text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Mrs Mo’s Maze
Help the Monster get back to Mrs Mo.
Use a pen or pencil to draw a path through the maze.
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7th Grade World History Study Guide Answers
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7th Grade - World History II: Lesson 1 7th Grade - World History II - Lesson 1: Five Major World Religions MasterBooks 7th Grade Homeschool Curriculum | Curriculum Picks for 2019-2020 7th Grade - World History II: Lesson 2
World History Study Guide-7th Grade Fall of The Roman Empire...in the 15th Century: Crash Course World History #12 The wacky history of cell theory—Lauren Royal Woods 7th Grade Social Studies 041520 how to take history notes 📝 color-coding, effective summaries, and more! Kami 7th grade history lesson 7th Grade-Unit 1- World History How to find Latitude and Longitude how i take history notes 📝 ap us history study with me 7th Grade ELA United States Constitution · Amendments · Bill of Rights · Complete Text + Audio How To Study: History || revisign 7th Grade Reading Review - Monkey Tales Understanding U.S. Constitution - 5 Key Concepts Everyone Should Know - (1 of 2) Understanding the Constitution The Crusades - Pilgrimage or Holy War?: Crash Course World History #15 Longitude and latitude explained
It's Not About Memorization - How to Study History The Renaissance: Was it a Thing? - Crash Course World History #22 Christianity from Judaism to Constantine: Crash Course World History #11 Look Inside the World Studies Student Text 7th Grade—World History II: Lesson 3 Map Skills: Geography, Latitude and Longitude The Constitution, the Articles, and Federalism: Crash Course US History #8 7th Grade World History II: Southeast Asia Government Review 7th Grade World History Study
7th Grade History Units These Units align with the Ohio History Stanadard and include materials that will be used throughout the time spent in each unit. There will be powerpoint, videos, and handouts that will be explored to learn about each unit.
7th Grade World History - 7th Grade History Units
Social Studies in Seventh Grade is the study of medieval cultures as prescribed by the state social studies framework: http://www.cde.ca.gov/be/st
7TH GRADE WORLD HISTORY - Home
This 7th Grade World History enrichment course helps students start learning world history before taking the course in high school. The short video lessons make accelerated learning simple and fun....
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The study of the past. The knowledge, beliefs, customs and values of a group of people. It is the study of the past based on what people left behind. Is part or imprint of something that was once alive
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From the earliest civilizations to the modern world, geography, religion, trade, and politics have bound peoples and nations together — and torn them apart. Take a journey through time and space and discover the fascinating history behind the
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Welcome to the study of World History where students learn to think historically, rather than emphasize the memorization of facts, names, and dates. There will be an emphasis on skills, on habits of the mind which will help students acquire the ability to understand and learn from key events, social changes, and documents, including those which provide the foundations of this nation and its subsequent evolution.
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China's Long and Ancient History . Chinese History Printables With a history spanning thousands of years, China is for many people the subject of a lifetime of study. While your students probably won't embark on such an endeavor, this link offers handouts to introduce your students to concepts related to Chinese culture and government.
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Asthma Control Test™ for children 4 to 11 years old.
This test will provide a score that may help your doctor determine if your child’s asthma treatment plan is working or if it might be time for a change.
How to take the Asthma Control Test
Step 1 Write the number of each answer in the score box provided.
Step 2 Add up each score box for the total.
Step 3 Take the test to the doctor to talk about your child’s total score.
Have your child complete these questions.
1. How is your asthma today?
| Score | Description |
|-------|-------------|
| 0 | Very bad |
| 1 | Bad |
| 2 | Good |
| 3 | Very good |
2. How much of a problem is your asthma when you run, exercise or play sports?
| Score | Description |
|-------|-------------|
| 0 | It's a big problem, I can't do what I want to do. |
| 1 | It's a problem and I don't like it. |
| 2 | It's a little problem but it's okay. |
| 3 | It's not a problem. |
3. Do you cough because of your asthma?
| Score | Description |
|-------|-------------|
| 0 | Yes, all of the time. |
| 1 | Yes, most of the time. |
| 2 | Yes, some of the time. |
| 3 | No, none of the time. |
4. Do you wake up during the night because of your asthma?
| Score | Description |
|-------|-------------|
| 0 | Yes, all of the time. |
| 1 | Yes, most of the time. |
| 2 | Yes, some of the time. |
| 3 | No, none of the time. |
Please complete the following questions on your own.
5. During the last 4 weeks, on average, how many days per month did your child have any daytime asthma symptoms?
| Score | Description |
|-------|-------------|
| 5 | Not at all |
| 4 | 1-3 days/mo |
| 3 | 4-10 days/mo |
| 2 | 11-18 days/mo |
| 1 | 19-24 days/mo |
| 0 | Everyday |
6. During the last 4 weeks, on average, how many days per month did your child wheeze during the day because of asthma?
| Score | Description |
|-------|-------------|
| 5 | Not at all |
| 4 | 1-3 days/mo |
| 3 | 4-10 days/mo |
| 2 | 11-18 days/mo |
| 1 | 19-24 days/mo |
| 0 | Everyday |
7. During the last 4 weeks, on average, how many days per month did your child wake up during the night because of asthma?
| Score | Description |
|-------|-------------|
| 5 | Not at all |
| 4 | 1-3 days/mo |
| 3 | 4-10 days/mo |
| 2 | 11-18 days/mo |
| 1 | 19-24 days/mo |
| 0 | Everyday |
If your child’s score is 19 or less, it may be a sign that your child’s asthma is not controlled as well as it could be. No matter what the score, bring this test to your doctor to talk about your child’s results. | <urn:uuid:38e1bade-5eb0-4275-a546-708630d2230a> | CC-MAIN-2019-09 | https://ihacares.com/images/pdfs/asthma-control-test-ages-4-to-11.pdf | 2019-02-23T15:58:52Z | crawl-data/CC-MAIN-2019-09/segments/1550249504746.91/warc/CC-MAIN-20190223142639-20190223164639-00063.warc.gz | 585,936,310 | 783 | eng_Latn | eng_Latn | 0.998222 | eng_Latn | 0.998222 | [
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PSYCHOLOGICAL FIRST AID (PFA) INFORMATION SHEET
Everyone should become familiar with the basics of providing PFA
Why is PFA important?
- Accidents, emergencies and disasters can occur any time, anywhere, and can affect anyone
- First aid techniques can be applied to emotional as well as physical injuries
- PFA is a practical acute phase, disaster-site, mental health response aimed at alleviating acute stress resulting from accident, injury or other traumatic events
- Like medical first aid, PFA is best delivered by those immediately available on-site
- It is easy to learn and apply
- Its application does not require a medical degree or special mental health training
- It may prevent adverse long term mental health outcomes in those affected
- It can support the overall effectiveness of a disaster response
What is Psychological First Aid?
- Early assistance ideally provided by those first on site
- Initial assessment of the psychological impact of the event
- Stabilization of the psychological injuries
- Prevention of further psychological injuries
- Maintenance of psychological status until professional mental health care is available if required
- Facilitation of transition and referrals to trained mental health professional when necessary
- Promotion of faster and better psychological healing
What Psychological First Aid is NOT?
- NOT Debriefing
- NOT Counseling
- NOT Treatment
Who Should Receive PFA Training?
- Everyone should become familiar with the basics of providing PFA
- All first responders including fire, police and crisis response teams
- Health care professionals and paraprofessionals
- All employees of health care organizations and agencies that may respond to disasters including any ancillary personnel
Psychological First Aid (PFA) should be applied during and in the immediate aftermath of disasters to promote safety, calm, connectedness, hope and self-efficacy.
**Promote SAFETY**
- Help people meet their basic needs for food and shelter and emergency medical attention if needed
- Provide simple and accurate information on how to obtain assistance to meet their basic needs
- Stress may alter the individuals’ ability to process information, repeat information as often as necessary
**Promote CALM**
- Listen to people who wish to share their stories and emotions
- Remember people react differently to disasters and there is no right or wrong way to feel
- Be friendly and compassionate even if people are being difficult
- Obtain and offer accurate information about the disaster or trauma, and the relief efforts, to help victims better understand the situation
**Promote CONNECTEDNESS**
- Help people to contact their friends or loved ones
- Keep families together
- Keep children with parents or other close relatives
**Promote HOPE**
- Find out the types and locations of government and non-government services that are available and direct people to these services
- If you have the correct information available tell people that help is on its way
**Promote SELF-EFFICACY**
- Give practical suggestions on how people can help themselves
- Help people regain their sense of control by engaging them in activities to meet their own needs
**PSYCHOLOGICAL FIRST AID Don’ts**
- Don’t force people to share their stories
- Don’t give simple reassurance such as “everything will be all right” or “at least you survived” or “I know how you feel”
- Don’t tell people what they should be feeling, thinking or doing
- Don’t tell people now they should have acted earlier
- Don’t make promises that cannot be kept
- Don’t criticize existing services or relief activities in front of people in need of these services | <urn:uuid:3e9eb74e-7d95-4da7-8359-04bab5981765> | CC-MAIN-2017-09 | http://dmh.mo.gov/docs/diroffice/disaster/pfainfo.pdf | 2017-02-27T13:40:15Z | crawl-data/CC-MAIN-2017-09/segments/1487501172831.37/warc/CC-MAIN-20170219104612-00084-ip-10-171-10-108.ec2.internal.warc.gz | 63,961,915 | 731 | eng_Latn | eng_Latn | 0.985548 | eng_Latn | 0.989419 | [
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| S. N. | Subject | Name of Books | Part | Publication |
|------|-----------------|--------------------------------|------|---------------------|
| 1 | Hindi | वृत्ति फ़ग्नि इक्केयक | | Frank Education |
| 2 | HindiGrammar | फोउ;े फगुन्ह ओ;ल्डज़ क रज्जुखुह | | Viniyam Publication|
| 3 | EnglishGrammar | English Practice Paper | | Evergreen Pvt. Ltd |
| 4 | English | Communicate in English | | Ratna Sagar |
| 5 | Maths | Together with | | Rachna Sagar |
| 6 | Science | Junior Science | | Bharti Bhawan |
| 7 | S.St. | Primary Social Studies | | Frank Education |
| 8 | G.K. | Now and Then | | Wonder Kids |
| 9 | Computer | Log in | | Bharti Bhawan |
| 10 | Art & Craft | Pixie Dust | | Firefly Books |
| | English | Dialogue | | Orient Blackswan |
| | Communicative | Art of Conversation | | Navdeep Publication |
| Requirement | Quantity | Rate |
|-------------|----------|------|
| 1 | 1 | |
| 2 | 1 | |
| 3 | 7 | |
| 4 | 4 | |
| 5 | 1 | |
| 6 | 3 | |
| 7 | 7 | |
| 8 | 2 | |
| 9 | 2 | |
| 10 | 2 | |
| 11 | 4 | |
| 12 | 4 | |
| 13 | 4 | |
| 14 | 1 | |
| 15 | 1 | |
| 16 | 1 | |
| Total | 45 | |
NOTE: NOTE BOOK OF CLASS MATE OR G MATE ONLY TO BE USED SIZE-24CM*18CM
Co-ordinator C.E.O Comdt. & Principal Secretary | <urn:uuid:1fdbe998-ef45-4d94-a399-03a99a80bcfe> | CC-MAIN-2020-40 | https://control-panel.org.in/eDocument/A91A1GRIZZLY726974753576A6979CLASS%20V.pdf | 2020-09-19T00:35:57+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00298.warc.gz | 366,696,764 | 541 | eng_Latn | eng_Latn | 0.787427 | eng_Latn | 0.787427 | [
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GREEN TIPS
By Joanne McEvoy-Samborn
* Did you know that typical electric clothes washers and dryers generate five pounds of CO2 per cycle? Think twice whether after just one wearing our clothes need to be washed or dry cleaned. Perhaps a quick ironing to remove wrinkles or a spot remover might do the trick.
* Hot water uses 90% of the energy to power a washing machine. Clothes washed in cold water get just as clean, and you’ll save two pounds of CO2 per load.
* Newer front-loading washing machines use half the amount of water and thus save more energy. The faster spin cycles remove more water, reducing the energy needed to dry them.
CO2 REDUCTION ACTION
* Wear clothes until they are actually dirty, and hang them up to air out after each wearing.
* Touch up creases with an iron or use a wet cloth and a drop of liquid soap for spot removal
* It’s more energy efficient to run full loads in cold water instead of warm or hot water
* Use a clothesline instead of a dryer when weather permits
* Separate loads for fast and slow drying clothes and use moisture or automatic settings rather than the timer.
Adapted from *The Low Carbon Diet*, by David Gershon | <urn:uuid:24474c86-2d2b-4c58-a3ed-97ce8045c964> | CC-MAIN-2020-40 | http://hamptons.ny.lwvnet.org/files/green_tips_janfeb_13.pdf | 2020-09-18T23:04:20+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00299.warc.gz | 60,398,867 | 262 | eng_Latn | eng_Latn | 0.997126 | eng_Latn | 0.997126 | [
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A. MODE OF ACTION OF ENZYMES
Enzymes are globular protein molecules which can be defined as biological catalysts. They increase the rate of reaction by lowering the activation energy of the reaction they catalyse.
Intracellular and Extracellular Enzymes
- Intracellular enzymes: enzymes that function within cells, e.g.: DNA polymerase.
- Extracellular enzymes: enzymes that are secreted by cells and catalyse outside cells, e.g.: protease, amylase, maltase, lipase, etc.
Lock and Key
The active site of an enzyme is a region, usually a cleft or depression, to which another molecule or molecules can bind. This molecule is the substrate of the enzyme. The shape of the active site allows the substrate to fit perfectly. The idea that the enzyme has a particular shape into which the substrate fits exactly is known as the lock and key hypothesis.
Induced Fit
It is basically the same as the lock and key hypothesis, but it is recognized that enzymes are more flexible and able to change shape slightly to fit the substrate. This makes the catalysis even more efficient.
Enzymes Reduce Activation Energy
Activation energy is the amount of energy needed for a reaction to happen and all metabolic reactions need extra activation energy to happen. Enzymes speed up the rate of a reaction by lowering the activation energy of a reaction.
B. FACTORS THAT AFFECT ENZYME ACTION
Enzyme Concentration
As the rate of reaction increases, the enzyme concentration also increases, and there are more available active sites for substrates to bind to, however increasing the enzyme concentration beyond a certain point has no effect on the rate of reaction as there are more active sites than substrates. At this point, the limiting factor is the substrate concentration.
Substrate Concentration
As concentration of substrate increases, rate of reaction increases as more enzyme-substrate complexes are formed. However, beyond a certain point the rate of reaction no longer increases as enzyme concentration becomes the limiting factor.
Temperature
Optimum temperature is the temperature at which an enzyme catalyses a reaction at the maximum rate. As the temperature increases, the kinetic energy and the enzyme activity increase as well until optimal temperature is reached. Rate of reaction decreases beyond the optimum temperature. At very high temperatures, bonds in the enzyme's tertiary structure break, changing the shape of the active site so reactions cannot occur. This is called denaturation.
pH
pH is a measure of the concentration of hydrogen ions in a solution. The lower the pH, the higher the hydrogen ion concentration. If the concentration of ions increases the environment becomes more acidic. Change of pH can disturb the ionic bond which is important to the tertiary structure of a protein.
C. ENZYME INHIBITORS
Inhibitors are substances which stop the enzyme from binding to its substrate. They can therefore control the progress of a reaction.
Competitive Inhibition
This is when an inhibitor molecule binds to the active site of the enzyme and stops the substrate from binding to it; it can be reversed by increasing the substrate concentration as the inhibitor is diluted. An example of competitive inhibition occurs in the treatment of a person who has drunk ethylene glycol.
Non-competitive inhibition
Inhibition - an inhibitor doesn't bind to the active site but binds to a different part of the enzyme which changes the shape of the enzyme; it decreases the reaction rate as the substrate cannot bind to the enzyme.
D. COMPARING ENZYME AFFINITIES
The Michaelis-Menten equation can be used to calculate the maximum rate of reaction (Vmax) by relating the velocity of enzyme reactions (V) to concentration of a substrate [S]. Vmax represents the maximum rate of reaction achieved by the system at maximum substrate concentration.
\[
\frac{V_{\text{max}} \cdot [S]}{K_m + [S]}
\]
Keterangan:
- \( V \) = Initial velocity (moles/times)
- \( [S] \) = substrate concentration (molar)
- \( V \) = maximum velocity
- \( K \) = substrate concentration at half \( V \)
E. IMMOBILISING ENZYMES
When enzymes are in solution, they can only be used once as it is very difficult and time consuming to separate them from the product. Therefore they are immobilised by attaching them to an insoluble, inert material e.g. calcium alginate which forms a gel capsule around them thus holding them in place during the reaction.
This process enables enzymes to be reused as they can be easily separated from the products. Immobilised enzymes are used in industry because it enables the reaction to flow continuously. Moreover, the use of immobilised enzymes is much cheaper than using enzymes in solution as they can be reused.
F. EXERCISE
1. The enzyme lysozyme secreted from tear glands forms deposits on contact lenses. Which ingredient would be effective in a contact lens cleaner for removing these deposits?
A. Ethanol
B. Lysosomes
C. pH buffers
D. Proteases
Answer: D
Mainly, contact lens cleansing solutions have been prepared using plant (papain) and animal (pancreatin, trypsin and chymotrypsin) proteases.
2. Which of these statements are correct for all enzymes
a) They are globular proteins
b) They are formed in the smooth endoplasmic reticulum.
c) They are only found attached to the plasma membranes in the cell.
d) They can be inhibited by competitive inhibitors.
A. 1&2
B. 1&3
C. 3&4
D. 1&4
Answer: D
Enzymes are globular protein molecules which can be defined as biological catalysts. They increase the rate of reaction by lowering the activation energy of the reaction they catalyse.
Competitive inhibitors = Bind at the active of an enzyme – competing with the substrate.
3. Why do large increases in temperature or pH alter enzyme activity?
1) They change the 3D shape of the enzyme
2) They disrupt hydrogen and ionic bonds in the structure
3) They increase hydrophobic interactions in the enzyme
A. 1&2
B. 1&3
C. 3&4
D. 1&4
Answer: A
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parents in 1850, to Wisconsin. In 1852 he came to Dubuque, where he learned the printer's trade in the office of *The Tribune* and *The Herald*. In 1858 Mr. Charles Aldrich, then editor of *The Webster City Freeman*, made his acquaintance, and engaged his services upon the latter paper, taking him with him to Webster City, where he remained for two years. In 1859 he entered Cornell College, continuing until 1861, when he enlisted in the Second Iowa Cavalry. His service in the army was severe. In September, 1862, he was discharged at Corinth, Miss., for disability. Returning to Webster City he lived at the home of Mr. Aldrich, where he recuperated. Upon his recovery he entered Upper Iowa University at Fayette. Returning to Webster City he again joined Mr. Aldrich who had returned from the war, and together they began the publication of *The Freeman*, which he ultimately purchased from Mr. Aldrich. He published it until 1867, when it was sold to Mr. J. D. Hunter, at present connected with that paper. On the sale of *The Freeman* Mr. Ballou moved to Boone, where he assisted in the publication of *The Boone Standard*. In 1882 he moved to Nevada and bought *The Aegis*, now the *Representative*, of that city, which he conducted for a year and a half. For ten years he was engaged in mercantile pursuits. In 1880 Mr. Ballou could not resist the newspaper habit, and purchased *The Watchman*, which he continued to edit until a few months prior to his death, when illness made active work impossible.
**Charles F. Clarke** was born in Shelby county, Ind., August 5, 1846; he died in Red Oak, Iowa, Jan. 19, 1906. In 1856 he removed with his parents to Davis county, Iowa, where they located on a farm. In 1863 he went to Centerville and began clerking in a dry goods store owned by Gen. F. M. Drake, who was then in the army. Two years later he went to Albia and was employed as a clerk in a store owned by J. H. Drake, a brother of Gen. Drake. While there he became interested in the development of coal mines in Monroe county. About this time he began work as a clerk in a bank at Albia, and soon decided to make banking his life work. In 1873 he settled in Red Oak and helped to organize the First National Bank, and was elected its first cashier, a position he retained until his death. The Red Oak Sun states that he was "without doubt the most prominent figure in the history of Red Oak, one who had probably a larger part in her growth and development than any other person ever living here." His death elicited strong expressions of the high esteem in which his character and conduct was held by his neighbors and intimate friends. Justice H. E. Deemer, of Iowa's Supreme Court, at the funeral pronounced a eulogy that was a striking tribute to the beauty, charity and strength of his character, and a testimonial of the deceased's fondness for nature and his love for his fellows. His brother, George W. Clarke, represented Dallas county in the Twenty-eighth, Twenty-ninth, Thirtieth and Thirty-first General Assemblies, and was speaker of the house in the Thirtieth and Thirty-first.
**George Wilson** was born in Wapello county, Iowa, Oct. 6, 1842; he died in Lexington, Lafayette county, Mo., March 19, 1906. His father, George Wilson, was the first territorial adjutant of the militia of Iowa, a son-in-law of Joseph M. Street, Agent for the Winnebago Indians. (See sketch, *Annals of Iowa*, v. IV, pp. 563, 576.) In 1862 Mr. Wilson went to Wyoming where for fifteen years he was a general contractor of supplies for the Government and railroad agencies. He served one
Copyright of *Annals of Iowa* is the property of State of Iowa, by & through the State Historical Society of Iowa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. | <urn:uuid:416d0542-fc7b-4336-8a47-774963c71e71> | CC-MAIN-2023-06 | https://pubs.lib.uiowa.edu/annals-of-iowa/article/7434/galley/116167/view/ | 2023-01-27T00:26:06+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764494852.95/warc/CC-MAIN-20230127001911-20230127031911-00428.warc.gz | 493,098,344 | 928 | eng_Latn | eng_Latn | 0.998153 | eng_Latn | 0.998559 | [
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spathulata, and Utricularia lateriflora.
Drosera peltata has red, fairly hard tubers which are renewed annually. Some plants inspected had a small thick "root" extending below the tuber, and I can only assume that, as with some terrestrial orchids, young Drosera peltata plants produce a deeper tuber each season for one or more seasons until a suitable depth is reached. What determines a suitable depth is difficult to determine.
As for cultivation of the species, my best but very limited success has been with the plants growing in sphagnum moss, pots stood in shallow water. Self-sown plants appear to be more reliable, and for this reason it might be better to start this species off from seed, either in fairly well-packed sphagnum or sandy soil.
