrolled in telecomputing courses at two universities in 1992 and 1993. Ednet's "Educator's Guide to Email Lists" is available electronically, as is the "Ednet Guide to Usenet News Groups". ERIC offers several documents relating to telecommunications and education, including the ERIC Digest "Instructional Development for Distance Education", and "Strategies for Teaching at a Distance". Complete bibliographic information for these documents is listed in Section 8, "Suggested Reading". For help in retrieving the documents electronically, see Appendix B. "Internet Basics", the ERIC Review "K-12 Networking", There are also printed guides to the Internet appearing along with the new books on the Internet. The problem with paper resource guides is that the Internet is a changing environment, so they become outdated quickly. Check libraries, bookstores, and booksellers' catalogs for these guides. One answer to the problem of printed Internet guides is the newsletter. NetTEACH NEWS is a newsletter specifically for primary and secondary school educators interested in networking. It contains information on new services on the Internet that are of interest to educators, projects for collaboration, conferences, new books and publications, and includes "The Instruction Corner", which gives practical tutorials on using network tools and services. NetTEACH NEWS is published ten times a year, and is available both hardcopy and via email. Subscription information can be found in Section 9, "Resources and Contacts". 7.5 How can I add my own contributions to the Internet? The network server operated by the Consortium for School Networking exists expressly for the sharing of ideas by the elementary and secondary school community. Educators are encouraged to submit projects, lesson plans, and ideas. A gopher server maintained by PSGnet and RAINet also accepts educator submissions for addition to the many sections of its menu tree devoted to elementary and secondary school interests. See Section 9, "Resources and Contacts" for information on reaching CoSN or submitting materials, and for access to the server maintained by PSGnet and RAINet. It is important to remember that anything you create should be updated for others as you make changes yourself in the course of your learning by experience. The electronic mail lists and news groups mentioned are also places to share your knowledge and yourself as a resource, and as Sellers [Page 17] you gain experience you may find you have the knowledge to put up an electronic server at your own site. A group of schools in Pittsburgh, Pennsylvania in the United States shares one such server, and there you could recently find and download to your own computer photographs and notes from an exhibit on the architecture of one of the elementary schools. 8. Suggested Reading Those items marked with an asterisk () are available free online. For information on retrieving documents electronically, see Appendix B. Dearn, D. The Internet Guide for New Users. Washington, DC: McGraw-Hill, Inc., 1994. "Ednet Guide to Usenet Newsgroups" nic.umass.edu online: pub/ednet/edusenet.gde "Educator's Guide to E-Mail Lists" online: nic.umass.edu pub/ednet/educatrs.lst Fraase, M. The Mac Internet Tour Guide. Chapel Hill, NC: Ventana Press, 1993. FYI 4 "FYI on Questions and Answers: Answers to Commonly asked "New Internet User" Questions", Malkin, G.S. and A. Marine. (fyi4.txt or rfc1325.txt) FYI 5 "Choosing a Name for Your Computer", Libes, D. (fyi5.txt or rfc1178.txt) FYI 8 "Site Security Handbook", Holbrook, J.P. and J.K. Reynolds. (fyi8.txt or rfc1244.txt) FYI 16 "Connecting to the Internet: What Connecting Institutions Should Anticipate", ACM SIGUCCS Networking Task Force. (fyi16.txt or rfc1359.txt) FYI 18 "Internet Users' Glossary", LaQuey Parker, T. and G. Malkin. (fyi18.txt or rfc1392.txt) FYI 19 "Introducing the Internet--A Short Bibliography of Introductory Internetworking Reading for the Network Novice", RFC 1578 FYI Q/A - for Schools February 1994 ``` Hoffman, E. and L. Jackson. (fyi19.txt or rfc1463.txt) FYI 20, "What is the Internet?" Krol, E. and E. Hoffman. (fyi20.txt or rfc1462.txt) The FYI series is online in the following locations. Choose the site nearest you from which to download the files: United States ds.internic.net (184.108.40.206) fyi/fyi##.txt Pacific Rim munnari.oz.au (220.127.116.11) fyi/fyi##.txt Europe nic.nordu.net (18.104.22.168) fyi/fyi##.txt "Guide to Network Resource Tools", EARN Association. May 1993. 64 pp. online: naic.nasa.gov files/general_info/earn-resource-tool-guide.ps and earn-resource-tool-guide.txt ftp.earn.net pub/doc/resource-tool-guide.ps and resource-tool-guide.txt ns.ripe.net earn/earn-resource-tool-guide.ps and earn-resource-tool-guide.txt ds.internic.net pub/internet-doc/EARN.nettools.ps and EARN.nettools.txt via email: send a message to... ...firstname.lastname@example.org leave the subject blank and in the first line of the body, enter... ...GET NETTOOLS TXT for the plain ASCII text format, or ...GET NETTOOLS PS for the PostScript version ``` "Incomplete Guide to the Internet and Other Telecommunications Opportunities Especially for Teachers and Students K-12", NCSA Education Group. July, 1993. ftp.ncsa.uiuc.edu Education/Education_Resources/Incomplete_Guide online: To order a hardcopy, contact: Valerie Sheehan NCSA Education Group 605 E. Springfield Ave. Champaign, IL 61820 email@example.com or: Lisa Bievenue NCSA Education Group 605 E. Springfield Ave. Champaign, IL 61820 firstname.lastname@example.org Internet Resource Directory for Educators tcet.unt.edu pub/telecomputing-info/IRD/IRD-telnet-sites.txt, IRD-ftp-archives.txt, IRD-listservs.txt, and IRD-infusion-ideas.txt online: Kehoe, Brendan. Zen and the Art of the Internet: A Beginner's Guide. Englewood Cliffs, NJ: Prentice-Hall, 1992. Krol, E. The Whole Internet User's Guide & Catalog. Sebastopol, CA: O'Reilly & Associates, Inc., 1992. LaQuey, T. The Internet Companion: A Beginner's Guide to Global Networking. Reading, MA: Addison-Wesley Publishing Company, 1992. Marine, A., S. Kirkpatrick, V. Neou, and C. Ward. Internet: Getting Started. Englewood Cliffs, New Jersey: Prentice-Hall, 1993. Sivin, J.P. and Bialo, E.R. "Ethical Uses of Information Technologies in Education", 1992. Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. To order, call 800-851-3420 from within the United States or 301-251-5500 from outside of the United States. Or write to: U.S. Department of Justice Office of Justice Programs National Institute of Justice Washington, DC 20531 RFC 1480 "The US Domain", Cooper, A. and J. Postel. June 1993. (rfc1480.txt) This document will also be useful to people not in the United States. See the sites listed under the FYI documents for the location nearest you from which to download the file. 9. Resources and Contacts ------------ ------------ CONFERENCES: NECC and Tel-Ed 1787 Agate Street International Society for Technology in Education Eugene, Oregon 97403-1923 phone: 503-346-4414 or 1-800-336-5191 USA fax: 503-346-5890 email: email@example.com (Compuserve: 70014,2117) (AppleLink: ISTE) Electronic access to a calendar of conferences all over the world and other information is available on the ISTE server. See "Network Servers" in this section. INET Phone: 703-648-9888 Internet Society 1895 Preston White Drive Suite 100 Reston, Virginia 22091 USA Fax: 703-620-0913 Email: firstname.lastname@example.org ---------------------- ---------------------- ELECTRONIC MAIL LISTS: Cosndisc (Consortium for School Networking Discussion List) To subscribe, send a message to... email@example.com Leave the Subject field blank, and in the first line of the body of the message enter... subscribe cosndisc YourFirstName YourLastName To post, send a message to... firstname.lastname@example.org Ednet To subscribe, send a message to... email@example.com Leave the Subject field blank, and in the first line of the body of the message enter... subscribe ednet YourFirstName YourLastName To post, send a message to... firstname.lastname@example.org Kidsphere To subscribe, send a message to... email@example.com Type any message asking to be added to the list. To post, send a message to... firstname.lastname@example.org KIDS-95/KIDLINK To learn about KIDLINK projects, subscribe to the news service by sending a message to... email@example.com Leave the Subject field blank, and in the first line of the body of the message enter... subscribe KIDLINK YourFirstName YourLastName To receive a file of general information on KIDLINK, send email to the same listserv address, leave the Subject field blank, and in the first line of the body of the message enter... get kidlink general K12admin (A list for K-12 educators interested in educational administration) To subscribe, send a message to... firstname.lastname@example.org Leave the Subject field blank, and in the first line of the body of the message enter... subscribe k12admin YourFirstName YourLastName To post, send a message to... email@example.com LM_NET (A list for school library media specialists worldwide) firstname.lastname@example.org To subscribe, send a message to... Leave the Subject field blank, and in the first line of the body of the message enter... subscribe LM_NET YourFirstName YourLastName To post, send a message to... email@example.com SIGTEL-L (A list for the Special Interest Group for Telecommunications, a service of the International Society for Technology in Education) To subscribe, send a message to... firstname.lastname@example.org Leave the Subject field blank, and in the first line of the body of subscribe SIGTEL-L YourFirstName YourLastName the message enter... To post, send a message to... email@example.com Tipsheet (Computer Help and Tip Exchange) To subscribe, send a message to... firstname.lastname@example.org Leave the Subject field blank, and in the first line of the body of the message enter... subscribe tipsheet YourFirstName YourLastName RFC 1578 FYI Q/A - for Schools February 1994 ``` ---------------- NETWORK SERVERS: ---------------Chatback Trust and Chatback International network server via telnet... telnet rdz.stjohns.edu login: student (Follow login instructions on screen.) via gopher... sjuvm.stjohns.edu (port 70) Choose "Rehabilitation Resource Center" from first menu. Choose "SJU Unibase Bulletin Board and Conference System" from menu which then comes up. Consortium for School Networking gopher server via gopher... cosn.org (port 70) via telnet... telnet cosn.org login: gopher (no password) Educational Resources Information Center (ERIC) Digests Archives are available via telnet... telnet bbs.oit.unc.edu login: launch (Follow directions on screen for registration. At the main menu, choose number 4, "Topical Document Search (WAIS)", and move to eric-digests. For help in WAIS, type a question mark.) via FTP... ftp ericir.syr.edu login: anonymous password: your_email_address cd pub via email... mail email@example.com (In your message ask for the topic you're interested in. A human will answer you.) ``` ``` via gopher... ericir.syr.edu (port 70) Empire Internet Schoolhouse via gopher... nysernet.org (port 70) via telnet... telnet nysernet.org login: empire (no password) International Society for Technology in Education (ISTE) gopher server via gopher... gopher.uoregon.edu (port 70) via telnet... telnet gopher.uoregon.edu login: gopher (no password) Once connected via either of these two methods, use the menu item "Search Titles in This Gopher Server" and enter ISTE when asked what to search for. InterNIC gopher server via gopher... is.internic.net (port 70) via telnet... telnet is.internic.net login: gopher (no password) KIDS Gopher, a KIDLINK service via gopher... kids.duq.edu (port 70) via telnet... telnet kids.duq.edu login: gopher (no password) ``` NASA Spacelink ``` via telnet... telnet spacelink.msfc.nasa.gov login: newuser password: newuser (Follow registration instructions on screen.) To find information on the NASA Teacher Resource Center Network or for a NASA Select television schedule, enter "g" for GO TO, then enter either "TRC" or "NASA Select". via FTP... ftp spacelink.msfc.nasa.gov National Science Foundation's (United States) Science and Technology Information System (STIS) via telnet... telnet stis.nsf.gov login: public Follow instructions on screen. via gopher... stis.nsf.gov (port 70) Office of Educational Research and Improvement (US Department of Education) gopher server via gopher... gopher.ed.gov (port 70) The OERI gopher server contains educational research and statistics, as well as information about the United States Department of Education and its programs. PSGnet and RAINet gopher server via telnet... telnet gopher.psg.com login: gopher (no password) via gopher... gopher.psg.com (port 70) ``` RFC 1578 FYI Q/A - for Schools February 1994 ------------ ``` NEWS GROUPS: -----------alt.education.distance alt.kids-talk comp.security.announce k12.chat.elementary k12.chat.junior k12.chat.senior k12.chat.teacher k12.ed.art k12.ed.business k12.ed.comp.literacy k12.ed.health-pe k12.ed.life-skills k12.ed.math k12.ed.music k12.ed.science k12.ed.soc-studies k12.ed.special k12.ed.tag k12.ed.tech k12.edu.life-skills (especially for school counselors) k12.euro.teachers (in Europe) k12.lang.art k12.lang.deutsch-eng k12.lang.esp-eng k12.lang.francais k12.lang.russian k12.library k12.sys.projects misc.education misc.education.language.english misc.kids misc.kids.computer news.announce.newusers pubnet.nixpub (where a list of open access Unix sites is often posted, for those looking for access to Usenet News and email only) ``` RFC 1578 FYI Q/A - for Schools February 1994 ----------- ----------- NEWSLETTER: NetTEACH NEWS Published monthly from August to March and bi-monthly April/May and June/July, NetTEACH NEWS is written for both the novice and the experienced networking teacher. Annual hardcopy subscription costs are: US $25.00 for individuals in Canada US $22.00 for individuals in the US US $30.00 for individuals outside the US and Canada US $30.00 for institutions Annual ASCII electronic copy costs are: US $15.00 for individuals Add $5.00 to hardcopy costs to receive both ASCII and hardcopy. Site licensing is available for public primary and secondary education networks. Discounts are available for school district multiple sub-scriptions. For a subscription form, questions, or to submit materials, contact: Kathy Rutkowski, Editor Chaos Publications 13102 Weather Vane Way Herndon, VA 22071 Phone: 703-471-0593 USA EMail: firstname.lastname@example.org -------------- -------------- ORGANIZATIONS: AskERIC Center for Science and Technology ERIC Clearinghouse on Information Resources Syracuse University USA Syracuse, New York 13244-4100 Phone: 315-443-9114 EMail: email@example.com Fax: 315-443-5448 RFC 1578 FYI Q/A - for Schools February 1994 According to a recent electronic brochure, "The Educational Resources Information Center (ERIC) is a federally-funded national information system that provides access to an extensive body of education-related literature. ERIC provides a variety of services and products at all education levels." Another portion of the electronic brochure states, "AskERIC is an Internet-based question-answering service for teachers, library media specialists, and administrators. Anyone involved with K-12 education can send an e-mail message to AskERIC. Drawing on the extensive resources of the ERIC system, AskERIC staff will respond with an answer within 48 working hours." Educators may have questions about primary and secondary education, learning, teaching, information technology, or educational administration which AskERIC can answer. Parents AskERIC is a new service for parents looking for information to better facilitate their children's developmental and educational experiences. Use the email address listed above. Chatback International Dr. R. Zenhausern, Executive Director Psychology Department St. Johns University SB 15, Marillac Jamaica, NY 11439 Phone: 718-990-6447 USA Fax: 718-990-6705 EMail: firstname.lastname@example.org The Chatback Trust Tom Holloway, UK Director 25 Clemens Street Royal Leamington Spa Warwickshire, CV31 2DP Fax: +44-926-420204 Phone: +44-926-888333 EMail: email@example.com The Chatback Trust is the organization which was originally concerned primarily with school children with various types of language disorder. Chatback International is the expansion of that project onto the Internet and is concerned with the use of networks to educate all children. RFC 1578 FYI Q/A - for Schools February 1994 Consortium for School Networking P.O. Box 65193 Washington, DC 20035-5193 Phone: 202-466-6296 Fax: 202-872-4318 EMail: firstname.lastname@example.org USA According to a recent brochure, "The Consortium for School Networking is a membership organization of institutions formed to further the development and use of computer network technology in K-12 education." To join CoSN, request an application at the above address. To contribute your ideas, lesson plans, projects, etc., for others to access over the Internet, send to email to: email@example.com European Schools Project University of Amsterdam CICT/SCO Grote Bickerrsstraat 72 1013 KS Amsterdam The Netherlands Phone: +31-20-5251248 Fax: +31-20-5251211 Contact: Dr. Pauline Meijer or Dr. Henk Sligte EMail: firstname.lastname@example.org The European Schools Project is "a support system for secondary schools to explore applications of educational telematics." FidoNet Portland, OR 97219 1151 SW Vermont Street USA Phone: 503-280-5280 Contact: Janet Murray EMail: email@example.com FidoNet is a dial-up, store-and-forward messaging system which takes advantage of late night phone rates to send and receive email and conferences. FrEdMail Foundation P.O. Box 243, Bonita, CA 91908 Contact: Al Rogers Phone: 619-475-4852 EMail: firstname.lastname@example.org USA International Education and Research Network (IEARN) c/o Copen Family Fund 345 Kear Street Yorktown Heights, NY 10598 USA EMail: email@example.com Contact: Dr. Edwin H. Gragert Phone: 914-962-5864 Fax: 914-962-6472 According to Dr. Gragert, "The purpose of the IEARN Network is to create low-cost telecommunications models to demonstrate that elementary and secondary students can make a meaningful contribution to the health and welfare of people and the planet. We want to see students go beyond simply being "pen-pals" to use telecommunications in joint student projects as part of the educational process." IEARN works with international service and youth organizations to add telecommunications to existing partnerships. KIDLINK Society 4815 Saltrod Phone: +47-370-31204 Fax: +47-370-27111 EMail: firstname.lastname@example.org Contact: Odd de Presno Norway KIDLINK is the organization that runs the yearly KIDS projects, KIDS-94, KIDS-95, etc. For information on getting files related to KIDS-NN/KIDLINK, see "Electronic Mail Lists" in this section. For access to the KIDS Gopher, see "Network Servers" in this section. K12Net USA 1151 SW Vermont Street Portland, OR 97219 Phone: 503-280-5280 EMail: email@example.com Contact: Janet Murray RFC 1578 FYI Q/A - for Schools February 1994 K12Net is a collection of conferences devoted to curriculum, language exchanges with native speakers, and classroom-to-classroom projects designed by teachers in K-12 education. The conferences are privately distributed among FidoNet-compatible bulletin board systems on five continents and are also available as Usenet Newsgroups in the hierarchy "k12." More information about K12Net is available from gopher.psg.com. ``` via telnet... telnet gopher.psg.com login: gopher via gopher... gopher.psg.com (port 70) NASA Central Operation of Resources for Educators (CORE) Lorain County Joint Vocational School 15181 Route 58 South Oberlin, OH 44074 USA Phone: 216-774-1051, x293/294 Fax: 216-774-2144 ``` For a copy of the video "Global Quest: The Internet in the Classroom" released by the NASA NREN K-12 Initiative contact the above address. The fee for the video is cost plus shipping and handling. You may also make a copy yourself by taking a blank copy to the nearest NASA Teacher Resource Center or by taping from NASA Select television. For information on the NASA Teacher Resource Center Network or on NASA Select, contact your nearest NASA facility or log in to NASA Spacelink. (See NASA Spacelink in "Network Servers".) National Center for Education Statistics 555 New Jersey Ave N.W., R.410 C Washington DC 20208-5651 Phone: 202-219-1364 Contact: Jerry Malitz EMail: firstname.lastname@example.org Fax: 219-1728 USA For a copy of the video "Experience the Power: Network Technology for Education" released by NCES contact the above address. If you contact them via email to order a video be sure that you send your mailing address. InterNIC Information Services General Atomics P.O. Box 85608 San Diego, California 92186-9784 USA Phone: 800-444-4345 619-455-4600 Fax: 619-455-3990 EMail: email@example.com The InterNIC is a (United States) National Science Foundation funded group tasked with providing information services to the United States research and education networking community. The Reference Desk is in operation Monday through Friday, from 6:00 a.m. to 6:00 p.m. Pacific Time. Internet Society 1895 Preston White Drive Suite 100 Reston, Virginia 22091 Phone: 703-648-9888 Fax: 703-620-0913 USA EMail: firstname.lastname@example.org The Internet Society is an international membership organization for individuals and organizations that support its goals of promoting the use of the Internet: A. To facilitate and support the technical evolution of the Internet as a research and education infrastructure, and to stimulate the involvement of the scientific community, industry, government and others in the evolution of the Internet; B. To educate the scientific community, industry and the public at large concerning the technology, use and application of the Internet; C. To promote educational applications of Internet technology for the benefit of government, colleges and universities, industry, and the public at large; D. To provide a forum for exploration of new Internet applications, and to stimulate collaboration among organizations in their operational use of the global Internet. RFC 1578 FYI Q/A - for Schools February 1994 Reseaux IP Europeens Network Coordination Centre (RIPE NCC) Kruislaan 409 NL-1098 SJ Amsterdam The Netherlands Phone: +31 20 592 5065 EMail: email@example.com Fax: +31 20 592 5090 The RIPE NCC assists European Internet operators and refers users to appropriate operators. Services include: -delegated registry for network and Autonomous System numbers -whois database at whois.ripe.net -document store at ftp.ripe.net (also accessible via gopher and wais) -interactive information service (via telnet at info.ripe.net) Asia Pacific Network Information Center c/o University of Tokyo, Computer Center 2-11-16 Yayoi, Bunkyo-ku, Tokyo 113 Phone: +81-3-5684-7747 Japan Fax: +81-3-5684-7256 EMail: firstname.lastname@example.org The APNIC is a cooperative organization of national network information centers in the Asia Pacific region operating under the auspices of the Asia Pacific Coordinating Committee for Intercontinental Research Networks. APNIC is tasked with providing information and registration services to networking organizations throughout the Asia and Pacific Rim regions. 10. References [1] Malkin, G., and A. Marine, "FYI on Questions and Answers: Answers to Commonly Asked 'New Internet User' Questions", FYI 4, RFC 1325, Xylogics, SRI, May 1992. [2] Krol, E., and E. Hoffman, "What is the Internet?" FYI 20, RFC 1462, University of Illinois, Merit Network, Inc., May 1993. [3] "Restructuring Schools: A Systematic View" in Action Line, the newsletter of the Maryland State Teachers Association, a National Education Association Affiliate. R. Kuhn, Editor. No. 93-6. June, 1993. [4] Sivin, J. P. and E. R. Bialo (1992) "Ethical Uses of Information Technologies in Education." Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. [5] Hoffman, E. and L. Jackson, "Introducing the Internet--A Short Bibliography of Introductory Internetworking Reading for the Network Novice", FYI 19, RFC 1463, Merit Network, Inc., NASA, May 1993. 11. Security Considerations General security considerations are discussed in Section 6 of this document. 