OBSERVATIONS ON TUBEROUS DROSERAS
by Richard Sivertsen
I've had dropper root formation with Drosera peltata in pure sphagnum moss, sand-peat mixtures and sand-loam. The important factor is not necessarily the medium, as long as it is slightly acid, but kept just moist to damp, and as cool as possible--preferably 40° F. at night to 65-70° F. in the day. Humidity doesn't seem to be too critical as there were weeks when it varied between 25-35% and sometimes lower. The most critical stage in its growth is during the first four to six weeks of new seasonal growth from the tuber. It should be kept only damp, and drying it out will not harm it at this time because the plant is being fed from the tuber, both water and nutrients.
In nature, the Australian winters begin with light rains so that it takes time for the hard and crusty-dry baked sandy soil to become moist again. When the tubers are just starting new seasonal growth and they are exposed to overwetness, the tuber can't shrink down, as it is supposed to for a brief period, and it can't cope with this premature excess moisture so that it eventually rots. So as the young growth continues, the tuber is the only source of water and nutrients for the first four weeks. As the plant matures, the original tuber shrinks slowly and then forms thick dropper roots along with thinner roots used to absorb water. I usually peek to check on its progress, carefully. The original tuber may or may not disappear altogether, sometimes reduced to a swollen portion of the stem underground. Then more moisture can be applied and as the plant ends its growing cycle after flowering, the original tuber will start to swell up again. This is followed by formation of the dropper roots with thickened knobs at their tips which will ripen into tubers within another four to six weeks depending on the species. The soil is gradually drying until the surface growth has withered. Then it is safe to poke around to see if the tuber is fully swollen again and has shed its roots. It can be dug up and stored in a warm place wrapped in cheese cloth without any soil. | <urn:uuid:f54be9f5-60d0-4eff-8d38-6d28c27828f1> | CC-MAIN-2020-40 | https://cpn.carnivorousplants.org/articles/CPNv02n4p62.pdf | 2020-09-18T22:54:01+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00300.warc.gz | 359,906,055 | 645 | eng_Latn | eng_Latn | 0.999402 | eng_Latn | 0.999402 | [
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Q. What is college like?
A. College is a whirlwind. It can be difficult at first, especially if you are far from home, but it becomes easier as you get older. You will have many, many opportunities to do things you like to do (basketball, volunteering, etc.). Classes will require more of your time. You will be expected to be more independent and responsible. All in all, it is fun and it is a chance to further your life goals!
— Trevor
Q. What is the best college to go to if I want to be a doctor?
A. All undergraduate colleges can send students to medical school. It is important to know that you must first attend a four-year college to be considered for medical school. Quite honestly, it usually doesn’t matter where you go to school for your first four years as long as you do really well academically and stay involved in extracurricular activities. All medical schools are very competitive so it is important that you find a college where you feel most comfortable so you can excel.
— Trevor
Q. With the college dorm rooms, will a girl share a room with a girl and a boy share a room with a boy?
A. Yes, in most cases dorm rooms are separated by gender. Some schools do allow girls and boys to live in dorm rooms together, though. And often times, girls and boys live on the same floor in their dormitories so they might be room neighbors!
— Julianna
Q. Can you go to different colleges each year?
A. To get a graduate degree, you will have to complete a certain number of years of study at one school. This means that students do not typically switch colleges each year. If you are not happy at your college, however, you can apply to transfer to a different college.
— Julianna
Q. What are the best colleges if you want to play basketball?
A. Speaking as someone who played basketball in high school and wanted to play in college, most schools have very good basketball programs. Many schools offer open tryouts that you can attend to try and earn a spot on the team. If you are interested in playing after high school, I would encourage you to reach out to coaches from different colleges. To do this, you can go to their school athletics website and find the “recruit me” button that most all websites have. This will get your name into their system and allow them to have a better idea of who you are. Keep an open mind. Historically, it is very difficult to play at the Division 1 level, but there are many Division 3 schools in Maine and New England that are competitive.
— Trevor
Have more questions? Ask your teacher to submit them to Maine College Circle, and real college students will answer them on this blog: http://collegeanswers.weebly.com/
Also check out Maine College Circle’s YouTube Channel to find videos about college life: https://www.youtube.com/channel/UC7bFHg_mbWlU6Kg8UTNpE4Q | <urn:uuid:99b00ab6-1c37-47f9-9b17-65be8b40232e> | CC-MAIN-2023-06 | https://www.mainecollegecircle.org/resources/MWAC-November-2017.pdf | 2023-01-27T00:30:31+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764494852.95/warc/CC-MAIN-20230127001911-20230127031911-00419.warc.gz | 900,272,121 | 623 | eng_Latn | eng_Latn | 0.999408 | eng_Latn | 0.999366 | [
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Okay, explaining how sheet music works here on this paper would be very hard, so I won't even try. But here is an example of SM made in Finale 2006, it most often has chords added above the bars. If it's just one part of the song it says which after the song name, like in this example it's only the Intro.
Sometimes I'll add fingering, either on all of the notes or just on the ones where I think it's most needed. The numbers represent the same finger on both hands as follows:
1. Thumb 2. Index finger 3. Middle finger 4. Ring finger 5. Little finger
If there are two or more numbers vertically aligned, the one on top is the highest note, and the one at the bottom is the lowest (tip: think higher number higher note, lower number lower note).
So in this example you play G with the Thumb, C with the Middle finger and E with the Little finger:
Transcribed by Robert from Astlessons | <urn:uuid:424966c3-0e79-464f-9589-415a2b650d96> | CC-MAIN-2023-06 | http://astlessons.com/Pictures/Examples/SMex.pdf | 2023-01-27T01:22:35+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764494852.95/warc/CC-MAIN-20230127001911-20230127031911-00431.warc.gz | 4,210,204 | 214 | eng_Latn | eng_Latn | 0.998885 | eng_Latn | 0.998885 | [
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“Look! I see heaven open and Jesus standing at God’s right hand” Acts 7v56
Wordsearch PLUS. Once you have found all the words, write the unused letters, going left to right across each line, from top to bottom, to find a Bible verse.
Word List
- Accused
- Apostles
- Approval
- Blasphemy
- Heaven
- Martyr
- Moses
- Persecution
- Preached
- Saul
- Scattered
- Stephen
- Stoned
- Vision
- Bonus Verse | <urn:uuid:c665e790-2f44-4b66-8fad-105727b7bb92> | CC-MAIN-2020-40 | http://westergatefellowship.co.uk/wp-content/uploads/Stephen.pdf | 2020-09-19T00:29:00+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00300.warc.gz | 144,374,635 | 118 | eng_Latn | eng_Latn | 0.951703 | eng_Latn | 0.951703 | [
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School-community collaboration
What is school-community collaboration about?
The word *community* comes from the Latin *communis* – meaning the quality of fellowship, sharing of social relations or feelings. *Community* is related to democracy and described as a forum in which citizenship can be expressed.
Plato formulated a beautiful ideal about community; he describes the individual members of the community as the fingers on a hand. Plato expresses a very strong sense of community that is perhaps less common in modern society. Nevertheless, most people have experience of receiving and giving social support, e.g. advice, information, practical help, compassion and care. All these are essential elements in the promotion of health within a community. Strengthening community action is a main element in health promotion, as is the involvement of the local community in school activities.
“When one of us hurts his finger, the whole extent of those bodily connections which are gathered up in the soul and unified by its ruling element is made aware and it all shares as a whole in the pain of the suffering part.”
*The Republic of Plato*, in *Cornford*, 1967: 164.
*Collaboration* literally means *working together* and presupposes the establishment of social relations between the partners in the collaboration. *Collaboration* is often described in a very positive way, as dialogue, mutuality and equality. But it can also be described by one-way communication, the use of power or a division of labour.
Three different forms of collaboration between school and community are described below.
In the first form of collaboration – *from community to school* – out of school reality is brought into school. Here, the school, a class or a group of pupils invite a health professional, a local sports club officer or a local housing officer from the community to get information and inspiration from outside the school. The influence goes in one direction: from the local community into the school.
In the second form of collaboration – from school to community – the pupils go out into the community, gather information, disseminate results from a school health project, or try to influence living conditions and lifestyles that affect health. In this form of collaboration, the influence goes in one direction too: this time, from the school out into the local community.
The third form of collaboration – a dialogue or two-way collaboration – is a reciprocal collaboration. It involves the school and the pupils establishing social relations with individuals or groups in the community with a view to working towards a shared aim (e.g. promoting health and wellbeing), either by influencing lifestyles or living conditions. The Shape Up approach suggests this last form of collaboration. Collaboration provides authenticity, that is, the project activities as close as possible to the pupils’ everyday life and the reality that is in the pupils’ future.
The school-community collaboration can be seen as a prerequisite for the development of citizen participation and democracy. By guiding the pupils to participate in collaboration activities, the school will also develop the pupils’ possibilities to participate in democracy.
Thus, the school–community collaboration in Shape Up involves:
- Adult-adult and child/youth-adult interaction
- More than a division of work, tasks and competences
- Building social relations – getting to know each other
- Children, young people and adults, groups with different interests, wishes, potentials and needs, working together
- Sharing an arena for action, a joint vision and a goal to work towards
Benefits and outcomes
Both school and community benefit from collaboration:
- The school can draw on the knowledge and experience of the local community, providing practical examples of health work that otherwise would have to be treated only in an abstract and theoretical manner.
- The school provides an obvious setting for resource people to teach health topics, for example, and the school and pupils can help to promote health, both in the school and the local community.
- School/community collaboration provides pupils with opportunities to practice skills of enquiry, value analysis and clarification and problem-solving in everyday situations, all key aspects in the IVAC approach to health promotion and health education.
The school-community collaboration is conducive to the following outcomes:
- Children and young people’s experiences with interaction, action and social/cultural diversity in the community.
- Children and young people’s perception of themselves as social agents who can influence their surroundings through their insight and visions regarding a health issue or problem.
- Sense of membership and belonging, sense of importance for the group, care and responsibility for other people.
- Engagement and motivation in relation to health issues.
Potential partners from the community
- Health authorities: local health promotion services, community health councils, healthy city officers, community nurses, health visitors, school doctors, dentists and nurses.
- Government: social workers, local housing officers, youth workers, local police stations, environmental health officers, sport officers, public relations department, city planning, parks and green areas department, traffic/transport department, etc.
- Non Governmental Organisations (NGOs) and voluntary organisations: the Heart Foundation, the local Alcoholics Anonymous or Weight Watchers representative, youth groups, community groups, environmental associations.
- Neighbourhood: Community networks of all kinds, e.g. community arts centres, green housing communities, local Agenda 21 centres, community gardens, resource centres, food cooperatives and eco-solidarity movements, multicultural/immigrant associations.
- Mass media: e.g. local newspapers and TV and radio stations, the Internet.
- Parents: parents can be partners in different ways; they can inform pupils on different health topics, they can help to coordinate health actions, such as keeping a family diet diary that keeps track of the family diet, or they can participate in health education projects, such as raising public awareness, helping to implement and assessing health change strategies.
- Workplaces: health and safety officers from the parents’ workplace, or you may have a parent at school working with health or environmental issues at work (this partner may be available only through personal contacts).
Tips and advice
Working with school-community collaboration
- **Clarify the roles of children and young people**
The project needs to be discussed thoroughly with the community partners involved so the roles of the pupils and the schools are clarified. If the school and pupils are perceived by the local community partners solely as a means by which certain predefined tasks can be carried out, the conditions for a project building on pupil participation and actions will be difficult. Instead, a perception by the community, in which the school is seen as a constructive dialogue partner, will give the participants room for action and will strengthen the fundamental values underpinning Shape Up.
- **Organise events to discuss the project principles**
Various local workshop or dialogue activities should be organised to involve all local partners in joint processes. For instance, a study circle involving key people from the local community, teachers and parents can be a crucial element in developing a shared understanding of the project and its key principles.
- **Plan major community events**
It is a good idea to plan major events (e.g. Shape Up week) in which all pupils and many key players from the local community are involved at the same time. This gives a great community spirit and will attract the attention of citizens, politicians and the press, and therefore contribute to initiating sustainable changes.
- **Involve the press**
Establish close relationships with the local press from the beginning of the project. Journalists can also be involved in some of the activities.
- **Work in teams**
Work in teacher teams; this gives support, and a space for sharing experiences and reflections with others.
- **Ensure support**
Make sure the school management is involved in planning and approving the school-community collaboration.
- **Select partners carefully**
In the start-up phase, find out which partners could (or should) be interested, which are available, and mind-map and negotiate roles and functions in the collaboration.
- **Prepare local community partners to collaborate with children and young people**
Make sure that the communication is negotiated with the partners in the projects and that, for example, it is alright to receive phone calls, letters or e-mails from pupils.
- **Prepare children and young people to collaborate with partners in the local community**
- Make sure the pupils are well prepared when they contact the partners in the local community; you can give them a letter of introduction from the school, explaining the school project.
• Advise the relevant people in the local community that the pupils will contact them and what the project is about, and prepare a note explaining the project. Ensure that the correspondence bears the school logo and has the school contact details on it.
• Prepare a note for the parents as well, giving a brief description of the project work (including the fact that the pupils will contact people inside the school or in the local community).
- **Background preparation**
Ideas for questions and advice for consideration that the teacher or Shape Up facilitator can suggest to pupils before they approach local community partners include:
• Who are you going to contact and how are you going to make agreements about when and where to meet?
• How are you going to introduce yourself and your project?
• Agree upon the length of time the meeting will last. This should not be more than 20 minutes but, if pupils are offered 5 minutes, they may have to be prepared to accept that.
• When you meet with the partners from the local community, prepare exactly what you want to say in advance and state how they can help you. Be ready to provide a detailed explanation about your project work.
• You can work in pairs or teams. Each team member should have a specific role, e.g. interviewing the person, writing down the feedback, taking notes on action points, etc. | <urn:uuid:fda78d6a-1330-4acb-ae3e-a0c81bf4d391> | CC-MAIN-2023-06 | http://hepcom.org/component/k2/item/download/175_10b65f45bbe9f068c26ae167c2eb23bc.html | 2023-01-27T02:04:31+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764494852.95/warc/CC-MAIN-20230127001911-20230127031911-00424.warc.gz | 21,434,140 | 1,968 | eng_Latn | eng_Latn | 0.997499 | eng_Latn | 0.998591 | [
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Tall Ship Tuesdays – Able Seaman Crossword Puzzle
Across
3. The forward part of the vessel where the hands traditionally sleep
5. The aftermost mast
8. It may be difficult to steer a ship if she is out of _______
12. Ships that keep close to land are said to be _______ vessels
14. To hand, reef and _______
15. Tool for separating strands of rope or untying knots
17. To partially furl a sail
18. Type of knot
Down
1. The ends of the yards are called yard-_____
2. Name of the brig on which Richard Henry Dana Jr. sailed to California
4. Where was Richard Henry Dana Jr. born?
6. Another name for an inexperienced sailor
7. A type of outer jib
9. An able seaman must be able to rig in and out _______
10. Rank aboard ship
11. The rating below able seaman
13. To join two ropes by weaving together the fibers
16. Measures a vessel's speed
**Thank you to everyone who reached out to let us know that there were a couple extra boxes in the crossword puzzle. We apologize for any frustration this may have caused you.**
tallshipprovidence.org | <urn:uuid:77e0e245-10c9-4d05-8237-d70ec44ea87b> | CC-MAIN-2020-40 | https://tallshipprovidence.org/wp-content/uploads/2020/06/Crossword-Puzzle-Hand-Written-Answers-6.30.20.pdf | 2020-09-18T22:38:03+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00303.warc.gz | 668,076,996 | 262 | eng_Latn | eng_Latn | 0.998868 | eng_Latn | 0.998868 | [
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Having parked the car, I started my walk down the long and stoney foot-path that twisted its way straight through the middle of the Hinchelsea bog. The whole area was one big dip which rose up on the other side into woodland and pine forest. The black peaty bog was either side of the foot-path, and the occasional wild horse or pony could be seen plodding through the goo in search for green vegetation. I walked half way down the foot-path until I found a slightly drier part of the bog to walk on. This was on the left side of the path, and I was able to penetrate about ten yards into the bog. In my haste to start this venture, the one important thing that I forgot to bring with me was a pair of water-proof boots. All I had on my feet was a pair of sandals that I had worn all the way through the long hot summer and had become quite accustomed to. Eventually I was forced to take the sandals and my socks off, and with my trouser legs rolled up, I waded into the bog. I soon noticed that there were many plants of *rotundifolia* and even more of *intermedia* in the black peat of the bog. A vast number of the *intermedia* plants were of a deep crimson colour. This was obviously due the fierce heat of the sun that had been shining constantly for many days. The plants had no shelter from the sun as the whole area was very open. There was a small area of shallow water nearby, which was full of reeds and with hummocks of sphagnum around the edges. There seemed to be more *rotundifolia* plants in the moss, whereas the *intermedia* plants seemed to favour the wet peaty areas of the bog. I was a bit disappointed that there were no signs of the rarer *anglica* plants described as being abundant in this bog. However, I collected a few specimens of the *rotundifolia* and *intermedia* plants and trod my way carefully back to the foot-path, first collecting my sandals and socks. I made my way up the rest of the stoney foot-path and into the pine forest still feeling despondent at not finding *D. anglica*. I could have walked for miles, but as the sky was clouding over, I decided to walk back. When I eventually reached the perimeter of the bog, I thought perhaps I would explore the opposite side to the part I had walked in earlier on in the morning. This side of the bog was about half a mile long and when I finally reached the extreme end of it, I found myself on a new foot-path. This part of the bog was much wetter than the other side, and a small stream wound its way into the middle of it. The ground was a mixture of very wet peat intermixed with sphagnum, and it was not as flat as the other side of the bog. After studying it for a few minutes, I decided to cast aside my footwear once again and wade in. It was very boggy, but with the help of a broken off tree branch, I was able to walk in about seven yards. It would have been impossible to go any further. There was a lot of long grass about and because of this it was difficult to see much else. All of a sudden, my eyes fell on something dewy and shining in amongst the grasses. With much difficulty, I managed to squelch my way to the spot my eyes had rested on, and there it was, *Drosera anglica* in full splendour. There were quite a number of plants scattered around the area, and if I could have gone further into the bog, I think I would have found many more. After having collected a few of these plants which seemed to be the only *Droseras* there apart from a few spasmodic *intermedia* plants, I finally dragged myself from the bog. The time was one o'clock, and so I decided to sit down and eat my packed lunch. After about twenty minutes of sitting on the edge of the bog in complete quietness, and having seen only four people in the time I had spent in Hinchelsea bog, I got up and put on my foot-wear once more. A sudden clap of thunder heralded my time to depart, and I slowly made my way around the outer edge of this wild and lonely land, and back to the car. As I drove out of the Rhineland, it started to rain, but I could not care, for I had found what I had hoped to find all in the space of one morning, a morning spent with the *Droseras* of the New Forest.
**CONSERVATION AND CARNIVOROUS PLANTS**
by Landon T. Ross
**Introduction**
Almost everyone who is involved in the study or cultivation of carnivorous plants is aware, to some degree, of the urgent need for conservation efforts. A number of taxa are on the verge of extinction, many prime habitats have been destroyed, and numerous locations are in serious danger. This distressing situation has been discussed many times (for example, see Schwartz, 1974, p. 9; DeFilipps, 1976; Johnson, 1976; Mazrimas and Schnell, 1976; and Schnell, 1976, p. 9) and I will not belabor it here. Instead, I will try to offer some recommendations on how to be a CP enthusiast and, at the same time, a benefit to future scholars, hobbyists, and the plants themselves. These are, of course, my personal opinions which do not necessarily exactly reflect the views of the editors or the policies of CPN.
Field Collecting
1. Never remove specimens of any of the really scarce plants from the field. This applies particularly to some of the rarer types of *Sarracenia* and *Nepenthes* which have very restricted distributions. If you are fortunate enough to find such a location, and feel that you must have some of the plants for your own purposes, time your visit to coincide with the fruiting season so that you may collect a limited amount of seed. Depending upon local conditions, it may be a good idea, at the same time, to try to help the population out by sprinkling a few seeds in the least crowded parts of the site. If done carefully, cuttings may sometimes be taken for later vegetation propagation without materially damaging the plants.
2. Do not collect plants from small isolated populations of any species. These often consist of a few struggling specimens which may represent a remnant of a previously much larger population or even the beginnings of a new distribution expansion. In any case, these sites are often of great scientific interest, and may be of some considerable importance to the well-being of the species. Since this type of location is often characteristic of the distributional limits of a species, you will often find much more extensive stands of a given plant within a few miles.
3. When collecting plants, especially in situations contrary to the above recommendations, try to exercise your self control. In marginal locations and in the case of scarce species, an altruistic hobbyist gathering specimens for all his friends can do as much damage as any commercial collector. It is always best, even when dealing with common plants, to only take what you feel you really need. If you are at all unsure of your ability to grow a given kind of plant, you should be even more cautious about field-collecting specimens. Test your horticultural talents on the common varieties first.
4. Avoid breaking the law. Concern for our environment, and specifically for the continued existence of some of the more endangered organisms, has led to the creation of a large number of conservation-oriented laws at all governmental levels. Many of these apply rather directly to carnivorous plants. A great deal of scientific expertise has often (but not always) gone into the formulation of these, and if they were carefully obeyed, many taxa and populations would be in much less danger. Since the legal penalties are often relatively severe, this recommendation should also be considered from a practical standpoint. Although you should check for yourself, as a general rule the following types of laws will be found: 1) all plants in parks, wildlife refuges, and similar areas are protected, 2) certain very scarce CP are protected in all areas, and 3) CP which are rare in a local area, are often protected there even if they are common elsewhere. In the United States, at least, you are likely to find that it is illegal to collect most CP unless you have specific permission of the landowner.
5. Be cautious about informing others of the locations of isolated populations or rare species. It is now becoming apparent, especially to the scientific community, that great damage can result from the release of this type of information. Commercial exploration has historically often followed on the heels of the publication of even moderately explicit locality data. Because of this, the scientist in particular is now placed in the very uncomfortable position of withholding important information to protect the object of his interests.
Purchasing Plants
6. Buy your plants only from reputable dealers who you can be sure did not field-collect the plants they are selling. I only know of two such dealers in the United States, "Sun Dew Environments" and "World Insectivorous Plants," although there may be others. Avoid dealers, such as "Peter Pauls Nurseries," which have been known to have solicited field-grown material.* There are almost certainly a considerable number of dealers of this type presently in business. It would be of great benefit for all CP growers to have seen the ravages which can be caused by commercial exploitation, the trampled and cratered fields which were once pristine bogs or savannahs.
Positive Conservation Measures
The above recommendations have essentially consisted of things which you should avoid doing. If you would like to do something of positive benefit, there are a number of courses of action available.
* A letter of documentation is on file with the editors of CPN.