12. Author's Address Jennifer Sellers NASA NREN 700 13th Street, NW Suite 950 Washington, DC 20005 USA Phone: 202-434-8954 EMail: email@example.com APPENDIX A: EXAMPLES OF PROJECTS USING THE INTERNET The following examples of projects using the Internet appeared on the Kidsphere electronic mailing list during the 1992-93 school year. The messages have been edited in the interest of space and because many of the details about how to participate are dated, but the information presented can give you a feel for the types and range of projects that happen today. ========================================= Example One, "Middle School Math Project" ========================================= This is the official invitation to participate in "Puzzle Now!". "Puzzle Now!" is an interdisciplinary project using educational technology as a tool to integrate the curriculum. "Puzzle Now!" provides teams of mathematics and language arts teachers and students with thematic puzzle problems via VA.PEN. PROJECT : Puzzle Now! SUBJECT AREA : Mathematics/Language Arts GRADE LEVEL : 6 - 8 DURATION : This project will consist of eight - one week cycles. PROJECT GOALS : -to increase student motivation for math problem solving; -to emphasize the importance of addressing problems in a clear, concise, and logical manner; -to provide students with opportunities for developing skills in written expression; -to familiarize students with computer and modem as tools for problem solving projects. PROJECT DESCRIPTION: The puzzles presented in this project are no mere entertainment. These puzzles will help the student reason logically, develop thinking skills, and will assist in the understanding of many practical disciplines, such as geometry. IT IS VERY IMPORTANT to remember that getting the correct answer isn't as important as figuring out how to find it. DO THE SOLUTIONS HAVE TO BE SUBMITTED IN A PARTICULAR FASHION? Yes, the solution format requires that the group/team/individual first 1) restate the puzzle/problem; 2) explain the strategy, or strategies used in finding the answer; 3) state the answer. Your team/class may turn in only one solution. That means you must work together to develop one solution to be examined by the "Puzzlemeister". ========================================== ========================================== Example Two, "Poetry Contest, Grades 9-12" National Public Telecomputing Network -Academy One Project Announcement FIRST ANNUAL INTERNET POETRY CONTEST FOR SECONDARY STUDENTS GRADES 9-12 *FEATURED FORM: THE SONNET* *First Place Award: $50.00* *Second Place Award: $25.00* *Honorable Mentions: $10.00* The first annual Internet Poetry Contest invites entries from students in grades 9-12 for original sonnets written within the last 3 years. The purpose of the contest is to encourage young creative writers to practice the discipline needed to write in a particular poetic form, in this case, the sonnet form. (The sonnet is defined and examples are given below.) Sonnets may be submitted in any recognized sonnet form including Petrarchan, Shakespearean, Miltonic, or Spenserian. Students submitting entries must include a form (given below) certifying that each sonnet entered in the contest is original and written within the last 3 years. The deadline for mailing entries is April 30, 1993. Winners will be notified individually and winning entries will also be announced via Academy I on the Internet. Judges for the contest are current or retired English instructors throughout the United States. ============================================== ============================================== Example Three, "Tracking Monarch Butterflies" Our school has begun a study of monarchs using Nova's Animal Pathfinders. After working through these lessons, which will give us the necessary background information, we will design the format for collecting the data on sighting monarchs. We will send information on the format to any school who wishes to participate in the project. Our fifth grade students will begin this project and we hope that students from kindergarten through twelfth grade will get involved. We hope that schools from south to north along the migratory flyways will be interested in joining and collecting data about first sightings and population counts. We still have not found the lepidopterists who did the initial research but will keep looking. Hope to hear from you soon. ======================================= ======================================= Example Four, "Simulated Space Mission" National Public Telecomputing Network -Academy One Program Announcement SPECIAL EVENT: NESPUT 24-HOUR CENTENNIAL SPACE SHUTTLE SIMULATED MISSION ON APRIL 27, 1993 SCHOOLS, TEACHERS, STUDENTS, SPACE ENTHUSIASTS: The April 27 simulated and telecommunicated space shuttle mission is a mostly real-time 24 hour mission involving numerous activities in space. Your school could be involved for an entire 24 hour period or for a much lesser amount of time (say just your school day or even a few hours). During that 24 hour period, schools will be linked to share information via telecommunications and a variety of activities will be going on via telecommunications and in the classroom--most of them created by the schools and students involved. The space shuttle Centennial at University School in Shaker Heights, Ohio, a real and permanent simulator, will act as itself and use its mission control area as Houston. Reports on the progress of our real student Sellers [Page 38] astronauts will be posted on the listserv and via the menus on NPTN affiliate systems carrying Academy One. Your school can act as any one of the following: A second American shuttle. A weather reporting station for your area. A second Russian shuttle. One of NASA's alternate landing sites. An information station, posting interesting information of interest about the space shuttle and the space program. A science station posing questions and problems for all astronauts in simulated space. A graphics station, sending GIF files to other schools (especially good if you have a scanner for your computer). Any other type of space related station or activity you can imagine. ================================================== ================================================== Example Five, "Equinox Experiment and Calculation" ATTENTION - MARCH 20, l993 IS THE EQUINOX A WORLDWIDE SCIENCE AND MATH EXPERIMENT ERATOSTHENES EXPERIMENT Eratosthenes, a Greek geographer (about 276 to 194 B.C.), made a surprisingly accurate estimate of the earth's circumference. In the great library in Alexandria he read that a deep vertical well near Syene, in southern Egypt, was entirely lit up by the sun at noon once a year. Eratosthenes reasoned that at this time sun must be directly overhead, with its rays shining directly into the well. In Alexandria, almost due north of Syene, he knew that the sun was not directly overhead at noon on the same day because a vertical object cast a shadow. Eratosthenes could now measure the circumference of the earth (sorry Columbus) by making two assumptions - that the earth is round and that the sun's rays are essentially parallel. He set up a vertical post at Alexandria and measured the angle of its shadow when the well at Syene was completely sunlit. Eratosthenes knew from geometry that the size of the measured angle equaled the size of the angle at the earth's center between Syene and Alexandria. Knowing also that the arc of an angle this size was 1/50 of a circle, and that the distance between Syene and Alexandria was 5000 stadia, he multiplied 5000 by 50 to find the earth's circumference. His result, 250,000 stadia (about 46,250 km) is quite close to modern Sellers [Page 39] measurements. Investigating the Earth, AGI, l970, Chapter 3, p. 66. The formula Eratosthenes used is: D A d=distance between Syene and Alexandria _____ = _____ A=360 degrees assumption of round earth a=shadow angle of vertical stick d a D=to be determined (circumference) ---------------------------------------------------------------- Are you interested in participating? All you need to do is place a vertical stick (shaft) into the ground at your school and when the sun reaches it's highest vertical assent for the day (solar noon), measure the angle of the shadow of the stick. -\ By doing this experiment on the equinox we all know that the vertical rays of the sun are directly over the equator, like the well at Syene. Using a globe or an atlas the distance between your location and the equator can be determined and the circum- ference can be calculated. *************************************************************** But how about sharing your shadow angle measurement with others around the real globe. **************************************************************** Send your measurement of the shadow angle____________degrees Send your location city ____________________________________ Send your location country _________________________________ Send your latitude _________________________________________ Send your longitude ________________________________________ We will compile all the data and send you a copy to use in your classroom to compare the various locations and angles. If you're interested send us your data. We will compile and return it to you. ===================================== Example Six, "Famous Black Americans" ===================================== Project Name: Who Am I?: Famous Black Americans Subject Area: Social Studies, Research Skills Grade Level: Grades 4-12 Project Description: The goal of this project is to assist students in increasing their knowledge of American black history. Each week, on Monday Morning, a set of three or four clues will be sent to your account. The same will occur on Tuesday, Wednesday, and Thursday mornings. At any time, through the end of the day on Friday, your students may send their answer (the name of the famous American identified by the clues) to the following online address: firstname.lastname@example.org A class should send only one answer each week. If two are sent, the sponsors will assume that the first of the answers is the one intended to be submitted. The sponsor will collect all answers, compile a listing of classes who send the correct answers, and will forward this list to all participants via email by early on the following Monday morning. On that morning, in addition, the sponsor will send all classes a new problem. This project lasts five weeks, with clues each week being given for a different famous person in American history. Project Length: Five Weeks Awards: Every Monday morning, participating classes will receive an online message from the sponsor congratulating those who have sent correct answers during the previous week. At the end of the five weeks, attractive certificates will be awarded to all participating classes (sent by way of the Postal Service). In addition, classes which have participated in each of the five weeks will receive a separate style of certificate for their school or class. APPENDIX B: HOW TO GET DOCUMENTS ELECTRONICALLY The traditional way to access files available online on the Internet is via a program based on the File Transfer Protocol (FTP). Many information sites have hosts that allow "anonymous" FTP, meaning you don't need to already have an account on the host in order to access the files it makes public. This appendix will describe obtaining files via anonymous FTP and describe obtaining files via the Internet Gopher program. The online files sited in Suggested Reading can all be retrieved via anonymous FTP. (Most can also be retrieved via Gopher.) In most cases, when you see a reference to a file available for FTP, the reference will give you both a computer hostname and a pathname. So, for example, the ASCII text version of the EARN Resource Tool Guide is on the host naic.nasa.gov in the /files/general_info directory as earn-resource-tool-guide.txt. Many online files are mirrored on more than one host. RFC files, for example, are so popular that several hosts act as repositories for them; so, when they are cited, rarely is a hostname given. To find out all about getting RFCs and FYIs, send a message to email@example.com and in the body of the message, type 'help: ways_to_get_rfcs'. RFCs are available both via electronic mail and via Anonymous FTP, as well as via many Gophers. Anonymous FTP Some of this information about transferring files based on text from the access.guide file referenced in FYI 19 [5] and written by Ellen Hoffman and Lenore Jackson. If you are on a computer connected to the Internet and can use FTP, you can access files online. If your VM/CMS, VAX/VMS, UNIX, DOS, Macintosh, or other computer system has FTP capability, you can probably use the sample commands as they are listed. If your computer doesn't work using the sample commands, you may still have FTP access. You will need to ask your system administrator or local network consultant. If you don't have FTP, you may be able to get files via electronic mail. If you are using a UNIX machine, you can use FTP directly from a system prompt. For other computers, there are commercial and public domain programs that will allow you to use FTP. (For example, there is a very easy-to-use shareware program called "Fetch" for the Macintosh.) Once you establish that you have FTP access, you will need to send a series of commands to reach the host computer with the file you want, connect to the appropriate directory, and have the file transferred to your computer. A typical FTP session is described here, but not all software is exactly alike. If you have problems, check your software's documentation ('man' page) or contact your local help-desk. This session uses the EARN Guide to Network Resource Tools in its naic.nasa.gov home as an example file to be transferred. Here's what you can do: (1) Tell your computer what host you are trying to reach: ftp naic.nasa.gov (2) Log in to the computer with the username "anonymous". You will be prompted for a password; most often it is preferred that you use your complete email address as your password. (3) Navigate through the directory to find the file you need. Two useful commands for doing so are the one to change directories ('cd'), which you can use to step through more than one directory at a time: cd files/general_info and the command which shows you the files and subdirectories within a directory: dir (4) Give a command to have the file sent to your computer: get earn-resource-tools.txt (5) Quit FTP: quit RFC Repositories: Following is a list of hosts that are primary repositories for RFCs, and, for each host, the pathname to the directory that houses these files: - ds.internic.net rfc - nisc.jvnc.net rfc - venera.isi.edu in-notes - nis.nsf.net internet/documents/rfc - wuarchive.wustl.edu info/rfc - ftp.concert.net /rfc - src.doc.ic.ac.uk rfc RFCs are in the file format you see in the Suggested Readings section, e.g., rfc####.txt, with #### being the number of the RFC. To retrieve an RFC, then, you would FTP to a host above, log in as anonymous, cd to the directory noted, and retrieve the RFC you want. The file ways_to_get_rfcs, mentioned above, explains which sites make RFCs available for electronic mail retrieval, and provides directions for doing so. Remember that FYI documents, such as this one, are also RFCs, so the information about RFCs applies to FYIs as well. You can usually retrieve FYIs either by their RFC number, or by their FYI number. FYI numbers are in the format fyi##.txt, where ## is the number of the FYI. Gopher A relatively new method of viewing and retrieving information is the Internet Gopher. A Gopher server presents information to a users via a series of menus. By choosing menu items, the user is led to files or to other services available on the Internet. Gopher can also retrieve files for the user because it has an interface to the File Transfer Protocol. So you can use Gopher to obtain files rather than FTP. Once you have located a file you want, you also have the option of mailing it electronically. Several Gopher servers are listed in the Network Servers portion of Section 9 "Resources and Contacts". The InterNIC gopher, for example, is one that provides access to the RFCs. Normally, the best way to access a Gopher server is by running a Gopher client on your own host or network. However, if you do not have that software, many Gophers are accessible via Telnet (see the addresses in Section 9). To Telnet to a host, most often you would give the command "telnet" and the hostname, for example: telnet naic.nasa.gov. Unlike FTP repositories, which are accessible over the network but which you have to access one at a time, many Gophers are linked together over the Internet. Therefore, if you have access to one Gopher, you usually have access to hundreds more. This huge network of gophers and the vast amount of information they serve is referred to as "gopherspace". You can use a service within Gopher called "Veronica" to search gopherspace to see if there is more information out there of a particular type you are interested Sellers [Page 45] in finding. From within Gopher, look for a menu item such as "Search Gopherspace Using Veronica" to find out more information about using the Veronica service. RFC 1578 FYI Q/A - for Schools February 1994 APPENDIX C: GLOSSARY OF TERMS USED IN THIS DOCUMENT The following is a short glossary of terms used in this document. For a more complete glossary of Internet terms, refer to FYI 18 (RFC 1392), "Internet Users' Glossary". These definitions are largely excerpted from that glossary. (See Section 8, "Suggested Reading", above.) Anonymous FTP Accessing data via the File Transfer Protocol using the special username "anonymous". This was devised as a method to provide a relatively secure way of providing restricted access to public data. Users who wish to acquire data from a public source may use FTP to connect to the source, then use the special username "anonymous" and their email address as the password to log into a public data area. Cracker A person who uses computer knowledge to attempt to gain access to computer systems and/or maliciously damage those systems or data. Dial-in (also dial-up) A connection, usually made via modems, between two computers (or servers) over standard voice grade telephone lines. Download To copy data from a remote computer to a local computer. The opposite of upload. DSU/CSU (Data Service Unit/Channel Service Unit) The digital equivalent of a modem. A Channel Service Unit connects to a telephone company-provided digital data circuit, and a Data Service Unit provides the electronics required to connect digital equipment to the CSU. Paired together a DSU/CSU allows computer equipment to be connected into the telephone digital service for highly conditioned, high speed data communications. Electronic Bulletin Board System (BBS) A computer, and associated software, which typically provides electronic messaging services, archives of files, and any other services or activities of interest to the bulletin board system's operator. Although BBSs have traditionally been the domain of Sellers [Page 47] hobbyists, an increasing number of BBSs are connected directly to the Internet, and many BBSs are currently operated by government, educational, and research institutions. EMail (Electronic Mail) A system whereby a computer user can exchange messages with other computer users (or groups of users) via a communications network. FidoNet A network of computers interconnected using the FIDO dial-up protocols. The FIDO protocol provides a means of "store and forward" file transfer similar to UUCP. FTP (File Transfer Protocol) A protocol which allows a user on one host to access, and transfer files to and from, another host over a network. Also, FTP is usually the name of the program the user invokes to execute the protocol. FYI (For Your Information) A subseries of RFCs that are not technical standards or descriptions of protocols. FYIs convey general information about topics related to TCP/IP or the Internet. See also: RFC (Request for Comments). Gopher A distributed information service that links many types of information from all around the Internet and presents it to the user in a series of menus. Because hundreds of Gopher servers cooperate in providing access to information and services, the user sees a single, uniform interface to information that actually resides on different host computers. The Gopher interface is very easy to use, and public domain versions of the clients and servers are available. Hacker A person who delights in having an intimate understanding of the internal workings of a system, computers and computer networks in particular. The popular media has corrupted this term to give it the pejorative connotation of a person who maliciously uses computer knowledge to cause damage to computers and data. The proper term for this type of person is "cracker". RFC 1578 FYI Q/A - for Schools February 1994 Internet Engineering Task Force (IETF) The IETF is a large, open community of network designers, operators, vendors, and researchers whose purpose is to coordinate the operation, management and evolution of the Internet, and to resolve short-range and mid-range protocol and architectural issues. It is a major source of protocol proposals and standards. InterNIC A Network Information Center (NIC), funded by the National Science foundation, that provides information about the Internet. The InterNIC is a team of three contractors, each of which focuses on a particular network support task. The three tasks are: Information Services (the task most often cited in this document), Registration Services, and Directory and Database Services. Kbs (Kilo-Bits per Second) A data transmission rate expressed in 1000 bit per second units. For example, 56Kbs is 56*1000=56,000 bits per second. LAN (Local Area Network) A data network intended to serve an area of only a few square kilometers or less. Since such are networks relatively small they can usually be directly controlled by the users and operate at relatively high speeds (up to 100Mb/s [10 million bits per second]) over inexpensive wiring. Leased line A leased line is a special phone company permanent connection between two locations. Leased lines are generally used where high-speed data (usually 960 characters per second and higher) is continually exchanged between two computers (in the Internet, generally between routers). A leased line is billed at the same rate per month independent of how much the line is used and can be cheaper than using dial modems depending on the usage. Leased lines may also be used where higher data rates are needed beyond what a dial modem can provide. Listserv (mailing list server) An automated program that accepts mail messages from users and performs basic operations on mailing lists for those users. In the Internet, listservs are usually accessed as "listname@host"; for example, the list server for the hypothetical list Sellers [Page 49] "firstname.lastname@example.org" would be called "email@example.com". Sending email to "firstname.lastname@example.org" causes the message to be sent to all the list subscribers, while sending a message (to subscribe or unsubscribe, for example) to "email@example.com" sends the message only to the list server. Not all mailing lists use list servers to handle list administration duties. Mailing Lists A list of email addresses. Generally, a mailing list is used to discuss certain set of topics, and different mailing lists discuss different topics. A mailing list may be moderated, that is messages sent to the list are actually sent to a moderator who determines whether or not to send the messages on to everyone else. Many mailing lists are maintained by a "listserv" (list server) program that automatically handles operations such as adding new people to the list. (See above.) In the Internet, for those mailing lists maintained by a human, rather than by a listserv, you can generally subscribe to a list by sending a mail message to: "listname-REQUEST@host" and in the body of the message enter a request to subscribe. To send messages to other subscribers, you will then use the address "listname@host". Modem (MODulator/DEModulator) A device that converts the digital signals used by computers into analog signals needed by voice telephone systems. Modems can be "dial" or "leased line" type. Dial type modems are used on normal telephone lines to call remote computers, and usually operate at speeds between 120 to 1,920 characters per second. Network Access Provider (Network Service Provider) Any organization that provides network connectivity or dial-up access. Service providers may be corporations, government agencies, universities, or other organizations. Network News Another name for "Usenet News". RFC 1578 FYI Q/A - for Schools February 1994 NIC (Network Information Center) A central place where information about a network within the Internet is maintained. Usually NICs are staffed by personnel who answer user telephone calls and electronic mail, and provide general network usage information and referrals, among other possible tasks. Most network service providers also provide a NIC for their users. Port TCP/IP assigns at least one address to a host computer, but applications such as FTP must talk to a corresponding server application on the host. The "port" is the way TCP/IP designates the remote application. Most common Internet servers have specific port numbers associated with them. For example, Telnet uses port number 23. These are known as "well known ports" and allow application programmers to write standard applications (such as Telnet, FTP, etc.) that "know" where the corresponding server is on a particular host. PPP (Point to Point Protocol) A protocol used to establish TCP/IP connections using serial lines such as dial-up telephone lines. Similar to SLIP (see below), PPP is a later standard that includes features such as demand dial-up, compression, better flow control, etc. Protocol A formal description of message formats and the rules two computers must follow to exchange those messages. Protocols can describe low-level details of machine-to-machine interfaces (e.g., the order in which bits and bytes are sent across a wire) or high-level exchanges between allocation programs (e.g., the way in which two programs transfer a file across the Internet). Protocol Stack A series of protocols linked together to provide an end-to-end service. For example, the File Transfer Protocol uses the Transmission Control Protocol, which uses the Internet Protocol, which may use the Point to Point protocol, to transfer a file from one computer to another. The series FTP->TCP->IP->PPP is called a protocol stack. RFC (Request for Comments) The document series, begun in 1969, which describes the Internet suite of protocols and related experiments. Not all (in fact very few) RFCs describe Internet standards, but all Internet standards are written up as RFCs. The RFCs include the documentary record of the Internet standards process. Router A computer which forwards traffic between networks. The forwarding decision is based on network layer information and routing tables, often constructed by routing protocols. SLIP (Serial Line Internet Protocol) A protocol used to establish TCP/IP connections using serial lines such as dial-up telephone lines. Small computers, such as PCs and Macintoshes, can use SLIP to dial up to servers, which then allow the computer to act as a full Internet node. SLIP is generally used at sites with a few users as a cheaper alternative than a full Internet connection. SLIP is being replaced by PPP at many sites. TCP/IP (Transmission Control Protocol/Internet Protocol) TCP/IP is named for two of the major communications protocols used within the Internet (TCP and IP). These protocols (along with several others) provide the basic foundation for communications between hosts in the Internet. All of the service protocols, such as FTP, Telnet, Gopher, use TCP/IP to transfer information. Telnet Telnet is the Internet standard protocol for remote terminal connection service. The name "telnet" also is used to refer to programs that allow interactive access to remote computers, as well as the action of using said programs. For example, the phrase "Telnet to host xyzzy." means to interactively log into host "xyzzy" from some other host in the Internet. Upload To copy data from a local computer to a remote computer. The opposite of download. Usenet News An electronic bulletin board system created originally by the Unix community and which is accessible via the Internet. Usenet News forms a discussion forum accessible by millions of users in almost every country in the world. Usenet News consists of thousands of topics arranged in a heirarchical form. Major topics include "comp" for computer topics, "rec" for recreational topics, "soc" for social topics, "sci" for science topics, etc. Within the major topics are subtopics, such as "rec.music.classical" for classical music, or "sci.med.physics" for discussions relating to the physics of medical science. UUCP (Unix-to-Unix CoPy) This was initially a program run under the UNIX operating system that allowed one UNIX system to send files to another UNIX system via dial-up phone lines. Today, the term is more commonly used to describe the large international network which uses the UUCP protocol to pass news and electronic mail. Virus A program which replicates itself on computer systems by incorporating itself into other programs which are shared among computer systems. WAIS (Wide Area Information Server) A distributed information service which offers simple natural language input, indexed searching for fast retrieval, and a "relevance feedback" mechanism which allows the results of initial searches to influence future searches. Public domain implementations are available. WWW (World Wide Web) A hypertext-based, distributed information system created by researchers at CERN in Switzerland. Users may create, edit or browse hypertext documents. The clients and servers are freely available. The WWW servers are interconnected to allow a user to traverse the Web from any starting point; in addition, many other servers such as WAIS and Gopher have been incorporated into the WWW servers.	<urn:uuid:4e31aa1c-12af-4a45-a4f8-eab2cf80f5bf>	CC-MAIN-2018-47	http://mirror.cogentco.com/pub/rfc/pdf/rfc1578.txt.pdf	2018-11-19T00:50:44Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00057.warc.gz	231,330,374	20,298	eng_Latn	eng_Latn	0.933278	eng_Latn	0.998757	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1284, 3966, 6407, 8430, 11082, 13616, 16087, 19352, 21446, 23553, 26962, 28215, 30623, 33146, 35949, 38084, 41206, 42401, 43531, 44869, 46007, 47299, 48568, 49698, 50463, 51454, 52315, 53578, 55373, 56652, 58078, 59816, 61299, 62465, 63655, 65278, 67014, 69332, 71543, 72925, 74426, 74931, 77233, 78770, 81357, 83533, 85183, 87747, 89198, 91193, 92987, 94823 ]	[ 1.765625, 1.140625 ]	3	25
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln North American Crane Workshop Proceedings North American Crane Working Group 2008 Do we need such rare birds? Stephen A. Nesbitt Florida Fish and Wildlife Conservation Commission, Wildlife Research Laboratory Follow this and additional works at: https://digitalcommons.unl.edu/nacwgproc Part of the Behavior and Ethology Commons, Biodiversity Commons, Ornithology Commons, Population Biology Commons, and the Terrestrial and Aquatic Ecology Commons Nesbitt, Stephen A., "Do we need such rare birds?" (2008). North American Crane Workshop Proceedings. 188. https://digitalcommons.unl.edu/nacwgproc/188 This Article is brought to you for free and open access by the North American Crane Working Group at DigitalCommons@University of Nebraska Lincoln. It has been accepted for inclusion in North American Crane Workshop Proceedings by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Do we need such rare birds? Stephen A. Nesbitt, Florida Fish and Wildlife Conservation Commission, Wildlife Research Laboratory, 1105 S.W. Williston Road, Gainesville, FL 32601, USA ProcEEDINGS of the North AmERICAN Crane Workshop 10:1-2 Gruidae is one of the oldest bird families; the genus Grus dates back at least 9 million years. Though they may have been around a long time, it is unlikely that cranes were ever among the most abundant of birds. Several of the 15 crane species occur today in such low numbers that they are considered in danger of becoming extinct. It has been posited that at the time of European colonization of North America whooping cranes may have numbered 10,000 individuals, so whooping cranes have likely always been rare birds. Rare has often been used as a synonym for endangered, however some organisms are rare by natural occurrence and not necessarily about to become extinct as the term rare and endangered would imply. It stands to reason, though, that those things that occur in low numbers are more liable to extinction than those in greater abundance. The amount of society's resources that have been committed to preventing the decline or extinction of rare animals has been in the billions of dollars; with millions of acres of land and thousands of years of efforts being dedicated to this same purpose. But to what avail? Aren't we still losing species at an alarming rate? Does the pace of their loss not seem to be accelerating? Accompanying the disappearance of species from the planet we often hear the cynical drone "why bother, they were doomed anyway, otherwise they would not have been rare in the first place." Follow this course of logic to its end point and the product of the argument becomes appallingly apparent. Would we really be happy sharing the planet with nothing other than pigeons, cockroaches, house sparrows and rats? Let's hope not! As humanity's unkind progress overwhelmed those species that had the misfortune to be in the way, and before we excuse our insolent sins with so cavalier a notion as forgone doom, we should pause and fully appreciate what it is we are losing. From ancient times humans have felt there was something extraordinary and remarkable about rare and spectacular animals. We've imbued them with mystical energy, miraculous powers, and invoked their images for special occasions. To some extent the culture we live in today is a consequence of having developed with rare animals among us. The awe and wonder they inspire reverberates in our understanding of the world outside and helped to frame our collective fears and communal joy. There are those that say the money spent to perpetuate rare species might be better spent on species that had not reached such a critical point in the equation of demise. Such sentiments are most typically espoused by someone other than a scientist, and certainly not by anyone consumed with the need to know. A mind bent toward understanding things would, faced with an inevitable loss, advocate for learning as much as possible in whatever time was left. Imagine what we will never know about the Labrador duck, the Carolina parakeet, or the great auk. What was their place in the fabric of life during their time? We can only guess at the answers, although we might have known some of the answers with more time and a few more minds to ponder. Where might our understanding of those lost ones be today? Could we dare to hope they might even have been saved! Several of the world's cranes occur in precariously low numbers; first among these is the whooping crane, with a planetary population that has remained at less than 500 for the past century. Those whose job it is to think of such things speculate that, at their most abundant, whooping cranes never numbered more that a few thousand. Clearly they were always rare and, though they have come back from barely more than a dozen, they will likely be rare for many human lifetimes to come. Here we are presented with a creature that was spread so thinly over the landscape that their first interactions with mankind all but extinguished their splendor. When we lose one of the finite life forms from the planet one outcome that is seldom considered is the spiritual impact to human society bereft of yet another of the flavors of uniqueness. It is still true, as E.O. Wilson said in 1998, that the "psychological benefits of natural ecosystems are almost wholly unexplored." The human animal is a seeker of intellectual engagement. Our need for stimulation is one aspect of mankind that sets us apart from other prescient creatures. Paralleling this requirement for stimulation is a need to feel individually special. This need for specialness can take any of several forms, but the one that has greatest bearing on the argument at hand is having novel experiences. Now we must face the question, can our modern society afford the luxury of such ecologically precarious life form? If so then how are the costs justified? The easy and anthropocentric argument offered for preserving them from extinction has been that loss of any one species is just one step closer to the end of the human species. This must be wrongheaded or, after all the ills we have wrought on the planet so far, we should have already seen our end. Some may be lulled into believing that technology will intervene and provide solutions to excuse our insults. Technological intervention may be able to clean polluted water or fouled air, but it seems highly doubtful that human technology, no matter how advanced our society becomes, will ever be able to replace a species with all its ecological marvels intact. 2 Do we need such rare birds? ∙ Nesbitt This is where the inherent worth of having things rarely found among us becomes important. An encounter with a rare animal and understanding the significance of that opportunity is one way to satisfy the need for unique experiences. As important as the event, is the knowledge to appreciate what they have experienced. The challenge to us, as resource professionals, is to insure that the possibility for such an experience is never lost and that the understanding of the experience and its significance has been made available. Unique events interrupt the flow of the regular that can threaten to overwhelm us with the commonplace. They add unique flavors to a moment, a day, a year and, eventually a lifetime. Seeing something rarely glimpsed creates moments of wonder which add to our sense of belonging in the world. It reinforces our feelings of individual uniqueness. There have always been rare animals among us and we will always need to have such miracles of nature among us. Otherwise we will be forced to go about our lives mired in the routine and predictable. The cost of preserving what is left to us dynamic and thriving should not be measured in dollars only, it should be measured against the awful price civilization will pay when these efforts fail. Without the regular and unpredictable delight of the extraordinary, we run the risk of becoming even more unbalanced than we already are. It is society's sanity that suffers when the chance for rare encounters is lost. Though the damage maybe more a psychological than physical, there maybe something to the " we could be next " argument after all. For with the disappearance of each life form we are ourselves somehow diminished. Human kind is left just that much less human than we were before. After too much has been lost our society may be reduced to the point we are no longer recognizable, particularly to ourselves.	<urn:uuid:c71480b5-e716-4d5b-bb13-8c819ce0f61c>	CC-MAIN-2018-47	https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1188&context=nacwgproc	2018-11-19T00:43:04Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023614-00009.warc.gz	587,318,975	1,714	eng_Latn	eng_Latn	0.9345	eng_Latn	0.998532	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1001, 6679, 8616 ]	[ 1.5859375 ]	2	2
Roller Canary Items - April & May Last Updated Friday, 10 January 2014 Friday, 10 January 2014 The breeding season for birds living in their natural environment outdoor starts in the spring. In the Northern Hemisphere, the first day of spring is the Spring Equinox, which is made up of equal day and night hours, this year falling on March 20th. That makes the spring period in 2014 from March 20th to June 20th. Let us just round them off to April, May and June. As the season cycles from winter to spring, the hours of sunlight get longer, the temperatures get warmer, and natural foods sprout, grow and become plentiful. These are all prerequisite conditions required to stimulate the birds’ energy and fertility cycle. However, the timing, of the natural spring, does not allow you adequate time to get your youngsters molted, matured, trained, and in full song, ready for the Song Contests which start in November. Because of this you must advance the natural spring three months ahead in the January to March period. You must have done all the tight things for at least 4 months prior to this time to have them in good condition. If they are not, you should consider advancing the season until they are. However, if they are, start making the necessary changes to get them into perfect breeding condition. Advancing the Season: It is essential that you adjust the daylight, warmth, and food gradually and a bit at a time. You move the daylight up to 13 hours by providing artificial light in the early morning hours. Do not extend the artificial light into the evening, as the hen and babies must have a normal sunset. At the same time you utilize an electric heater to maintain the temperature within the range of 68 to 70 F. You also adjust their diet to include more nourishing food, which I will talk about later in this article. Now you have light, heat and food all adjusted, which will bring an early spring to your birds in the breeding room. Everything is happening, as it should, because you made these changes gradually. At the same time, you observed the progress of your birds’ breeding activities. Let’s see where you are at this point in time. You reviewed your show results from the past season and your Inbreeding program. You carried out the adjustments of light, heat, and food that you planned and you finalized your pairings. Now, when the hens were shredding paper and flipping wings, they are ready to be paired. The best way to do this is to put each of the cocks you have selected for breeding, into their own breeding cage. A few days or weeks later, when they have got accustomed to the cage and are singing to the hens, put the selected hens in with the cocks. The reason you follow this procedure, is to give the cocks time by themselves to recover from the strains endured in the small show cages and to establish the breeding cage as their territory. Additionally, the hens will tend to be more subdued and submissive when they are introduced into the cock’s territory instead of the other way around. Less fighting will be the result. By April, and May, you are well into your breeding season, and you know whether you are having poor, fair or good year. If you have done everything right since the previous breeding season, you will be getting rewarded with many successful nests, and enjoying great pleasures as a result. If you started with 3 to 4 cocks and 10 to 12 hens, all in excellent condition, it would be quite possible for you to raise 100 youngsters. Providing you are inbreeding, and providing you’re your cock to hen ratio is favorable, you could have 3 to 4 good 4-bird teams to raise and train for the upcoming shows. The following are bits and pieces of information that you should keep in mind. Inbreeding: There are three basic types of inbreeding. The first one is linebreeding, which calls for breeding father to daughter and mother to son. The second is breeding brother to half-sister, and sister to half-brother. The third is any combination of the other two. Blood Refreshment: If you find that faults and hardiness are showing up in your birds’ song, and you suspect that the decisions you made regards Inbreeding and selections are failing, then you may benefit by adding blood refreshment into your strain. As I Have said before in previous articles, “When you are carrying out blood refreshment, keep only the resulting female youngsters.” Do not keep any of the young cocks. In addition, you must maintain your own strain pure at the same time, until you find a successful blood refresher. More Nourishing Food: In order to get your birds into breeding condition, you must give them more nourishing food. This means that you enrich their diet by increasing their protein intake with egg food, increasing their intake of Vitamin E with hulled Sunflower Seed, and coating their regular seed with Wheat Germ Oil. These are in addition to their regular seed diet of Canary, Rape, Flax, and Niger/Inga. Feed small amounts of treat. Feed small amounts of treat seeds once or twice a week. Natural Bee Pollen is another great food use. Green Foods: There are many green foods suitable for canaries. Some of these are leaf lettuce, romaine, chicory, spinach, broccoli florets, broccoli stems (halved), chickweed, curly endive, kale, cabbage, dandelion, and collard (variety of kale). Let me remind you of important precautions that must be taken. When you are gathering greens from garden or fields, ensure that fungicides, insecticides, or toxic chemicals have not been used in their cultivation, and always wash the greens really well before feeding them to your birds. When to Feed Green Foods: The rule that is essential for your birds to receive washed, fresh greens throughout the year is a good one. However, there are two times that this rule should not be flowed. When the hens are setting the eggs, the greens should be substantially reduced, and when you have babies in the nest, no green food whatsoever should be fed until the babies are pushing their excreta over the side of the nest. This is usually when they are 5-6 days old. Heed these two exceptions, or you will suffer losses. Sprouted Canola Rape Seed: Although some fanciers use it, and some do not, I have never heard of any creditable evidence against the use of sprouted Rape Seed. Perhaps some fanciers are misled by false information that says sprouting rape reduces its nutrition. Actually, it is an excellent green food, as the nutrition is increased when sprouted into young plants. It helps the youngsters to start eating on their own, and parallels what he birds eat in your garden. You must remember though that it is essential you rinse it well each day to prevent it going sour, and it must always be kept in the fridge. You can also sprout a seed mixture as flows: 2 of Canary, 1/3 of Flax, 1/3 of Niger (Thistle, Inga), 4 of Rape (Canola), 2 of Sunflower (black), and 2 of Wheat. Just make enough to last several days. You can also grind it in a coffee mill, using care with the Rape, Niger and Flax, as their oil content may tend to gum up the works. Removing Eggs from the Nest: Nested hens lay one egg per day, for as many as six or more days. However, the normal range is 3-5. It is ideal that all the babies be hatched on the same day. This is required so they will stand at the same height, and thus be equally fed. They will then have an equal chance of survival and growth. To attain this, remove the newly laid eggs from the nests each morning, and hold them in containers numbered to match the breeding cages. Do not use small containers half-full of seed; one of these seeds can get caught between your finger and the egg, popping a hole through the shell, thereby destroying the egg. This hole can be sealed with clear nail polish, and bring success. Check the number of eggs in each holding container every evening, and where there are three eggs being held, return them to the nest. Now, when the hen resets the nest to lay the fourth egg, she will stay there, and all four should hatch very close to the same time. If there is a fifth egg, it would probably hatch a day later. Successful breeding requires a good nutritional diet throughout the year, special conditioning during the two months prior to breeding, and extra supplementation during breeding.	<urn:uuid:87347455-7e7c-4441-b36d-19fca18a7bc3>	CC-MAIN-2018-47	http://www.canaviary.com/index2.php?option=com_content&do_pdf=1&id=52	2018-11-19T00:57:40Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00057.warc.gz	414,196,677	1,900	eng_Latn	eng_Latn	0.998709	eng_Latn	0.998739	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5148, 8403 ]	[ 2.296875 ]	5	3
Duct Tape for Warts It's just so weird but a medical study has actually been released on the efficacy of duct tape for warts and can be found in "Archives of Pediatrics and Adolescent Medicine," (http://archpedi.ama-assn.org) HOW TO REMOVE A WART WITH DUCT TAPE A person should apply gray (original) duct tape so that it completely covers the wart (not covering the skin around the wart), and leave it in place for six days. Remove the tape and then soak the affected area in warm water and then scrub with an emery board or pumice stone. Then put another piece of duct tape on the wart and repeat the process. After two months the wart should have disappeared. There is another duct tape wart removal method which involves applying warts with salicylic acid before going to bed. Let it dry and then cover with duct tape. In the morning peel off the duct tape. Warts should get smaller each day. Repeat the process every nighttime until the wart disappears. REASONS DUCT TAPE MIGHT BE EFFECTIVE A wart needs air to thrive and survive but smothering it with duct tape effectively suffocates the annoying growth. It is also thought that the duct tape may induce the immune system to attack the wart and virus, although this hasn't be proven by scientific research yet. The duct tape irritates the wart to a point where an elevated immune response occurs at the site of the wart. The immune system fights the human papillomavirus at the site of the wart and destroys the virus much faster than just letting the wart go away on its own. Another theory as to why the application of duct tape might be effective is that the sticky substance removes dead skin cells that harbor the virus. PROS AND CONS OF DUCT TAPE The advantages of duct tape wart remover are that it is cheap, painless, and has proved to be effective. Duct tape wart removal usually takes approximately 2 months to effectively remove the wart compared to 1 to 2 years if left alone. A major disadvantage is that it can cause the skin under the tape to become red and soggy. If this happens the medical advice is to suspend the treatment for a few days to let the skin breath, dry out, and recover. One small study found that in 22 out of 26 people, common warts went away completely within 2 months. In most people, they were gone in 28 days.	<urn:uuid:d5c49f77-dea9-488e-8fc6-4d7bee99bfc7>	CC-MAIN-2018-47	http://eat-to-heal.com/Duct%20Tape%20for%20Warts.pdf	2018-11-19T01:43:01Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023613-00057.warc.gz	109,507,303	519	eng_Latn	eng_Latn	0.998502	eng_Latn	0.998502	[ "eng_Latn" ]	false	docling	[ 2323 ]	[ 1.625 ]	1	1
Study Area Bioaerosol sampling was carried out in Delhi (28°25 ' latitude and 76° 50' longitude), the capital city of India, situated in Northern part of India. It lies 160 km south of Himalayas at an altitude of 213.3 to 305.4 m above mean sea level. It is in the close vicinity of Thar Desert (Rajasthan) in the west and hot plain of central India. Delhi is a rapidly growing city, with its area extending over 1,483 km 2 . Its population has rapidly increased from 3.5 million in 1970 to over 16 million presently (Census of India 2011). The climate of Delhi is sub-tropical with hot summers and moderately cold winters. The monthly mean temperature varies between 14.3ºC (minimum 2°C) in January, which is the coldest month and about 34.5°C (maximum 48°C) in June, the hottest month. Table S1: Bioaerosol Distribution in relation to temperature and relative humidity Figure S1: Variation of fungal concentration with temperature Figure S2: Variation of fungal concentration with Relative Humidity Figure S3: Variation of Gram Negative bacterial concentration with temperature Figure S4: Variation of Gram Negative bacterial concentration with Relative Humidity Figure S5: Variation of Gram Positive bacterial concentration with temperature Figure S6: Variation of Gram Positive bacterial concentration with Relative Humidity	<urn:uuid:1c3377c3-2b76-47fa-95c7-2730d67caa1c>	CC-MAIN-2018-47	http://aaqr.org/files/article/2399/AAQR-15-05-OA-0331_suppl.pdf	2018-11-19T00:37:31Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00054.warc.gz	5,249,428	305	eng_Latn	eng_Latn	0.66588	eng_Latn	0.975148	[ "eng_Latn", "slv_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 790, 874, 1006, 1172, 1338 ]	[ 1.5546875 ]	1	12
Duluth Rowing Club Code of Conduct Respect Individuals Be civil to one another. There will be no use of profanity, vulgar language, racial slurs, or sexually demeaning comments in the boathouse. The Duluth Rowing Club boathouse is a place to gather where everybody works as one and is treated equally. Recognize People for their Contributions People should be praised for their good work; this includes shaking of hands after a row and complimenting other rowers on a job well done. If their performance is poor, it should be handled privately with constructive criticism and without negative reinforcement. Operate with Honesty and Integrity Honesty means that we are truthful to one another and always tell the complete story. Integrity means that everyone works together towards a common goal. Promote Fairness and Trust Everyone shall be treated fairly with an equal chance to succeed. Trust is earned within the Duluth Rowing Club boathouse by acting honestly, truthfully, and respectfully towards one another. Trust is earned, not given. High Performance Organization Everyone needs to contribute to the club equally. While at the club, we need to be working on things that are important to the club and not focusing on things that are for our own well being solely. We need to be productive, hard working and organized while at the boathouse and regattas. People are Empowered to do their Best People are taught the skill and given the equipment that is needed. To go above and beyond is the choice of the individual; don't expect the members of Duluth Rowing Club to push you to success. Regatta / Boathouse Behavior There is a ZERO tolerance policy for underage drinking and use of tobacco at all club sanction events; whether it is in the U.S. or another country. The drinking of alcoholic beverages at Duluth Rowing Club sanctioned events where junior rowers are present is not allowed by anyone of any age. The drinking of alcoholic beverages on Duluth Rowing Club property is not allowed by anyone of any age. There shall also be no use of illegal drugs whatsoever. Anything else deemed hurtful or inappropriate towards one or others, will not tolerated. Failure to follow these codes of conduct will be dealt with by the Duluth Rowing Club coach and officers, and may include suspension of rowing privileges and dismissal from the Duluth Rowing Club. These rules are in effect not only at the Duluth Rowing Club boathouse and its surroundings, but also at all regattas in the U.S. and other countries. They are also in effect at all boathouse / rowing events. They are in effect from the time you enter the premises of the Duluth Rowing Club or any other boathouse, until the time you leave the premises.	<urn:uuid:770960cd-67a4-44a1-b486-b86053bcc0dc>	CC-MAIN-2018-47	http://duluthrowingclub.com/docs/DRCCodeofConduct.pdf	2018-11-19T01:24:05Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00020.warc.gz	95,467,977	586	eng_Latn	eng_Latn	0.999173	eng_Latn	0.999173	[ "eng_Latn" ]	false	docling	[ 2747 ]	[ 1.3203125 ]	1	10
Infants' perception from the physical relations between objects Lauriane Rat-Fischer, Kevin J. O'Regan, Jacqueline Fagard CNRS UMR 8158 – Université Paris Descartes, France Abstract Learning to use a tool is a critical step in human development. Recent work has identified the developmental steps leading to the emergence of tool-using in infants (e.g. [2], [4]). These longitudinal and cross-sectional studies show evidence for the beginning of tool-using in infants from the age of 18 months. The tool use studied in these studies refers to the retrieving of an out-of-reach toy with a rake-like tool, when there is a spatial gap between the toy and the tool. We explored this question using the string paradigm: infants were presented with an out-of-reach object connected to a string that was within reach. Infants are known to be able to pull a string to retrieve an object attached to it starting from the age of 10 months [6]. However, when 16-month-olds are presented with four strings, only one of them connected to the toy, they often fail to pull the connected string and instead pull any string at random [5]. To check infants' attentional behaviour toward the connection, we used a Tobii eye tracker with a scene camera to see which string the infants looked at when they saw someone preparing to do the task. We tested infants aged 16, 20 and 24 months. It is surprising that the ability to use a tool to retrieve an outof-reach toy appears so late in the development, whereas infants are able to combine two objects starting from the age of 10 months, and achieve more and more complex object combination during their second year of life (see for example [1]). Why does tool-use emerge so late? One possible explanation is the change in infants' ability to attend to more than one item in the environment at the same time [3]. This raises the question of what infants perceive in their environment when trying to solve a task like retrieving an outof-reach object, and in particular what infants perceive from the physical relations between the toy and the tool. The preliminary results show that infants older than 16 months looked at the correct string prior to the adult's movement. Gaze analyses are still in progress, but we expect that infants who failed to pull the correct string (mostly 16 month-olds) will have different attentional strategies than successful infants. This attentional mechanism might be directly correlated with the strategies used for the tool task around the period where infants start to succeed in using a tool. The aim of the whole research program is to understand more deeply the mechanisms underlying tool-use learning in infants, in the view of implementing them in a computational model that might be of relevance to autonomous learning of tool-use in robots. 1. References [1] Hayashi M and Matsuzawa T. (2003), "Cognitive development in object manipulation by infant chimpanzees", Anim. Cogn. 6 (4)12251233. [3] Rat-Fischer L, O'Regan J and Fagard J., "The Emergence of tool-using during the second year of life", Subm. at Journ. of Exp. Child. Psych. [2] O'Regan K, Rat-Fischer L and Fagard J (2011), "Mechanisms leading to tool use: Alongitudinal study in human infants", Front. Comput. Neurosci. Conference Abstract: IEEE ICDL-EPIROB 2011 [4] Rat-Fischer L, O'Regan J and Fagard J (2011a), "Tooluse learning mechanisms at the end of the second year in human infants", Front. Comput. Neurosci. Conference Abstract: IEEE ICDL-EPIROB 2011 [6] Richardson HM (1932), "The growth of adaptive behavior in infants: An experimental study of seven age levels", Genet. Psych. Mono., 12, 195-359. [5] Rat-Fischer L, O'Regan J and Fagard J (2011b), "Using eye tracking to investigate the notion of connectedness in infancy: the example of the string paradigm", Poster presented at Eyetrackids Conference 2011 60	<urn:uuid:1b1548fe-8148-49cc-85b6-86fb3df7c1ae>	CC-MAIN-2018-47	http://biecoll.ub.uni-bielefeld.de/volltexte/2012/5251/pdf/Rat_Fisher.pdf	2018-11-19T01:23:00Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00043.warc.gz	39,720,888	887	eng_Latn	eng_Latn	0.998169	eng_Latn	0.998169	[ "eng_Latn" ]	false	docling	[ 3867 ]	[ 1.859375 ]	1	10