7. Work for better laws to protect carnivorous plants. If you live in an area where there are native CP, find out if any of them are in need of more protection and then contact your local lawmakers. You may find them to be quite helpful, in the absence of any particular opposition to your request, and willing to add a "conservation" feather to their caps. Be careful, however, to make your point as reasonably and logically as possible. It is probably of even more importance, at the same time, to attempt to find if the existing laws are being enforced. They are probably not. Since this type of law is usually handled by agencies which also regulate hunting and fishing, plant protection may be given a low priority. Report any incident which you feel may be in violation of the carnivorous plant protection laws. You will probably not have enough evidence to lead to any real action, but this type of report may lead to an increased awareness of the need for improved enforcement on the part of the agency. With respect to the type of activity discussed here, there is no substitute for acquiring some knowledge as to how your government works (local conservation organizations will be delighted to help you), followed by the writing of letters to all appropriate governmental officials and employees.
8. Make some effort to see that significant CP habitats are preserved. This is not an easy task at all, but is probably the most important single action you can take. Many persons involved with carnivorous plants are aware of some prime location which is vulnerable to elimination. Indeed, many are all too familiar with such sites which have already been destroyed. The most efficient use of your time can probably be made by contacting local conservation groups and educating them as to the uniqueness and intrinsic scientific value of such locations. (You should, of course, also beware of publicizing these places, as previously noted.) They will often know the right mechanisms for placing these lands in the public trust, and for seeing that they are intelligently managed in the future. Once again, a letter-writing campaign may be relatively effective.
9. If you are one of those individuals who is fortunate enough to be growing some of the rarer or more endangered plants, propagate and distribute them as widely as possible. I do not have a great deal of faith in the concept that individual growers will, in the long run, be able to preserve species which have been exterminated in the wild. However, it is fairly obvious that if all growers who were interested in, for instance, *Sarracenia rubra jonesii*, had several specimens, there would be no incentive for the collection of the wild plants.
**Conclusions**
Hopefully, it is now obvious that there are many things which any CP enthusiast can do to further the cause of conservation. Some of these may be accomplished by a little positive action, but many require only that the grower's interest in obtaining as many species as possible in the shortest time be slightly curtailed. I do realize, though, how difficult this may be, and must admit that I have not, in the past, always followed my own recommendations. This was often due to ignorance of the real need for conservation measures, but was sometimes caused by a belief that the only way in which I might obtain a given plant was by collecting it or purchasing it from any willing seller. There may, previously, have been some slight validity in this belief, but with few exceptions, it is no longer true. Many people involved with the CPN Seed and Plant Exchange are willing to help out less advanced growers, often to the point of distributing scarce material gratis, and the conscientious commercial sources are doing their best to expand their lists of available species. You will find, given sufficient patience, that you will eventually be able to obtain almost any plant you wish and keep an entirely clear conscience in the process.
Whatever your interests in carnivorous plants may be, try to always keep in mind their precarious status. Realize the fragile nature of most of their habitats, the endangered status of some of the species, and act accordingly. To do so is to assure the future of these marvelously interesting plants.
**Literature Cited**
DeFilipps, R. A. 1976. Conservation action for carnivorous plants. C.P.N. 5 (1): 8.
Johnson, P. H. 1976. Carnivorous plants. House Plants and Porch Gardens. 1 (6): 36-47.
Mazrimas, J. A. and D. E. Schnell. 1976. An editorial statement on conservation and CPN. C.P.N. 5 (1): 3.
Schnell, D. E. 1976. Carnivorous plants of the United States and Canada. John F. Blair, Winston-Salem, N.C. 125 p.
Schwartz, R. 1974. Carnivorous plants. Praeger, New York. 128 p. | <urn:uuid:d2dbbf4c-2ad0-4b3a-bae7-d6987abfe9cf> | CC-MAIN-2020-40 | https://cpn.carnivorousplants.org/articles/CPNv06n2p38_40.pdf | 2020-09-18T23:21:22+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00304.warc.gz | 370,285,465 | 3,099 | eng_Latn | eng_Latn | 0.99907 | eng_Latn | 0.999262 | [
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Lawrence’s Story
Six-year-old Lawrence Provan and his family came to Oklahaven from Louisville, Kentucky in December, for a series of intensive treatments. Being diagnosed with autism and cerebral palsy, he received traditional occupational, speech and physical therapy for most of his life. In May 1999 Lawrence began a home program set up by Estin and Goodchild LLC Neurodevelopmental Consultants, Gloucester, Massachusetts. This program helps children regain lost skills and Sarge Goodchild found that including Chiropractic brings quicker results.
Leo and Rolph, Lawrence’s parents, had never experienced Chiropractic and didn’t really have any knowledge of it until finding Kentuckiana Children’s Center where Lawrence has been receiving treatments for about a year. The progress he has made since his family started the program and Chiropractic is significant.
During his visit at Oklahaven, Lawrence became more aware of the people around him and his surroundings. He took his first independent steps while receiving intensive treatments. He now walks 50 or 60 feet on his own, changing direction and standing still as necessary. He is also beginning to feed himself, a task which, even a few months ago, seemed likely to take considerable time to master.
His fine and gross motor skills have improved immensely and he has a range of different sounds he is making including experimenting with words.
Lawrence’s trip to Oklahaven for intensive treatments led to an historic event. On March 15, The Program Committee of Kentuckiana welcomed Dr. Bobby Doscher and Sarge Goodchild with open arms. The three were brought together as a result of their shared experiences with this very special child. Lawrence has benefited from care through all three organizations.
The meeting culminated in the agreement between Kentuckiana’s Dr. Sharon Vallone, Kentuckiana Board President, Clinic Director Dr. Kahlid Khorshid, and Dr. Doscher for the two Centers, with the assistance of Sarge Goodchild, to work on common goals which include:
1. Increasing outreach efforts and a joint campaign to raise awareness about the needs of children with special needs,
2. Increasing services to their immediate community through informational seminars.
3. Involvement in Chiropractic education to support the increasing number of these children Chiropractors in the field who are working with challenged children on a daily basis and an ongoing forum for peer discussion and review,
4. Collaborating on research projects as well as outlining methods of tracking, compiling outcomes and related data to document the efficacy of Chiropractic care for children with special needs.
This event marks the beginning of mutual efforts to support the continuing work of both Centers.
HAVE-A-HEART Enormous Success
The HAVE-A-HEART Campaign response in February was overwhelming. Over 400 Chiropractic offices and Colleges in the United States and Canada participated. That is about four times the number of the year before.
Our goal was to send our informational video to Chiropractic offices around the nation who accepted the challenge to let their patients know about the benefits of Chiropractic for children and also ask for financial support for Oklahaven.
Beyond the monetary aspect of this project, we were able to spread the message of taking responsibility for the health of children and families. The message was: CHIROPRACTIC WORKS! No matter how seriously hurt a child is, with help, their body possesses the ability to get well and stay well.
Thank you to all the colleges, doctors, and staff who took time to show the video and collect the gifts. We are so grateful to be able to help raise the awareness of Chiropractic for our children.
President’s Report
By Dr. Bobby Doscher
How do I begin to thank everyone who has supported the mission? Know you have opened my heart and I say “THANK YOU!” to all of you for your gifts by giving back to life with love and responsibility for the children.
It’s 2001 and Oklahaven began the year with our view of the odyssey being the wandering journey of a parent, looking for help for their sick and damaged child. Children are spiritual beings, not packaged goods to be labeled with categorical diagnoses.
We look forward to the many challenged children and parents we will meet and help through the activities and projects planned for this year.
February brought our Have-A-Heart fundraiser. We are pleased and so grateful to all the Chiropractors and students who took our message to the public and to all the people who opened their hearts to the children.
The benefits of Chiropractic for seriously ill children are seen everyday at the center. But children are sicker than ever. Not only do they come with cerebral palsy, but now with cerebral palsy and autism as well as many Syndromes. (Syndromes are defined as a group of five or more symptoms) Children with these conditions are becoming aware, growing stronger and accomplishing things that seemed impossible before Chiropractic, thanks to you.
I am very proud of our parents and children who have dedicated their lives to total responsibility to their health relying on their inner self and daily discipline of health and the Chiropractic way of life.
Then giving to others what they have learned and to teach them to reach their optimal potential is the goal of the parent support group.
On a very happy note, Robert, who was diagnosed as having Juvenile Rheumatoid Arthritis, again placed second in the state in Piano. This is three years in a row for Robert. Congratulations!
Keeping Busy
By Paula Barnes
The Parent Support Group has been very busy this spring. In February we met at The Earth Natural Foods and Deli for our Taste and Learn Series. The lesson was - Beans. Temple, Owner of The Earth, Oklahaven Board Member, and parent, prepared a variety of beans to try including: Adzuki soup, Black Beans and Rice, Hummus, and Sweet Beans. Another fun snack was the soy nuts that have become popular in just the last few years. Beans have many benefits for our bodies and should be approximately 25% of our diet.
In March, the parents met at Oklahaven and received a lot of information. Dr. Pat Gayman, Chiropractor, author and lecturer, was our special guest and talked to the parents about the Chiropractic philosophy. She emphasized the importance of letting others know about Chiropractic and its benefits for children. We all agree that Chiropractic is an important part of natural healthcare, however, it is hard to help others understand it. But our children are doing the job.
Breastfeeding – Trish, one of our parents, a certified breastfeeding educator, spoke on Preparing Baby and Toddler Food. After breastfeeding her four children, Trish has no problem advocating what she believes is the only food a baby should have for the first six months of life. The breast-fed baby stimulates all of their senses evenly (left and right), tactility, taste, smell, hearing and vision (proper distance from mother’s face to child).
Most breastfeeding problems are eliminated with Chiropractic by early alignment of the cranium and cervical spine and sometimes misaligned extremities, so the baby can suck properly and is more comfortable. Support of other moms is also helpful to alleviate many of the fears and concerns that breastfeeding mothers have. The research, even from the American Academy of Pediatrics, is very strong in favor of breastfeeding infants these days. There are exceptions to everything, but if at all possible, breast surpasses any other options available.
Baby-food – At about 6 months, a healthy baby should begin to sit up and reach with their hands. With these developments, along with the arrival of their teeth, babies introduce themselves to solid foods. Introduction is the key word. This is another opportunity for discovery and exploration for our children. Food is a new thing and they need to play with it to learn about it. When the family is eating fresh, whole, organic meals, then the child can begin to explore how this new food looks, feels, squishes, and eventually tastes. Their stomachs are small and they will eat what they need combined with the breast milk until both mother and child decide what they like and when it is time to wean.
Our refreshment for the meeting was Fruit Gelatin made with Agar Agar, a seaweed product that gels the snack without the refrigeration time and without artificial colors and flavors. Because it is seaweed, it provides minerals, which is greatly needed, to young bodies. It is so versatile. With some imagination (ask the kids to help) and the variety of fruits, berries, and juices available, a variety of yummy, nutritious desserts the family loves can be prepared.
Dr. Bobby presented our lesson in April. The topic was Anatomy – It’s Your Body. She helped us understand how our bodies work and encouraged us to feel and take responsibility for how we take care of ourselves. We also enjoyed salads made with a variety of greens, herbs, and easy-to-make dressings.
In May, we take a break as children get out of school, but we have already planned our summer events—walking through Martin Nature Park in June and picking blackberries in July. I enjoy the summer programs so much because the whole family can participate. | <urn:uuid:f03e8682-b24d-4ffb-9eb9-963b70d29f07> | CC-MAIN-2018-30 | http://www.chiropractic4kids.com/inline/inline2001-Spring.pdf | 2018-07-21T15:27:31Z | crawl-data/CC-MAIN-2018-30/segments/1531676592636.68/warc/CC-MAIN-20180721145209-20180721165209-00092.warc.gz | 435,509,169 | 1,888 | eng_Latn | eng_Latn | 0.998246 | eng_Latn | 0.998416 | [
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Write your name at the top of each page. There should be 9 pages. A blank answer gets 0 points. An answer that has wrong statements gets 1 point. If an answer is mostly correct but not complete gets 2 points. Totally correct answers get 3 points. There are a total of 105 points possible.
1. Two matrices are given below. Are they conformable for multiplication or addition, or both? Perform the valid operation(s).
\[
A = \begin{pmatrix} 3 & 2 \\ -1 & 0 \\ 2 & -4 \end{pmatrix}, \quad B = \begin{pmatrix} -5 & 6 \\ 7 & -9 \end{pmatrix}.
\]
2. List the necessary information to make genetic evaluations in a livestock species.
3. Give a guess-timate of the number of genes in a mammalian genome (a range).
4. List the assumptions of the Infinitesimal Model.
5. Draw a picture or explain the meaning of an epistatic genetic variance denoted by $\sigma_{12}^2$.
6. Give the elements of a basic Analysis of Variance table.
7. Which organization handles breed registrations and type classification programs in the dairy industry of Canada?
8. What beef breed dominates in Brazil?
9. List two contributions of Sir R. A. Fisher to animal breeding.
10. Describe the iteration method of solving equations.
11. If two individuals are inbred, does that mean their progeny will also be inbred? Explain.
12. What traits of animals tend to have high heritabilities (0.35 and higher)?
13. How are missing parents assigned to phantom parent groups?
14. Ostriches are raised for their meat, leather, and feathers. They have 40 pair of chromosomes. Males are $ZZ$ genotype for the sex chromosome while females are $ZW$ genotypes. Birds become sexually mature at 3 to 4 years of age. Ostriches have a breeding season starting in spring as day length is increasing. Males can only successfully mate with 1-3 females in a season, because fertility of the eggs decreases if more females are involved. Females will lay eggs every 2-3 days during the breeding season of which 10 to 95% are fertile. In the wild, the male gathers the eggs of his females into one group and does the incubation and protection of the young. Under commercial conditions the eggs are incubated by the producer in machines that keep the eggs warm and turned several times a day. In the wild, about half of the eggs will hatch, and about half of the chicks will survive to a year of age. Under commercial conditions, fertility, hatchability, and survival can be improved with proper management, but genetic improvement is still possible. Incubation of the egg takes 42 days. Chicks that are grown for the meat market are slaughtered between 9 and 14 months at 20 to 50 kg of weight. The birds are known to live to be 50 yrs or more, but egg production is only for 30 to 40 years. Breeding and selection is the job for each producer because the Canadian Ostrich Association (in Alberta) does not keep pedigrees or perform genetic evaluations.
Fiona, an ostrich producer, has come to you to compute genetic evaluations on her birds so that she might construct an index to select future breeding males and females. Fiona’s data includes data on her neighbor’s farm who has bought some of Fiona’s birds for breeding.
(a) The main trait of importance to Fiona is growth rate (or weight at 7 months of age). Write a model (all three parts) that might be needed to analyze weight at 7 months of age for Fiona including her data and that of her neighbor. Data cover the last 5 years of production.
(b) Fiona can identify the parents of all birds, but has not kept track of birthdates. Below are some animals (by wing clip number) with their parent identification. Order these animals chronologically.
| Animal | Sire | Dam | Start | Pass 1 | Pass 2 | Pass 3 |
|--------|------|-----|-------|--------|--------|--------|
| 20 | 200 | 60 | 1 | | | |
| 200 | 100 | 70 | 1 | | | |
| 60 | 40 | | 1 | | | |
| 40 | 100 | 70 | 1 | | | |
| 80 | 40 | 60 | 1 | | | |
| 120 | 200 | 30 | 1 | | | |
| 30 | 100 | 70 | 1 | | | |
| 100 | | | 1 | | | |
| 70 | | | 1 | | | |
| 50 | 20 | 80 | 1 | | | |
15. Given the following pedigrees, construct the additive relationship matrix for all animals in the table.
| Animal | Sire | Dam |
|--------|------|-----|
| A | | |
| B | | |
| C | A | B |
| D | A | C |
| E | A | D |
| F | E | D |
16. From the inbreeding coefficients in the previous question, compute the $b_i$ values for animals A to F. ($b_i = 0.5 - 0.25(F_{sire} + F_{dam})$ for both parents known,
$b_i = 0.75 - 0.25(F_{parent})$ for only one parent known,
$b_i = 1$ for parents unknown.)
| Animal | Sire | Dam | Inbreeding | $b_i$ |
|--------|------|-----|------------|-------|
| A | | | | |
| B | | | | |
| C | A | B | | |
| D | A | C | | |
| E | A | D | | |
| F | E | D | | |
17. Using the $b_i$ values construct $\mathbf{A}^{-1}$ using Henderson’s rules.
| | animal | sire | dam |
|--------|--------|------|-----|
| animal | x | -.5x | -.5x|
| sire | -.5x | .25x | .25x|
| dam | -.5x | .25x | .25x|
18. Give an example R function(s) for performing the following tasks.
(a) To read data from a large file, like `dped.d`.
(b) To analyze a linear model with two factors.
(c) To bind two or more rows of numbers together.
(d) To find out more information about an R function.
(e) To list the names of variables and functions in your workspace.
(f) To generate 200 random uniform variates between 0 and 1.
(g) To run a script file containing your library of R functions.
(h) To compute the standard deviation of records by age groups.
19. Set up a design matrix for the Age Group variable in the table below.
| Animal | Age Group | Tank | Length(cm) |
|--------|-----------|------|------------|
| 1 | 1 | 1 | 15.3 |
| 2 | 1 | 2 | 16.8 |
| 3 | 1 | 2 | 13.1 |
| 4 | 2 | 1 | 11.9 |
| 5 | 2 | 1 | 14.4 |
| 6 | 3 | 3 | 17.2 |
| 7 | 3 | 2 | 16.5 |
| 8 | 4 | 3 | 15.7 |
| 9 | 4 | 1 | 12.6 |
| 10 | 4 | 3 | 13.9 |
20. Given the Analysis of Variance table below, what factors would you retain in your final model.
| Source | DF | F-value | Pr(> F) |
|---------------|------|---------|---------|
| Age | 5 | 4.33 | .0411 |
| Season | 3 | 1.54 | .0972 |
| Year | 10 | 3.09 | .0234 |
| Herd-Year | 1235 | 8.19 | .0017 |
| Litter | 4872 | 5.88 | .0005 |
| Residual | 13669| | |
21. Indicate how to simulate the true genetic value of two animals from a base population having a zero mean and genetic variance of 25.
22. Indicate how to simulate a progeny genetic value from the mating of the two animals in the previous question.
23. Indicate how to determine if the progeny should be a male or female in the simulation.
24. Write the Mixed Model Equations (in matrix notation) and explain what is in \( \mathbf{X} \), \( \mathbf{Z} \), and \( \mathbf{y} \).
25. Give an example situation where a repeated records animal model would be utilized.
26. Below are the relative EBVs of 3 male alpacas for wool quality, the reliabilities of the EBVs, and the cost to buy that male. Which male would you purchase, assuming you are the owner of many female alpacas, and why?
| Male | EBV | Reliability | Cost |
|------|-----|-------------|------|
| George | 122 | .75 | $8,710 |
| Hugo | 112 | .95 | $6,160 |
| Ivan | 114 | .82 | $7,270 |
27. In mink, the female can store the semen from successive matings to males in her reproductive tract. Thus, if the female mates with 3 different males during her ovulation cycle, the progeny in her litter could be from 3 different males. Some progeny in the litter would be full-sibs and others would be half-sibs to each other. Research using males of different coat colours has shown that the first mating accounts for 75% of the offspring, the second accounts for 10%, and the third accounts for 15% - ON AVERAGE. Construct the additive relationship table for the female, the 3 males and one progeny from the litter. (This is tricky so save until the end). | <urn:uuid:5d7ba0c3-6ba2-418d-b12b-e028f7d77532> | CC-MAIN-2018-30 | http://animalbiosciences.uoguelph.ca/~lrs/ABMethods/OLDEXAMS/MidF09.pdf | 2018-07-21T15:51:19Z | crawl-data/CC-MAIN-2018-30/segments/1531676592636.68/warc/CC-MAIN-20180721145209-20180721165209-00093.warc.gz | 22,155,046 | 2,391 | eng_Latn | eng_Latn | 0.989138 | eng_Latn | 0.997032 | [
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Every son who is born you shall cast into the river. Exodus 1v22
Wordsearch plus. Once you have found all the words, write the unused letters, going left to right across each line, from top to bottom, to find a Bible verse.
Word List
- Bullrushes
- Holy
- Murder
- Burning
- Israelites
- Nile
- Daughter
- Jethro
- Palace
- Egypt
- Midwives
- Pharaoh
- Floating
- Moses
Bonus Verse | <urn:uuid:914e4e27-1c26-4d8c-8e10-6b19f2d41c5a> | CC-MAIN-2020-40 | http://westergatefellowship.co.uk/wp-content/uploads/BabyMoses.pdf | 2020-09-19T00:29:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00304.warc.gz | 161,516,500 | 109 | eng_Latn | eng_Latn | 0.992718 | eng_Latn | 0.992718 | [
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The study of the history of science and technology is crucial for understanding how scientific knowledge has developed over time, and how it has been shaped by various social, economic, and political factors. This research area focuses on the development of scientific and technological knowledge, and its impact on society.
The history of science and technology is a broad field that encompasses a wide range of topics, including the development of specific technologies, the role of scientists and engineers in society, and the impact of scientific discoveries on different aspects of human life. It also includes the study of the ways in which scientific knowledge has been transmitted and disseminated, and the role of institutions such as universities, research laboratories, and government agencies in shaping the course of scientific and technological development.
In recent years, there has been a growing interest in the history of science and technology, particularly among historians, scientists, and policymakers. This interest has been fueled by a recognition of the importance of understanding the historical context in which scientific and technological developments have occurred, and the need to learn from past experiences in order to inform current and future efforts in these areas.
Overall, the study of the history of science and technology is an important field that provides valuable insights into the nature of scientific and technological knowledge, and its role in shaping society. By examining the past, we can better understand the present and work towards a more informed and sustainable future. | <urn:uuid:68ddbf83-38b2-4e8f-8cea-e952ea0980dc> | CC-MAIN-2020-05 | http://comsoc.udg.mx/printpdf/63795?qt-actividades=1 | 2020-01-18T04:44:08+00:00 | crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00433.warc.gz | 37,190,675 | 275 | eng_Latn | eng_Latn | 0.998027 | eng_Latn | 0.998027 | [
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Body image is . . .
- How you see yourself when you look in the mirror or when you picture yourself in your mind.
- What you believe about your own appearance (including your memories, assumptions, and generalizations).
- How you feel about your body, including your height, shape, and weight.
- How you sense and control your body as you move. How you feel *in* your body, not just *about* your body.
**Negative body image is . . .**
- A distorted perception of your shape—you perceive parts of your body unlike they really are.
- You are convinced that only other people are attractive and that your body size or shape is a sign of personal failure.
- You feel ashamed, self-conscious, and anxious about your body.
- You feel uncomfortable and awkward in your body.