An All-Inclusive Approach towards Enhancing Maritime Visibility: Importance of Technology and Global Cooperation Rear Admiral Didier Piaton Joint Commander of the French Forces Forces in the Indian Ocean and UAE Maritime security has become a necessity in a global and interconnected world. New threats have emerged and threaten global peace and prosperity (terrorism, smuggling, illegal fishing, piracy, illegal traffics etc.). In this context, the first requirement to guide our action at sea is to know what goes on in the oceans, who are the actors involved and how they behave. The spaces to monitor are huge and the number of units able to work in high seas is limited. Resources must be optimized and allocated on priorities. The classical way to ensure security, orientated toward the protection around our base, around our coastline, or around our ships and HVUs must be overcome. It has proved costly and inefficient. Instead, the line of detection must be extended. A spider net has to be spin to ensure global coverage of the ocean (2/3 of the planet). All sources of information must be connected, allowing a classical work of intelligence gathering, selection and analysis, but on a larger scale. From a French perspective, priorities are: - Ensuring our sovereignty, in accordance with international law. In the Indian Ocean, it means ensuring the safety of French territorial waters and Exclusive Economic Zones in the South of the Indian ocean. - Granting freedom and security of navigation within the strategic lanes of communication, mainly in and between the choke points (Suez, BAM, Strait of Hormuz, Malacca) and the narrow areas - Preventing illegal activities at sea (terrorism, traffics, piracy) On a national level, inter-agency cooperation must be promoted. France has developed a model organized around the institution of the Maritime Prefect, an admiral in charge of coordinating the action of all national administrations working at sea. Created in the 70ies, this model is now mature and showed its effectiveness. Navies must strengthen their relationship with maritime merchant community. CEO of French maritime companies are annually invited by the French Chief of Navy Staff in Paris to share assessment and concerns. Civilian ships are a tremendous source of information. The information they provide is a very relevant addon to the intelligence gathered by Navy ships. This relationship should also be promoted on a regional or local scale. A maritime security cell (MARSEC) has been created in my French JHQ to that end. It gathered a lot of precious information by discussing with captains. Cooperation between Navies of the Indian Ocean should also be strengthened. France is particularly willing to go forward with the countries with which we have strategic partnerships. Technology must be put at the service of maritime security. The latest technology is useful: - for orienting our research. (environment data) - for collecting data (high-performance sensors embarked on ships, aircrafts, satellites or coastal stations) - for sorting out and analyzing the collected data. (technology to exploit short-time data but also long-term data such as big data). - for sharing information provided by different sources (to implement in a system run by an official agency a piece of information collected from a private company database for instance) Regular meetings are also necessary to generate ideas and develop good practices. Various organizations and frameworks can be used to that end, from the global institutions (IMO) to regional fora (IORA, IONS, Manama and Shangri-La Dialogues) including military coalitions (CMF). All these frameworks have proved useful and can get credit for various initiatives: Best Management Practices catalogue, creation of Information Fusion Centers, White shipping agreements, etc. Traffickers and terrorists exploit geographic extents, latest technologies and contingency alliances to their benefit. They must not be allowed any opportunity. Law and morality are from our side. By our joint endeavor and a strengthened relationship, we can, and we will, be more efficient and achieve our goal: safer seas for the good of world economies. Thank you very much for your attention	<urn:uuid:d2b6cef3-2e58-42d9-ac22-59d430e2042f>	CC-MAIN-2018-47	http://galledialogue.lk/assets/template/images/GD_2017/reasearch_papers/pdf/rear_admiral_didier_piaton.pdf	2018-11-19T00:52:42Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00020.warc.gz	127,614,557	814	eng_Latn	eng_Latn	0.996535	eng_Latn	0.996607	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2459, 4268 ]	[ 1.328125 ]	1	5
Animals Crossword for Chronicling America (http://chroniclingamerica.loc.gov) Directions: Find the answers to the clues below by using Ohio newspapers on Chronicling America. Difficulty Level: Medium Across 4. Definition of this animal on January 17, 1900. 5. A popular dish in Italy. 6. Hunting tigers with these animals. 7. Boat named after this animal, developed by John Roach. 8. See a monkey ride this animal after watching a man shot from a cannon at the Forepaugh Show. 9. A voracious bird catcher. 11. Skin of this animal is the latest trend in couch covers. 12. Animal that appears in the Perrysburg Journal on August 21, 1903. 14. Could not escape from the large coils of a boa in the Mexican Jungle. 15. Marion Daily Mirror, July 31, 1908: a strange pet. 16. This animal has a strange nursery for her babies. 18. Animal with gigantic teeth. Can swallow six men whole. Down 1. Fabled monster that could easily kill an elephant. 2. Has a penchant for pawing up potatoes. 3. $400 reward for a found nest of this species. 10. Poachers are after this animal in Yellowstone Park. 13. What a farmer witnessed a cat fighting. 17. Front page news of the Democratic Banner in January 1911. 800 E. 17th Ave., Columbus, OH 43211-2474 614.297.2300 ohiohistory.org	<urn:uuid:5498a888-70f2-49f5-a89d-159d01a09529>	CC-MAIN-2018-47	https://www.ohiohistoryhost.org/ohiomemory/wp-content/uploads/2014/12/Crossword_Animals.pdf	2018-11-19T01:17:43Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00043.warc.gz	956,709,471	328	eng_Latn	eng_Latn	0.992372	eng_Latn	0.992372	[ "eng_Latn" ]	false	docling	[ 1271 ]	[ 2.75 ]	1	9
Trading Responsibly Last updated: 21/08/2014 Beef UK Position Statement Background Cattle can be a significant driver for deforestation, either directly through ranching activities in forest environments or indirectly through the sourcing of soy for livestock feed. As part of the Consumer Goods Forum, we have pledged to contribute to achieving zero net deforestation by 2020. Ensuring that our cattle products are sourced in a responsible way is key to this. In the UK, all our fresh beef comes from the UK or the Republic of Ireland (ROI). However, our corned beef comes from Brazil. Sourcing from Brazil, we need to ensure our trade provides social and economic benefits without contributing to environmental degradation – including deforestation. The Brazilian Cattle Agreement was established in 2009, and signalled a step-change in the way the main beef companies in Brazil monitor their supply chains to ensure that farms or ranches are not contributing to further deforestation, using slave labour or encroaching on indigenous lands or conservation areas. As part of this Agreement, results of external audits detailing levels of geo-mapping of farms are published annually, allowing us to have more confidence and transparency in our supply chains. Our approach All our Brazilian beef suppliers are signatories to this Cattle Agreement. Our suppliers also use the official register and blacklists managed by the Brazilian Ministry of the Environment and its agency IBAMA, to ensure they only buy from farms and slaughter houses approved for supply to the EU. Additionally, we are working with our suppliers to see how we can work together to support further improvements across the beef industry, strengthening our controls but at the same time providing incentives for cattle farmers to ranch responsibly. We are constantly working to improve our traceability processes to give us greater visibility of our cattle supply chain. In addition to this, wherever possible we want to make a wider contribution to systemic issues, like deforestation, by collaborating with expert stakeholders and industry bodies to drive standards up across the board. Commitments - To mobilise resources to help achieve zero net deforestation by 2020.	<urn:uuid:777a6e58-b2ab-4a59-b451-07805a898a76>	CC-MAIN-2018-47	https://www.tescoplc.com/assets/files/cms/Resources/Trading_Responsibly/Beef_.pdf	2018-11-19T01:33:57Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00020.warc.gz	1,003,498,190	430	eng_Latn	eng_Latn	0.997875	eng_Latn	0.997881	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1829, 2257 ]	[ 1.5 ]	1	2
Mommy, Don't Go! Handling Separation Anxiety By Heather Johnson Durocher Nann Ashford remembers all too clearly the heart-wrenching mornings she endured sending her son off to preschool. "I would have to put him on the bus and buckle him in," Ashford, of Traverse City, Mich., recalls of bidding her 4-year-old son, Alex, goodbye. "He was crying and I would have to leave him on the bus crying. It was horrible." Teachers told Ashford that her son was fine once he arrived, but she still felt uneasy about the situation. "At home he wouldn't talk about [what he did at preschool] and that scared me," she says. She also couldn't ignore her son's behavior at daycare later in the day. "He wouldn't nap and he was disruptive," she says, adding that his exhaustion made for chaotic evenings at home. Alex was experiencing separation anxiety, which behavior experts say is normal, and even healthy, for preschoolers. Just a Stage "It's a developmental step that parents have to work through," says Susan Sundeen, an early childhood family education instructor in Woodbury, Minn. "Your child is, all of a sudden, discovering they are separate from you." A child may show his distress by becoming apprehensive about entering a new setting, not making eye contact with the teacher or caregiver, clinging to his parent or possibly throwing a temper tantrum. "My sense is it is often a function of a child's personality and temperament," says Barbara Willer, deputy executive director of the National Association for the Education of Young Children. Some children adapt rather quickly while others are "a little more shy, a little more cautious about new situations," she says. Ashford discovered that her son fell into the latter category. After a month of frustrating mornings at the bus stop, she decided something had to change to make life easier for Alex – and herself. A more consistent schedule did the trick. She placed him into a new daycare providing in-house preschool every day. Ashford found that Alex's behavior changed for the better when he wasn't attending preschool only three mornings a week and at a place separate from his daycare. Separation anxiety can be rough going for a family. Parents may wonder how long their child's behavior will last, what they could be doing differently or if their child is even ready for more independence. Whether the child is beginning daycare, starting preschool or experiencing another new group setting without Mom or Dad, experts say recognizing children for who they are is critical. "It's important to pick up the clues from your children and be respectful of that," says Sundeen. For example, parents should take notice of how their child reacts to different situations. Is she someone who can easily join a group of unfamiliar people? Is he the type to slowly warm up to new people? Based on these observations, parents can help make the transition from home to school or home to daycare a smoother one. Prepare Everyone Sundeen suggests talking with your children about what to expect: where the school or daycare is located, what activities they'll be engaging in, when Mommy or Daddy will be back, etc. "When they don't know what is happening is when the separation becomes the most difficult," she says. Practicing the separation beforehand – at home by using toys or books or leaving the room where your child is playing and then returning – is another good idea. Debbie Bush from Interlochen, Mich., says keeping track of the days remaining before school began using a calendar and stickers helped her 4-year-old son, Alex, look forward to preschool. "The first time we went he was real clingy with me," says Bush. "After that he did really well." Preparation goes both ways. "Parents have a tough time separating, too," says Sundeen. "Parents need to think through [how they'll react] because children can sense any tension. You really have to think through the feelings the child is taking from you." Interact With Other Families Willer suggests connecting with parents of children who will be in the same setting. Introducing children with a soon-to-be classmate or playmate may make them feel a little more comfortable when the program begins. Bush says this was another factor in her son's positive transition into preschool. Another child at his daycare was enrolled in the same preschool program, which provided him with a familiar face. Communicate With the Teacher "It's really a team effort," says Willer. Teachers and caregivers can offer insight into how a child is adjusting as well as brainstorm different strategies if problems persist. They also could offer advice on seeking further help if the child seems especially troubled, Willer says. "Typically you can try different adaptations that make this a successful situation." Sundeen and Willer agree that allowing a child to bring something special into the classroom or daycare may calm their fears. "I've had kids come to class with pictures of their parents and that's made all the difference in the world," says Sundeen. She's even had children make picture books during class to help them make the connection of home and school. Even something small that they could keep in their pocket – a stone or a building block – may ease their minds, Willer says. "Talk to the child and find out what is special to them." Say Good-bye – And Mean It As tough as it may be, parents must not prolong their good-byes. Keep it simple and try establishing a ritual, such as two kisses and a hug. "Always tell your child that you are leaving," says Sundeen. "[Parents] may think it would be easier not to, but it's only easier for the parent." It's important for a parent to inform their child when they'll return, too. Rather than say, "I'll be back in two hours," which a preschooler wouldn't grasp, parents should run through the sequence of events. Tell them pick-up time is after they play, hear a story and have a snack, for example. Willer also suggests letting a child know what comes after preschool. "I wouldn't plan for either bribes or rewards, but if you want to plan that after you'll do something that is special – going to the library, taking a walk – it's often a way for them to look forward to something," she says. As challenging as separation anxiety may be, Sundeen and Willer say the problem most likely will pass before too long. As Ashford discovered, a positive outcome is possible. Parents need to work with their child. "Let them know what is happening, what is going on, as simply and thoroughly as you can and answer their questions," she says. "Sometimes he has clingy mornings and he wants a few extra hugs, but things are a lot better now." Books That Can Help Susan Sundeen, an early childhood family education instructor for 15 years, recommends these two books to help parents deal with separation anxiety in their preschoolers: - Owl Babies (Candlewick Press, 1996) by Martin Waddell - The Kissing Hand (Child & Family Press, 1993) by Audrey Penn Want to see more? - How to Hit the Ground Running - Separation Anxiety Discussion Board - What About Mom and Dad? Preparing Parents for Preschool - Talk about it!	<urn:uuid:0f3afc6e-9829-4bdc-a847-79d8dd43897e>	CC-MAIN-2018-47	http://littlelearnerspreschool.com/images/Separation_Anxiety-_Preschoolerstoday.com.pdf	2018-11-19T01:29:48Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00043.warc.gz	190,584,902	1,507	eng_Latn	eng_Latn	0.999448	eng_Latn	0.999482	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2156, 5187, 7201 ]	[ 3.65625 ]	1	3
"Growing your own fruit, vegetables and herbs is a great way of kick starting your love affair with the outdoor room while providing your family with quality produce direct from the garden to the kitchen table! Building a raised veggie patch out of concrete blocks enables you to use premium soils and mulches as well as adding dimension and aesthetics to your yard as you can be as creative as you want with the blocks! This is a great weekend project that the entire family can be involved with!" Jason Hodges \| Landscaping Expert STEP 1 - MARK OUT THE SHAPE OF YOUR VEGGIE PATCH You need to determine what size and shape your veggie patch will be with consideration to what fruits, vegetables and herbs you wish to plant! Once you have a rough idea, mark out the shape of your veggie patch. For square shapes, set up a string line, for curved or circular areas you can use the garden hose! Once you have defined your shape, using a marking paint, mark a line around the shape. 1800 191 131 australianpaving.com BEFORE YOU BEGIN Jason's top tips for building block veggie patches! > Consider the area in your yard for the veggie patch – does it receive much sunlight? This will impact the fruit, vegetables and herbs you grow. > Consider layering your veggie patch by bringing in different heights which will add dimensions and aesthetics to your yard. This could mean building your wall at different heights or layering with the produce you plant – taller fruit trees in the centre and work out towards the smaller vegetables and herbs. > Consider the finished height of your veggie patch! 3-4 courses high will mean your veggie patch doubles as a great garden seat! STEP 2 - EXCAVATE A TRENCH STEP 3 - BRING IN ROADBASE FOR THE FOOTING OF YOUR VEGGIE PATCH Remove the turf and debris from the area to avoid them growing back through your veggie patch! Then around the shape of your veggie patch which has been marked out, excavate a trench approximately 50-100mm wider than the block and approximately 200mm in depth. Place turf in green bins but save the soil! You can reuse this in the first course of your soil mix in the raised veggie patch Spread the roadbase throughout your footing to a depth of approximately 50-100mm. Once you have covered the entire trench, compact the roadbase using a plate compactor (whaker – packer). Go over the area a couple of times to ensure it is well compacted and flat! Use rebase, a recycled roadbase for your footing. It's better for the environment and could be cheaper too! DIY MINI WALL STEP 4 - SCREED A SAND AND CEMENT MIX OVER THE ROAD BASE Prepare a sand and cement mix of 4:1 and using a timber float, spread the mix over the road base to a thickness of approximately 30mm. It is very important to get the sand and cement mix level. Use a spirit level and work in small sections through your trench constantly checking level both ways, side to side, front to back. Your base needs to be level! If your wall starts level it will finish level so this step is important to spend your time on! STEP 6 - CONTINUE LAYING BLOCKS You can continue laying blocks by simply stacking them on top of one another – just like using children's blocks! Make sure you have a small hand broom to sweep dirt and debris off the top of the course below to ensure your laying blocks on a nice flat surface. Continue laying blocks to desired height, noting the maximum unreinforced heights allowable with specified for your retaining wall. STEP 8 - BRING IN THE NEW SOILS AND MULCH STEP 5 - BEGIN LAYING THE FIRST COURSE OF BLOCKS The fun part! Start at one end and place blocks onto the screeded sand and cement mix. Using a rubber mallet, gently tap the blocks into position and using your spirit level, check that each block is level with the one before it, side to side and front to back. After you have laid the first block, continue laying blocks around the trench. Blocks should be 'butted' against one another so they gently touch together. Continue laying blocks and checking for level until you finish the first course of blocks. STEP 7 - INSTALLING THE CAPPING UNITS The job is almost done! Using a suitable landscape grade outdoor adhesive (such as landscape liquid nails) place 4 'blobs' of adhesive on the top of each block on your top course. Once you have done this, firmly place the capping unit into place on top of the glue. Repeat this step until all capping units are firmly secured to the top of your wall blocks. Continue to check the level on this final course. You will finish with a nice, clean, flush looking garden wall and the blocks won't be rocky or move from position. STEP 9 - PLANTING OUT AND FINISHING OFF Use a wheelbarrow to bring in your soils, mulches and potting mix. Why not try using organic soils so you're family's fresh fruit and veggies are of the highest quality. Spread the soils evenly throughout your new veggie patch. You want the soil to come to about half way up the top of your capping unit. Your functional veggie patch / organic pantry / personal green grocer can also look great and add a new dimension to your backyard. Be sure to consider layering things, start with taller fruit trees in the centre and work out towards your veggies and herbs which are handy in the kitchen year round! If you have kids at home get them involved! This is so important as if kids are involved in growing the good stuff, they will definitely eat it! It's also fantastic, uninterrupted family time in the great outdoors with natural light, no air conditioning or the distractions of TV's, phones and computers! If you're like me, some of your fondest memories will be made in the new garden, the kids will love it and you will save a few dollars on the grocery bills!	<urn:uuid:e666622b-dc17-4c17-aba5-4af89ab400ff>	CC-MAIN-2018-47	https://apcstreakybay.com.au/wp-content/uploads/sites/19/2015/02/How-to-build-a-Mini-Wall.pdf	2018-11-19T02:03:23Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00020.warc.gz	546,031,125	1,277	eng_Latn	eng_Latn	0.997147	eng_Latn	0.997183	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2535, 5771 ]	[ 1.6640625 ]	5	4
Parent/Carer Guidelines: Using Technology Responsibly to Access Social Media The internet is having an increasing influence on the social development of young people and how they interact with each other. Social media, smart phones and other technologies provide young people with wonderful opportunities to learn, be creative and socialise. However, just as with face-to-face interactions, sometimes bullying and harassment can occur online. The College utilises online resources for learning and has well supported security systems in place to protect students as online learners. The College does not encourage students to bring their own phones or technology devices to school. A 1:1 Laptop program is in place and meets all the technology requirements for learning at Mater Dei, as well as providing a safe and supportive online learning environment. Students bring their phones and devices to school at their own risk and the College is not responsible for their use, loss or damage. The College does not utilise social media for learning and accordingly, the network does not permit access on the school network to social media sites. Parents/Carers Responsibilities for Safe and Appropriate Online Access When parents/carers provide or permit their children to access the internet, they expose them to social media sites and therefore are responsible for managing the risks associated with its use. The College supports parents/carers in safeguarding young people as consumers of technology but cannot be responsible for access to technology beyond the school network. Being online is more often than not a positive and fulfilling experience young people. Content can be posted instantaneously, but the downfall is that young people can potentially post messages without thinking about future ramifications. Once it's online, it is there forever. Importantly, just like in the real world, not everyone is a friend. While people can use apps, websites, chat rooms and other online tools to send positive messages, compliments and congratulatory messages, others can use the technology to send nasty and inappropriate messages to each other. Social Media Tips for Parents/Carers 1. Passwords * Know which social media (apps or websites) your child uses. * Create your own social media accounts and add your child as a friend/follower. * Teach your child how to create a strong password. Passwords should feature a combination of upper and lower case letters, numbers and symbols. 2. Privacy * Encourage the use of passwords for online accounts that differ from school, banking or email logins. * Make sure they keep their passwords to themselves and have a routine for changing/updating them. * Ask your child to regularly update their privacy settings. Make sure their profile is private and only accessible by people they know. * Limit the personal details your child shares on online accounts. For example, remove identifying photos, full name, date of birth, home address and telephone numbers. Sharing these can lead to misuse of this information by others. * Ask your child to use a cartoon avatar for their profile picture or share a photo that doesn't show their face. * Encourage them to use an online nickname that doesn't contain their full name or give away too much personal detail. * Teach them to protect their identity. 3. Responsible Interactivity * Make sure your child knows how to block, unfriend and report inappropriate online behaviour. * Know your child's online friends and followers. * Teach your child they shouldn't become friends or communicate with anyone online unless they know and trust them in the real world. * Encourage your child to think before they share. They should ask themselves, is it true, useful and positive? The things your child says online could affect their friendships, other relationships and prospects for study and work. * Encourage your child to only use appropriate language and share considered views online. 3. Settings * Most technology features have positives and negatives. Location services are a good example of this. On one hand, location services can be a useful way to monitor your child's phone location – there are GPS tracking apps that can be installed for this purpose if desired. But, social media location services can broadcast your child's physical location to the world. * Consider disabling the location services/settings in every social media app used by your child. * Question whether location services for their device's camera should also be disabled. * Telling the world that you are on holidays may be fun but it also sends signals that you may be away from your home. 4. Devices * Monitor privacy settings; they can change without notification and after installing device, app and system updates. * Enable parental controls from the settings menu to prevent access to specific features and content. * Introduce a communal charging station where devices are placed at the end of the day to avoid late night use of devices in bedrooms. 5. Supervision * Encourage your child to be open with you about being online. Often, the fear of losing access to social media is why young people are hesitant about talking with their parents about online issues. * Teach your child how to take a screenshot on their device, so they can capture evidence of cyberbullying/inappropriate use. * Take a proactive approach and establish clear and agreed rules for your child's internet use. This may include, at any given moment, your child is required to hand you the device for you to view. * Establishing a clear agreement with your child ensures you all understand the rules/arrangements for use. 6. Internet Filtering * If your child thinks they are being bullied, or encounters offensive online content, encourage them to find someone they feel safe talking to, such as yourself, a relative, a teacher or a trusted adult. * Adults can help their child ignore, report and block the other person. * Encourage your child to never bully back. * Promote positive bystander behaviour. Work with your child ahead of time to come up with safe ways to stand up to any online abuse they may witness. * Reiterate to young people that if they you wouldn't say it out loud or in front of an adult, don't say it online. * Unfortunately, filtering and monitoring systems are not foolproof and do not replace the need for parental supervision when young people are online. It is important to set clear rules for where your child uses devices within your home (or beyond the home socially if your child's devices have capacity to access the internet independently), what sites and online activities they can access, and who they are connecting with online. * When your child connects their device to the College/Diocesan network, the web filtering system protects them from malicious web content and inappropriate websites. * To help protect your child when they return to your home internet connection, it is recommended you install some level of internet filtering. * There are tools and services that parents can use to help them understand what information is being accessed. Good monitoring and use of devices helps parents and young people to learn and discuss what is right. SafeSearch Google's SafeSearch facility is a free feature within the Google search engine. When it is activated within an internet browser, sites that Google considers inappropriate are filtered from search results. Enabling this feature can remove inappropriate content, such as pornography, from search results. https://support.google.com/websearch/answer/510 Cybersafety help button Consider installing the Cybersafety Help Button on all of your family's devices. This is a free application that gives young people the ability to report cybersafety concerns online. It also gives them access to help, resources and information 24 hours a day. It's available on College networked computers. esafety.gov.au/complaints-and-reporting/cybersafety-help-button Home internet filtering There are many products that offer free and paid web filtering. While some may only cover a single device, others may cover many devices within the one home internet service. Products such as Microsoft Family Safety, Norton Online Family, Bluecoat K9, OpenDNS Home internet security, Mobicip and Net Nanny offer web filtering. Research the product that suits your family's needs. A recent European study evaluated some of these products, so consider reading it for more advice. www.sipbench.eu With an increasing number of business premises offering free internet access to customers, it is important that parents/carers supervise their children closely outside the house as well. For example, McDonalds offers free internet to all customers. Removing and reporting inappropriate content * The fastest and easiest way to remove online content is to ask the person responsible to remove it. * If you don't know who the person responsible is or if they refuse to delete it, you can report the content to the social media administrators for review and possible removal. * Most social media and content sharing websites will remove content that breaks their terms of service or acceptable-use policies. * Safety reporting links for some common sites: ü Instagram Help Center – help.instagram.com ü YouTube Help Center – support.google.com/youtube ü Facebook Family Safety Center – facebook.com/safety ü Snapchat support – support.snapchat.com What should you do if your child finds inappropriate content about them? * Bullying and other inappropriate online behaviour can be distressing and may be difficult for young people to talk about. * Therefore it's important to contact the College if your child is being bullied through school ICT resources, or if inappropriate content has been published by another student at the school. * Help your child capture evidence, report content and unfriend and/or block anyone who makes them feel uncomfortable, harassed or bullied. * Encourage your child to refrain from responding to the bully; this may further inflame the situation. * Notify the police if physical threats are made or if you have concerns for your child's safety. * Bullying and violence are not acceptable at any time. You should report any inappropriate online behaviour to your school principal if it involves bullying between students from the school, or involves the use of school ICT resources. * While some online content may be upsetting for you and your child, if the content does not affect the good order and management of a school, it is unlikely that it will constitute grounds for a school to get involved. * If online behaviours negatively impact the good order and management of the College the principal can take steps under Discipline and Pastoral Care Policies. How the College Manages Online Issues and Cyberbullying * The Diocesan and College's policies and procedures covers the provision of a safe and supportive learning environment, including the online learning environment. * Behaviour management documents provide guidelines on acceptable online behaviour in school. They include the Partnership Agreement signed at the point of enrolment and the ICT Acceptable Use Agreement. Students also take part in the collaborative development of the Classroom Norms each year. * If a student advises of a breach of the acceptable use of a social media platform (which will occur outside the use of the College network), the College may refer the matter to the Police Youth Liaison Officer for response and possible investigation. The College does not have the authority, resources or expertise to independently investigate social media posts but will support the Police as the lead agency with processes they put into place on a case by case basis. * If a student is found to have impacted the good order and management of the College through her/his social media use, the principal may: ü apply disciplinary action, such as detention, suspension, exclusion, or cancellations of enrolment ü report the incident to the police * Other approaches may include: ü assisting the students responsible to develop more appropriate social skills ü implementing a Behaviour Plan for individual students ü teaching anti-conflict and anti bullying strategies implementing resilience and anti-bullying programs and holding proactive sessions run by community experts such as the Police Youth Liaison Officer. ü conducting mediation sessions addressing bullying and cyberbullying in the curriculum. * Generally, for privacy reasons, the College cannot provide personal details of other students involved in an incident or details of any actions being taken towards them. However, the College can generally advise whether a complaint has been investigated and substantiated, and whether disciplinary consequences have been given. is When Is It a Police Matter? * If parents/carers you have concerns for a child's safety, they should report the incident to the local police. * Serious instances of cyberbullying and inappropriate online behaviour may constitute a criminal offence and become a police matter. For example, online content may substantiate the offence of 'using a carriage service to menace, harass or cause offence' (Criminal Code Act 1995 (Cth) s. 474.17). * If parents/carers feel that the online content seriously impacts your child's reputation they may like to seek personal legal advice. Defamatory online content may give rise to litigation under the Defamation Act 2005. * Where students are involved in the taking, distributing or possessing of inappropriate photographs, these online behaviours may constitute offences against the NSW Criminal Code. * As well, College staff may report incidents of this nature to the police in accordance with Diocesan and College procedures. Further information for Parents/Carers The following sites provide additional information: * bullyingnoway.gov.auth * esafety.gov.au p Button: * esafety.gov.au/complaints-and-reporting/ * cybersafety-help-button * kidshelp.com.au/grownups * thinkuknow.org.au eet the Creeps – Creep Quiz: Police:	<urn:uuid:ae9ef805-b569-455e-8372-3915ea7bc6aa>	CC-MAIN-2018-47	http://mdccww.catholic.edu.au/sites/default/files/Parent%252FCarer%20Guidelines_%20Using%20Technology%20Responsibly.pdf	2018-11-19T00:28:50Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00020.warc.gz	208,981,455	2,716	eng_Latn	eng_Latn	0.983651	eng_Latn	0.997816	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2155, 3997, 7279, 8574, 10872, 13900, 14209 ]	[ 4 ]	2	1
EYE/FACE PROTECTION AND STEPS TO TAKE IF YOU RECEIVE A SPLASH TO EYES/MOUTH 1. PROTECT Eye/Face protection should be worn when there is a risk of contamination to the eyes/face/mouth from splashes or droplets e.g. blood/body fluids, secretions, excretions, cleaning products. 2. ACTION If splash back into eyes/face/mouth Rinse thoroughly with plenty of running water. 3. REPORT Contact Occupational Health, MIU, A/E.	<urn:uuid:db1b5699-2b7a-4f95-b6a8-8abe9f339575>	CC-MAIN-2018-47	https://www.worcestershirehealth.nhs.uk/EasysiteWeb/getresource.axd?AssetID=129711&type=full&servicetype=Attachment	2018-11-19T01:11:41Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00020.warc.gz	1,051,805,148	110	eng_Latn	eng_Latn	0.958841	eng_Latn	0.958841	[ "eng_Latn" ]	false	docling	[ 424 ]	[ 2.03125 ]	1	2
Next meeting; Wed. January 16 th 2008 From the President… Happy New Year!!! That's right it is a brand new year and time for all the post offices to issue all those lovely new stamps for all us collectors. Wow I could buy them all if I win the Lotto this week. Maybe. Well if not there is all sorts of older material to keep me broke and that always seems like fun. Well for all those of you who made it to the Christmas Party I hope you l had fun, for those of you who missed it come to this meeting and find out all about it. I would like feed back from all of you as to whether we should do the same next year or if something else would be more appropriate. I have not had a chance to speak to Bob Ford yet but I think that we have circuit books coming from the RPSC this month so bring your want list and wallets. If the books are in we will have a rather full evening so we may not have time for an auction; but if they don't come lets all bring a few lots just in case. I was just thinking that we should have our annual general meeting and election this month so please all members should attend and participate. Also we have not as yet set a date for this year's annual show and bourse. Please submit what you all think would be the best time and place. Don't forget our one page challenge as there will be prizes for this which are mentioned by others in this letter. Well that is all for now, Happy Stamping in the New Year. President OSSC Alan M Charlesworth Upcoming Events… JAN. 19, 2008, St. Catharines, ON. 59th Cathex, Grantham Lions Club, 732 Niagara St. Hours: 10 a.m. to 5 p.m. No admission charge. 14 dealers, club circuit, table sale, lunch counter. Note new location. Sponsor/Affiliate: St. Catharines Stamp Club. For more information, contact email@example.com. Web site: http://home.cogeco.ca/~stampclub/home.htm. FEB. 9, BURLINGTON , ON. BURLPEX 2008 , Burlington Seniors Centre New St. and Teen Tour Way. Hours 10 a.m. to 4.00 p.m. Free admission, free parking, handicap accessible. Twelve dealers, two silent auctions, snack bar, and more. Sponsor/Affiliate: Burlington Stamp Club.. Norm Macneall 905 336 8685, e-mail firstname.lastname@example.org. FEB. 10, Ottawa, ON. Stamp and Coin Show, Nepean Sportsplex, 1701 Woodroffe Ave. Hours: 10 a.m. to 4 p.m. Free parking and admission. Seventeen dealers. For more information, contact Brian Wolfenden, (613) 226-2045. FEB. 16, Burlington, ON. BURLOAK STAMP FAIR, Burlington Senior's Centre, 2285 New St. (at Seneca). Third Saturday of each month (except May) all year. Hours: 9:00 a.m. to 2:00 p.m. Between five and nine dealers; and there is always new stock to explore. Collections bought. For more information, contact M.P. Anderson at (905) 632-6057 or e-mail to email@example.com. FEB. 16, Niagara Falls, ON. NIPEX 2008, Stamford Lions Club Hall, 3846 Portage Rd. Hours: 10 a.m. to 5 p.m. Free admission. Sponsor/Affiliate: Niagara Philatelic Society. For more information, contact Ed Yonelinas, (905) 262-5127, firstname.lastname@example.org. From Dr. Phil A. Telly… Stamps got you licked? Feeling stamped out? Don't worry. Don't let it get you down, Dr. Phil A. Telly has come to town! Dear Dr. Phil, The problem is with collecting used coils. I find quite a few coils amongst my Canadian and American stamps, but for some reason I don't find any British or German ones. I know that they are listed in the catalogues. Surely they are plentiful. Is there something that I am overlooking? If you can help I would be most grateful and perhaps even give you a big hug! Yours most Ssssincerely, Kaa Perhaps you remember me. I have been famous ever since Rudyard Kipling's time. I have included a recent portrait for you. It is not my most flattering, I know, but it illustrates my deep distress. I am completely in knots! Most people don't realize that I am an avid stamp collector. I simply adore some of the newer self-adhesive stamps with serpentine cut edges. But my real passion is coils. There is nothing like the pleasure of getting a whole 100 stamp coil, stretching it out and then letting it go! You get the picture I'm sure. But I digress. Hi Kaa, Most of you are familiar with the style and format of coils in Canada & the U.S. They come in a strip with straight sides and are perforated between each stamp. Swedish stamps are mostly of the same format as ours but with Swedish stamps finding a regular issue not a coil is less common. The difficulty with identifying coils from a number of other countries is that they don't have straight sides like ours but have perforated edges on all four sides. I will answer your question about coils but must request that you keep the hugs to a minimum. British coils are a little more difficult to identify. I am not a specialist on these so perhaps one of our readers would like to write and correct me or add to my answer. Your best help would be to find a used Stanley Gibbons Concise Catalog which lists the coils and their format making this somewhat easier. British coils appear to be issued in strips but will have several different denominations in the strip. With Machins the strips almost look like part of a booklet pane but again the catalog shows the various combinations. Germany has coils which are issued from a machine in strips. These stamps are identical to the same issue from a sheet. The only way to identify the coils is that every 5 th stamp in the roll has a number printed on the back, unfortunately for those who collect used stamps these numbers wash off as they are printed on with ink. Some collectors have discovered that holding the stamp on paper backwards up to a strong light then when you see the number simply trim the paper close and add to your collection. To add to the confusion these coils starting in the fifties came in different lengths of rolls. These were identified by the number printed e.g. a roll of 1000 had a 4 digit number. Now to identify the stamp from a sheet, as obviously all the stamps have the same perfs. The sheet stamps can only be identified by being in a side by side pair or by having part of the sheet margin attached. If you really are dedicated, prewar Germany also had coils but the only way to know (as they had nos.) it's a coil is to find strips of eleven because like most countries regular issues were printed in sheets 10x10 so only a coil can have eleven or more stamps. Well I hope this helps and doesn't cause you to coil up in despair. Dr. Phil Dr. Phil A. Telly is our little syndicated column. If you've got questions for Dr. Phil please forward your questions to your editor. Questioners will be kept anonymous unless he or she requests to use their name. To the Editor… As most of you know I travel to many Stamp club meetings and other philatelic events. In my opinion this a is necessary activity to find new activities for our clubs at meetings and keep one's interest keen for new things to do with collecting. In this vein our local clubs have started a one page exhibit at our meetings. I have noticed that the number of members participating is not as large as when this first began. So, I have taken it upon myself to try to encourage more members to participate. Starting at the next meeting I will be supplying prizes to the winners of the one page exhibits, nothing in the hundred dollar range but still some stamps which most collectors would be happy to have. (cont'd. pg. 4) To the Editor…cont'd. run for President, even something as simple as helping look after the sales circuit or help with the one page exhibits is great. I hope this will encourage you to take half an hour and do an exhibit, if in doubt as to what to do please ask (a wise man once said the only foolish question is the one you didn't ask). There are many knowledgeable people in our Participation in your club at any level is always appreciated by your executive and doesn't mean you have to clubs, not that they are smarter than us, they have just had more experiences and they are all willing to share this information. I hope you will all consider participating in more club activities or even come with me to another club meeting I usually have room for a few more. John Cortan From the Editor… More than a dozen people showed up for the Christmas meeting. I enjoyed it and I think others did too. Alan seemed to have fun going round and round handing out president funny money. There were some nice lots in the president's auction including some beautiful offerings from Israel. Alan put together some of his preserves, one batch of which I was a proud winner. You've really got to try some of his chunky mustard summer squash. Thanks Alan! Happy New Year everybody. I hope that you're all well recovered from the holidays so you can participate in our general elections. I guess that means it's time to pay annual dues as well. Also at the meeting, John Cortan presented participants of the 'one page challenge' with some prizes that he supplied. I received a very nice lot of stamps on paper. Thanks John! As you can see from his letter above, this is something that John intends to do on a regular basis. John's prizes will be in addition to any provided by the club. Our last regular 'one page challenge' was won by Al Roos who chose the topic of art on stamps for February's challenge. Be prepared! …the editor The rules for 'one page challenges' are pretty simple: a subject is decided upon, each participant creates a page about the subject containing at least three different philatelic items, the pages are voted on by the members present anonymously. Philatelic items include used stamps, mint stamps, mint or used corner blocks, post cards, covers, postal stationery, coil stamps, souvenir sheets, booklets, post marks and whatever else you can think of. Even the three kinds of items rule is not written in stone. So hey, go wild! So far we have been holding the challenges bimonthly. The person who won the challenge picks a topic. The following month I announce the new topic in the newsletter and then give you a reminder in the newsletter just before the meeting in which the challenge is held. At Christmas we did it a little differently. You did not have to follow the three item rule, the topic was wide open, we did not vote and all entries were donated to the youth binder. You can contribute your pages any time if you desire, but that is definitely not required. In response to John's letter, I have to agree that it is interesting to do different things with stamps, but until I have collected at least three quarters of the world's stamps where does the boring part enter in to it? On the Cover… Somehow, here in Canada it just makes sense that at the end of things; here we are at the beginning. On January 8 th 2008 Canada Post issued the final Chinese Lunar New Year stamp, celebrating the Year of the Rat, which of course is actually first on the calendar. That's okay though, surely that just reminds us of the cyclical nature of all things and that the end of anything is beginning of another thing. Perhaps it was similar musings that lead the designers Naomi Broudo and Violet Finvars to depict the Mouse Bride and her Groom on the New Year stamps. Certainly weddings symbolize the end of one state and the beginning of another. The characters are from an ancient Chinese folk tale. A father mouse looks for a worthy suitor for his darling daughter. He approaches the sun, wind, clouds and the wall to find a strong husband for her and in the end finds a very suitable groom among his own community. The bride is a deep purple while the groom is a deep blue. Both creatures are embossed and decorated with pearlescent swirls of red, green and gold foil. The bride is on the 52 cent domestic rate and also stands (with no denomination or perforations) next to the $1.60 international rate groom on a souvenir sheet. As attendees of the wedding the other eleven lunar creatures encircle the couple on the souvenir sheet and are at the top and bottom of the sheet of 25 domestic rate stamps. The other suitors are subtly represented in the background of the two stamps. Canada Post's Detail magazine describes Harvey Chan's illustration of the rats as "…in a style reminiscent of traditional woodblock printing," and as taking, "a painterly approach". This seems a contradiction of terms to me. Although the background on the Souvenir sheet is awash with swirling reds, all of the colourful figures have the cut out look of woodblock or linoprinting. Chan's original images were actually created entirely on a computer. (cont'd next page) On the Cover…cont'd. not only in Asian countries but also in Australia and Europe. To me, one of the most positive aspects of this New Year fever has been how it gave the opportunity to Canada Post to get truly creative designing and producing these stamps. They have used extensive embossing and a variety of finishes such as: pearlescent, holographic and metallic foils and have designed each year as a separate entity. Over the years of the production of the series their efforts have been well rewarded, not only through sales but also by winning several awards. The Year of the Horse won the North American Continental Cup and came in third in the World Cup for the most beautiful stamp. (My personal favourite too!) The Year of the Monkey lunar pack won a major graphic design award and the souvenir sheet was voted in as the best foreign stamp by the Chinese. The Year of the Dog and the Year of the Ram both won gold awards in international graphic arts competitions. The Year of the Dog and the Year of the Rooster have both won other awards as well. Who knows what awards are in store for the Pig and the hot off the press Rat? Personally, I think the Year of the Dragon Canada Post is especially proud of their Chinese Lunar New Year series. In 1997 the response to the Year of the Ox was unexpected and overwhelming. Many postal outlets sold out of the ox stamp on the first day of sale. Naturally a good thing seems never to be enough so all kinds of products were developed to complement the stamps, these include: coin sets, framed prints, uncut press sheets and Lunar packs created in cooperation with China and Hong Kong. Director Jim Phillips says that the series is the most popular product they've ever had. They are popular was a worthy offering as well. Well, congratulations Canada Post, it has been a very interesting twelve year project! Who's Who… Rose Anne and her husband Ron have settled back down in Owen Sound again. They spent a few winters in Arizona and one in Texas traveling with their RV. They had a lot of good times and met a lot of good people. She says that a lot of American businesses have really geared up for the RV trade. There are restaurants, gas stations and even 24 hour Wal-Marts where you can easily park your RV. They managed to take in a stamp show in Tucson Arizona one time. "The place was huge," Rose Anne told me, "but everything there was all high end market. Everything there was hundreds to thousands of dollars. The only affordable stamps were at the U.S Postal kiosk." She went on to tell me that they even had two or three security guards posted at every door. It sounds very interesting but I'm sure Rose Anne would agree, not exactly fun, unless you've got a whole pile of money! A couple of years ago I was browsing through some stamps at our show and bourse and happened to start talking to a lady next to me doing the same. At the time Rose Anne Evans spent the winter months RVing down in the States but she spent some of the summer months in Owen Sound. Apparently she used to be a member of the club. I thought that it would be great to see more women at the meetings. She gave me her card but we never spoke again… that is until about 2 ½ years later, I was browsing through some stamps at our show and bourse and started talking to the lady next to me doing the same. Guess who? Rose Anne Evans collects the stamps of Canada, USA, Britain, Australia and New Zealand extensively. Her secondary interests include Greece, Malta, the Channel Islands, Ireland and the United Nations. She only collects used stamps and has been getting frustrated lately with American stamps. The gum often seems to be much stronger than the paper the stamps are printed on and the paper creases or disintegrates. Rose Anne has attended a couple of meetings since she showed up at the annual show in October and I hope that we'll be seeing at lot more of her in the future. Her grandfather got her and her Dad interested in stamps when she was about 8. Later on her mother Margaret Papke became involved too. Margaret was a member of the Owen Sound stamp club for some time. Now Rose Anne's daughter has taken up the interest. Rose Anne and her Aunt Elizabeth Jones both buy, sell and trade on Stamporama.com. You can find them called Stamprose and Roz_mk respectively. It must be great to have such a mutual family interest. Year of the Rat- The jade Emperor needed to decide the order in which the celestial beasts should proceed through the sky, forming the base of the Chinese Lunar Calendar, so he organized a race which ended on the far side of the river. Unable to swim, the charming and quick-witted rat talked the ox into carrying him across the river. When approaching the bank he leaped ashore winning the first position in the calendar. At a stamp show some time ago, I came across a gigantic (49mm x 82mm or nearly 2" x 3.25") stamp issued by Spain in a souvenir sheet, Scott #2252, on October 25, 1981. I bought it, though I do not collect Spanish stamps, joking that the kid in me just had to have a stamp this big! The next morning I woke up with the memory of Bernie Reilander's talk to the club in my mind. He told us that it is very difficult to create an image for a stamp subject that works on the very small scale of a postage stamp. Could it be that this stamp was as small as it could possibly be? leading up to the civil war. A coalition of four left wing political parties known as the Popular Front, with a realistic plan for agrarian reform as part of its platform, was elected to power in the 1936 General Elections. The Capitalist and Military leaders of Spain, together with the Roman Catholic churchmen who identified with them, feared the possibility of much broader reforms. Guernica is a small town in the Basque country of northern Spain near Bilboa. Its place in history was cemented by the events of the Spanish Civil War. Simply stated, Spain of the early 20th century was a country of sharp economic division between the owners of wealthy agricultural estates and the poor who eked out a meager living following the harvests on these estates. There were decades of political unrest involving many factions Jose Antonio Primo de Rivera founded the Falangists in 1933. They condemned socialism, Marxism, republicanism and capitalism and proposed that Spain become a Fascist state similar to Italy. In 1936, the military rebellion, which was supported by Primo de Rivera, began. The governing coalition, known as the Republicans, captured Primo de Rivera in July 1936 and executed him in November of the same year. In April of 1937, General Francisco Franco united the Falangists with a number of other small right wing parties and emerged as the leader of the Nationalists. Outrage over the attack was worldwide. Pablo Picasso, who had accepted a commission to create a work for the Spanish Pavilion at the Paris Exposition months before, now had a topic for his work and focused his anger on this painting. The result was the huge mural, measuring 3.49m x 7.77m or 11.5 ft. by 25.5 feet that we see on this stamp. The tortured characters in the painting resonated with people everywhere and the painting has proved to be the most powerful antiwar artwork ever. Germany and Italy both committed troops to the Nationalist cause. Of interest to us here is the Condor Legion, a bomber and fighter unit, put together by Herman Goering and provided to General Franco on the condition that it remain under German Command. On April 27, 1937, this air force unit attacked the town of Guernica, near Bilbao in the Basque region of northern Spain. The bombers dropped bombs on the village for over three hours while the fighters strafed the fleeing villagers. 