**Positive body image is . . .**
+ A clear, true perception of your shape—you see the various parts of your body as they really are.
+ You celebrate and appreciate your natural body shape and you understand that a person’s physical appearance says very little about their character and value as a person.
+ You feel proud and accepting of your unique body and refuse to spend an unreasonable amount of time worrying about food, weight, and calories.
+ You feel comfortable and confident in your body.
People with negative body image have a greater likelihood of developing an eating disorder and are more likely to suffer from feelings of depression, isolation, low self-esteem, and obsessions with weight loss.
We all may have our days when we feel awkward or uncomfortable in our bodies, but the key to developing positive body image is to recognize and respect our natural shape and learn to overpower those negative thoughts and feelings with positive, affirming, and accepting ones.
*Accept yourself -- Accept your body.*
*Celebrate yourself -- Celebrate your body.* | <urn:uuid:7bf6ce72-90bb-4ce7-97d3-e6ff1074efcc> | CC-MAIN-2020-40 | http://thefindcentre.com/pdf_leaflets/Body%20image%20pdf.pdf | 2020-09-18T22:34:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400189264.5/warc/CC-MAIN-20200918221856-20200919011856-00305.warc.gz | 133,969,710 | 372 | eng_Latn | eng_Latn | 0.995966 | eng_Latn | 0.995966 | [
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It was springtime, and the dried meat in the rawhide cases was almost all eaten. Everyone needed fresh meat, but the buffalo herds had not yet returned. The elders told two young men, known to be reliable, to climb a distant butte, and to look for the herds.
The young men did not see any buffalo, but far off in the distance, they were greatly surprised to see what appeared to be a person running with a herd of wild horses. As they watched, they saw that it was a woman with long hair streaming out behind her as she ran. “This is very strange,” one said to the other. “We must go back and tell the elders.”
They described what they had seen, and asked whether a woman had ever been missing. “Yes,” answered an old man. “I remember years ago, not so far from here, a man lost his young wife. She was never found. This must be her. We must bring her home.”
The men caught their fastest horses and rode out to surround the wild horses. The woman was as wild as the horses and difficult to catch, but they roped her by an arm and a leg. To stop her struggles they picketed her together with the other wild horses.
That night a young man left his tipi and laid down beside her. She spoke to him: “Listen to me, young man, for I tell you the truth: it was many years ago when the village was moving. I was lagging behind everyone a little, when I saw a beautiful black stallion with a rope on him. I thought he must belong to someone in the village. When I had hold of his rope, he suddenly spoke to me: ‘Jump on my back.’ He took me away. He is my husband,” she said, pointing to a black stallion picketed close by. “And those are my seven children,” she said, pointing them out. “I cannot go back to this village life now. I have become a horse. Let me and my children go. If you help me, then I will help you: tie a bell to your horse, you will always be lucky at catching wild horses.”
The young man told the elders what the woman had told him. After considering among themselves, the elders cried out to the people to set free the woman and the wild horses.
They say this happened in the long-ago times, when all things were possible. | <urn:uuid:21f914d7-5741-494d-a2a2-7d559bb552fa> | CC-MAIN-2017-17 | http://www.wisdomtalespress.com/books/childrens_books/sample_pages/Pages_18-19_from_Elk_Dogs.pdf | 2017-04-30T16:39:06Z | crawl-data/CC-MAIN-2017-17/segments/1492917125719.13/warc/CC-MAIN-20170423031205-00047-ip-10-145-167-34.ec2.internal.warc.gz | 757,452,107 | 499 | eng_Latn | eng_Latn | 0.999396 | eng_Latn | 0.99943 | [
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Chrysanthemum
Chrysanthemums have a long horticultural history, being cultivated in China as far back as the 15th Century B.C. In Japan, the flower has long been the symbol of the Emperor; as such, it has become associated with beauty and nobility. Traditionally yellow but available in other colours as well, chrysanthemums add a sunburst of colour and are perfect for indoor decoration.
Potted Mum Care
Mums are easy to care for as potted plants. Mums enjoy as much sunlight as they can get, needing at least half a day of light to grow well. Potted mums should be placed in a location that gets a lot of natural sunlight, with little artificial light in the evenings. As with most plants, mums grow best with enough water. Water plants every other day or as needed to keep the soil moist. Trim back spent blooms to promote new growth.
Planting
Chrysanthemums come in garden and potted varieties, both of which can play a role in any garden. Both have a long flowering season and their bright colours make them a popular choice. | <urn:uuid:aa41331c-8f08-4634-8c87-316b585f1ec1> | CC-MAIN-2017-17 | http://aldershotgreenhouses.com/file_uploads/Mum%20Care.pdf | 2017-04-30T16:41:13Z | crawl-data/CC-MAIN-2017-17/segments/1492917125719.13/warc/CC-MAIN-20170423031205-00048-ip-10-145-167-34.ec2.internal.warc.gz | 12,049,205 | 236 | eng_Latn | eng_Latn | 0.998722 | eng_Latn | 0.998722 | [
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Teacher: Before we begin today’s lesson on the ocean environment and ecosystem, I’d like to find out what you know already.
Student: One thing I know is that the ocean is very, very deep. Deeper than we really know, probably.
Teacher: That is true. The ocean has 4 zones and the deeper you go, the colder and darker it becomes.
Student: I don’t really know very much. I like to go to the beach.
Student: My Dad took me to the Florida Keys and showed me a coral reef. I think that it has something to do with the ecosystem of the ocean.
Teacher: Good thoughts and ideas. The coral reef is a very unique and special part of the ocean. I have spent some time studying them on my summer vacations from all over the world. I’m so glad you know something about them. We’ll be learning about all that and more. Let me tell all of you a story…
Rationale:
Remembering times when a family member shared our family’s heritage through a story can be a wonderful memory. Perhaps it was a story about Granddad’s favorite fishing trip or Aunt Shelby’s first day of school. Could have been that it wasn’t so easy to understand some elements because of vocabulary used like fish pick or slate. Yet, the story offered to us was a first-hand account about something important, and just listening to the words would prompt us to ask questions, to become involved in the images we saw in our minds, and to desire to learn more.
Storytelling is neither new nor unique to most societies. Aboriginal communities have used storytelling as part of their educational process, sharing stories through generations, for centuries. As time progressed, storytelling found its way into more formal education instruction but was not usually the most prominent tool used by teachers to engage students or increase content understanding (Coulter, Michael, & Poynor, 2007).
While personal experiences in story format can be effective, teachers should not overlook the use of a narrative structure that incorporates the ideas to be learned into the plot of the story. Using this type of instruction, the material being covered can be “humanized” and the presentation style will gain the curiosity of the students (Hadzigeorgiou, 2006). Also, researchers Meyers and Hilliard (2001) found that students that have issues remembering factual information benefit from hearing stories that use a blended narrative method in which facts of the material being covered are integrated with a personal story.
By using storytelling as a part of classroom instruction, students gain insights about the thoughts and feelings of their teacher and each other, and also become engaged in the material in a way that is different than with the textbook alone. Stories by teachers for students, and by students for classmates, can increase not only understanding of content, but also empowerment and pride (Harris, 2007).
How to Use the Strategy:
Simple Storytelling Method
While storytelling can be used in the beginning or middle part of a lesson, there are specific considerations that we must consider...
when planning to use this strategy for instruction (Harris, 2007).
- **Planning your story.** Consider the overall objective of the lesson. Decide on the content you want to incorporate into the story.
- **Organize your events.** Think about the events of the story and put them down on a paper in a timeline fashion.
- **Remember to use your own words.** You’re not reading a text, you’re delivering a story. Practice is good, but don’t make it too rehearsed.
- **Feel free to change or exaggerate.** If your story is completely true, or used to convey meaningful content, feel free to add in funny anecdotes, rhymes, and humor. This will make your story, and the material you’re covering, more memorable.
- **When used at the beginning of a lesson, grabbing your students’ attention is very important.** Begin with something that will engage your students and don’t let the story falter and allow students to fade off from listening.
- **Remember eye contact.** From the beginning of your story, use eye contact to assist you with keeping students listening.
- **Change your voice:** If you use different characters, changing your voice and/or facial expression can benefit your students’ understanding.
- **Use props.** Don’t just choose a prop that you think might work. Authentic items that reflect the content you are covering is best. Regalia can be used to assist students in understanding the points you are covering and gives them a visual to remember.
**The PACE Method**
Looking for a creative way to use storytelling in your own classroom? You may want to try the Pre-reading Activity for Concept Enhancement (PACE). Created by Dr. William Welker (1986), the PACE method was developed as a pre-reading strategy to assist students with setting a purpose for reading, becoming aware of specific concepts, learning or reviewing pertinent vocabulary, addressing specific questions about the story, and tapping into background knowledge. This method for using storytelling also lends itself well to creating a stimulating and quality discussion about the concepts covered.
- **Step One: Development of the PACE Story**
The creation of your narrative will take some time and effort. You will need to consider the major concepts and themes of the text you wish to employ. You should also take time to choose important vocabulary and thought-provoking questions.
- **Step Two: Teacher Presentation of the PACE Story**
Remember to be enthusiastic as you tell your story. As Dr. Welker wrote, “keep the ‘pace’ moving” (1986). By doing this the excitement will grow and the students’ interest will remain high.
- **Step Three: Student-and-Teacher Discussion of PACE Story**
After the story is complete, it’s not just time to open the text and begin reading. Now is the time to help your students take an active role in the story by discussing teacher-made questions on the story and also student-initiated questions. This is a key part of the PACE strategy and must not be eliminated or forgotten. Students will enhance most of their understanding of the concepts and vocabulary during this step, while also sharing and integrating the concepts into their own schema.
**Example of a Pace Story**
**Objective:** Students will gain a greater understanding of coral, coral reefs, mutualistic pairs, cnidarians, and how the ecosystem of a coral reef affects the ocean.
Just like one of your classmates went to the Keys and saw coral, I went to the Red Sea between Africa and the Arabian Peninsula and was able to go scuba diving and snorkeling in the area. I saw the most amazing coral reefs there and was able to see some of the corals that build the reef. The corals have to live in water that is warm and sunlit. I remember the sun reflecting off the water and shining in my eyes as I looked at the coral. I will admit I was a little afraid to be down there with those groups, those colonies of coral. I was told by my guide that the coral are considered cnidarians; that means they have the ability to sting and I didn’t want that to happen. The coral look so weird and it’s amazing they can be so dangerous. The guide told me that the coral reefs provide shelter for many animals and have a mutualistic relationship with algae. Algae supplies them food and the coral provides algae with protection. That reminded me sort-of like the relationship between flowers and bees. Flowers provide bees with food and bees pollinate the flowers.
Although storytelling is a rich oral tradition, teachers may consider providing students with an organizer to assist them with jotting down ideas, notes, and other thoughts for after they hear and discuss the story. This will assist them with the content of the material as they proceed with learning more about the content in their textbook, online, and other sources.
Assessment:
You can best assess your students by observation during the actual storytelling and also during the discussion. Check for students that have strong eye contact and that look engaged in the story. Take observational notes during the discussion to see the kinds of thoughts, ideas, and questions each student discusses. These will assist you with planning and noting the possible needs of your students.
Resources:
Using Storytelling in the Classroom
http://teachers.net/gazette/APR02/jones.html
Storytelling is a useful activity to use in the classroom for the improvement of writing skill or to increase literacy. Ideas are offered from this link to make writing and reading more exciting for students.
Why Storytelling?
http://www.storyarts.org/classroom/index.html
Storytelling is a tool that is suited for student exploration and is available to all ages and abilities. Storytelling can act as a reminder that spoken words are powerful, listening is important and clear communication between people is an art.
Digital Storytelling in the Classroom
http://www.adobe.com/education/digkids/storytelling/classroom.html
Storytelling can be used in non-fictional content to share what students know and understand about topics. Six elements of good storytelling are outlined from this link.
Storytelling: How to tell a tale
http://www.libraryspot.com/features/storytellingfeature.htm
Many resources are available over the internet support using storytelling. Storytelling continues to be part of most cultures heritage.
Educational Uses of Digital Storytelling
http://www.coe.uh.edu/digital-storytelling/resources.htm
A list of articles supporting digital storytelling are available from this link.
References:
Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. *Curriculum Inquiry*, 37(2), 103-122.
Hadzigeorgiou, Y. (2006). Humanizing the teaching of physics through storytelling: The case of current electricity. *Physics Education*, 41(1), 42-46.
Harris, R. (2007). Blending narratives: A storytelling strategy for social studies. *The Social Studies*, 111-115.
Myers, J.W., and Hilliard, R. (2001). Storytelling for middle grade students. *Phi Delta Kappan*, 482, 7-46.
Welker, W.A. (1986). The pre-reading activity for concept enhancement: A storytelling approach to concept development. *Kentucky Reading Journal*, 7(1), 18-20.
**FOR-PD would like to give Dr. William Welker a very special thank you for assisting and working with us to include his PACE strategy.**
Go to Strategy of the Month Archive.
Go to Adobe PDF instruction page.
Last Updated March 17, 2008
firstname.lastname@example.org | (866) 227-7261 (FL only)
A project funded by the Florida Department of Education and Just Read Florida! housed at the University of Central Florida. | <urn:uuid:011daf2b-de70-4937-85f1-1d6557cbfb94> | CC-MAIN-2017-17 | http://micms.org/Storytelling%20Using%20PACE.pdf | 2017-04-30T16:39:26Z | crawl-data/CC-MAIN-2017-17/segments/1492917125719.13/warc/CC-MAIN-20170423031205-00045-ip-10-145-167-34.ec2.internal.warc.gz | 253,842,433 | 2,254 | eng_Latn | eng_Latn | 0.990794 | eng_Latn | 0.998381 | [
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FAMILY CORNER
SURVIVING SIBLINGS
by Akari Yamada
Children grieve in many ways. There is no right way to guide them through the grieving process. As a parent, it is difficult to watch a surviving sibling go through the intense and often turbulent grief process.
In the period immediately surrounding the death, give your remaining children your time and attention. They need the opportunity to ask questions and express their feelings. You don’t have to talk about death or dying. Doing something together like going for a walk is a form of comfort. Children are reassured by this kind of special attention.
In the first days following the death of our affected child, we may eat less, sleep less, and feel paralyzed. You may have to force yourself to move. Keep in mind that your surviving children model your behavior. Try to show them that you are able to take care of their needs and that life does go on after a death despite pain, stress, and sadness.
Children tend to express their grief and emotions through their body language and behavior. Keep an eye on your children. Observe them when playing and interacting with others. Listen when they sing or talk to themselves. This will help you to be more aware of what they are thinking and feeling.
Younger children who are left behind will exhibit a wide range of behavior. They may alternate between crying and playing normally. They may temporarily regress and have tantrums, withdrawal, dependency, impaired learning ability, or aggressive behavior. Try to be patient with them. Surviving siblings may also need more reassurance that you love them despite your changed behavior due to your own grief.
Grief can exaggerate the negative as well as positive feelings between your children. A remaining sibling often feels guilty about surviving. He may feel guilty when he is happy or having fun. He may feel guilty when he remembers past jealousy or anger toward the affected child. Reassure him that fighting between brothers and sisters is common. A surviving sibling may feel relieved that he is no longer responsible for taking care of his affected sibling. Sometimes, he may even feel some responsibility for his sibling’s death. He may imagine that something he did or did not do lead to death. He needs to be reassured that the death was not due to his actions or inaction. Encourage a remaining child to discuss all of his feelings.
READING LIST FOR KIDS
Here is a list of books that can help you introduce young children (ages 4–8 years) to the concept of death. These books (*) are available to Parent Peer Group members. You can borrow them from the NTSAD Lending Library maintained by the national office.
NON-FICTION:
- Marc Brown. *When Dinosaurs Die: A Guide to Understanding Death*, 1998
- Brian Mellonie, *Lifetimes: The Beautiful Way to Explain Death to Children*, 1987
- Michaelene Mundy. *Sad Isn't Bad: A Good-Grief Guidebook for Kids Dealing with Loss*, 1998
- Jack Simon. *This Book Is For All Kids, But Especially My Sister, Libby. Libby Died*, 2000
FICTION:
- Lynn Bennett Blackburn, *Timothy Duck*
- Margaret Wise Brown, *The Dead Bird* (*)
- Leo Buscaglia, *The Fall of Freddie the Leaf* (*)
- Lucille Clifton, *Everett Anderson’s Goodbye* (won the Coretta Scott King Award)
- Simon Puttock. *A Story for Hippo: a Book about Loss*
- Doris Stickney. *Waterbugs and Dragonflies: Explaining Death to Young Children*
- Susan Varley, *Badger's Parting Gifts* (*)
- Judith Viorst. *The Tenth Good Thing About Barney*
- Charlotte Zolotow, *When the Wind Stops*
REACTIONS TO DEATH
When you live with illness on a daily basis, it is difficult to shelter the siblings of an affected child from the reality of his inevitable death. Parents stress that it is important to be truthful about what will cause the death of their sibling. They recommend giving simple and direct answers that are appropriate for the child’s level of understanding. Even a 3-year old can understand that “his body will not work anymore.”
Be aware of your child’s level of under-
Continued on next page...
standing or misunderstanding about death. Here are some common reactions of children at different ages.
**Under 2 years old:** A toddler is aware when you are sad or absent-minded. They may be anxious if they are separated from you for long periods of time. They may want you to stay close to them.
**Preschool (3–5 year old):** Death is viewed as a temporary state. Many kids think of the deceased as sleeping and wait for him to wake up. They may search the house for their “missing” sibling. A preschooler has a limited conception of time, so he may even ask when his sibling is coming back.
**6–7 year old:** Kids understand that death is permanent by this age. They understand the difference between fantasy and reality, but they may search for their sibling just to reassure themselves that it is a fact. They may seem obsessive about knowing the details of death and will talk frequently about their deceased sibling. They believe in magic and may create formulas or rituals to prevent the same illness from happening to them. They need to be reassured repeatedly that they do not share the same illness.
**7–10 year old:** This child is concerned with change and may seek reassurance about the future. He may test limits with more aggressive behavior to see what is going to stay the same. School emphasizes concrete abilities and logical conclusions in children at this age. He may also be concerned with his own mortality. He may ask detailed questions about why and how their sibling died because it makes him feel more in control. The surviving child may be struck by the unfairness of the fact that his sibling will never grow up like his friends.
**11–13 year old:** A preteen can seem nonchalant but he is acutely aware of his own mortality. Outwardly, he may deny that the death has changed his life or say he doesn’t care as a defense mechanism. He may also rebel against you if he feels you are being overprotective. Sometimes, grieving preteens have tremendous mood swings. He can be very angry and act out his frustrations. Preteens depend a lot on their peers and can be especially hurt if friends or schoolmates do not call, send cards, or visit.
---
**Recommended Reading for Parents**
There are many books for parents on coping with the loss of a child. Here is a short list of recommended reading for parents which contains information specific to surviving siblings.
- Earl A. Grollman. *Talking About Death: A Dialogue Between Parent and Child*, 1990
- Earl A. Grollman (ed.). *Bereaved Children and Teens: A Support Guide for Parents and Professionals*, 1995
- Theresa Huntley. *Helping Children Grieve: When Someone They Love Dies*, 1991
- William C. Kroen. *Helping Children Cope with the Loss of a Loved One*, 1996
- Barbara D Rosof. *The Worst Loss: How Families Heal from the Death of a Child*, 1994
- Juliet Cassuto Rothman. *The Bereaved Parent’s Survival Guide*, 1997
- The Dougy Center Staff (ed.). *35 Ways to Help a Grieving Child*. 1999
---
*Lifeline* is always interested in hearing from siblings. Send us your thoughts, ideas, or artwork.
---
When I was six I first found out that Nicole had Tay-Sachs. Life with her was fun. I sometimes read to her in her special chair. I could tell her secrets and she wouldn’t tell anyone. When she died on February 21st, I was sad. Life without Nicole is different. There are some things now that are good. Like now my mom could go on field trips with Amy and me. Everyone who has lost a sister or a brother to Tay-Sachs or other diseases has to know that it’s not your fault. I miss Nicole and now she is an angel. I will see her again when I get to be an angel.
Robert Hunter, age 10
---
I was five when I first learned that Nicole had a disease. Life was great. I used to read Dr. Seuss’s books to her in her special chair. My mom used to always say “You want to spend as much time with Nicole as you can because when she dies you’ll wish you had.” She was right! On February 21, 2001, Nicole died. Life was different. For example, now my Mom can come to Robert’s and my field trips. I really miss Nicole, but I know that when I die I’ll get to see her again.
Amy Hunter, age 9 | <urn:uuid:4d0baa24-7303-4bc0-b2f1-295bb32346c1> | CC-MAIN-2024-30 | https://mail.ntsad.org/index.php/resources/library/support/helpful-articles/231-article-surviving-siblings-akari-yamada-1/file | 2024-07-18T21:01:30+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514859.56/warc/CC-MAIN-20240718191743-20240718221743-00853.warc.gz | 334,513,297 | 1,853 | eng_Latn | eng_Latn | 0.997179 | eng_Latn | 0.997742 | [
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The 1960s saw the introduction of the first modern, mass-produced car seat for children. The design was simple and functional, with a harness system to secure the child in place. This era also marked the beginning of stricter safety regulations, leading to more advanced designs that prioritized both comfort and protection.
In the 1970s, car seats became more sophisticated, featuring adjustable headrests and improved harness systems. The focus shifted towards ensuring that children were not only protected but also comfortable during long car journeys. This period also saw the introduction of booster seats, which allowed children to sit higher in the car, reducing the risk of injury in case of an accident.
The 1980s brought about significant changes in car seat technology. The use of high-density foam and other materials improved the comfort and durability of the seats. Additionally, the development of airbags and other safety features influenced the design of car seats, making them more integrated into the overall safety system of the vehicle.
In the 1990s, car seats became even more advanced, with the introduction of multi-position reclining seats and adjustable headrests. These features allowed for better positioning of the child, ensuring optimal safety and comfort. The use of advanced materials and manufacturing techniques further enhanced the quality and durability of car seats.
The 2000s saw a shift towards more eco-friendly materials and designs. Manufacturers began to incorporate recycled materials and sustainable practices into their products, reflecting a growing awareness of environmental issues. This era also marked the introduction of advanced safety features such as side-impact protection and improved crash testing standards.
Today, car seats continue to evolve, with ongoing research and development aimed at enhancing safety, comfort, and convenience. The latest models feature state-of-the-art technology, including integrated sensors and wireless connectivity, which provide real-time data on the child's position and safety status. As car seat technology advances, it remains a crucial component in ensuring the well-being and safety of children during their journey in the car. | <urn:uuid:d95945a8-da20-4b91-88d6-8228ee44004b> | CC-MAIN-2025-05 | https://mirrors.mit.edu/CTAN/graphics/coloremoji/emoji_images/lowres/1F4E1.pdf | 2025-01-16T19:21:35+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362307.30/warc/CC-MAIN-20250116171527-20250116201527-00790.warc.gz | 395,418,750 | 401 | eng_Latn | eng_Latn | 0.999027 | eng_Latn | 0.999027 | [
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Blueberries
Blueberries are small, round berries that are typically blue in color. They have a sweet and tangy flavor and are a popular fruit worldwide. Blueberries are high in antioxidants and are often used in jams, jellies, and desserts. They are also a good source of vitamin C and fiber.
Blueberries are native to North America and can be found growing wild in many parts of the country. They are also grown commercially in many areas, including the United States, Canada, and Europe. Blueberries are typically harvested in the summer and fall months.
Blueberries are a nutritious and delicious fruit that is enjoyed by people of all ages. They are a great addition to a healthy diet and can be eaten on their own or added to a variety of dishes. | <urn:uuid:de02b048-d646-4b62-ae30-7e99874a3ffc> | CC-MAIN-2023-06 | https://cima3.it/wp-content/uploads/2021/12/Cima3Gin-Botanical-07-Kopie.pdf | 2023-01-30T01:00:10+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499790.41/warc/CC-MAIN-20230130003215-20230130033215-00160.warc.gz | 181,087,079 | 156 | eng_Latn | eng_Latn | 0.999847 | eng_Latn | 0.999847 | [
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Read the question, then choose the right answer.
1. Who can play football?
- C
2. Who can't play tennis?
- L
3. Who can't play the violin?
- I
4. Who can't swim?
- N
5. Who can skate well?
- A
Transfer the letters chosen by you to the grid. If you do so correctly, you will reveal what squirrels can do. | <urn:uuid:b5e28cf5-d2e6-41be-9b21-2a8399b229e6> | CC-MAIN-2022-21 | https://www.anglomaniacy.pl/pdf/verbs-can-worksheets_8.pdf | 2022-05-24T08:17:33+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662570051.62/warc/CC-MAIN-20220524075341-20220524105341-00236.warc.gz | 726,940,335 | 93 | eng_Latn | eng_Latn | 0.99974 | eng_Latn | 0.99974 | [
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Andrew is a very intelligent and sensitive seven-year-old boy. He has a terrific sense of humor and is usually the first to laugh at a joke or recognize a funny situation. When he walks, he bounces. He is a good friend, works well with his classmates, and is always eager to help. He loves reading and enjoys to tell stories about his adventures. He loves to play chess and climb on the outdoor play equipment. Andrew was born blind.
I have defined myself as a teacher of the visual arts for most of my life. Suddenly, I have discovered that I would be responsible for teaching art to Andrew. How do you teach the visual arts to a child with absolutely no visual abilities? And why?
As a reviewed by first-grade curriculum, with its emphasis on color and drawing. I worried that Andrew would be left out of important learning experiences. Yet, I wasn’t ready to discard it since it proved invaluable to students in the past. Clay was the first things that popped into my mind, but I never enjoyed working with it and considered my expertise in this subject to be limited. Then I met Andrew.
A Breakthrough
Andrew is so gifted in social skills, so eager to learn, and so willing to forgive those of us who have trouble understanding his needs, that he made my success teaching him inevitable. One of my favorite lessons integrates the first-grade math unit on patterns with an art lesson inspired by the book *Hide and Snake* by Keith Baker. I wondered how I could possibly adopt this drawing lesson so as not to exclude Andrew.
The story *Hide and Snake* relies heavily on visual tricks and was not particularly interesting to a blind child, but Andrew listened politely and got an understanding of a concept of repeating shapes to create patterns. Only minutes before the class was ready to begin, I had my inspiration. While the other children drew linear patterns with markers, I gave Andrew self-adhesive stickers in assorted shapes.
He created his linear patterns with his stickers and could feel them on the surfaces as he worked. As a line drawn by classmates separated each pattern, Andrew drew lines with white glue and his aide then helped him place yarn in the glue. This project was so simple and successful that it gave me the confidence to proceed to work with Andrew in a much more relaxed and productive way.
Texture Collage
*Lucy’s Picture*, a charming story about a child who makes a multi-textured picture for her blind grandfather, inspired a texture collage project. Andrew was our expert in seeing with his fingertips and gave the class suggestions and encouragement. It was a very positive experience and helped Andrew’s classmates become more sensitive to his needs and special abilities.
Lessons from Andrew
When we made our name designs for the covers of our portfolios, Andrew’s aide brought his Braille typewriter. Having never seen one in operation, I asked Andrew if he would show me how he used it. Within five minutes, the whole class was gathered around Andrew’s table while he proudly displayed his talents. The children had been very curious but were afraid to seem nosy. Andrew took delight in being the center of attention and made an ART label for the display.
Andrew was also my inspiration to deal with my ceramic phobia. When the Arts in Education committee came to me for a recommendation, I requested that they hire a potter to both teach the children and familiarize me with the kiln so that I could continue these experiences for the students. The potter did a different ceramics project with each of the grades, and Andrew participated in all of them to learn how to work in all six ceramic techniques. He will be encouraged in the future to use clay to express himself.
Susan Striker is the author of the Anti-Coloring Book series and teaches elementary school art in Greenwich, Connecticut. email@example.com.
WEB LINK
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Vocabulary Scavenger Hunts: A Scheme for Schema Development
Patricia Cunningham
*Wake Forest University*
Sharon Crawley
*Augusta College*
Lee Mountain
*University of Houston*
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons
Part of the Education Commons
Recommended Citation
Cunningham, P., Crawley, S., & Mountain, L. (1983). Vocabulary Scavenger Hunts: A Scheme for Schema Development. *Reading Horizons: A Journal of Literacy and Language Arts*, 24 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol24/iss1/8
This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact firstname.lastname@example.org.
VOCABULARY SCAVENGER HUNTS:
A SCHEME FOR
SCHEMA DEVELOPMENT
Patricia Cunningham
WAKE FOREST UNIVERSITY, NC
Sharon Crawley
AUGUSTA COLLEGE, NC
Lee Mountain
UNIVERSITY OF HOUSTON, TX
There are in education some accepted "truths" which are generally believed by teachers. There are also some "truths" based on research findings. Occasionally these two separate entities come together, and we have the rare occurrence of a truth generally believed by teachers and overwhelmingly supported by empirical research. One of these rare occurrences of truth accepted by both teachers and researchers is that what you know about something determines how much you will comprehend when reading about that topic. Teachers refer to this prior knowledge as "background experience." Researchers use the term "schema" and have demonstrated empirically the crucial role in reading comprehension which this prior knowledge plays.
Now, your background of experience or schema for a particular topic includes both general knowledge of that topic and specific word meanings. If you are about to read something about "Weather," for example, you reach into your mind and pull out your "folder of information" about weather. This folder contains general knowledge of the topic "Weather"—different weather is generally associated with different seasons; weather affects how people live; weather can be very destructive. Your mental weather folder also contains meanings for weather-related words such as celcius, temperature, farenheit, humidity. As you read about "Weather," you check to see what general information you already have stored in your mind and you add a thing or two. The stored word meanings allow you to comprehend what you are reading, and you may add a new word meaning or broaden a word meaning you already have.
Imagine now that you are faced with the task of reading and comprehending this passage:
The centroid solution involves placing the first reference axis through the centroid of the configuration of vectors; obtaining a table of residual correlations, which are subject to certain adjustments; placing the second factor through the centroid corresponding to the table of residual correlations; and continuing the process until the magnitude of the residuals can be considered inconsequential.
(Ferguson, 1971, p. 416)
Can you cover the passage and explain it in your own words? If not, why not? Did you go looking in your brain for your folder of information about centroids and find an empty folder? Perhaps you don't even have a folder of information started for this important topic. Could you start one based on this passage?
For years teachers have known that you had to build background of experience before reading if children were to be able to understand and store in memory the information read. Teachers have also known that the best way to build this background of experience was to provide real experiences. Thus, teachers have taken children on field trips to farms and factories and have helped children develop general information and specific word meanings as they had this direct experience with the topic under study. When visits outside the classroom were impossible, teachers have gathered people and objects and brought them into the classroom. For those topics where the children could not be taken to the real thing nor could the real thing be brought to them, teachers have relied on pictures—films, filmstrips, photographs and illustrations. Teachers have long intuited that this indirect visual experience was "the next best thing to being there."
There's only one difficulty that teachers express with providing objects and pictures of objects to help children develop general information and word meanings for a topic under study. This difficulty relates to the vast investment of time teachers must spend in rounding up these objects and pictures. Vocabulary scavenger hunts are ways of gathering objects and pictures related to a topic under study in which the students, NOT the teacher, do the hunting and gathering. The Reading Teacher (Vaughan, Crawley and Mountain, 1979) introduced vocabulary scavenger hunts as a multiple-modality approach to word study. The approach is even handier, however, as a scheme for schema development.
Imagine that you are about to begin a science unit on weather. You look through the text your children are going to read, preview films, filmstrips and other teaching aids, and make a list of the unfamiliar vocabulary you will teach as you increase their store of information on the topic of weather. Your list includes the words evaporation, condensation, cirrus clouds, stratus clouds, precipitation, temperature, humidity, barometer, thermometer, cyclone, tornado, hurricane, meteorologist, wind vane, rain gauge and a variety of other words.
Of these words, some can be represented by pictures and objects (direct experience). Other words such as evaporation, condensation, precipitation, temperature, and humidity cannot be represented directly or indirectly. Take all the words on your list which can be represented by pictures or objects cirrus clouds, cumulus clouds, stratus clouds, barometer, thermometer, cyclone, tornado, hurricane, meteorologist, wind vane, rain gauge and add to these some familiar, picturable words related to the topic of weather such as snow, ice, lightning, fog, rainbow until you have a list of 15-25 picturable words which relate to the topic of weather. You now have your list of things for which your students will scavenge!
Before you hand out the first set of words, be sure that your students understand what a scavenger hunt is. Some of them will already know, but for others your vocabulary scavenger hunt may be a "first."
One sixth grader, when asked about her previous scavenger hunt experience, told the class, "It was on a church picnic. The leader gave everybody the same list of things to find—acorns and leaves and stuff. I read my list, and I decided which things would be easy to find and which things would be hard to find. Then the leader divided us into teams. My team captain asked me which things I could find, and he put my name down for those things. The other people said what they could find, and away we went. My team brought in everything on the list, so we won the scavenger hunt." (Mountain and Vaughan, 1979)
When you divide your class into teams, you will want the groups to be heterogeneous. Ideally, each group should include at least one good reader to help the other students read unfamiliar words and one good leader to keep the group moving productively through discussion of the words and assignment of "who brings in what". With one good reader and one good leader, each group can comfortably absorb some students who will profit from peer help. Also, spreading around your strong students enables the groups to compete on an evenly matched basis, since no one team has all the top students.
Assign your students to teams of five or six, and provide each team with the list. Explain that in a week the teams are to bring in a picture and/or object representing as many of the items on the list as they can find. To the students' inevitable question, "How can I bring in a hurricane?" your response will be, "You can bring in a picture of a hurricane." Two points are given for each object and one point for each picture. Pictures can be illustrations, photographs, tracings, or drawings as long as they actually represent the word.
Allow the teams time to discuss what the different words mean and who might be able to find an object and/or picture representing each. Of course, if some of the words are truly unfamiliar to your students, a question such as "What's a rain gauge?" will arise. Depending on the maturity of your students and on whether this is their first or their tenth scavenger hunt, you may choose to respond by explaining what each word means or by saying, "I guess you will have to look it up somewhere. It's hard to find a picture or an object which represents something if you don't know what that something is." This response should send your teams to their dictionaries or other reference sources.
Allow the teams to meet several times during the week they are scavenging. They should check things off the list as pictures and objects are found. Do not, however, allow any pictures or objects to come to school before the appointed date. Teams should be cautioned to keep secret what they have found and where they found it. On the appointed day each team should assemble and show their pictures and objects. The teacher should total the points for each team (two per object, one per picture—only one picture or object per word per team). The team with the most points is the winner.
Now winners like to get a prize—and what better prize than being allowed to create the bulletin board. "What bulletin board?" you ask. Why, the weather bulletin board, of course. You certainly are not going to let all those pictures go to waste! The winning team should design the bulletin board so that each word is printed in large letters and the different pictures which represent it are displayed with the word. The artistic design of the bulletin board is simple since it is determined by categorizing the words—types of clouds, weather instruments, storms, etc. (Any word without a picture might be displayed by its lonely self—challenge to someone to find a picture).
"What about the objects?" you ask. Well, any objects which are valuable, dangerous, or alive, must, of course, be taken back home. But the rest can be displayed on the table you push underneath the bulletin board. Naturally, you will need in big bold letter someplace: Weather Bulletin Board Created by Winners of Weather Scavenger Hunt and the names of all the proud winners.
You are now ready to begin your unit on Weather. What's more important—your students are now ready. Having spent the last week or two collecting objects and pictures related to the topic of weather has increased their general knowledge of that topic. Perhaps they talked to the local meteorologist or watched the weather report or even read an intriguing section of the reference book from which they traced their picture of cirrus clouds.
You have increased their interest in the topic of weather. You also have this marvelous bulletin board with representations of the portion of your meaning vocabulary words which can be represented by objects and pictures. Some of your meaning vocabulary which could not be directly or indirectly represented can be easily understood with reference to the pictures and objects. Precipitation is a form of moisture such as rain or snow. Temperature is measured with thermometers.
Now that the children have enjoyed their first scavenger hunt and have begun their actual study of weather, what next? Well, perhaps you plan to study Mexico in social studies soon and your Mexico topic includes such words as pinata, pyramids, castanets, and tacos; or maybe you are developing a topical word-set on animals with one of your reading groups, and words such as polar bears, cobras, and gerbils are part of that topical word set. The children will certainly be ready for another scavenger hunt and, this time, having learned how to hunt for objects and pictures and how to find out what unfamiliar words mean and working to create the next bulletin board, they will be much more ready to get right to work on locating these representations.
It's easy to add variety to your vocabulary scavenger hunt by changing your methods of grouping your teams. Consider these possibilities:
1. Grouping by Initial of Last Name
The randomness of the alphabetical listing of students in your gradebook usually insures that your groups will be somewhat heterogeneous if your divide your class into three or four teams by the last initial (A—H, I—P, etc.).
2. Grouping by color of Clothing
A quick glance around the room will tell you whether you could get evenly matched teams by saying, "Everyone wearing blue jeans will be on Team 1. If you're wearing brown pants, you'll be on Team 2. Everyone else is Team 3."
3. Grouping by Month of Birthday
After the first couple of vocabulary scavenger hunts, you will want to develop new leaders. So you might take a chance on grouping all the people with January, February, and March birthdays together, even if that group doesn't contain one of your established leaders.
(Mountain and Vaughan)
To field-test vocabulary scavenger hunts as a scheme for schema development, nine teachers in a metropolitan school district volunteered to try the vocabulary scavenger hunt strategy, as described, with three third-grade classes, three fourth-grade classes, and three fifth-grade classes. Each teacher designed four or five word lists to correlate with material she was teaching in the content areas (e.g., nutrition, holidays, transportation, clothing, weather). The total number of words presented by each teacher during the ten weeks of the field test ranged from 77 to 84. The average was 80.
Each teacher designed a simple pretest/posttest instrument to ascertain her pupils' familiarity with the scavenger hunt words. The test offered a multiple choice selection of a category for each word, as follows:
1. turban (a) hat (b) coat (c) shoes
2. oxfords (a) hat (b) coat (c) shoes
25. goblin (a) Thanksgiving (b) Halloween (c) Columbus Day
26. Santa Maria(a) Thanksgiving (b) Halloween (c) Columbus Day
The percentage gains in class means from pretest to posttest ranged from 19 to 33 percentage points. The average gain was 25 points.
These field-test numbers, however, tell only a small fraction of the vocabulary scavenger hunt story, according to the reports from the teachers. The vocabulary gains were desirable, of course, but they were only a minor part of the major benefits connected with the scavenger hunt approach. The teachers identified these three major benefits: (1) time was saved; (2) students were motivated; and (3) comprehension was enhanced. During the weeks of these field tests, the nine teachers invested no time at all in hunting for visual aids and realia. Their students were motivated to do the whole job for them—with enthusiasm. The students were also able to do a better job of comprehending their reading material, since the scavenger hunt experiences had put some content words into their mental file folders.
The teachers felt that the bulletin boards and display tables
were excellent instructional aids. Categorizing the words and pictures for display gave pupils an awareness of the structure of the topic. They were better able to write about the topic with the words in easy view. Starting with a "factstorming" list of words is a good procedure for incorporating schema theory into a writing approach to reading comprehension (Hennings, 1982).
The schema research (Guthrie, 1978) that supports vocabulary scavenger hunts points up a truth which teachers hold to be self-evident—that the more you know about a subject, the better you can comprehend what you read about that subject. Another self-evident (and research-evident) truth related to vocabulary scavenger hunts is that tactile and high visual-imagery experiences are beneficial to comprehension (Paivio, 1971; Bower, 1972; Wolpert, 1972), so the hands-on approach to gathering pictures and objects is educationally sound. In short, both theory and practice suggest that vocabulary scavenger hunts are an instructional strategy worth trying in your classroom.
REFERENCES
Bower, Gordon H. "Mental Imagery and Associative Learning." In L.W.Gregg (Ed.) *Cognition in Learning and Memory*. New York: Wiley, 1972.
Ferguson, George A. *Statistical Analysis in Psychology and Education*. New York: McGraw-Hill, 1971.
Guthrie, John. "Research: Remembering Content." *Journal of Reading* 22(1978): 64–66.
Hennings, Dorothy Grant. "A Writing Approach to Reading Comprehension." *Language Arts* 59, 1 (1982): 8–17.
Mountain, Lee and Sally Vaughan. *Vocabulary Scavenger Hunts*. St. Paul, Minn: Amidon Publishing Company, 1979.
Paivio, Allan. *Imagery and Verbal Processes*. New York: Holt, Rinehart and Winston, 1971.
Vaughan, Sally, Sharon Crawley and Lee Mountain. "A Multiple-Modality Approach to Word Study: Vocabulary Scavenger Hunts." *The Reading Teacher* 32, 4 (1979): 434–437.
Wolpert, Edward. "Length, Imagery Values and Word Recognition." *The Reading Teacher* 26 (1972): 180–186. | <urn:uuid:0a2fffd4-76ff-4a9a-b6ea-fed46136a0d9> | CC-MAIN-2023-06 | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1915&context=reading_horizons | 2023-01-30T01:40:08+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499790.41/warc/CC-MAIN-20230130003215-20230130033215-00157.warc.gz | 512,430,026 | 3,647 | eng_Latn | eng_Latn | 0.984079 | eng_Latn | 0.998645 | [
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Because nature only comes up with the genuine article at rare intervals, Caltech engineers have now designed a machine that will manufacture earthquakes on demand. When it is placed in a building, this instrument can shake and crack the structure with all the violence of a natural quake. And by cracking some real buildings under controlled conditions, the Caltech engineers hope to produce information that will lead to practical, economical designs for buildings, dams and bridges that can withstand earthquakes without damage.
Because of the wide demand for this information in countries where earthquakes are prevalent, scientists from Japan, India, Argentina and Chile are cooperating on this research in the Caltech earthquake engineering laboratories. The work is under the direction of George W. Housner, professor of civil engineering and applied mechanics; and Donald E. Hudson, professor of mechanical engineering. The project is sponsored by the Earthquake Engineering Research Institute, a nationwide non-profit agency composed of engineers and scientists and headed by Dr. Housner, under a contract with the California State Department of Architecture.
The CSDA’s chief concern is with public school buildings. Many school buildings in California do not conform to earthquake codes, though they are still in use because school building programs haven’t caught up with the population growth.
The shake-making machine is small compared with the formidable quake it can produce. It is compact enough to carry through doorways—with help. It weighs about 500 pounds, including its $1\frac{1}{2}$-horsepower motor. The shaking is produced by a pair of 20-inch swing boxes that counter-rotate unbalanced amounts of lead weights horizontally. Up to 400 pounds of the weights can be packed into each box. The boxes swing between heavy triangular steel plates, 46 inches long by 26 inches on the shorter two sides. The 15-inch-high assembly is bolted to the floor.
**Varying the quakes**
The ability to vary the weights in the boxes and to regulate the speed of the rotations between four and five hundred revolutions per minute makes it possible to produce quakes of varying magnitudes. The direction of the shaking is also controlled. The machines can be used singly or in teams on each floor of a building to produce motions in various phase relations.
Present plans call for constructing four of the machines, which were designed by Dino Morelli, associate professor of mechanical engineering. Thomas K. Caughey, associate professor of applied mechanics, devised the electrical design.
Drs. Hudson and Housner are now looking for a building in which to give the device a shakedown test. The ideal situation for testing the machine and for producing earthquake engineering data would be the erection of a test building about 20 feet square and 40 to 50 feet high. Such a structure would require only a steel framework and floor slabs.
Additional work is planned on other buildings, such as commercial structures or warehouses scheduled to be torn down on freeway clearance projects.