70% of the village was destroyed and 1600 civilians were killed or wounded. The claim was made that the real target of the raid was a bridge near the village but no bombs fell near it. After the Exposition, the civil war raged on and Guernica was sent on tour by the Republicans to raise awareness of Fascist atrocities and to raise funds for their struggle. Picasso had intended the painting reside in Spain but after Franco was victorious there, he would not allow its return. At the outbreak of WWII, Picasso made a long-term loan of the work to the Museum of Modern Art in New York City. Guernica continued to travel over the next 20 years and became the most talked about painting in the world. The constant travel was hard on the large canvas and its travels were ended in 1958. In 1966 Czechoslovakia issued a stamp depicting the painting but mail to Spain franked with this stamp was refused delivery and returned to sender. Yet, just two years later, Franco tried to get the work returned to Spain. Picasso was adamant that Guernica would only return when democracy and civil liberties were returned to Spain. Picasso died in 1973 and General Franco in 1975. The first elections since the civil war were held in 1977. After years of negotiations between Spain, the USA, the Museum of Modern Art and several of Picasso's heirs, Guernica finally arrived home on September 10, 1981 and now resides in the Reina Sofia Museum in Madrid. My compliments and thanks go to Ralph Wyndham for use of this, his first article. MA postmarked in Changshun. Each set contains one stamp, which has a face value of 1.2 yuan, or approximately 16 U.S. cents. A colorfully clothed rat is depicted on the stamp, which celebrates the beginning of the new year. It is the first stamp BEIJING, Jan. 6 -- China released a special set of stamps to commemorate the "Year of the Rat," according to the Chinese lunar calendar, Xinhua News Agency reported. A release ceremony was held in Changshun County in southwest China's Guizhou Province, as the Shuchang post office there is the only one that contains the Chinese character for "mouse" in its name. Many people rushed to the county to obtain the rat indicia, which only can be China Post has issued in 2008. Collectors lined up in post offices A release ceremony for a special set of stamps to commemorate the "Year of the Rat" was held in Changshun County in southwest China's Guizhou Province on Saturday, Jan. 5, 2008. (Xinhua Photo) across the country to purchase the stamps, which are the fifth set in China's third collection of zodiac stamps. The Owen Sound Stamp Club meets at 7:00 pm on the third Wednesday of each month in the basement of St. George's Anglican Church (corner of 10 th St. E. and 4 th Ave. E.). The main business of the evening is typically to trade, buy and sell stamps and philatelic material. An Auction is often held at 8:00 pm. There are presently about 20 active members whose interests cover just about everything at all levels, from beginner to expert. New members are always most welcome. Annual membership fees: Full-$10; Family-$15; Junior- Free Members and guests also contribute $1 at each meeting which is passed directly to St. George's Church in appreciation for allowing us to use their room. The OSSC Newsletter is distributed to all members. Opinions expressed in the newsletter are expressly those of the individual author. Contributions to the newsletter are most welcome. Please submit any news, information, opinions or announcements to the editor. OSSC Library: Books in the library are available for loan to any member (but please return at the next meeting). Present holdings include: Postage Stamp Catalogue – Scott (2000) Catalogue of Canadian Stamps – Unitrade (2000) Concise Catalogue of Great Britain Stamps – Stanley Gibbons (2004) Catalogue of Canadian Stamps & Supplies – CWS (2005) Canadian Errors, Freaks & Oddities – Darnel The Edward VII Issue of Canada by G. C. Marler (Nat. Postal Museum, 1975) The Admiral Issue of Canada by C.C. Marler Canadian Fancy Cancellations of the Nineteenth Century Numerous journals (still only partly sorted) including: The Canadian Philatelist (RSPC); Scott's Monthly; Topical Times (Journal of the American Topical Assoc.); and Details (Canada Post) Club Officers: President: Alan Charlesworth (519) 371-0581 1521 7 th Ave. W., Owen Sound ON N4K 5L1 email@example.com Vice-Pres.: John Cortan (519) 395-5817 P.O. Box 295, Ripley, ON N0G 2R0 firstname.lastname@example.org Sec./ Treas: Bob Ford (519)376-4788 721 8th Ave. E., Owen Sound, ON N4K 3A5 email@example.com Editor: Marion Ace (519) 934-1998 P.O. 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Sunday 11 th November, 12.30pm, St. George's Church. Poynton Bell ringers St. George's Bells will be rung 'half muffled' during the Remembrance Parade from the Civic Hall to the church for the Service of Remembrance. Commencing at 12.30pm, St. George's bells and the bell at St. Martin's will be rung as part of the nationally co-ordinated 'Ringing Remembers' programme. For more information contact David Friend on firstname.lastname@example.org. Poynton with Worth Town Council Sunday 11 th November, 6.45pm - 7.15pm 'Battles Over', Anson Museum, Anson Road Organised by the Museum this event is part of the National Commemoration and will be introduced by Poynton's Town Mayor who will read Poynton's Roll of Honour. The Last Post will be played, a beacon lit on the Dirt Ruck and the old colliery bell will be rung in memory of those from Poynton who lost their lives, some of whom were miners. Light refreshments will be available and First World War memorabilia will be on view. For more information contact Peter Wood on 07769 503 999 or email@example.com Sunday 18 th November, 4pm, St. Georges Church. Missa Pro Pace A performance of a new Requiem for female voices called Missa Pro Pace, which means Mass for Peace. Composed by Catherine Silman and Pamela Jay with members of the choir made up from local groups and Cantata Choirs with guest soloist, Sarah Williamson. Booking essential. Tickets £5 available by contacting Catherine on 01625 269721 or firstname.lastname@example.org This leaflet has been prepared by Poynton Town Council with support from local groups and organisations Poynton's programme of events to commemorate the end of the First World War Saturday 10 th November, 7.30pm, Civic Hall, Poynton 19 th October onwards Royal British Legion Poppy Appeal Poynton branch will be selling poppies in many local shops and restaurants in support of the Poppy Appeal. Commemorative wreaths are also available from the Steward on 01625 873120. Thursday 1 st - 8 th November, Mon-Fri 9am - 4.30pm, Sat 9am - 12.45pm Poynton Civic Hall Remembering Poynton Soldiers Display Come and see a display dedicated to Poynton Soldiers who died during the war. A project by Poynton Town Council and Poynton Men In Sheds. Contact Sharon Duke on 01625 872238 or email@example.com Research by Cheshire Villages Great War Society. Thursday 1 st November - Saturday 10 th November Poynton R.B.L. Concert Band and Poynton Male Voice Choir A concert of music and song (performed by Poynton R.B.L. Concert Band together with Poynton Male Voice Choir) and as a finale, a moving poem 'A Mother's Son' written by Frank Owen and narrated by Glyn Derbyshire. Tickets £10 (no concessions). Booking advised. Email firstname.lastname@example.org. All proceeds to the Poppy Appeal. Sunday 11 th November, St. George's Parish Church, Poynton Remembrance Parade and Service 9.35am - Remembrance Parade from Poynton Civic Hall down Park Lane to St. George's Church. For further details contact Liz Osborn, Poynton Town Clerk, email@example.com Poynton in World War 1: The soldiers and the village Publication available to purchase for £5 from Poynton Local History Society at Poynton Civic Hall reception. For more information contact Susan Knight on firstname.lastname@example.org or Eileen Shore email@example.com Telephone 01625 872068 10am - Armistice 100 Remembrance Service in St. George's Church (for young people and adults). 10am - All-age Remembrance Service in St. George's Church Hall (for children and families). 11am - Act of Remembrance at the war memorial including, on this 100 th anniversary, the singing of 'Abide with me'. Commemoration displays, We will remember them, St. George's Church Thursday 1 st - Monday 12 th November Poppies around Poynton Poynton Town Council and volunteers from the Royal British Legion will put up street poppies around Poynton which have been created by Men In Sheds. For more information contact Sharon Duke on 01625 872238 or firstname.lastname@example.org Saturday 3 rd November, 7pm, St. George's Church Hall The congregation and wider community have knitted or crocheted poppies to create a display in church. Brownies and Guides have dressed the church windows and church hall. Students from Poynton High School have been involved, with Yr 12's designing/overseeing a project and Yr 8's creating the chosen design in the church hall entrance. Twinning Association and Friends of St. George's Dinner and film "Destruction of a village". The story of our twin town, Haybes, in the First World War and how Poynton came to be twinned with them. Tickets £10 available from St. George's Church office, weekday mornings. 01625 879277.	<urn:uuid:9c38f7d9-a0de-45b1-95fe-b913b26e1e4c>	CC-MAIN-2018-47	http://www.poyntontowncouncil.gov.uk/documents/first-world-war/First-World-War-Commemorations-Poynton-2018-full-size.pdf	2018-11-19T01:02:40Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00043.warc.gz	487,641,853	1,197	eng_Latn	eng_Latn	0.992921	eng_Latn	0.992724	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1597, 4740 ]	[ 1.5 ]	2	1
The Answer is Backyard Composting and Yard Waste Reduction Your Guide to Backyard Composting From Santa Barbara County Public Works The Answer is Backyard Composting and Yard Waste Reduction www. Less Is More .org County of Santa Barbara Public Works Department Resource Recovery & Waste Management Division 130 East Victoria Street, Suite 100 Santa Barbara, California 93101 Main Office: (805) 882-3600 Original Design, Layout & Images David Cowan Horticulture Consultant Marshal Chrostowski Second Edition Design and Layout Jeffrey Simeon Special Thanks CMM Staff Originally Printed 1994 Second Edition Released 2009 Table of Contents Section 8 29 Introduction What is Compost? Compost is a humus and nutrient rich soil-like material formed by the decomposition of natural materials. It improves the structural and nutritional quality of the soil, which is fundamental to all plant growth. It helps create the right type of environment for beneficial insects, worms and other organisms, which in turn improves disease resistance and a healthy root system. Compost also enhances moisture retention, thereby reducing the need for water, a precious resource. Why Compost? Much of what people throw away as trash at home could be composted instead of landfilled. Composting allows you to beneficially reuse food scraps and yard trimmings right in your own backyard. That is preferable to the alternative of burial in a landfill or inclusion in a less environmentally friendly yard waste collection system. This booklet will introduce you to the different types of composting and help you determine which type is right for your home. That way you can start recycling compostable materials at your own home, and reduce your negative impact on the environment while improving the land around your home. If you still have questions about composting after reading this booklet, please contact the County of Santa Barbara's Composting Specialist. See the inside cover for contact information. Choosing The Right Composting System Before making a decision on what type of system you need, ask yourself these four simple questions... What materials do I want to compost? 1. What volume of materials do I generate for composting? 2. How much time and effort can I dedicate to the 3. maintenance of a composting system? How much yard space, if any, do I have available for a 4. composting system? Write your answers down and compare them to the chart on page 2. Determine what system(s) will fulfill your needs, and read more about it in the corresponding chapters. Composting bin cost. Retail composting bins can be purchased from local hardware stores and garden supply centers. Market prices for a bin can \| Compost System \| Compost Materials \| Weekly Volume \| Time & Effort \| \|---\|---\|---\|---\| \| Vermi- composting \| Non-fatty food waste, soft green trimmings. \| Less than 8 gallons. \| Initial bin set-up & maintenance of bedding moisture. No turning. \| \| Aerobic Composting \| Non-fatty food waste, soft green trimmings. \| Less than 6 gallons. \| Minimal: Soil & water must be added once per month. No turning. \| \| Anaerobic Composting \| Yard Waste: shredded tree limbs, leaves & grass. \| Flexible depending on the volume of materials & number of bins. \| Recommend- ed weekly to biweekly turnings and watering. \| range from $30 to $300. The County of Santa Barbara offers discounted aerobic compost bins. Visit www.LessIsMore.org for information about pricing and availability. Homemade bins can be built from a variety of materials such as pallets, cinder blocks, or wire fencing (see Section 5). Building costs vary from $0 to $90. Aerobic Composting What is Aerobic Composting? Aerobic composting is the decomposition of organic matter by air-breathing microorganisms and larger soil life forms. These decomposers are naturally present in the soil and thrive in a moist and nutrient-rich environment. Primary consumers such as bacteria and fungi begin the decomposition process. In ideal conditions, the metabolism of bacteria creates the heat of the composting pile. Second and third level consumers, such as beetles, centipedes, earthworms, and millipedes, complete the composting cycle, leaving behind a dark brown humus that is soil enhancing. Choosing the Right Composting Site. When setting up your composting system, choose a site that is level and has good drainage. Accessibility, aesthetics, and convenience should also be considered. To prevent groundwater contamination, avoid placing a bin near drainage courses or waterways. Plan your composting routine before you assemble your bin to be certain that an important necessity such as sufficient work space or access to a water supply has not been overlooked. Setting Up your Aerobic System. Using a shovel or garden fork, loosen the ground where the composting bin will rest. This will help with drainage and aeration of the pile. Placing small branches or other bulky organic material at the bottom of the bin will also help to aerate the pile. Materials to Aerobically Compost: Leaves Grass Clippings Yard & Garden Trimmings Manure Seaweed Coffee Grounds & Filters Egg Shells (Crushed) Pet & Human Hair Most Plant Matter Note: Eucalyptus leaves, pine needles and palm fronds decompose slowly. Small Amounts of the following: Untreated Paper Towels Untreated Tissue Paper Fruit & Vegetable Scraps Wood Ash Sawdust Wood Shavings Do NOT Aerobically Compost: Meat or Bones Animal Fat or Oils Charcoal Briquette Ash Dairy Products Pet or Human Waste (contains pathogens & parasites) Composition of the Aerobic Pile. The compost pile will require a mixture of materials rich in carbon and nitrogen for efficient decomposition. Nitrogen is most abundant in fresh green yard and garden trimmings and vegetable scraps. Other good sources are livestock manures and fresh seaweed. Carbon dominates in brown materials, such as leaves (oak leaves are an excellent source of carbon), chipped woody brush, sawdust, and straw. The proper compost mixture contains approximately three parts carbon-rich ingredients to two parts nitrogen-rich ingredients. If manures or nitrogen-rich fertilizers are used, increase the volume of carbon-rich materials in the pile. Excessive concentration of nitrogen-rich matter will often cause putrification of your compost pile marked by a strong ammonia odor. Too little nitrogen will not feed the microorganisms, causing decomposition to stop. Increasing Surface Area Speeds the Process. For quicker composting, shred or chop materials being added to the compost pile. The more surface area the microorganisms have to work on, the faster the materials are decomposed. Yard trimmings can be chopped up with a machete or shovel, or run through a shredding machine or lawn mower. Material that is too fine, however, may lead to poor aeration and death of the organisms in the pile. Amounts of Moisture and Aeration. The compost should be kept slightly moist, like a damp sponge, in order to ensure bacterial decomposition. As you build the pile, be sure to moisten all materials by layer. In dry, hot weather, it will be necessary to water the compost once or twice a week. This is a good opportunity to reuse your household rinse waters that do not contain concentrated detergents. Covering a compost pile with a tarp will also help to retain moisture and will prevent nutrient leaching on rainy days. For quicker compost, aerate your pile at least once a week for the first few weeks. For the best results, turn the fresher outside materials into the center of the newly turned pile. In addition to the traditional pitchfork, special tools can be purchased to aerate piles without tedious hand turnings. Time and Temperature. The speed of composting is dependent on the moisture, aeration, and carbon-to-nitrogen ratio. A hot, steamy compost pile is a definite indication that the ideal conditions have been met. Only the outside of the pile will remain cool and minimally affected by decomposing organisms. Aeration and moisture are generally the main factors affecting the time necessary to produce finished compost. Weekly turnings of the pile will produce compost in one to two months; monthly turnings will produce compost in four to six months. When It's Time to Harvest. Compost can be harvested when it is a rich dark brown color; crumbly; and has a sweet, earthy smell. Before applying to your yard or garden (see Section 6), allow the finished compost to cool down for three days to several weeks. Troubleshooting. \| Symptom \| Problem \| Solution \| \|---\|---\|---\| \| Compost pile center is damp, but cold. \| Lack of Nitrogen. \| Add Nitrogen-rich materials such as animal manure, fresh grass clippings, seaweed or blood meal. \| \| Compost has a bad odor. \| Anaerobic conditions. \| Turn pile. Add a bulk- ing material (like straw) if the pile materials are too fine. \| \| Compost has an ammonia-like odor. \| Too much Nitrogen. \| Turn pile, add carbon- rich materials. \| \| Center of pile is dry. \| Not enough moisture. \| Water pile while you turn it. \| \| Compost is warm and damp in the middle, but nowhere else. \| Pile is too small. \| Increase the volume of the pile with yard waste, grass clippings, or garden trimmings. \| Anaerobic Composting What is Anaerobic Composting? Anaerobic composting is the slow decay of organic matter through fermentation. Unlike aerobic composting, the pile will not heat up. Microorganisms that thrive in a lowoxygen environment (mostly bacteria) reduce nitrogencontaining or sulfur-containing compounds found in organic matter to yield humus, organic acids, and gases. Setting up your Anaerobic System. Ideally, two anaerobic composting bins should be used to allow for continuous composting. While one is finishing composting, the other can be filled. If you plan to construct a homemade composting bin, be sure to choose a bottomless barrel with a lid that seals tightly and has a capacity of 35 gallons or more (see Section 5). An anaerobic composting bin should be located in a spot with good drainage. Accessibility, aesthetics, and convenience should also influence where your bin is placed. If located under or next to fruit trees, they will benefit from the added moisture and nutrients. To prevent the contamination of water, avoid a bin location near waterways or drainage courses. To prepare the site, dig a hole 6 to 12 inches deep, set the bin into the hole, and pack the ground firmly around the bin. Lining the bottom of your bin with ¼-inch poultry wire will fortify it from scavengers but still allow earthworms to enter. Materials to Anaerobically Compost: Non-Fatty Kitchen Scraps Houseplant Clippings Coffee Grounds & Filters Egg Shells (Crushed) Pet & Human Hair Tea Bags Untreated Paper Towels Untreated Tissue Paper Small Amounts of the following: Wood Ash Grass Clippings Leaves Do NOT Anaerobically Compost: Meat or Bones Animal Fat or Oils Charcoal Briquette Ash Dairy Products Woody Yard Trimmings Saw Dust Pet or Human Waste (contains pathogens & parasites) How the System Works. Anaerobic composting works best with nitrogen-rich materials such as non-fatty kitchen scraps and soft green clippings. It is important to avoid adding carbonrich materials such as dry leaves, sawdust and woody yard waste. These materials will retard or even halt the anaerobic composting process and should be composted aerobically or placed in a green waste collection container. Do not open your anaerobic composting bin more than two times per week. Over-exposure to oxygen impedes beneficial microorganisms and slows efficient composting. Frequent trips to the composting bin can be reduced by simply storing daily food scraps in a sealed garbage pail that can be placed under the sink or in the refrigerator. Two inches of soil or finished compost should be added to your bin once a month to inoculate it with the necessary microorganisms and to keep the fruit fly population down. Increasing Surface Area Speeds the Process. As with aerobic composting, the more surface area the microorganisms have to work on, the faster the materials will decompose. Chopping or bruising kitchen scraps and soft green clippings will speed up the composting process. Keep it Moist. Always keep the materials in your anaerobic composing bin moist. If the material gets too dry, it will not compost. Proper moisture content will help to exclude oxygen from your compost and keep fruit flies and ants from invading your bin. An anaerobic composting bin should be watered at least once a month. It can never be over watered, so take advantage of household rinse waters which do not contain detergents, bleach or boron/borax to water compost. Time and Temperature. Anaerobic compost will require up to three months to mature once the bin is full, depending on the moisture content and the type of materials being composted. Although this system will not achieve high, sustained temperatures, pathogens dangerous to people and pets will be destroyed over time. Harvesting your Finished Anaerobic Compost. Organic material added to the composting bin will, over time, reduce in volume due to the fermentation process. When the bin reaches full capacity, a second bin can be started. Finished compost will be dark brown and moist. It should be allowed to dry and aerate for one to two weeks before using. To harvest the finished compost, simply pull up the container, shovel the contents aside, and place the bin back in the hole. Anaerobic compost can be applied to the yard and garden using techniques described in Section 6. Keeping the Anaerobic Composting Bin Healthy. A moist anaerobic composting pile with a slimy consistency and a slight sulfur odor are sure signs that your bin is working properly. Do not be alarmed by the presence of insect larvae, worms, beetles and other scavenging organisms. They are all part of the composting process and also indicate a productive bin. A healthy anaerobic bin often has traits considered unhealthy in an aerobic bin; review Section 2 to see the qualities of an unhealthy aerobic composting bin, and contact the County Composting Specialist whenever you have questions or need technical assistance. Troubleshooting. \| Symptom \| Problem \| \|---\|---\| \| Ant population around the base and in the bin. \| Bin is dry. \| \| Interior of composting bin has large fruit fly population. \| Bin is dry. \| \| Bin materials will not compost. \| Too much woody waste has been added and/or bin is dry. \| \| Outside of bin is being dug up. \| Opossums, skunks, rac- coons or other scav- engers are feeding on your bin’s compost and earthworms. \| \| Soup-like compost with a large fly population. \| Insufficient drainage (rarely occurs). \| Vermicomposting What is Vermicomposting? Vermicomposting is the use of worms to consume organic waste. This efficient and odor free method of composting produces nutrient-rich worm castings. Organisms, such as bacteria and sow bugs, also assist in this aerobic composting process. Vermicomposting is ideal for small amounts of non-fatty food scraps, leaves and soft green trimmings. Vermicomposting Bins. A worm bin can be built for around $40 (see Section 5) or purchased through mail order gardening supply catalogs. The bin must have sufficient aeration, drainage, and a secure lid to exclude scavengers, flies and cats (it can be an appealing litter box!). Bin size depends on the average amount of food waste your household produces in one week. To figure out how large your vermicomposting bin needs to be, use the following formula: One square foot of surface area per pound of garbage produced per week. For example, a bin that is 8"x 24"x 24" (4 square feet) would be suitable for a household producing 4 pounds of garbage per week. Those Hungry Little Creatures, Worms. Red worms (Eisenia foetida and Lubricus rubellus) are excellent for vermicomposting. They thrive in confinement, reproduce quickly, and in one day eat their weight in food. Red worms are surface feeders naturally found under decaying organic matter or animal manures. They can be purchased from internet retailers, mail order catalogs and some gardening stores and bait shops. Do not use night crawlers and common garden worms which require tunnels and deep soils. To determine how many worms your bin will require, use this simple formula: Two pounds of worms to every one pound of garbage produced per day. As an example, a family producing an average of two pounds of kitchen scraps per day will need approximately four pounds of worms for their bin. There are approximately 1000 worms per pound. If you are adding more food waste than you originally estimated, do not add more worms. The population will naturally increase with the larger food supply. Bedding Materials and Moisture. The bedding in a vermicomposting bin retains moisture, reduces odors, and serves as food for the worms. It is also used as a retreat for the worms when the heat of decomposing food waste becomes intolerable for them. Worm bedding can be purchased or made from animal manure, leaf mold, decaying leaves, newspaper strips, or shredded cardboard. Newspaper (no colored ink) ripped into one inch strips is a simple and inexpensive choice. Although acidic, peat moss in small amounts can be mixed with a newspaper or animal manure bedding to aid in moister retention and decrease bedding density. The bedding must have a moisture content of 75% to 95% water while maintaining proper aeration. These conditions are essential for the worms to respire. Setting up your Vermicomposting System. Place your vermicomposting bin in a location that is accessible, like your porch, garage or under the kitchen sink. Make sure that the area you choose is shady and has moderate temperatures (55° to 75° F.). The following materials will then be needed to prepare your bin for vermicomposting. Moistened bedding 1. 2 to 3 handfuls of soil 2. Red worms 3. Peat moss (optional) 4. Black tarp or trash bag (optional) 5. Combine moistened bedding, peat moss (no more than ¼ of the total mixture), and soil in the bin. Spread the worms onto the bedding to exclude flies. Organic waste can then be discarded into a carefully dug hole in the medium and covered with one inch of bedding to exclude flies. Rotate garbage burial spots each time to minimize the disturbance of the worms. If your bin does not have a lid, cover the entire bedding surface with a black tarp or plastic trash bag. This will block out light and aid in moisture retention. Materials to Vermicompost: Vegetable Scraps Fruit Peels & Scraps Coffee Grounds & Filters Plant Clippings & LeavesEgg Shells (Crushed) Stale Bread & Grains Tea Bags Untreated Paper Towels and Tissue Paper Do NOT Vermicompost: Meat or Bones Animal Fat or Oils Charcoal Briquette Ash Woody Waste Pesticide-Treated Plant Trimmings Dairy Products Detergents & Other Laundry Aids Pet or Human Waste (contains pathogens & parasites) Healthy, Happy, Hungry Worms. Although a vermicomposting bin does not require a balanced carbon-to-nitrogen ratio like aerobic composting, a proper diet will help maintain a healthy stock of worms. To aid in the decomposition processes chop, shred, or bruise all organic waste prior to placement in the vermicomposting system. Harvesting your Finished Vermicompost. As worms digest the bedding and food waste, dark brown castings will be produced. After four to six months, the vermicompost should be pushed to one side of the bin and fresh bedding placed in the other. For approximately one month bury garbage in the fresh bedding to allow the older compost to complete the maturation process. After harvesting the finished compost, add more bedding. Vermicompost is a nutrient-rich soil amendment that is excellent for your garden, yard, and houseplants (see Section 6). Keeping your Vermicomposting System Healthy. The success of a worm composting bin depends on minimal, but essential, upkeep. Maintaining proper moisture content, aeration, food supply, temperature, and bedding will keep your worm population strong. Disease, scavengers, or the presence of a natural predator (such as ants) may explain a reduced population. If your bin does go into decline, don't give up hope. A worm population can be restored by correcting the problem and reducing the amount of food normally added to the bin until their numbers increase. Troubleshooting. \| Symptom \| Problem \| \|---\|---\| \| Large fly population, fungus or gnats. \| Exposed food, acidic con- ditions, fungus growth.* *Surface fungus occurs natu- rally in the bin and provides food for the worms. \| \| Bin has a rotten egg odor, worm population has decreased dramatically. \| Anaerobic conditions. \| \| Large ant population. \| Bedding is too dry. \| Building Your Composting System Aerobic Composting Systems: The Wire Fencing Bin: Materials: Plastic coated wire fencing that is 14 ft long and 3 ft tall. Three metal hooks, snaps or wire ties. Three tee posts or wooden stakes (optional). Cost: Approximately $20.00 to $25.00. Tools: Wire cutters, sledgehammer. Directions: Roll out wire fencing and set upright in chosen composting site. Latch the bin ends with metal hooks or ties. For extra stability, use tee posts or wooden stakes. The Cinder Block Bin: Materials: Approximately 50 cinder blocks (8"x8"x16") Cost: Under $90.00. Directions on next page… The Cinder Block Bin: Directions: Please use caution while lifting the cinder blocks. Construct a threesided cinder block bin by laying each block without mortar approximately 2" apart to ensure sufficient air flow. Stagger placement of the blocks to ensure greater stability (see drawing). Each side should be 3 ft to 4 ft long and approximately 3 ft high. The Pallet Bin System: Materials: Five wooden pallets (check with local businesses who may dispose of these pallets). Heavy twine or wire. Three wooden stakes or tee posts. Cost: Free to under $10.00. Tools: Sledgehammer. Directions: Erect wooden pallets into an E- shape depicted in the drawing. Secure bin joints together with heavy twine or wire. For bin stability, use stakes or tee posts to support the sides. Anaerobic Composting: Anaerobic Composting Bin: Materials: One 32- to 50-gallon plastic trash can with a tightly sealed lid. Cost: $20.00 to $70.00. Tools: Saw. Directions: Using the saw, cut off the bottom of the plastic trash can. To prepare the bin site, follow the directions described in Section 3. Vermicomposting System: Ol' Willie's Wooden Wild Worm Bin: Materials: One 4 x 8 ft sheet of ½” plywood, one 12 ft 2x4, one 16 ft 2x4, 2 lb of 6d galvanized nails, two galvanized door hinges with screws. Cost: Approximately $40.00. Tools: Tape measure, skill saw or rip handsaw, hammer, sawhorses, straight edge, screwdriver, drill with ½” bit and matching screws. Directions: Please, use common sense when constructing this container. Make sure to follow the manufacturer's safety instructions when using any power tool; additional personal safety equipment (such as protective goggles) may be required. Measure and cut plywood as indicated in Diagram 5-A (see page 21). Cut the 12 ft 2x4 into five pieces: two 39", two 23" and one 20" long. Nail the 2x4's together on edge with 16d nails at each joint as illustrated in the Base Frame diagram. Nail the plywood base piece onto the 2x4 frame. Cut four 1 ft lengths out of the 16 ft 2x4. Take each plywood side piece and place a 1 ft 2x4 under each of its ends so that the 2x4 is flush with the top and side edges of the plywood, and nail the boards into place. Nail the side pieces onto the base frame. To complete the box, nail the ends onto the base and sides. To reinforce the box make sure there is a nail staggered at least every 3" wherever plywood and 2x4's meet. Drill twelve ½" holes through the bottom for drainage. To build the lid, take the remaining 12 ft 2x4 and cut it into two 45" pieces and two 20" pieces and lay them flat, short pieces on the inside as indicated in Diagram 5-A, so that the plywood top is inset from the edges of the 2x4 by 1 ½" all the way around the perimeter. Nail the plywood onto the 2x4 securely. Place the hinges on the backside of the box at both ends on the 2x4's, and on the underside of the 2x4 lid frame, so that the lid will stand upright when opened. Construction Details (Diagram 5-A) 4 x 8 ft Sheet of Plywood Compost Sifter: Hand Held Sifter: Materials: One 2”x2”x72”, one 2”x2”x48”, one 2”x¼”x72” lath, one 2 ft x¼”x48” lath, 3 ft of hardware cloth or avi- ary wire that is 3 ft wide (¼” or ½” mesh), four L-brackets, 30 galva- nized staples, 16 1¾” galvanized nails (5d), eight 2⅛” galvanized nails. Cost: Approximately $30.00. Tools: Hammer, wire cutters, handsaw, screwdriver, tape measure. Directions: Please, use common sense when constructing this container. Make sure to follow the manufacturer's safety instructions when using any tool; additional personal safety equipment (such as protective goggles) may be required. Measure and cut the 2"x2"x72" into two 3 ft pieces and the 2"x¼"x72" into two 2 ft pieces. Then as indicated in Diagram 5-B, attach the 2x2's together with the L-brackets. Cut the wire to match the frame's outside diameter and secure by nailing staples approximately one inch apart. To cover exposed wire, nail lath to the frame flush to the frame's rim. Diagram 5-B Using Your Finished Compost Compost is an excellent soil amendment. It improves the permeability of compacted clay soil and the water retention ability of sandy soil. It is a great alternative to expensive petroleum-based fertilizers and will increase the organic matter content of the soil. Over months, nutrients are slowly released as soil organisms continue working on the compost. \| Location \| Application \| \|---\|---\| \| Garden \| Work into soil. Use as a top dressing alone or with other mulching or natural fertilizer material. \| \| Lawn \| Sprinkle sifted compost over lawn before watering or rainfall. Also helps suppress lawn diseases. \| \| Houseplants \| Steep a couple of tablespoons in a quart of hot water and use as a mild fertilizer. Spread compost at the base of plants to act as mulch. For potting plants, replace ¼ to ½ of the potting soil with compost. \| \| Shrubs, Hedges &Trees \| Scatter at the drip lines (not against the trunks) as a nutrient-rich mulch. \| Yard Waste Reduction In addition to backyard composting, another way to keep your yard wastes out of the landfill is to reduce the amount that you generate in the first place. The following is a list of practices that will help you to do more by doing less – while you reduce yard wastes and conserve water, you will also cut down on yard maintenance. Use Mulch. Mulch is organic material such as wood chips, leaves or compost that is spread over the soil surface. It reduces evaporation from the soil surface, keeps down weeds, and keeps soil temperatures from becoming too hot or too cold. Mulch also protects sloping ground from soil erosion. As the mulch decomposes, valuable nutrients are released to the soil and plant roots. Inorganic mulches, such as gravel, offer similar benefits but do not act as ready sources of nutrients. Flowers and vegetables should be mulched with a thin, one- to two-inch layer of light, fine mulch such as grass clippings and leaves. Spreading mulch around plants such as tomatoes and melons will keep the fruit off the ground, so it is less likely to mold or rot. Woody plants and shrubbery can be mulched with a thick, three- to four-inch layer of shredded or chipped wood that will look good and require little maintenance. Paths can also be covered with shredded or chipped wood to keep down weeds. Pine needles are good mulch for acid-loving plants such as rhododendrons, azaleas and blueberries. The best place to find mulch materials is your own backyard. Compost or dispose of diseased materials, but many others can be used for mulching. If you need additional chipped or shredded woody wastes, contact the County of Santa Barbara and ask about our free and low cost mulch programs. Grass-cycling. Grass-cycling is the recycling of grass clippings by leaving them on the lawn when mowing. Grass-cycling will also reduce your lawn's fertilizer needs, reduce water evaporation from the lawn, and increase biological activity near the soil surface, resulting in a healthier lawn. Raise your mowing height to the upper recommended levels for your type of turf: one- to one-and-a-half-inch for Bermuda and other fine-leaved subtropical grasses and three to four-inches for the cool season turfs like fescues and ryes. Mow when the clippings produced are one-inch or less; the finer the fragments, the more quickly they will decay and return to the soil. Always mow your lawn when it is dry, and remember to keep the mower blade sharp (this will result in finer clippings). Although mulching mowers are specifically designed for grasscycling, any mower will work. Many manufacturers also have attachments available which will improve your mower's grass-cycling performance. Proper Pruning. When and how you prune your plants will affect both yard waste generation and your plants' water and fertilizer needs. Take some time to study and experiment with your plants' life cycles: When do they grow vigorously? How do they respond to increasing or decreasing amounts of water and fertilizer? Most plants are best pruned or trimmed following their major flush of growth, including most evergreen perennials. Deciduous trees and shrubs are more likely to respond to dormant season pruning. Observe how your trees, shrubs and hedges respond to pruning. If the plant throws out vigorous sprouts or heavy new growth after pruning, you probably trimmed too much or at the wrong time. Try to time your pruning to periods of limited growth. Appropriate timing can also reduce the frequency of pruning. For vigorous hedges, such as Eugenia, you can reduce coarse waste generation by more frequent trimmings, which yield softer and readily compostable material. Each plant has its own natural structure and seeks to achieve its destined size in competition with other nearby plants. Let this fact guide your style of pruning. Most plants do not like to be bobbed. Native trees and shrubs prefer light trimming, not heavy limb removal. With most plants you can reduce water demand and regulate size and growth by carefully thinning shade growth within the tree or shrub canopy. Thinned trees and shrubs are often more attractive than those severely headed back and will produce less yard waste. When adding new plants, remember that plants that are appropriate in scale to your landscape at maturity will require little or no pruning. Proper Watering and Fertilizing. Outdoor landscaping consumes 36% of Santa Barbara's water supply. Much of this water is wasted. Landscape architects estimate that many turf areas are over-watered by a whopping 100-300 percent! Over-watering often leads to over growth, generating more yard waste. Following some basic rules will help you maintain healthy plants without wasting water or encouraging unnecessary growth. Proper watering is directly linked to the growth of plants. Perennial plants (including trees and shrubs) often have only one to two flushes of top growth per year, preceded by or interspersed with active root growth. Annual and biennial plants complete their life cycles in one and two years, respectively. They tend to have periods of vigorous top and root growth, followed by flowering and fruiting. Evergreen perennials, such as citrus, require more even irrigation over the year than do deciduous perennials, such as ash trees, which go dormant during the colder months. Most perennial plants require deep, infrequent watering, but definitely ample water in spring at the time of maximum leaf and stem growth. Most fruit trees root and feed in the upper one to two feet of soil, so deeper watering is required infrequently to wash down (and out) accumulated salts. Fruit trees will need thorough irrigation during fruit development until just following harvest. Water annual plants deeply early on to get them off to a vigorous start; then use mulch to retain water and reduce watering levels consistent with the plant's needs. Golden Rule #1: Do not sprinkle the soil surface; water as thoroughly and as infrequently as required by your plants. Golden Rule #2: Do not over-fertilize lawns and other plants; follow label directions and reduce fertilizations if you limit watering. Cutting Down on Lawn Size. Considering some of the facts you have just read, it is probably apparent to you that lawns are a major source of waste generation and also demand a large percentage of our precious water. Please take time to consider how much of your lawn you actually use on a regular basis and what areas of your lawn do not get used at all. There are many ornamental landscape alternatives which produce less waste, require less water, and also require less work than a lawn! Many local nurseries and the Santa Barbara Botanic Garden offer assistance and ideas for changing your landscape. Take a walk down your street and see what your neighbors are doing! Composting & Yard Waste Resources The Santa Barbara Library and its Black Gold Cooperative Library System has dozens of books on compost and hundreds of titles related to gardening. Check with the Library for availability. Some notable books include: Backyard Composting, Your Complete Guide to Recycling Yard Clippings, Harmonious Technologies, Harmonious Press, Ojai, CA, 1992 Let It Rot!: The Gardener's Guide To Composting, Stu Campbell, Storey Communications, Inc., Pownal, VT, 1990 The Mulch Book, Stu Campbell, 1991 The Rodale Guide to Composting, Organic Gardening Editors, Rodale Press, Inc., Emmous, PA Worms Eat My Garbage, Mary Appelhof, Flower Press, Kalamazoo, MI, 1982 Online Resources. The internet is a valuable resource for answering your questions about composting. In addition to doing internet searches, you can explore these websites to find more information and help answer your questions. The County of Santa Barbara's Recycling Website: www.LessIsMore.org/compost The US EPA website on composting: www.EPA.gov/osw/conserve/rrr/composting/ Vermicomposters.com, a great resource for worm bins: www.Vermicomposters.com Instructables.com, for additional building instructions: www.Instructables.com Happy composting! Want to learn more? For more information call the County 's Composting Specialist at (805) 882-3618 or visit www. Less I s More . org /compost County of Santa Barbara Public Works Department Resource Recovery & Waste Management Division 130 East Victoria Street, Suite 100 Santa Barbara, California 93101 For More Recycling Information Please Visit www . Less Is More . org Booklet funded by the County of Santa Barbara and the Cities of Goleta, Santa Barbara and Solvang. 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BERRY MEDICAL CENTRE 22 Prince Alfred St Berry 2535 P: (02) 4464 1577 F: (02) 4464 2533 W: www.berrymedicalcentre.com.au Dr Neil Donovan MB, BS (Hons. Syd.) DipPaed, DRACOG, FRACGP Dr Liz Cuninghame BMed(Hons) Dr Ingrid Buchner Dr.Med(Ger.), DipPaed, FRACGP Dr Lucie Stanford BMed(Hons), FRACGP Dr John Thomson MB, BS, FRACGP Dr Jessica Wilson BSC(Hons), MBBS. FRACGP, DipChildHealth Dr Costa Boyages MBBS BArts (Hons) LLB Dr Jodi Osborn MBBS BSc (Med) MS (ORL) NURSING STAFF Leilani Donovan (RN and midwife) Chris Bolt (RN) Ebony Wasson (RN) ADMIN STAFF Leona Brooke (Practice Manager) Linda Anderson (Reception Team Leader) Lyn Burke (Receptionist) Gail Norris (Receptionist) Jodie Thompson (Receptionist) Abbey Welsh (Receptionist) Ashleigh Abbott (Receptionist) HOURS AND SERVICES CONSULTATIONS by appointment: Monday to Friday 8:30am–5.30pm URGENT medical problems are dealt with promptly. The practice provides a complete range of general practice care, including home visits, hospital and nursing home care. AFTER HOURS: For urgent after-hours problems please call the surgery on 4464 1577 SERVICES * Diagnosis and management of short-term illness * Sports injuries * Surveillance of chronic illness * Minor operative procedures (moles, ingrown toenails) * Palliative care * Mirena and Implanon * Sutures and fractures * ECG (heart assessment) * Point of Care Ultrasound * Iron infusion * Microtoilet of ear * Durolane Injection * Travel advice and immunisation * Paediatrics * Family planning * Pregnancy care * Immunisations * Newborn care OUR PHILOSOPHY Our Doctors aim to provide a comprehensive service. We aim to do more than just give you a script or write a referral. We are keen to look at your health, to discuss preventive steps and provide a more personal approach. You snooze you lose? Not so. Your need to nap is perfectly reasonable and may even be beneficial. If you find yourself nodding off in the middle of the afternoon as you read a book in the sunshine, or watch TV from the couch, don't fight the urge. While as the saying goes "you snooze, you lose", when it comes to napping, you actually win. sleep, and half an hour of light sleep. Waking up from a light sleep offers better chances of feeling fresh and invigorated, whilst being awoken from a deep slumber may have the opposite effect. People take a short kip during the day for a multitude of reasons. In countries like Spain, Brazil and Greece, a siesta is actively encouraged, while in other countries it can merely be a case of needing to catch up on lost sleep, a way to fight boredom, counteracting impending sleep loss, or even just to pass the time. A 2006 study at the School of Psychology, Flinders University, Adelaide found that a 10-minute nap enabled all participants of the study to benefit from improved cognitive functions, less fatigue, and less impairment than those who either napped for longer or didn't nap at all. In a similar study in Canada, habitual nappers were also found to benefit from increased motor learning as opposed to those who didn't nap at all, or as often. How long should my nap be? The length of your nap is entirely up to you and what your body requires. The studies above suggest that longer naps may leave you feeling sluggish and drowsy upon waking up. There is also the possibility that you may feel less alert upon waking, than you did before you went to sleep. The length of a typical sleep cycle is an hour and a half, with one hour of deep Brief naps of 10 minutes however, can alter your cognitive performance for the better, offering better levels of productivity and performance for even a few hours after waking. When should I nap? While there might not be an "average" time to nap, there is a time of day that is more common, especially in those countries that actively encourage siestas. In Spain, Mexico, Greece, and even Italy, workers take a nap at around lunchtime. Siesta is derived from the Latin word hora sexta , which means the sixth hour. When a traditional day begins at dawn, this would make the standard napping time 12 pm. However, to ensure businesses don't experience reduced productivity, they usually extend their opening hours to allow for these breaks. Nap when you feel the need to, not the time of day that is most common. Many people feel sluggish and tired in the early afternoon after lunch and prefer to take a 10-20-minute nap during this time. In fact, Winston Churchill, John F. Kennedy and Albert Einstein all favoured a short nap in the afternoon. While napping can help you fight fatigue during the day, it's also crucial to get a full night's sleep. If you're struggling with your sleep pattern and it's affecting your day-to-day life, it may be time to see your health professional. To try the latestRECIPEtake me home... Easy Fish Bites Serves 2 Ingredients 200g boneless firm white-flesh fish fillets Oil for frying ½ C plain flour 1 egg Dash of milk or water Panko breadcrumbs (or regular breadcrumbs if you can’t find Panko) Salad ingredients of your choice Method * Cut fillets into large bite-size chunks. * Place flour and breadcrumbs on separate plates. * Whisk egg and milk in a shallow bowl. * Coat fish pieces in flour, then egg mix, then breadcrumbs. When all the fish pieces have been coated, set aside while you prepare the salad. You could prepare the fish well in advance and store in the fridge until ready to cook. * Heat oil to medium heat in a frying pan. Cook fish pieces for about a minute or two each side depending on how thick the pieces are. * Serve with dipping sauces of your choice e.g. thousand island, tomato, tartare, sour cream. Try serving with fries or baked potato. Colour Therapy for Mindfulness Gardening: more dangerous than you think With the intense summer heat now behind us, and the cooler temperatures of autumn beginning to kick in, many people are finding themselves back in the garden ready for another season of planting. While you're preparing the garden for lettuce, carrots, and cabbage, you should be preparing yourself, as well. Something dangerous could be lurking in your garden, and you may not even know it. The bacterium legionella, of which there are 35 species, causes a severe form of pneumonia known as Legionnaires' Disease and is known to lurk in your everyday commercial potting soil. Whether you're preparing fresh potting mix for the season ahead, or you're ridding your vegetable plot of weeds, being aware of the dangers of your soil is crucial. A microbiology review on a 25-year investigation into Legionella and Legionnaires' Disease discovered that Legionella longbeachae, an isolate in potting soil, is the leading cause of legionellosis in Australia, occurring in gardeners who are exposed to commercial potting soil. While you can't catch Legionnaires' Disease from person-to-person contact, the elderly, smokers, and those with a weakened immune system are more at risk. A review of national legionellosis surveillance in Australia between 1991 and 2000 also made the connection between vulnerable aging people with a deteriorating level of health, and a higher risk of catching it while gardening, or even shopping. A seasonal analysis during the same review also picked up on a peak number of cases during autumn in a four-year period, further enhancing the need to take care when planting season begins. What you can do to stay safe in the garden There are plenty of things you can be doing to keep yourself safe in the garden. Firstly, always read the warnings and any instructions on composted potting mixes. If you're handling the mix indoors or during high winds, wear a dust mask, and water your plants only using a gentle mist. When you're preparing the soil for planting, ensure you moisten it, and open the bag slowly, and away from your face. If you're using potting mix in a garden shed or glasshouse, ensure there is plenty of ventilation. Most importantly, wear gloves at all times, and wash your hands thoroughly after handling any soil or garden products. Symptoms of Legionnaires' Disease can begin 2-10 days after exposure. If you have a cough, shortness of breath, fever, muscle aches or headaches, consult a doctor immediately. What are energy drinks really doing to your body? While they are marketed as a mental and physical performance booster, what are they really doing to you? In the refrigerators of many supermarkets and convenience stores, you're sure to see a range of brightly coloured cans and bottles, promising to give you that much needed "lift" to get through the day. While those claims might be valid, at least in providing you with a short-term sugar or caffeine high, the dangers of energy drinks and soft drinks when consumed in high quantities on a regular basis, may be far-reaching. According to a 2011 study on the health effects of energy drinks on children, adolescents, and young adults, 30 to 50 percent of adolescents and young adults consume energy drinks. As a result of findings such as these, several countries have imposed bans and restrictions on energy drink sales, especially after reported incidences of adverse side effects in children, adolescents, and young adults. Of close to 5,500 caffeine overdose patients in the United States, nearly half were under the age of 19. A literature review carried out by Food Standards Australia N e w Z e a l a n d i n 2 0 0 0 , determined that approximately three micrograms of caffeine per kilogram of bodyweight, per day, could increase the anxiety levels of children aged between five and 12. This level of caffeine can be found in just two cans of cola, or three cups of instant coffee. studies conducted that suggest soft drink consumption is associated with mental health problems in adolescents, such as hyperactivity, conduct problems, suicidal behaviours and psychological distress. A 2010 study on soft drink consumption and mental health problems among adults in Australia also stated that those who consumed more than half a litre of soft drink per day had around a 60 percent greater chance of developing psychological distress, stress-related problems, suicidal thoughts, and depression, than those who didn't drink them at all. While it can be hard to pinpoint the exact ingredient, it is thought that caffeine, preservatives, sugar, flavouring and colour, all play a part. While there is no "acceptable" daily intake for caffeine in Australia, there have been numerous Stop making a meal out of me! All it takes is for one irritating mosquito to target you as their entrée, and the itching begins. Australians are blessed with a variety of wildlife, many of which most people are all too happy with which to cohabit the country. However, if there were one creature many people would love to give an eviction notice to, it would be the mosquito. Mosquitos can turn a fun outdoor excursion into a miserable experience in a heartbeat. Here is how you can reduce the risk of becoming a mosquito's buffet. such as jeans that are an easy target for hungry mozzies. Also try to avoid pools of water from forming around your property. Standing water is a mosquito's dream accommodation for breeding, so don't give them a reason to lay down roots. While their presence is more often felt in warmer summer months, the quantity and distribution of rainfall in spring and autumn can all