With data produced by the vibrator, and by some 100 small seismographs that are being installed in Los Angeles and San Francisco, Drs. Hudson and Housner hope to develop quake-resistant designs for structures, and to help produce sound building codes in areas subject to earthquakes. | <urn:uuid:5dcdd02d-625b-4d26-9ba2-a6dfd7b2813a> | CC-MAIN-2023-06 | https://calteches.library.caltech.edu/1938/1/earthquakes.pdf | 2023-01-30T02:23:46+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499790.41/warc/CC-MAIN-20230130003215-20230130033215-00156.warc.gz | 187,765,613 | 649 | eng_Latn | eng_Latn | 0.998937 | eng_Latn | 0.998937 | [
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UNIT THREE – QUESTION ONE
Unit Three – Question One – Chapter Seven
1. What is the average gestation period of a cast?
--61 – 63 days
Page 22 Column 1 Paragraph 2
2. What is a false pregnancy?
--the cat displays physical and emotional signs of pregnancy but is not carrying kittens
Page 22 Column 1 Paragraph 3
3. When should a pregnant cat be given a health examination?
--During the first two weeks of pregnancy
Page 22 Column 2 Paragraph 1
4. How often should a pregnant cat be fed during the last month of her pregnancy?
--2-3 times per day
Page 22 Column 2 Paragraph 2
5. At what point does milk appear in the cat’s mammary glands?
--About the eighth week of pregnancy
Page 22 Column 2 Paragraph 3
6. What should be done if a pregnant cat’s mammary glands become hard and cracked?
--Apply hot packs and small amounts of olive oil
Page 22 Column 2 Paragraph 3
7. What should you do to a long-haired cat just prior to delivery?
--Trim away the hair around her nipples, anus and vagina
Page 23 Column 1 Paragraph 1
8. Normally, how long does it take for all the kittens to be born?
--Two to Eight hours
Page 23 Column 1 Paragraph 2
9. When should you call a veterinarian during the cat’s labor?
--If the cat labors more than eight hours
--If more than three hours elapse between kittens
Page 23 Column 1 Paragraph 2
10. Why might a mother cat eat the placentas?
--It may be a way of removing all traces of the birth
--It provides her with nourishment
Page 23 Column 1 Paragraph 4
11. Why is it important to be sure a placenta is not retained?
--It could interfere with the birth of the next kitten
--It will decompose and cause infection
Page 23 Column 1 Paragraph 5
12. What is dystocia?
--Difficulty in delivering kittens
Page 23 Column 2 Paragraph 3
13. What are the causes of dystocia?
--Disease
--Malfunction of the reproductive system
Page 23 Column 2 Paragraph 3
14. What is a breech delivery?
--The kitten comes out hind feet first
Page 23 Column 2 Paragraph 3
15. What is the cause of eclampsia?
--Depletion of blood calcium
Page 23 Column 2 Paragraph 6
16. What are ______ symptoms of eclampsia?
--Panting --Loss of appetite
--Temperature over 103 degrees
--Stilted walk --Convulsions
Page 23 Column 2 Paragraph 6
1 What is the treatment for eclampsia?
--Have a veterinarian give her an injection of calcium gluconate into her bloodstream
2 What is the normal color of the discharge from a cat’s vagina after it has had kittens?
--Red or dark red
3 If a mother cat has an infection of the uterus, what color is the vaginal discharge?
--Greenish, greenish-yellow or white
4 What could cause a mother cat to have a greenish-yellow vaginal discharge?
--She may have retained a placenta which caused an infection
5 How do you check for dehydration in a kitten?
--Pinch the skin at the back of the neck with your thumb and forefinger, then quickly release it. If the kitten is dehydrated, the skin will not return to its former position but will remain pinched.
6 At what age does a mother cat begin to wean kittens?
--4 to 5 weeks
7 At what age are kittens totally weaned?
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This image shows polygonal ground patterns in the southern part of the Syrtis Major quadrangle of Mars. The polygons are formed by cracks in the surface, and they are common on Mars. They are thought to be caused by the ground shrinking and cracking. This image was taken by the High Resolution Imaging Science Experiment (HiRISE) camera on NASA's Mars Reconnaissance Orbiter. HiRISE is operated by the University of Arizona. | <urn:uuid:f4866183-4286-45ae-9700-38119a809bd1> | CC-MAIN-2022-21 | https://image.mars.asu.edu/convert/V67658015.pdf?image=/mars/readonly/themis/pds/ODTGEO_v2/browse/odtbws2_0061/v676xxbws2/V67658015POL.png&rotate=0&format=pdf | 2022-05-24T08:35:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662570051.62/warc/CC-MAIN-20220524075341-20220524105341-00239.warc.gz | 357,982,305 | 89 | eng_Latn | eng_Latn | 0.998248 | eng_Latn | 0.998248 | [
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Dear Owls and Otters,
Thank you for your letters about plastic waste and its effect on oceans.
I enjoyed reading all of your letters and I think it is fantastic that at such a young age you are all so incredibly passionate about the issues facing our planet.
The Government recently created a 25-Year Plan to Improve the Environment. This plan sets the long-term approach to protecting and enhancing the environment in England, so young people like you can enjoy it in the future. It will help make our water and air cleaner and create more areas for plants and animals to live.
It is really bad how much plastic produced every year is single-use and I was interested to read your suggestions of more sustainable alternatives. There are things however we are already getting right which are having a difference. Since the introduction of the plastic bag charge, the average person in England now buys just four single-use carrier bags a year from the main supermarkets, compared with 140 in 2014. I am also glad that a ban on the supply of drinks stirrers, cotton buds and plastic straws (excluding those needed for medical purposes) came into force in October 2020.
In addition, the UK’s world-leading ban on microbeads will help stop potentially billions of tiny pieces of plastic from entering the aquatic environment every year.
Ministers are also looking at other ways the Government can change the way we manage waste in the UK. They are looking at the possibility of introducing a deposit return scheme for drinks containers and asking those who make waste to take more responsibility for items that can be harder or costly to recycle, including polystyrene, electrical goods and batteries.
From April 2022, a Plastic Packaging Tax will be paid by manufacturers and importers of plastic packaging that contains less than 30 per cent recycled plastic.
I agree that litter spoils our towns, roadsides and our local environment. I am glad that the Waste and Resources Action Programme recently published guidance for local authorities on providing public bins. To support this, local councils can now apply for grants of between £10,000 and £25,000 to buy new bins.
I agree with your suggestion of fines for those who litter. Local councils have the power to issue on-the-spot fines of up to £150 for littering. Ministers have also given councils new powers to hold the keeper of a vehicle responsible for litter thrown from it by issuing a civil penalty.
Thank you again for taking the time to contact me about this very important issue.
Jeremy Quin | <urn:uuid:a600753a-f657-44e0-bfc4-f3dbe211cf4e> | CC-MAIN-2023-06 | https://www.ardingly.com/wp-content/uploads/2022/01/letter-from-Jeremy-Quin-MP.pdf | 2023-01-30T01:22:29+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499790.41/warc/CC-MAIN-20230130003215-20230130033215-00159.warc.gz | 677,457,640 | 505 | eng_Latn | eng_Latn | 0.999359 | eng_Latn | 0.999385 | [
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James Nottingham ■ Jill Nottingham ■ Martin Renton
Foreword by Guy Claxton
CHALLENGING LEARNING Through DIALOGUE
Strategies to Engage Your Students and Develop Their Language of Learning
Copyright © 2017 by James Nottingham
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Library of Congress Cataloging-in-Publication Data
Names: Nottingham, James, author | Nottingham, Jill, author | Renton, Martin, author.
Title: Challenging learning through dialogue : strategies to engage your students and develop their language of learning / by James Nottingham, Jill Nottingham and Martin Renton.
Description: International Edition. | Thousand Oaks, California : Corwin, a SAGE company, [2017] | Series: Challenging learning series | Includes bibliographical references and index.
Identifiers: LCCN 2016044636 | ISBN 9781506376851 (pbk. : alk. paper)
Subjects: LCSH: Questioning. | Communication in education. | Teacher-student relationships.
Classification: LCC LB1027.44 .N67 2017b | DDC 371.3/7—dc23 LC record available at https://lccn.loc.gov/2016044636
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The whole purpose of democracy is that we may hold counsel with one another, so as not to depend upon the understanding of one man, but to depend upon the counsel of all.
(Wilson, 2014)
7.0 • PREVIEW
This chapter includes an outline of some useful cooperative learning structures that encourage dialogue, including these:
- Corners
- Pairs
- Think-Pair-Share (and Think-Write-Share-Compare)
- Opinion Lines and Concept Lines
- Talking Heads and Jigsaw Groups
All of the strategies are excellent ways to engage your students in collaborative dialogue. They are also easy to put into practice and will give your students the chance to be a bit more active than in many traditional forms of dialogue.
7.1 • PAIRED DIALOGUE
In Pairs
Directing students to talk in pairs is so common that it hardly seems worth mentioning. It differs from Think-Pair-Share in that pairs aren’t always given any initial thinking time and may not be asked to share with other students at the end. You simply ask pairs to share their thoughts with a partner on a task,
question or problem. The main use of this strategy is to get students thinking. It is often said that people don’t know their thoughts until they have expressed them. This structure compels students to prompt each other to express their thoughts and, in so doing, discover what they really think.
After each pair has worked on a question or task, you can team them up with another pair to summarise what they discussed. Prompt them to discuss similarities and differences between each pair’s summary. Afterwards the fours can divide back into two pairs and perhaps team up with another pair.
**Think-Pair-Share**
Ask your students a question or give them a task. Then give them individual thinking time. After that, ask your students to get together with a partner to discuss and develop their ideas. After a reasonable amount of time, give each pair a chance to share their thinking with the whole group. Take as many responses from pairs as time allows.
**Think-Write-Share-Compare**
A variation of Think-Pair-Share is Think-Write-Share-Compare. For this structure, ask your students a question or set them a task and get each one to write down their initial ideas independently of each other. Then pair your students up and ask them to read out their ideas to each other. The discussion in pairs should then focus on the similarities and differences between their ideas.
If you collect your students’ writing at the end, it can give you useful insight into their thinking and provide you with ideas for future lessons.
### 7.2 • OPINION LINES
**Opinion Lines** are very useful for beginning to explore statements using examples, gauging degrees of agreement and disagreement or identifying degrees of preference.
As with the Opinion Corners activity (see Section 7.3), you should begin by inviting your students to take an initial stance and to discuss their choice with the people around them, making sure to give their reasons. The difference with Opinion Lines is that they allow for more nuanced responses than do Corners because there is the opportunity to compare *degrees* of agreement or disagreement.
Opinion Lines give your students the opportunity to:
- show (literally) where they stand on an issue,
- see the spread of opinion in the group,
- think critically about their own and others’ views,
- demonstrate changes in opinion through physical movement.
Setting Up an Opinion Line
1. Create a line long enough for all your students to stand along. It might help to mark this with a rope or some string.
2. Mark one end with a Completely Agree sign and the other with a Completely Disagree sign. Talk through the other descriptors shown in Figure 7 if you think it will help your students understand the degrees of agreement and disagreement.
Figure 7: Opinion Line Diagram
3. Formulate a statement that expresses a point of view relating to the topic your students are in dialogue about. Make it bold and contentious to increase the likelihood of everyone having an opinion. For example:
- We should celebrate Christmas four times per year.
- School should start with two hours of sport every day.
- All bullies should be banned from school.
- Bullies should have their mobile devices taken away for three weeks.
- Mobile devices should be given free to all students.
- Mobile devices should be banned in all schools.
- Students should be paid to go to school.
- Everyone should be made to eat at least eight portions of fruit or vegetables per day.
- All violent dogs should be put down.
- Sixteen-year-olds should be allowed to drive cars.
- Teenagers should not be allowed to get a lift in a car driven by another teenager (since this is one of the most likely causes of death in sixteen- to twenty-four-year olds in developed countries).
- Hamlet was a flawed character.
4. Explain to your students that you are going to give them a contentious statement to think about. Say they will have time to think about it first, then you will ask them to stand on the part of the line that corresponds with how much they agree or disagree with the statement.
5. Once your students have taken a place on the line, get them to talk with the people around them to compare their reasons for standing where they are. The
following prompts should help them ensure their conversation is more exploratory (see Section 2.6.3) than cumulative (see Section 2.6.1):
- What do you think?
- What are your reasons?
- I agree with you because . . .
- I disagree with you because . . .
- Is there another way of looking at this?
- What if . . . ?
- Have we considered all the factors?
- What have we agreed on?
6. An extension of this is to get students to pair up with someone from a very different part of the line. You could get your students to choose their partner, or you could orchestrate it in the way shown in Figure 8.
**Figure 8: Comparing Different Opinions Along an Opinion Line**
Notice that in this opinion line, we have chosen the labels Strongly Agree and Strongly Disagree as these might sometimes be more appropriate than Completely Agree and Completely Disagree as used in Figure 7.
7. Thinking language that might help with opinion lines include the following:
| fact | reason | evidence | opinion | assumption |
|------|--------|----------|---------|------------|
| persuade | reliable | agree | convince | disagree |
| exception | if/then | example | conclusion | argument |
8. The following are a few alternative ways to set up an opinion line:
**Alternative 1:** Read out an item and ask just a few of your students to decide how they would respond. Once the chosen few have decided where to stand on the line, you can then invite other students to ask them questions about their positions. The questions might explore reasons and alternative ideas. Ask the students on the line to move if at any point their opinion changes in response to the comments and questions from their classmates.
**Alternative 2:** Combine opinion lines with role-play. Your students could take the roles of characters and position themselves according to how they think the characters would respond. They could answer questions in character.
**Alternative 3:** Give different groups different opinion lines. For example, split your students into three groups and give each group one of the three opinion lines in Figure 9.
Figure 9: Variations of Opinion Lines
Now give the same statement to all three groups, irrespective of which opinion line they are being asked to stand on.
For example, you could use the statement ‘Stealing is wrong’. One group can then consider if this is a fact or an opinion; the second group should consider if it is probably true or definitely true; the third group can think about whether it is a reasonable opinion or an unreasonable opinion. This in itself can create an interesting dialogue about the differences in responses between groups.
Here are some more example statements for you to use:
- It is against the law to steal.
- Robin Hood was right to steal from the rich to give to the poor.
- Robin Hood was a moral man.
- It is good to share.
- If a teacher confiscates something from you, then this is not stealing.
- More people will go to the moon in the twenty-first century than went in the twentieth century.
- Religion has been the root cause for many wars.
- Sunshine is good for you.
- Too much sunshine is bad for you.
- Serial killers should receive the death sentence.
7.3 • OPINION CORNERS
Opinion Corners have a similar structure to Opinion Lines and so can be introduced in a similar way. The main difference is that using the Corners will prevent your students from ‘sitting on the fence’ because Corners requires them to choose from one of four descriptors: strongly agree, agree, disagree, strongly disagree. Set up Opinion Corners as shown in Figure 10.
Opinion Corners require an exact choice, whereas Opinion Lines allow students to ‘sit on the fence’.
After you read a statement (examples are given below), your students should stand in the corner that best represents their opinion on the matter. Tell them they have to choose one of the corners. They cannot stand somewhere in the middle. They must make a decision as to the one that is the best description of their opinion. They are allowed to move if they change their minds, but even then they should move from one corner to another rather than to the middle or off to a side somewhere.
Once your students have chosen a corner, get them to talk about their choice with the people around them. After that, get a spokesperson from each corner to give a summary of the reasons why the people in their corner made the choice they did. This will give your students a chance to hear different perspectives on the issue.
**Statements for Opinion Corners**
Here are some statements to get you started with Opinion Corners.
- It is wrong to steal.
- You must never talk to strangers.
- Students should never have to take tests.
- Parents should be fined if they take their children on holiday during school term time.
- Students should be allowed to listen to their own music during lessons.
- Violent video games are a bad influence on young people and should be banned.
- The big, bad wolf wasn’t really bad. He was just misunderstood.
- Footballers are paid too much money.
- Poverty is the parent of revolution and crime. (Aristotle)
- We cannot all succeed when half of us are held back. (Malala Yousafzai)
- Everyone in the world should be made to speak Spanish as well as their own language.
- Education is the most powerful weapon you can use to change the world. (Nelson Mandela)
The Benefits of Opinion Corners
(Martin) In comparison to Opinion Lines, Opinion Corners emphasise the different views everyone holds and introduce quite distinct groupings. For that reason, Opinion Corners are very useful in developing not only skills of reasoning and explanation but also the language of persuasion.
The benefit of tasks such as these is that students are actively involved in building their own understanding. When using these strategies with students, we have often noticed how the opinions and reasons of others stay with the students for longer. Because they actively process the information (physically and cognitively), the students retain it for longer. This is a real benefit in developing the use of Opinion Corners in the classroom and I often use it as a precursor of written argument.
Ask your students to structure an assignment around the responses given during an Opinion Corners activity. For example, set up the Opinion Corners with a statement such as ‘The British were against the slave trade’. The students go to the corner that best represents their opinion, give reasons for their choices and listen to the views of others.
The students can then structure their written assignment according to what they have heard in the activity.
Paragraph 1: I agree that (the British were against the slave trade) because (give a key reason from their corner).
Paragraph 2: In addition, people might also suggest that (give further reasons from their corner).
Paragraph 3: However, other people disagree. They say (give reasons from the disagree corner).
Paragraph 4: Whereas other people would argue that (give reasons from one or both of the remaining corners).
Paragraph 5: So in conclusion, whilst some people would say (make statement), I believe that (make personal statement) because (give reasons).
This structure for written work can be reinforced – especially with older students – during the Opinion Corners activity by having flipchart paper or sticky notes in each corner for the students to write their opinions on. The whole class can then move around and read the selection of opinions, rather than just sharing verbally.
These open, challenging tasks engage interest and encourage respect for others’ points of view, building a climate in which the students more readily recognise and value the opinions of others and see collaborative talk and diversity as valuable opportunities for learning. Take advantage of this diversity by encouraging the students to reflect on all the reasons they have heard and to move corners if they wish. This emphasises to the students that it is okay to hear different opinions and change your mind, which is also a good indicator that students are making progress in thinking and understanding.
If a student moves corners, it is a great opportunity to ask the student what they heard that made them change their mind. This encourages the idea of persuasive language, can add to students’ verbal and written vocabulary and reinforces the idea that reflection is part of successful learning. Written vocabulary can then be built on further by asking questions such as ‘How would you encourage other people to come to your corner?’
An additional bonus with Opinion Corners is that it places the teacher in the direct role of mediator – supporting, prompting and questioning the process of learning, rather than giving answers. As the only person who is allowed to stand in the middle of the room, the teacher is, quite literally, the only person with ‘no opinion’. Placing ourselves in this position emphasises the role of the teacher as facilitator, rather than the font of all knowledge.
7.4 • CHOOSING CORNERS
This structure uses Corners again, but this time the focus isn’t on opinion; rather, it is on giving reasons for a choice. The items might be questions, statements, concepts, situations, images, arguments and so on.
For example:
- Choose the question you most want to discuss.
- Choose the statement you agree with (or disagree with) most.
- Choose the concept you want to explore or create questions about.
- Choose the situation you would rather be in.
- Choose the item you think is most important.
- Choose the image you like most.
**Example for Younger Students**
Put photographs of a drink (e.g., water), a fast food (e.g., pizza), the sun and a fruit (e.g., an apple) in each of four corners (one photo per corner). Then ask the following questions:
1. Which is the healthiest one?
2. Which one would your parents say you should not have too much of?
3. Which one would you like to have lots of at a party?
4. Which one would be nicest to have on a school day?
5. Which one would be nicest to have on a holiday?
**Example for Older Students**
Put photographs of different-sized settlements (e.g., hamlet, village, town, city) or different artworks in each of four corners (one photo per corner). Then ask questions such as the following:
For the settlements
1. Where are you most likely to find happy people?
2. Which one is the best to live in if you’re a child? A parent? An old person?
3. Where would you hear the most noise during the day? During the night?
For the artwork
1. Which one is the saddest? Which is the most joyful?
2. Which one do you think took longest to paint?
3. Which one makes the strongest statement about . . . (e.g., feminism, war, politics)?
Give your students thinking time to make their choice. Encourage them to move around the room, considering each option. Then ask them to go to their chosen corners and share with others who have chosen the same corner why they have made that particular choice. If a large number of students are in the same corner, then they could split into pairs or threes. After a short while, invite a spokesperson from each group to explain the group’s thinking. As each group does this, draw attention to the similarities and differences of the reasons given. In particular, highlight any contradictions or inconsistencies.
The benefit of this activity is that it gets students moving around the room and therefore changes the dynamic (and maybe even the thinking). It also gives you the opportunity to draw attention more clearly to the differing opinions amongst your students.
7.5 • TALKING HEADS
One of the problems with small-group dialogues is that some students may opt out if they feel they are not being listened to or if another participant is dominating. Talking Heads is a good way to reduce the chance of this happening.
To begin with, split your students into groups of three or four and ask them to identify themselves with numbers (one, two, three, four). Check to see that they know what their number is. If there are some groups with one less than the norm, then give one person two numbers. If there are some groups with one more than the norm, then give two people the same number.
Once students are in their groups, give them a question or task to tackle.
After a period of discussion, stop all the groups and focus their attention on you. Now call out a number and ask all those students identified with that number to report back on what their group discussed.
If they discussed more than one item, the process can be repeated with further numbers so that different students complete the report back.
The students’ perceptions of the randomness of the number calling encourages them all to take responsibility for being prepared and helping each other become prepared to answer. It is also a time-effective way of having a plenary session because not all students give feedback but all have contributed in their groups.
7.6 • JIGSAW GROUPS
Jigsaw Grouping is another good way to stop some students opting out of dialogue activities. Assigning each student a ‘jigsaw’ piece of information will ensure all your students are dependent upon each other in order for everyone to succeed.
Jigsaw Groups were designed by social psychologist Elliot Aronson to help weaken racial cliques in forcibly integrated schools.
Here is a slightly adapted explanation for Jigsaw Groups from the website Jigsaw Classroom (www.jigsaw.org).
Talking Heads increases students’ attention by giving the impression that anyone can be picked at any time to speak.
Jigsaw Groups give each student the responsibility of being the ‘expert’ for their part of the jigsaw.
Jigsaw in Eight Easy Steps
1. Divide your students into groups of five. These are the home groups.
2. Divide the activity into five segments. For example, if you want history students to learn about Anne Frank, you might divide a short biography of her into stand-alone segments on (1) her early life; (2) the period before going into hiding; (3) life in her hiding place; (4) arrest, deportation and death; (5) her legacy.
3. Give each home group one of the segments to read. Give them time to question each other, discuss difficult words and make notes.
4. Ask each student in the home group to number themselves one to five.
5. Person 1 from each home group then moves to sit with all the other number 1s. Person 2 sits with all other number 2s on another table and so on. These new groups are the away groups.
6. Each member of the away group takes it in turn to present his or her segment to the other students in this new group. By sharing the information that they are expert in, the whole group develops a picture of the full topic.
7. Once all of the information has been shared in the away group, the students can return to their home group and share what they have learnt about the other segments.
8. Each of the students now knows about one aspect of the topic in depth and the whole topic in breadth. A quiz can be given to help the students realise how much they have learnt about the whole topic from their dialogue with each other.
7.7 • CLUSTERING
Clustering is an effective activity for promoting active and engaged dialogue around a theme or concept. It is also a good way to get your students into different groupings from normal.
1. Give each of your students a card with a different statement or fact relating to the key concept or theme. For example, if your theme is ‘weather’, then you could use the following cards:
Sun Infiltration
Rain Hail
Snow Ice
Evaporation Lake
Precipitation Sea
Condensation Vegetation
Transpiration Soil
Runoff Wind
Or if you are just looking to group your students relatively randomly, then you could give each of them one of these sports cards:
Football Badminton
Cricket Running
Handball Hurdles
2. Once all your students have read their card and are confident they understand it, ask them to move around the room and find links with other cards. Once they have found links with other cards, then they should cluster together to form groups. If a group gets too big, then it might need to break up into subgroups.
3. Your students should be able to clearly identify what connects each of the cards in their group. For example, if the students holding the cards with rain, snow, hail and ice have clustered together, then they should be able to say their connection is types of precipitation. Or if a group has come together with cards saying swimming, karate, running and hurdles, then they might say these are all sports that do not require a bat or a ball. Of course, these are just examples. The students could have grouped themselves in different ways and indeed could have given different reasons for the same groupings (e.g., rain, snow, hail and ice are all states of water or they are all expected in winter).
4. Once all of your students have clustered into groups, challenge them on their reasoning, assumptions and choices. For example, ‘Why have you not included card x in your group as that also fits your criterion?’
5. Each cluster can now be the dialogue groupings going forward into the next activity you have planned for your students.
7.8 • REVIEW
In this chapter we have explored various structures for dialogue. They are easy to put into practice and will offer your students opportunities to talk in structured ways that involve moving around or talking with different partners.
The sorts of questions you can encourage your students to ask during their paired and small-group dialogues include the following:
- What do you think?
- What are your reasons?
- I agree with you because . . .
- I disagree with you because . . .
- Is there another way of looking at this?
- What if . . . ?
- Have we considered all the factors?
- What have we agreed?
The language that will help them express themselves more accurately includes fact, reason, evidence, opinion, assumption, persuade, reliable, agree, disagree, convince, exception, if/then, example, conclusion and argument.
Here are some suggestions for what you could do next so that you get the most out of this chapter:
1. Try out all the strategies in a series of lessons over a two-week period.
2. Record your reflections to each of these in the Repertoire and Judgement Notes section at the back of the book. Which worked best? Did different students react more positively to some strategies than to others?
3. Ask your colleagues if they have any variations on these dialogue structures, such as the Think-Write-Share-Compare version of Think-Pair-Share.
Some of the dialogue structures we have shared have been popularised by the cooperative learning movement, in particular, Robert Slavin and Spencer Kagan.
1. A good short summary of the work of Robert Slavin can be found in an article on using cooperative learning structures by Dr. Tzu-Pu Wang (2009): http://bit.ly/190RhnB.
2. There are many free resources on the Internet about the use of Kagan’s structures. A good summary in book form is *Cooperative Learning Structures* by Kagan (2013). | <urn:uuid:b145a6be-b0aa-4bec-9ec0-f7f57c430d55> | CC-MAIN-2023-50 | https://www.learningpit.org/wp-content/uploads/2020/04/Challenging-Learning-Through-Dialogue-Sample-UK.pdf | 2023-11-30T21:23:55+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00382.warc.gz | 983,558,273 | 5,714 | eng_Latn | eng_Latn | 0.989886 | eng_Latn | 0.998563 | [
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3.1 WINDOW ROCK
Located in Black Creek Valley within Apache County, Arizona; Window Rock has a population of approximately 500 people. As the seat of government for the Navajo Tribe, Window Rock serves as the focal point for the entire Navajo population of 146,000 people. In addition to Tribal governmental offices, the Area Offices of the U.S. Department of Interior, Bureau of Indian Affairs and the U.S. Public Health Services are located in Window Rock.
Window Rock is situated in the southeast quadrant of the Reservation. State Highway 264 runs east-west through the community and provides the only paved access to Gallup, New Mexico. Some 26 miles to the southeast of Window Rock, Gallup is the nearest community with any scheduled airline service. Indian Service Road 12 runs north-south through Window Rock providing access to Fort Defiance to the north and Saint Michaels to the south.
The Black Creek Valley runs in a north-south direction. The slopes of the Defiance Plateau and southwestern slopes of the Chuska Mountains bound the valley. The Valley, consisting of flat grassy plains between low cuestas and hills, has an average width of two miles and is at an elevation of between 6,700 to 6,900 feet above sea level.
Window Rock is actually nestled against the southwest edge of the Chuska Mountains. A long narrow sandstone mesa, the western escarpment consists of steep slopes and vertical walled cliffs. To the west, the Defiance Plateau rises to an altitude approximately equal to Chuska Mountains (7,500 feet MSL), but does not have the steep slopes and cliffs.
The climate of Window Rock is strongly affected by its location in the high barren plateau county of northeastern Arizona. Moderate amounts of precipitation fall consistently only from about the middle of July to September. In some years, Window Rock receives moderately heavy precipitation during the winter. Usually, however, it is dry and windy. Average annual rainfall equals approximately 12 inches.
Average temperatures range from $27^\circ F$ in the winter to $70^\circ F$ in the summer. The mean maximum temperatures is $86^\circ F$ with readings exceeding $90^\circ F$ or higher occurring on less than fifteen days during an average summer.
The economy of the Window Rock area is dependent on livestock production, and the government activities of the Tribe, the Bureau of Indian Affairs, the Public Health Service, and the Indian Arts and Crafts Center. While agriculture, mainly livestock production, has traditionally been the main source of income for the majority of the Navajo people, the Tribal Council has actively sought to provide greater diversification of job opportunities for the Navajo. In particular, it has sought to provide greater employment opportunities on the reservation. Similarly, it has sought to provide greater access to goods and services on the reservations through development of service centers in the major communities.
Window Rock, as the seat of government, is the focal point of the Tribe's continuing relationship with the U.S. Government. Similarly, it is the focal point of the Tribe's negotiations with commercial interests seeking to establish commercial or industrial activities on the reservation. As the site for development of a service center, it is also experiencing visitations by corporate representatives of tenants of a new shopping center. In all cases, a substantial portion of these visitations are accomplished through the use of general aviation aircraft.
3.2 AVIATION HISTORY
The availability of historical records for Window Rock Airport are quite limited. It would appear that an active airport facility has existed at the current site since at least 1955. At that time, there were two runways: Runway 03/21 was approximately 5,200 feet long and Runway 07/25 was approximately 3,500 feet long. In the early 1970's, a new 7,000 foot asphalt runway was constructed on a 02/20 heading and the existing runways were abandoned. A portion of Runway 07/25 was converted to a service road/taxiway. In addition to the hangar facility now used by Window Rock Airways, a new terminal building, hangar facility and apron were constructed. Historical aviation activity is described in Section 4.
Formal airport planning encompassing Window Rock was initiated with the development of the Arizona State Airport System Plan. The ASASP recommended ultimate development of the Window Rock Airport to Basic Utility (BU) standards. A BU facility is the smallest airport design standard used by the Federal Aviation Administration. In 1975, the Navajo Tribal Airport System Plan was completed. It recommended that Window Rock Airport be developed to Basic Transport (BT) standards. A BT facility is of sufficient size as to accommodate the business jet weighing less than 60,000 pounds (gross take-off weight).
Due to an airport elevation of 6,737 feet above Mean Sea Level, there is not a significant difference in runway length requirements between the two recommended design standards. However, other components of airport development, to include pavement design strength, runway/taxiway widths and separation criteria, and land requirements are substantially different. They also represent substantial differences in potential development costs.
This study therefore addresses, in greater detail, the potential aviation demand at Window Rock, what size facility is required to support that demand, the most appropriate site for such a facility, and finally, the detailed layout and development costs for the airport. | <urn:uuid:925b9652-a026-48fc-abc7-4b47f5cad61f> | CC-MAIN-2022-27 | https://apps.azdot.gov/files/Airports/MP_PDF/RQE_MP_03.pdf | 2022-06-28T02:06:06+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103347800.25/warc/CC-MAIN-20220628020322-20220628050322-00437.warc.gz | 139,553,097 | 1,095 | eng_Latn | eng_Latn | 0.996314 | eng_Latn | 0.996709 | [
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INTERVIEW WITH WILLIAM JONES
FIELD WORKER GUS HUMMINGBIRD
April 27, 1937
William Jones, a full blood Cherokee Indian, was born in Flint District Cherokee Nation, which is now the southern part of Adair County, Oklahoma, December 2, 1878. He was the fifth child of a family of ten of Reed Jones and Rose Jones, natives of the Cherokee Nation.
EARLY LIFE AND EDUCATION.
William, better known as Bill, was raised in poverty. His father operated a small farm on Little Lee's Creek near Salem school house which is now Belle school.
Bill spent most of his boyhood days as other Indians did, hunting and fishing with other Indians. There were plenty of game to be found—deer, turkey and wild pigeons were abundant. Fish filled the creeks—no game laws to prohibit from hunting.
Bill went to school at Salem for a few months to an old teacher named Gott. He did not learn anything, his father did not encourage him to go much for his older brother died and he was needed to help to make a living at home. The school building was of log construction, wooden benches, and no windows—only wooden shutters, which were thrown open in order to get light. It was a very uncomfortable place in the cold days.
However, Bill learned to read and write.
FARMING AND CUSTOMS.
They farmed each year—raised a few acres of corn, beans and pumpkins, which were the main crops among the fullbloods at that time. They raised these three crops more than others because they could be used for food in so many different ways.
The older Cherokees were believers in signs. They usually watched the first twelve days of the year, which they said represented the twelve months of the year. They knew from these days when to break land and how deep and when to plant corn and to fertilize it. They usually broke land with a homemade plow, laying the rows cross-ways or checked.
TRADING POINTS AND MILLS.
The nearest trading point was Evansville, Ark, which was eleven miles away. The merchant's name was Jim Willis and he also owned a grist mill.
The Cherokees went to mill horseback. In case of bad weather bread was made at home on pestle bowls.
MEDICINE.
Mr. Jones has been told that immediately after the Civil War all kinds of communicable diseases spread throughout the Indian country. White doctors were scarce—the only white
doctor during that time was a Doctor Johnson who lived at Greersburg, Ark., a small village about two miles north of the present town of Evansville Ark.
Black smallpox, as the Cherokees called the disease, spread about 1885. Many people died from this disease. So many people being sick of this disease was what started so many small graveyards. Mr. Jones has helped bury as many as four persons per day. Dr. Johnson played the good Samaritan among the Cherokees during these times— it has been said by many old people that he served the public without any pay.
He was loved by all who knew him and he never lost any money by his kindness.
Doctor Johnson was aided in his care of the sick during these times by several Indian doctors. Among these was Watt Bird, a fullblood.
GOVERNMENT.
The Cherokee Nation was divided into districts—nine in all. Each district elected its own officers every two years. A chief was also elected. This was usually the most important face, for he had much power. He was the only man who could
save a man's life after he was convicted to hang.
The acts of a certain chief and the officers of a certain district were the main cause of the Indian Territory being governed by the laws of the state of Arkansas, for several years.
POLITICS.
Political Parties were organized in the Cherokee Nation immediately after the Civil War. The main parties at that time were the National and the Downing Party.
The National Party was the group of Cherokees that remained loyal with the Union during the Civil War.
The Downing Party were those Cherokees that favored the south. It was this division of Cherokees that caused the treaty of 1866, near Gore, in the Illinois District. | <urn:uuid:8383076a-d28b-463f-91ff-092eeeaa3354> | CC-MAIN-2022-21 | https://digital.libraries.ou.edu/utils/getfile/collection/indianpp/id/4767/filename/532.pdf | 2022-05-24T08:07:14+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662570051.62/warc/CC-MAIN-20220524075341-20220524105341-00239.warc.gz | 254,843,893 | 887 | eng_Latn | eng_Latn | 0.999374 | eng_Latn | 0.999573 | [
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Throughout the summer term, we will be thinking about what we have achieved during our time at Oakley and the memories we will be taking with us to secondary school.
In maths, we will be continuing to practise our problem solving and reasoning skills through algebra, fraction and decimal, shape, data, probability and measure problems.
In English, we will be looking at the characters Ellie and Carl and finding out about who they are and what their life ambitions were. As part of the English, we will be writing in role as Ellie and thinking about how we could write her biography. During this time we will also be developing our grammar, punctuation and spelling accuracy.
We will be taking part in a joint writing project with another local school, swapping writing and giving peer feedback on our different written pieces.
In Art, the children will be creating a piece of artwork that represents them and is unique to their personality, linking it to our P4C unit.
As part of our history unit, we will be having a project week linked to the Mayan topic in the early part of the summer term.
The Spirit of Adventure
What has my adventure been so far?
Where is my adventure going to take me next?
In Science we will be looking at human relationships and changes in the body.
Using our reflections on our time at Oakley, we will also be writing our own autobiography; spending time thinking about what makes each of us unique. | <urn:uuid:647f9734-a18f-4657-861f-e89cd0b65d51> | CC-MAIN-2017-26 | http://oakleyjuniorschool.co.uk/wp-content/uploads/2014/08/Year-6-Summer-Term-2017.pdf | 2017-06-27T17:25:50Z | crawl-data/CC-MAIN-2017-26/segments/1498128321497.77/warc/CC-MAIN-20170627170831-20170627190831-00562.warc.gz | 285,384,325 | 286 | eng_Latn | eng_Latn | 0.998348 | eng_Latn | 0.998348 | [
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All Parents of QCA Students
The Queen City Academy Charter School’s English Language Arts and Literacy Department is excited to announce a revised Summer Reading Initiative for all students entering grades 4 through 8. This updated assignment plan will allow for your child to read a book or novel of relevance prior to entering the next grade so that they gain a familiarity with the genre, writing style, and literary devices they will encounter. Our goal is to keep students connected to reading habits and critical skills that were practiced throughout the school year.
For students entering grades 4-8, students will read a pre-selected text. Students will be assigned multiple copies of a specific graphic organizer which must be completed in its entirety.
Students will receive several grades when the new school year begins. These include grades for the graphic organizers and a grade for a quiz based on the novel. Students will be quizzed on the first day of school; The graphic organizers are due on the second day of school. Late assignments will not be accepted. Exceptions will not be made.
Plainfield Library may have copies of the books; please check at the Children’s section downstairs.
Please contact me if you have any questions or concerns.
Mr. Garcia
English Language Arts Team Lead Teacher
The Queen City Academy Charter School
firstname.lastname@example.org
Revised ELAL Summer Reading List and Assignment
Students entering 4\textsuperscript{th} grade: \textit{Fourth Grade Rats} by Jerry Spinelli
Students entering 5\textsuperscript{th} grade: \textit{Powerless} by Mathew Cody
Students entering 6\textsuperscript{th} grade: \textit{The Skin I’m In} by Sharon Flake
Students entering 7\textsuperscript{th} grade: \textit{The Pact} by Drs. Davis, Jenkins, Hunt and Lisa Frazier
Students entering 8\textsuperscript{th} grade: \textit{Rocket Boys} by Homer H. Hickman, Jr.
Students will read the assigned novel for the grade they are entering and complete Character Analysis Organizers for 2-3 characters, two of which must include main characters.
For each box below, respond to character analysis questions 1-3 in phrases. Then UNDERLINE any items that are related. Finally, answer questions 4 and 5.
1. What do we know? OR, What can we safely infer?
2. How does it affect the character? (NOTE: No matter what we know, it affects the character.)
3. Why is it important? What does it reveal about his/her character?
| Family background/Upbringing | How s/he is treated vs. how s/he wants to be treated |
|-----------------------------|-----------------------------------------------------|
| 1. We aren’t told much about The Grinch’s family; he seems not to have any family left. He is alone except for his little sidekick. **We can infer he didn’t receive much love growing up because he seems very bitter and unhappy.** | 1. **The Grinch is alone** except for his little sidekick, who simply obeys him (not having any other choice). It’s not clear at the beginning of the story how he wants to be treated since he’s not used to dealing with people, but later, the townspeople welcome him and treat him with the love he was missing. |
| 2. At least in the beginning in the story, The Grinch is bitter and unhappy. | 2. Though at first alone, selfish, greedy, and bitter, The Grinch grows a bigger heart (literally and figuratively) as a result of how the townspeople treat one another and him. He becomes a happier person as a result of the way they treat him. |
| 3. The Grinch’s bitterness infects his behavior: **he seems not to be able to care about anyone else**, so he plots to steal from the townspeople, to ruin their Christmas (possibly because he believes his Christmas will be lonely and unhappy, and he is lashing out). | 3. **We learn that people—even those who seem mean and unhappy—can grow and change and become happier as a result of their interactions with other people.** |
| Work | Philosophies/Values |
|------|---------------------|
| 1. There is no mention of The Grinch’s work. If he does anything, we can infer that it is not too meaningful or helpful to others because he does not seem to care about other people—at least, at the beginning of the story. | 1. At the beginning of the story, **The Grinch values material goods more than relationships with other people.** |
| 2. Not having work he loves may be a factor in why The Grinch seems so unhappy at the beginning. | 2. The Grinch plans to steal the Christmas presents of the townspeople. |
| 3. **Not having work he loves seems to poison The Grinch’s character. Also, he does not know how to deal with other people constructively. He lacks people skills.** | 3. At least initially, The Grinch is selfish and greedy. Later, he learns a lesson and changes. |
4. What ideas might this character represent?
First The Grinch represents greed, selfishness, and unhappiness. Then he represents growth and potential.
5. How does the writer use this character to convey a message or lesson?
Dr. Seuss uses The Grinch to show us that even people who seem mean or unhappy can grow and change and become happier as a result of their interactions with other people; we can all help one another become better, happier people.
For each box below, respond to character analysis questions 1-3 in phrases. Then highlight any items that are related. Finally, answer questions 4 and 5.
1. What do we know? OR, What can we safely infer?
2. How does it affect the character? (NOTE: No matter what we know, it affects the character.)
3. Why is it important? What does it reveal about his/her character?
| Family background/Upbringing | Schooling |
|-----------------------------|-----------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| How s/he is treated vs. how s/he wants to be treated | Philosophies/Values |
|-----------------------------------------------------|---------------------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| Abilities/Talents | Work |
|------------------|------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| Travel | Relationships |
|-----------------|---------------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
4. What ideas might this character represent?
5. How does the writer use this character to convey a message or lesson?
For each box below, respond to character analysis questions 1-3 in phrases. Then highlight any items that are related. Finally, answer questions 4 and 5.
1. What do we know? OR, What can we safely infer?
2. How does it affect the character? (NOTE: No matter what we know, it affects the character.)
3. Why is it important? What does it reveal about his/her character?
| Family background/Upbringing | Schooling |
|-----------------------------|-----------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| How s/he is treated vs. how s/he wants to be treated | Philosophies/Values |
|------------------------------------------------------|---------------------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| Abilities/Talents | Work |
|------------------|------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| Travel | Relationships |
|-----------------|---------------|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
4. What ideas might this character represent?
________________________________________________________________________
5. How does the writer use this character to convey a message or lesson?
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What’s wrong with this picture?
The station is all mixed up!
Help Thomas find 9 things that are wrong in this picture.
• my name is: ______________________
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Dear Families,
Even though I’m never quite ready to let go of the last lingering days of summer, once we have our first staff meeting and meet the new families at orientation, I suddenly transition and find myself eager to jump in to a brand new year! I hope you are too. With that in mind, and on behalf of all the teachers, let me warmly welcome you to a year of adventure and discovery at Mountain School!
For the first time in 20 years, we will be starting school in a brand new place, the Cooley area of Stevens Creek Park. The teachers have been exploring this new outdoor play area and are looking forward to sharing some special spots with you and your children. Water, sand, rocks, trees, critters…it has it all! However, along with the splendors of nature, come some risks. Be sure to read the article on ticks in this issue so you’ll know how to avoid them, how to do tick checks and what to do if you find one. Being prepared is your best defense.
We also have some new teachers and assignments this year. We welcome Carolyn Mulcahy back to Mountain School to teach the 3s class. She found that being a student at SJSU didn’t necessarily have to preclude teaching! Debra Brender who taught with us years ago is back as an assistant in the Saturday 2s class. Her 2 sons, now in college, are Mt. School alum. Welcome Debra! Teacher Lilo has moved from assisting in the 3/4s to being the head teacher of the Wednesday 2s and will be assisted by Tricia Sunderland who formerly worked in the Saturday afternoon class. Your children will surely benefit from the love these wonderful teachers have to share with them as you will from their experience and knowledge.
There is one other item I wish to let you know about up front so any rumors you might hear won’t worry you unnecessarily. We have been lucky to have the little red schoolhouse as our home for almost 40 years. Lakeside School is our landlord. Last year, they had a bond measure fail by a slim margin. The funds they had hoped to raise this way are necessary for their survival. Thanks to the hard work of a group of
dedicated parents, the measure will appear again on the November ballot. We are hoping it passes this time so Lakeside can continue serving the mountain community. Should it fail, there is a good chance the school would be closed and the land sold. We have some ideas on the back burner about what we might do if this comes to pass. For now, we will support them in any way we can so we can call the little red schoolhouse home for years to come.
I’ll leave you with some provocative reading which came my way through the Community Playthings newsletter. Many early childhood programs have had mandates imposed upon them to push academic skills at the expense of play. Luckily, in our association with LGS Recreation, we are free of these mandates and can pursue a developmentally appropriate and play-based curriculum which gives children the opportunity to learn through experience. If you are interested in this topic or would like some research-backed information to “defend” your choice of a play-based school to family or friends, please read Diane Levin’s article about the vital role of play in the lives of young children at http://www.communityplaythings.com/resources/articles/2016/endangered-play
Love, Leslie
Outdoor Glitches: About Tick Unhitches and Poison Oak Itches!
TICKS
“I found a tick imbedded under my armpit which I wanted to have tested. My husband took it to the Santa Clara County lab and it was negative for Lyme disease. I want you all to have this info at hand if you should need to do the same. Remember to check yourself and your children thoroughly every time you come in from the outdoors. I changed my clothes but not my bra and that is where it was hiding.”
- Teacher Marie
The start of the new school year is a great time to review a couple of outdoor hazards… As Teacher Marie notes, you should do a thorough check of yourself and children after possible tick exposure. You can use a full length mirror to check all parts of your body. When checking children, remember to look under arms, in and around ears, inside the belly button, behind the knees and between the legs, around the waist and in hair. Also remember to examine your gear as ticks can come into the home on backpacks and clothes then attach to you later. You can put clothes in a dryer on high heat for 10 minutes to kill ticks on dry clothing after you come indoors. If washing is needed, use hot water to wash them. If clothes cannot be washed in hot water, then tumble dry on low heat for 90 minutes or high heat for 60 minutes until clothes are warm and completely dry.
To Remove a Tick:
- Use tweezers to grasp the tick as close to the skin surface as possible. If you do not have tweezers, use your fingers protected with a tissue or paper.
- Pull straight up using gentle but steady firm pressure. Do not twist or jerk.
- Do not crush or squeeze the tick.
- Wash affected skin and your hands thoroughly after removing the tick.
- Do not use alcohol, petroleum jelly or a hot match to remove the tick.
A handy tool for removing ticks from pets (and people) is available online and at feed and pet stores. Dispose of a live tick by wrapping it tightly in tape, placing it in a sealed ziploc bag, or dunking it in alcohol. Never crush a tick with your fingers.