bring about large mosquito populations, especially around standing bodies of water, that want to make you and your family their go-to delicatessen. Most mosquitos choose to bite at dusk and dawn, but you can also be at risk during the day. When you're out and about, ensure you keep a bottle of insect repellent containing DEET or picaridin handy and use it when your skin is exposed. It's important to use insect repellent as opposed to relying on fad deterrents such as specific food groups, phone app sounds, or citronella. These are not scientifically proven to work. Cover up, wear light-coloured, loose-fitting clothing, and avoid tight-fitted apparel Unfortunately, the mosquito's bite is not just a cause of irritation; it can also be a cause for concern. Mosquitos feed on disease-ridden animals, and there's a risk of contracting any number of viruses spread through their bite. There are four mosquitoborne diseases that are prevalent across Australia: Ross River virus, Barmah Forest virus, Kunjin and Murray Valley Encephalitis viruses. Additionally, a number of exotic mosquito-borne diseases such as Dengue fever and malaria are detected among travellers to Australia. However, in most parts of the country transmission is not possible, as the mosquito is not prevalent. Even as the holiday period for mosquitos starts to die down as we head into autumn, you are still likely to find them, or they will find you, around wetlands, and during times of rainfall. However, it's not just young adults suffering at the hands of energy drinks. A study conducted in 2013 by Dr. Jonas Dörner from the University of Bonn in Germany showed that an energy drink containing 400 mg of taurine and 32 mg of caffeine caused increased peak strain, and peak systolic strain rates in the heart's left ventricle. These studies, and others like it, show that energy drinks and soft drinks are more than just bad for our teeth. They can have a severe impact on both our physical and mental health. If you think energy drinks may be affecting your health, be sure to mention it to your doctor. And, as the bite of a mosquito can be exceptionally dangerous, always take the necessary precautions. If you begin to suffer from drowsiness, fever, headaches, a stiff neck, nausea, dizziness, rashes, swollen or painful joints, sore muscles, flu-like symptoms or weakness, consult a medical professional immediately. Put your best bread forward Bread is a versatile meal option, but not all are equal in nutritional value. Bread is a staple of most Australians' diets, and scanning the tables at your local café, you will see many people digging into sandwiches, toasties, and all manner of delicious lunch treats. Consumers have a vast range of choices, from traditional white bread and wholegrain to wholemeal and rye, just to name a few. But, how healthy is the bread you're eating? Below we cover three of the most popular bread options available, in a bid to find out which is the healthiest option. Wholegrain Wholegrain bread is low in saturated fat, is cholesterol-free, high in soluble and insoluble fibre, and is an excellent source of minerals such as iron, copper, and magnesium. Evidence suggests that including wholegrains in your diet when you're at risk of diabetes or are diabetic can also be beneficial. Research from the Nurses Health Studies I and II conclude that wholegrain foods can reduce the risk of developing type 2 diabetes by a whopping 21 percent and that diabetics who eat wholegrain cereals may also benefit from improvements in insulin sensitivity. Wholemeal Wholemeal bread features much-needed vitamins such as Vitamin B, folate, and selenium. It's also richer in dietary fibre than white bread, which is beneficial for digestive health. White Many people prefer white bread, but it has little nutritional value. As it's refined, much of the fibre and protein is removed, leaving mostly starch and few nutrients. White bread, as a refined carb, can also contribute to weight gain by releasing surplus sugar into your bloodstream. Unless you exercise to use these sugars, they often get stored as fat. What's the healthier choice? The clear winner from these three popular bread types is wholegrain. Try substituting your usual white loaf for a more wholesome wholegrain option. If you're looking to make drastic changes to your diet, or if you're concerned about your health, be sure to mention it to your doctor. Get your flu vaccination now From April onwards, the 2018 flu shot will be available from GP surgeries and other immunisation providers. It seems like only yesterday flu season was in full swing, but as we head into autumn, that dreaded colder weather is on its way. For the best chance of developing immunity against the flu, why not organise your family's flu vaccinations now? The flu vaccine is recommended by the Australian Department of Health to all those over the age of six-months-old. While many people prefer to immunise their families closer to winter, the Australian Department of Health says by vaccinating in April, you're able to develop a stronger immunity to the flu before it becomes prevalent from around August. As evidence also suggests the influenza vaccine's effectiveness may wane over time, choosing to be protected when it's most needed is the best possible approach. of contracting the flu, or at risk of suffering from complications, can receive the vaccine for free (a consultation fee from your provider may still apply). Those covered under NIP include: * People who are aged 65 or older. * Aboriginal and Torres Strait people aged six months to less than five years. * Aboriginal and Torres Strait Islander people who are aged 15 years and over. * Pregnant women. * People aged six months and over with medical conditions such as severe asthma, lung or heart disease, low immunity or diabetes that can lead to complications from influenza. Under the National Immunisation Programme (NIP), those who are at high risk Without immunisation, the risks of catching the flu are higher. It can spread from person to person quickly, and can even lead to severe complications such as chest infections and pneumonia. If you're ready to protect you and your family, visit your local doctor or immunisation provider. Take me home for some relaxing PRACTICE FEES We are a fee for service practice. Unfortunately, the Medicare rebate has failed to keep pace with costs of general practice, which means that your out of pocket expenses may have increased. Our fees will remain in line with AMA recommended fees. MEDICARE REBATES Our practice offers the facilities for your Medicare Rebate to be deposited immediately into your bank account. SKIN CLINIC Dr Neil Donovan and Dr Ingrid Buchner have undertaken post graduate training in skin cancer detection and management. Our Practice also has the latest skin cancer digital diagnostic technology (MoleMate). The clinic runs on a Tuesday and Thursday by appointment. PRACTICE NURSE We have Practice Nurses on site every day. This means that we can provide better access to health screening and management of long-term health problems like diabetes and heart failure. HEALTH CHECKS If you are making an appointment for a health check, please book a long appointment. It may best be preceded by a visit with the nurse, fasting blood tests and perhaps an ECG of your heart. PRESCRIPTIONS Unfortunately we cannot issue prescriptions to patients without seeing them. It is illegal for an Authority prescription to be issued unless it is accompanied with a consultation. Please make sure that you make an appointment ahead of time so that you do not run out of medications, and give us the time to help manage your medicines in a safe manner. PATHOLOGY & RESULTS Southern IML Pathology collect samples in the surgery Monday to Friday, mornings from 8am to 12pm. Appointments are not necessary. Receptionists are unable to give specific results to patients over the phone or in printed form. It is a legal requirement that results are reviewed by the ordering doctor and discussed with the patient by the doctor. We can, however, let you know if your results require action. Please call for results between 2:30pm and 4:00pm. NEED A LONG APPOINTMENT? Being late is annoying for patients and stressful for staff and doctor. One of the causes is that our consultations often run over time. Just four minutes extra per consultation means that the doctor is one hour late at the end of the morning. You can help by being aware that your time with the doctor will be about 12–15 minutes, which is usually only enough time for one problem. If you have more than one problem, longer appointments are available – please ask our receptionist when you make your appointment. COMPLAINTS We value patient feedback and take your concerns seriously. If you have a suggestion or complaint, please feel free to use our suggestion box or talk to our Practice Manager. If you have a problem you wish to take beyond this practice, you can contact: The Health Care Complaints Commission Locked Bag 18 Strawberry Hills NSW 2012 Regional Free Call: 1800 043 159 http://www.hccc.nsw.gov.au COLOURING IN– check inside!	<urn:uuid:75a50352-6f9e-45a7-89d0-7cdc728ca0da>	CC-MAIN-2018-47	http://berrymedicalcentre.com/wp-content/uploads/2018/04/Your-Doctor-2018_04.pdf	2018-11-19T00:55:32Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00043.warc.gz	36,808,205	4,471	eng_Latn	eng_Latn	0.998207	eng_Latn	0.998705	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4848, 8279, 13846, 20680 ]	[ 0.96875, 1.75 ]	2	1
32 nd Sunday in Ordinary Time – Cycle B Note: Where a Scripture text is underlined in the body of this discussion, it is recommended that the reader look up and read that passage. 1 st Reading - 1 Kings 17:10-16 What we now know as 1 and 2 Kings is designated in older Catholic Bibles as 3 and 4 Kings. Likewise, what we know as 1 and 2 Samuel is called 1 and 2 Kings in the older Catholic Bibles. This is because in the Hebrew Bible a division was made between the books of Samuel and Kings while the Septuagint (Greek translation) had only one division called the "books of kingdoms". Protestant Bibles, because the followed the Hebrew canon have always had 1 and 2 Samuel followed by 1 and 2 Kings; just as they have always been missing the seven Old Testament books unique to the Septuagint (and Catholic Bible). The books of 1 and 2 Kings in all modern Bibles are a compilation from various sources which record: 1) The last days of king David and the enthronement of Solomon (1 Kings 1 and 2). 2) The reign of king Solomon; his wisdom, the building of the temple, and the visit of the Queen of Sheba (1 Kings 10:1-13). 3) Solomon's fall and death (1 Kings 11). 4) The division of the kingdom under Solomon's son Rheoboam, and the history of the 2 kingdoms of Israel and Judah until the fall of Samaria and the extinction of the kingdom of Israel (1 Kings 12 through 2 Kings 17). 5) The history of the kingdom of Judah until the Babylonian captivity in 586 B.C. (2 Kings 18-25). 1 st and 2 nd Kings actually form one continuous book. Hebrew tradition holds that this compilation was done by the Prophet Jeremiah (562-539 B.C.) during the Babylonian captivity. It was written for the Jews who had witnessed the catastrophe of 586 and for their children whose faith was wavering. It was intended to instruct and encourage them, to elicit from them acts of repentance for their past sins, and to renew their hopes for the future. It instructs the exiles by demonstrating that Israel, through her kings, has been unfaithful to the covenant, and that God, far from being unfaithful to his part of the covenant, has remained faithful and patient with erring Israel long after Israel's infidelity. God's covenant is a holy family bond which cannot be annulled or retracted. The author returns repeatedly to the promise of perpetuity made to the Davidic dynasty, the Temple, and Jerusalem. It is upon the fulfillment of these promises that Israel must place her hopes for the future. Today's reading comes from the account of Elijah, Ahab, and the three year drought and is a prediction-fulfillment story. 10 [In those days, Elijah the prophet] left and went to Zarephath. Zarephath is a Sidonian town – a territory acknowledged as Baal's, not Yahweh's. Yet, the power of Yahweh has caused drought even there. As he arrived at the entrance of the city, a widow was gathering sticks there; he called out to her, "Please bring me a small cupful of water to drink." 11 She left to get it, and he called out after her, "Please bring along a bit of bread." 12 "As the LORD, your God, lives," she answered, "I have nothing baked; there is only a handful of flour in my jar and a little oil in my jug. Just now I was collecting a couple of sticks, to go in and prepare something for myself and my son; when we have eaten it, we shall die." 13 "Do not be afraid," Elijah said to her. "Go and do as you propose. But first make me a little cake and bring it to me. Then you can prepare something for yourself and your son. 14 For the LORD, the God of Israel, says, The promise 'The jar of flour shall not go empty, nor the jug of oil run dry, until the day when the LORD sends rain upon the earth.'" 15 She left and did as Elijah had said. She was able to eat for a year, and he and her son as well; 16 The jar of flour did not go empty, nor the jug of oil run dry, as the LORD had foretold through Elijah. The fulfillment. Although He caused the drought, Yahweh protects those whom He favors with miraculous food similar to manna (see Numbers 11:8). 2 nd Reading - Hebrews 9:24-28 Last week we looked at Chapter 7 as background for the reading. This week we must race through chapters 8 and 9 to gain the background: 8:1 The main point of what has been said is this: we have such a high priest, who has taken his seat at the right hand of the throne of the Majesty in heaven, 2 a minister of the sanctuary and of the true tabernacle that the Lord, not man, set up [we have a priest and a king, we have a priest-king]. 3 Now every high priest is appointed to offer gifts and sacrifices; thus the necessity for this one also to have something to offer [Jesus offers His glorified body on the ark of the covenant in heaven (Revelation 5:6)]. 4 If then he were on earth, he would not be a priest, since there are those who offer gifts according to the law [the Levites]. 5 They worship in a copy and shadow of the heavenly sanctuary, as Moses was warned when he was about to erect the tabernacle. For he says, "See that you make everything according to the pattern shown you on the mountain [see Ezekiel 36:26]." 6 Now he has obtained so much more excellent a ministry as he is mediator of a better covenant, enacted on better promises. 7 For if that first covenant had been faultless, no place would have been sought for a second one. 8 But he finds fault with them and says: [what follows is quoted from Jeremiah 32:31-34 (Hebrews 8:8-12); the longest Old Testament quotation in the New Testament. It is also the only Old Testament text where the new covenant is specifically mentioned] "Behold, the days are coming, says the Lord, when I will conclude a new covenant with the house of Israel and the house of Judah. 9 It will not be like the covenant I made with their fathers the day I took them by the hand to lead them forth from the land of Egypt; for they did not stand by my covenant and I ignored them, says the Lord [this is quoted from the Greek (Septuagint). The Hebrew says "I became their master". Recall that after the golden calf, man no longer had a father-son relationship with God but rather a master-slave relationship]. 10 But this is the covenant I will establish with the house of Israel after those days, says the Lord: I will put my laws in their minds and I will write them upon their hearts [see Ezekiel 36:26 where stony heart refers to the 10 commandments written on stone and heart of flesh is the new covenant laws of love which are written on the heart]. I will be their God [their Father], and they shall be my people [my family]. 11 And they shall not teach, each one his fellow citizen and kinsman, saying, 'Know the Lord,' for all shall know me, from least to greatest. 12 For I will forgive their evildoing and remember their sins no more." 13 When he speaks of a "new" covenant, he declares the first one obsolete. And what has become obsolete and has grown old is close to disappearing. 9:1 Now (even) the first covenant had regulations for worship and an earthly sanctuary. 2 For a tabernacle was constructed, the outer one, in which were the lampstand, the table, and the bread of offering; this is called the Holy Place. 3 Behind the second veil was the tabernacle called the Holy of Holies, 4 in which were the gold [Gold signifies royalty. The gold described here is in the Holy of Holies, the divine place] altar of incense and the ark of the covenant entirely covered with gold. In it were the gold jar containing the manna, the staff of Aaron that had sprouted, and the tablets of the covenant. 5 Above it were the cherubim of glory overshadowing the place of expiation. Now is not the time to speak of these in detail. 6 With these arrangements for worship, the priests, in performing their service, go into the outer tabernacle repeatedly, 7 but the high priest alone goes into the inner one once a year, not without blood that he offers for himself and for the sins of the people. 8 In this way the holy Spirit shows that the way into the sanctuary had not yet been revealed while the outer tabernacle still had its place [the old covenant. It is human, natural, physical, external, bodily. Internal transformation is needed to make it golden] (which is symbolic for the present age) [A time of transition between the old and new covenants. 40 years (A.D. 30 Christ is crucified, A.D.70 the temple {old covenant} is destroyed)]. 9 This is a symbol of the present time, in which gifts and sacrifices are offered that cannot perfect the worshiper in conscience [the old covenant is not effective – this implies that the new covenant is] 10 but only in matters of food and drink and various ritual washings: regulations concerning the flesh, imposed until the time of the new order [external regulations which perfect the body but not the soul]. 11 But when Christ came as high priest of the good things that have come to be, passing through the greater and more perfect tabernacle not made by hands, that is, not belonging to this creation, 12 he entered once for all into the sanctuary, not with the blood of goats and calves [the requirement for Aaron and his sons when first ordained as high priest (Leviticus 8)] but with his own blood, thus obtaining eternal redemption [the old covenant gave earthly redemption]. 13 For if the blood of goats and bulls and the sprinkling of a heifer's ashes can sanctify those who are defiled so that their flesh is cleansed, 14 how much more will the blood of Christ, who through the eternal spirit [the Holy Spirit] offered himself unblemished to God, cleanse our consciences from dead works to worship the living God [the old covenant purified persons by sprinkling – the new covenant purifies through drinking (the Eucharist)]. 15 For this reason he is mediator of a new covenant: since a death has taken place for deliverance from transgressions under the first covenant, those who are called may receive the promised eternal inheritance. 16 Now where there is a will, the death of the testator must be established. 17 For a will takes effect only at death; it has no force while the testator is alive [the Greek word for "will", "testament", and "covenant" is the same. A more proper translation is "covenant" in all cases. {Rereading using "covenant:" 15 "For this reason he is mediator of a new covenant: since a death has taken place for deliverance from transgressions under the first covenant, those who are called may receive the promised eternal inheritance. 16 Now where there is a covenant, the death of the testator must be established. 17 For a covenant takes effect only at death; it has no force while the testator is alive"}]. 18 Thus not even the first covenant was inaugurated without blood. 19 When every commandment had been proclaimed by Moses to all the people according to the law, he took the blood of calves (and goats), together with water and crimson wool and hyssop, and sprinkled both the book itself and all the people, 20 saying, "This is 'the blood of the covenant which God has enjoined upon you.'" 21 In the same way, he sprinkled also the tabernacle and all the vessels of worship with blood. 22 According to the law almost everything is purified by blood, and without the shedding of blood there is no forgiveness. 23 Therefore, it was necessary for the copies of the heavenly things to be purified by these rites, but the heavenly things themselves by better sacrifices than these. 24 For Christ did not enter into a sanctuary made by hands, a copy of the true one, but heaven itself, that he might now appear before God on our behalf. See Hebrews 7:25, Romans 8:3; Revelation 5:6. 25 Not that he might offer himself repeatedly, as the high priest enters each year into the sanctuary with blood that is not his own; 26 if that were so, he would have had to suffer repeatedly from the foundation of the world. But now once for all he has appeared at the end of the ages to take away sin by his sacrifice. The sacrifice of Jesus the Christ is offered once, for all persons and for all time. The Holy of Holies no longer needs repeated consecration because Jesus continues to make His one offering there. The author rejects the notion of repeated sacrifices of Jesus, not the eternal continuance of His one sacrifice as is evidenced by the statement "at the end of the ages" – His sacrifice is offered eternally. 27 Just as it is appointed that human beings die once, The result of the fall of Adam and Eve and after this the judgment, The particular judgment takes place immediately after death. 28 so also Christ, offered once to take away the sins of many, See Isaiah 53:12. This does not mean that He took on the sins of others, this would make Him a scapegoat. Instead, it means that He became the eternal sin offering that consecrated the Holy of Holies and made it possible for heaven to be opened and others to approach God to have their individual sins forgiven. We bear the responsibility for our own sins. We can commune directly with God, just as Adam and Eve could before the fall, just as the Israelites could before the golden calf. He has borne the curse which was imposed upon mankind because of their disobedience of the covenant. God has restored the conditions which had existed before the golden calf, and He has given us assurance that our sins have been forgiven through the priest (whom He has appointed to act in His Name to forgive sins). will appear a second time, not to take away sin but to bring salvation to those who eagerly await him. Glory, eternal life, to those who have placed their hope in Him Gospel - Mark 12:38-44 Last week's reading, as you will recall, took place in Jerusalem after Jesus' triumphal entry and before the beginning of His passion. At that time He told them when asked what was the greatest of the commandments "The first is, 'Hear O Israel: The Lord our God, the Lord is one; and you shall love the Lord your God with all your heart, and with all your soul, and with all your mind, and with all your strength.'" These are the opening words of the Shema, which the devout Jew recited (and still today prays) every day. Jesus then volunteered the second in importance: "You shall love your neighbor as yourself." Jesus' response surprised His listeners because the Pharisees had counted God's commandments and these two were not among the 613. As a way of introduction to today's reading we will do a quick study of the three verses which join last week's reading to this one: As Jesus was teaching in the temple area he said, "How do the scribes claim that the Messiah is the son of David? God's Messiah was commonly identified with a descendent of David and therefore a legitimate pretender to the throne of Israel (see 2 Samuel 7:11b-16). Jesus appears to challenge this view in the next two verses. David himself, inspired by the holy Spirit, said: 'The Lord said to my lord, "Sit at my right hand until I place your enemies under your feet.'" Jesus quotes Psalm 110:1, a psalm quoted often in the New Testament by the evangelists to show Jesus' prefigurement in the Old Testament. By ascribing the psalm to David, Jesus supports the traditionally accepted view that David was the author of the Psalms. Jesus further states that David wrote under the inspiration of the Holy Spirit. David himself calls him 'lord'; so how is he his son?" (The) great crowd heard this with delight. Assuming that David is the speaker in Psalm 110, he must be talking about someone other than himself. The first "Lord" is God, the second "my lord" must be someone different from and superior to David (the Messiah). Therefore, the Messiah is not adequately and fully described simply as "the Son of David." 38 In the course of his teaching he said, "Beware of the scribes, who like to go around in long robes and accept greetings in the marketplaces, The scribes were the interpreters of the Law, sort of like lawyers today. The robes were not necessarily prayer shawls but it is clear that these scribes (not necessarily all scribes) were putting themselves on public display with garments designed to enhance their prestige and honor. 39 seats of honor in synagogues, Sit facing the people in front of the ark containing the biblical scrolls. and places of honor at banquets. 40 They devour the houses of widows and, as a pretext, recite lengthy prayers. Lawyers in antiquity could serve as trustees of a widow's estate. A common way of receiving their fee was to get a share of the estate. Those lawyers with a reputation for piety had a good chance to be selected as a trustee. They will receive a very severe condemnation." Because of their greed and hypocrisy, they will receive a stiff condemnation at the last judgment; just as it is said today that priests and teachers will receive closer scrutiny when they appear before the Lord. 41 He sat down opposite the treasury and observed how the crowd put money into the treasury. He is sitting in judgment. Around the women's court walls were thirteen trumpet-shaped chests for offerings. Many rich people put in large sums. 42 A poor widow also came and put in two small coins worth a few cents. The small copper coins were the smallest denomination in circulation. 43 Calling his disciples to himself, he said to them, "Amen, I say to you, this poor widow put in more than all the other contributors to the treasury. This verse requires the explanation of the following verse. It is not obvious why she contributed "more" (cents) than the others (dollars). 44 For they have all contributed from their surplus wealth, but she, from her poverty, has contributed all she had, her whole livelihood." The explanation of the paradox of the previous verse is that the widow made a real sacrifice while the rest just gave some of their excess. "Do not despair. One cannot buy heavenly things with money. ... If money could purchase such things, then the woman who deposited the two small copper coins would have received nothing very large. But since it was not money but rather her intention that prevailed, that woman received everything because she demonstrated firm conviction" [Saint John Chrysostom (between A.D. 398-404). Homilies On The Epistle To The Philippians]. "The poor widow cast only two pennies into the treasury; yet because she gave all she had it is said of her that she surpassed all the rich in offering gifts to God. Such gifts are valued not by their weight but by the good will with which they are made" [Saint Jerome (ca. A.D. 406), Letter to Julian, No. 118, 5].	<urn:uuid:eea389df-0f23-4c26-bce4-b2570fb6f064>	CC-MAIN-2018-47	http://scborromeo.org/biblestu/b_ot_32.pdf	2018-11-19T01:12:39Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119023615-00020.warc.gz	285,211,396	4,218	eng_Latn	eng_Latn	0.997698	eng_Latn	0.998927	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2609, 5456, 11410, 12398, 14590, 16810, 18547 ]	[ 1.328125 ]	4	10