The bacteria which causes Lyme disease is spread through the bite of infected deer ticks or western blacklegged ticks. In most cases, the tick must be attached to the skin for 36-48 hours or more before the Lyme disease bacteria can be transmitted. Most people are infected through the bites of immature ticks called nymphs which are the size of a poppy seed (while the adult tick is the size of a sesame seed).
Duration of tick attachment is important to determine the risk of Lyme disease. A tick walking on the skin surface or that is easily removed has not yet started the feeding process and is not capable of causing Lyme disease. If the tick has been attached for less than 36 hours, it is unlikely to have transmitted disease. Please consult with your doctor if you have questions.
**Tick Testing:**
- Place the whole tick, preferably alive, in a ziploc bag with a moist cotton ball. Keep in the refrigerator or freezer until you are able to submit it to the lab.
- Download a tick submittal form from the Santa Clara County Public Health Department website.
- Mail tick and check for $15 to Santa Clara County Public Health Laboratory at 2220 Moorpark Ave, 2nd floor, San Jose 95128 (408-885-4272). You can also drop off the tick directly to the lab.
- Ticks are tested every Tuesday. The lab will call you on Tuesday if it is positive. If negative, there will be no phone call and they will mail you the lab report.
---
**POISON OAK**
Many people are sensitized to urushiol which is the allergic compound found in poison oak. Touching poison oak can cause red, itchy skin which can progress to skin swelling or a rash of red bumps or blisters. “Leaves of three, let them be” is a helpful reminder to identify and avoid poison oak. But poison oak can look different depending on the season. Poison oak can grow as a dense shrub or as a climbing vine. The color of the leaves can be bronze, bright green, yellow-green or reddish. The plant can have greenish-white or tan berries.
After a known exposure, you should take off any contaminated clothing and gently wash the skin with mild soap and water as soon as possible. Fingernails should be washed carefully to remove any urushiol under the nails. Vigorous scrubbing is not recommended as this can worsen possible skin symptoms.
Skin symptoms usually start within four hours to four days after urushiol exposure. Sometimes the rash can occur at different times in different people: a rash can occur on a different part of the body (for example, the arms) several days after the initial rash on the hands. This does not mean that the reaction is spreading from one area of the body to another. Poison oak is not contagious and cannot be passed from person to person. But urushiol can be carried under fingernails and on clothes; if another person comes in contact with the urushiol, he/she could develop poison oak rash.
Poison oak dermatitis usually resolves in 1-3 weeks without treatment. To help relieve itching, oatmeal baths, cool wet compresses and topical steroid creams can be used. For blisters, astringents such as Burow’s solution or Domeboro may help discomfort. Oral antihistamines do not tend to help relieve itching caused by poison oak but the antihistamines that cause drowsiness (such as Benadryl) may help you ignore the itching while sleeping. For severe poison oak dermatitis, consider seeking medical help.
We’re all looking forward to a fun, educational and healthy school year!
No-Nut Policy
Mountain School is a peanut- and tree nut-free school. We ask all families to avoid nuts and nut products in all cooking projects and in any snacks or lunches brought to school. This includes the schoolhouse, the outdoor school sites, and any school family picnic. This is in deference to children with extreme, often life-threatening, peanut or tree nut allergies.
Soybean butter and sunflower seed butter (“sunbutter”) are safe, nut-free alternatives.
Sick Policy
Children (and adults) should come to school only when healthy. Then, they are happier and full of energy for play, projects, and hikes. If they are sick, they have difficulty enjoying their day. They also put other children, teachers, and adults at risk for becoming sick.
Please use these guidelines to identify when an illness is contagious. Remember, this is in your child’s best interest as well as in the interest of protecting other children from unnecessary exposure to illness.
Fever
A fever of 100° F. or above means a child is infectious. The child may return to school when her temperature has been below 100° F. for 24 hours without the use of medication such as Tylenol or Motrin, and her appetite and activity level have returned.
Eye Infections
Most eye infections are highly communicable. The child may come to school only after redness and drainage have resolved.
Ear Infections
A child with an ear infection is not usually infectious. He may come to school as long as he is feeling well enough and is fever-free.
Nasal Congestion and Cough
Many types of viruses cause colds and coughs, with some resulting in serious illnesses. Please keep your child home if she has a persistent runny nose (other than clear discharge) and/or persistent cough.
Skin Infections or Generalized Rash
A child with an unexplained rash or skin lesions that are draining should be evaluated by a physician. He may come to school after appropriate treatment or with his physician’s consent.
Sore Throat
A child with a fever and sore throat should stay home until her temperature is normal and she is feeling well.
Vomiting
A child can come to school once he has been free from vomiting for at least 24 hours.
Diarrhea
Diarrhea is defined as two or more loose, watery, or mucous stools in a 24-hour period. A child who has had diarrhea should return to school only after all three of these conditions are met:
a. Temperature is below 100° F.
b. Stools are normal when eating a semi-solid diet
c. She is feeling comfortable.
Funds Raised and Volunteer Recruitment
It was a pleasure coming to all the circle meetings and highlighting our fundraising model for the 2016-2017 school year! This model was so successful last year, that we will continue to follow the same recipe for success. Last year, we raised a total of over $61K for our wonderful school! Our three main events brought in over $16K for Turkey Trot, almost $19K for Winter Raffle, and over $11K for May Fair! This success was due to all the hard work of the Fundraising committee, the Fundraising Liaisons, and all the dedicated families! All funds raised goes into our general fund that pays for operating cost for our school! With everyone’s continual participation, we will have another successful year in fundraising!
In order to do that, we still need some crucial roles to be filled. If you are interested, have any experience or willing to learn, please let me know. These following positions are still open and needs to be filled immediately:
Fundraising Liaisons, Solicitations, May Fair Co-Chair, Buy A Spot Team, and Food and Beverages Services.
Get Your Logo On!
Jen Jewell-Larsen, Logo Gear Sales Coordinator
Mountain School Logo Gear is now available to order!
Please visit http://www.freewebstore.org/LGSONS to order.
• Orders are due by 5pm on Sunday, 9/25.
• We expect garments to be at school for pickup by the second or third week of October.
• All profits go directly to the school!
• Please email Jen at firstname.lastname@example.org with any questions.
Whether you are an old pro, or are new to using Basecamp, the members of the Board thought it would be prudent to outline some things to keep in mind when using this service. The “All School folder” goes out to everyone in our community which is about 200 people. Be aware that any comment or reply you make to a topic in this folder will be sent to all 200 people unless you change some settings. If sending your reply to 200 people is not your intent, here are some ways to avoid it:
• Avoid replying to the Basecamp thread through your e-mail. Your reply will go to everyone.
• If you add a comment through the Basecamp app on your cell phone, it will send it to everyone by default. If you scroll to the bottom of the “Add a comment” section, you can see who will receive your comment. There is a link at the very end allowing you to change the recipients.
• Using the web interface on your computer is similar. It will by default send your comment to everyone. After you click on the field to make a comment, scroll to the bottom to see or change who will receive your comment.
• If you would rather just send an e-mail directly, you can click on any member’s Basecamp icon (picture) to see their e-mail address (on your computer.) Copy and paste to send an e-mail.
Our School Library
Courtney Boitano, Librarian
The new school year is an excellent time to check out some new books! We have a wonderful collection of books in the Parent Library for you to check out and enjoy. Topics range from child development, sensory processing, and learning, to popular titles such as "NurtureShock."
The Teacher Library is a shelf of large picture books also located in the schoolhouse parent room and was recently updated. Although the books are not on loan to enjoy at home, they can be read while you are at the schoolhouse with your child. Some of the social emotional books are excellent to help your child as they experience different transitions throughout toddlerhood. We also have books on nature, gardening, food and many animal books to fit each child's unique interests.
I will be showcasing books in this library column of the newsletter and would love book recommendations from Mountain School families! We recently checked out at the public library and enjoyed, “School’s First Day of School,” by Adam Rex.
On top of my pile of books is “The Conscious Parent” by Dr. Shifali Tsabary. Dr. Tsabary expounds on the parent-with-child relationship shifting away from the traditional parent-to-child approach.
What are your favorite back to school books? What’s on your list of books to read?
Please send any recommendations to email@example.com. To check out books from the parent library, please refer to the instructions on the parent library cabinet.
Photo Opportunity
Kellie Kirby, School Photos Coordinator
Mountain School
Fall Family Mini Sessions
www.paperowlstudios.com
$200
Includes
30 minute session
10-15 high resolution images for download
October 15th and 16th
Guadalupe Oak Grove Park
Book by October 1st
Email firstname.lastname@example.org
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Sustainability
Environmental
- Natural Resource Use
- Environmental Management
- Pollution Prevention
Economic
- Profit
- Cost Savings
- Economic Growth
- Research and Development
Social
- Education
- Community
- Standard of Living
- Equal Opportunity | <urn:uuid:97c868c4-2765-4026-93f8-320da353815d> | CC-MAIN-2021-49 | https://www.lakevillemn.gov/DocumentCenter/View/8604/Water-Social-Action-Resource-Sustainability-Pillars | 2021-12-04T08:35:39+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362952.24/warc/CC-MAIN-20211204063651-20211204093651-00197.warc.gz | 856,717,171 | 54 | eng_Latn | eng_Latn | 0.409422 | eng_Latn | 0.409422 | [
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Grow Your Own Beans & Peas
*Runner Beans * Broad Beans
*French Beans *Dwarf/Climbing
*Peas/Mangetout
Lacock, Chippenham, Wiltshire SN15 2LZ
Tel: 01249 730204
Norton Lane, Whitchurch, Bristol BS14 OBT
Tel 01275 832296
www.whitehallgardencentre.co.uk
**Runner Beans**
**Sowing Seed**
Prepare soil in winter or early spring. Dig a trench 18” wide and fork in compost before replacing soil. Apply a general organic fertiliser 7-10 days before sowing e.g. poultry pellets, fish blood and bone, liquid feed occasionally during the cropping season.
**Sowing Time**
Sow in May.
**Crop Care**
Use 8ft supporting canes, poles or netting. Loosely tie young plants to the supports, so they can climb naturally. Protect from slugs. Hoe regularly and water well in dry weather – mulching will help to conserve moisture. When plants reach the top of the growing supports remove the growing points.
**Harvesting**
Pick regularly once the pods have reached a decent size 6-8”, but before the beans inside have started to swell. If you remove the pods as soon as they reach this stage, then harvesting should continue for at least 8 weeks.
After harvesting, cut off the stems at soil level, leave the roots in the ground, the roots release nitrogen into the soil - **Good for the next crop!**
---
**French Beans Dwarf/Climbing**
**Sowing Seed**
French Beans will succeed in most soils but they hate heavy clay. For best results apply a balanced fertiliser 7-10 days prior to sowing. Protect seedlings from slugs.
**Sowing Time**
April-May.
**Crop Care**
Hoe regularly to keep weeds down during the early stages of the crops life. Support plants with short twigs or pea sticks to prevent them from toppling over. Use twiggy branches or plastic netting for the climbing varieties. Water well if weather turns dry during or after the flowering period. Mulch around the stems in June. Once the pods have been harvested, apply a liquid feed so that a second crop can be obtained.
**Harvesting**
Begin picking when the pods are 4” long. A pod is ready if it snaps easily when bent and before the telltale bulges of maturity appear along its length. Pick several times a week to prevent pods maturing. Cropping should go on for 5-7 weeks.
---
**Broad Beans**
**Sowing Seed**
For best results apply a balanced fertiliser, such as Growmore or fish blood and bone, about 1 week before sowing.
**Sowing Time**
Sow from November to March.
**Crop Care**
Hoe regularly, to reduce weeds and water in dry weather. Support will be necessary for tall varieties. Pinch off the top 3” as soon as the first beans start to form. This will ensure an earlier harvest and also provide some degree of blackfly control. Spray if blackfly persist.
**Harvesting**
Pick when first pods are 2-3” long. When cropping has finished, dig plants into soil to provide a valuable green manure.
---
**Peas/Mangetout**
**Sowing Seed**
Choose an open spot, which has not grown peas for 2 seasons. Apply a light dressing of Growmore fish blood and bone 7-10 days before sowing.
**Sowing Time**
Sow from mid-March onwards.
**Crop Care**
Protect rows from birds with netting or lines of black cotton before the seeds germinate. Hoe regularly and water during dry spells. When seedlings are 3” high, insert twiggy branches to provide support to stems. Do not delay this operation or slug damage may occur. Medium and tall varieties will need the extra support of a screen of netting next to each row.
**Harvesting**
A pod is ready for picking when it is well filled, but while there is still air space. Harvest peas from the bottom of the stem working upwards. | <urn:uuid:237b03d3-92d1-41a1-89a0-5bf6f476058e> | CC-MAIN-2017-26 | http://whitehallgardencentre.co.uk/pub/media/downloads/grow-your-own-peas-and-beans.pdf | 2017-06-27T17:20:42Z | crawl-data/CC-MAIN-2017-26/segments/1498128321497.77/warc/CC-MAIN-20170627170831-20170627190831-00567.warc.gz | 446,644,465 | 865 | eng_Latn | eng_Latn | 0.735774 | eng_Latn | 0.997162 | [
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WHEREAS, public health organizations use National Public Health Week to educate the public, policymakers and public health professionals about issues that are important to improving the health of the people of the United States; and
WHEREAS, this year’s theme of “Healthiest Nation 2030” highlights the goal of making the United States the healthiest Nation in one generation; and
WHEREAS, the value of a strong public health system is in the air we breathe, the water we drink, the food we eat and the places where we live, learn, work and play; and
WHEREAS, public health professionals help communities prevent, prepare for, withstand and recover from the impact of a full range of health threats including natural or man-made disasters and disease outbreaks by collaborating with non-traditional partners such as city planners, transportation and education officials and private sector businesses; and
WHEREAS, studies show that small strategic investments in prevention could result in significant savings in health care costs; and
WHEREAS, in communities across the country, more people are changing the way they care for their health by avoiding tobacco use, eating healthier, becoming more physically active and preventing unintentional injuries at home and in the workplace; and
WHEREAS, by adequately supporting health and prevention, we can continue to transform a health system focused on treating illness to one which focuses on preventing disease and promoting wellness;
NOW, THEREFORE, I, CHRIS CHRISTIE, Governor of the State of New Jersey, do hereby proclaim:
APRIL 3 THROUGH APRIL 9, 2017 AS PUBLIC HEALTH WEEK
in New Jersey and encourage all residents to learn about the role of the public health system in improving the health in our State and Nation.
GIVEN, under my hand and the Great Seal of the State of New Jersey, this twenty-first day of March in the year two thousand seventeen, the two hundred forty-first year of the Independence of the United States.
Lt. GOVERNOR
GOVERNOR | <urn:uuid:a4f718ff-78d5-45dd-b092-bcdf7e6e3c65> | CC-MAIN-2021-49 | https://www.njpha.org/wp-content/uploads/2017/04/Scan010.pdf | 2021-12-04T08:02:29+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362952.24/warc/CC-MAIN-20211204063651-20211204093651-00194.warc.gz | 908,582,026 | 401 | eng_Latn | eng_Latn | 0.994646 | eng_Latn | 0.994646 | [
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Rabbits are small, furry mammals with long ears and short tails. They are herbivores, meaning they eat plants. Rabbits are known for their ability to run quickly and their distinctive hopping gait. They are often kept as pets and are popular in many cultures for their cute appearance and playful behavior. | <urn:uuid:423d08d3-ff8a-456d-a16f-28e2ca0e26f6> | CC-MAIN-2021-49 | https://971876cb-de49-47bb-822d-a5e6edf8fd54.filesusr.com/ugd/503a3c_7d8e5cdb684841a4954fc0cc505fdc63.pdf | 2021-12-04T08:18:15+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362952.24/warc/CC-MAIN-20211204063651-20211204093651-00196.warc.gz | 156,617,512 | 63 | eng_Latn | eng_Latn | 0.99899 | eng_Latn | 0.99899 | [
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Writing Skills
Find the complete sentence and fill in the circle next to your answer.
1. A. Maps and other guides.
B. Many of the travelers on the long journey.
C. Travel was not easy many years ago.
D. Faced all kinds of dangers.
2. F. The settlers traveled for many months.
G. After the first three months.
H. Were many problems on the journey.
J. Seventeen adults and ten children.
3. A. A stone marker in the town.
B. Tells of the settlers' journey.
C. Took courage to cross the country.
D. Their journey came to an end.
Find the sentence that is written correctly and fill in the circle next to your answer.
4. F. On May, 22, 1896, the settlers arrived.
G. On May 22, 1896, the settlers arrived.
H. On May, 22, 1896 the settlers arrived.
J. On May 22 1896, the settlers arrived.
5. A. My family settled in Albany, New York and Atlanta, Georgia.
B. My family settled in Albany, New York, and Atlanta Georgia.
C. My family settled in Albany, New York, and Atlanta, Georgia.
D. My family settled in Albany New York, and Atlanta, Georgia. | <urn:uuid:d609e460-8c15-4166-b29c-1f8d49cacd0b> | CC-MAIN-2017-26 | http://misskroot.weebly.com/uploads/2/2/8/4/22843946/4m.pdf | 2017-06-27T17:32:59Z | crawl-data/CC-MAIN-2017-26/segments/1498128321497.77/warc/CC-MAIN-20170627170831-20170627190831-00569.warc.gz | 249,986,318 | 288 | eng_Latn | eng_Latn | 0.996382 | eng_Latn | 0.996382 | [
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As I write this, it is in the middle of one of those weeks where the news seems to be coming at us fast and furious, with regular ‘breaking news’ updates on my phone about the continuing politics and terror attacks in the United Kingdom. There was also a bewildering and distressing announcement that 10 students who were admitted to a highly competitive and prestigious university had their acceptance letters rescinded after they had sent sexually explicit and racially charged memes and messages that had targeted minority groups in a private Facebook chat. Along with this chain of events was an announcement that the journal *The Future of Children* had published a special issue on social and emotional learning (*The Future of Children*, 2017). Perfect timing, I thought.
The term *social and emotional learning* (SEL) has been around for about the past 20 years, but there is now a renewed interest among parents, educators, health care providers, and policy makers as to how schools can better integrate SEL into classrooms in addition to traditional academic subjects. Research has demonstrated that SEL is key to important life outcomes, such as school and career success, because it fosters the ability of children to integrate thinking about their emotions and behaviors in ways that lead to positive academic and social outcomes (Jones & Doolittle, 2017).
The Collaborative for Academic, Social and Emotional Learning (CASEL) is an initiative that promotes the adoption of policies, standards, and guidelines for the incorporation of SEL in schools (CASEL, 2017). Largely due to the efforts of CASEL, all 50 states now have SEL standards in place at the preschool level, and four states have developed such standards for kindergarten through 12th grade.
While there are common themes, there are a variety of conceptual frameworks which describe SEL, and thus provide implications for assessment, intervention, and evaluation. One of the more familiar frameworks is that described by CASEL (2017), which identifies five types of competencies related to SEL skills:
- **Self-awareness**: the ability to identify one’s own emotions and values, and understand how they guide behavior;
- **Self-management**: the ability to successfully regulate one’s behavior in different situations;
- **Social-awareness**: understanding social norms of behavior and being able to adopt the perspectives of and empathize with others;
- **Relationship skills**: the ability to be a good listener, cooperate with others, and resist negative social pressure; and
- **Responsible decision making**: being able to make constructive choices about behavior based on societal norms and ethical standards.
Overall, research has indicated that SEL skills are meaningful. Children who participate in evidence-based SEL programs in schools and other settings tend to have better outcomes academically and in life (McKown, 2017). Such skills are also considered to be malleable; that is, they can be taught and changed.
When it comes to the challenge of how to promote SEL, policy makers point to four specific aims where the benefits are felt to outweigh the costs: 1) adopt SEL standards in schools and other setting; 2) develop incentives for sites to implement SEL programs; 3) provide coursework and training for educators and other providers; and 4) invest in further research and development of SEL programs (McKown).
To achieve and be successful in life, it may be just as important for children to learn social and behavioral skills as it is to learn academic and cognitive content. Regarding research and practice, we are at a crossroads in that the challenge is to further develop the evidence and incorporate these findings into our educational and healthcare systems. Educators, health care professionals, and policy makers will be key partners to ensure that there will be continued support for developing the science of SEL, and to incorporate the learning of these skills into the everyday experiences of children.
REFERENCES
The Future of Learning [special issue on Social and Emotional Learning]. (2017). Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/FOC-Spring-Vol27-No1-Compiled-Future-of-Children-spring-2017.pdf
Collaborative for Academic, Social and Emotional Learning (CASEL). (2017). Retrieved from http://www.casel.org
Jones, S., & Doolittle, E. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27, 3-11.
McKown, C. (2017). Social and emotional learning: A policy vision for the future. The Future of Children: Policy Brief. Retrieved from http://www.futureofchildren.org/file/1001/download?token=YCMn3zR | <urn:uuid:4f6e7270-5827-4c1b-8158-3f995d19e05e> | CC-MAIN-2023-14 | https://www.jpedhc.org/article/S0891-5245(17)30358-9/pdf | 2023-03-29T04:59:58+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948932.75/warc/CC-MAIN-20230329023546-20230329053546-00426.warc.gz | 932,929,939 | 946 | eng_Latn | eng_Latn | 0.993361 | eng_Latn | 0.996865 | [
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TOPIC OBJECTIVES
TOPIC #1: DEVELOPING INDEPENDENCE
Students will identify the skills necessary to become independent and the methods to attain those skills.
TOPIC #2: SELF-CONCEPT
Students will analyze the relationship between self-concept and self-packaging.
TOPIC #3: STRESS MANAGEMENT
Students will discuss stress as a natural part of living, and identify methods of stress reduction for personal use through classroom activities.
TOPIC #4: COMMUNICATION
Students will identify and practice the skills necessary for effective communication.
TOPIC #5: SOCIAL SKILLS
Students will identify the social skills which assist individuals in developing friendships and independence.
TOPIC #6: FAMILY DYNAMICS
Students will be grouped into classroom families to practice skills that support and facilitate pleasant family relationships through communication, family traditions, organization of living space, sharing, and accepting some personal responsibility for the well-being of other family members.
TOPIC #7: FAMILY ECONOMICS
Students will analyze the impact of individual career choices on family lifestyles and develop a family budget.
TOPIC #8: CHILD CARE
Students will identify child care skills for personal and/or occupational use.
TOPIC #9: TEXTILES EQUIPMENT TECHNOLOGY
Students will demonstrate the use of a conventional sewing machine, a serger, and a rotary cutter and mat.
TOPIC #10: TEXTILES OCCUPATIONAL SKILLS
Students will demonstrate a beginning level of proficiency using the conventional (lockstitch) sewing machine, serger, and rotary cutter and mt as used in many textile-related occupations.
TOPIC #11: TEXTILES CARE AND CONSUMERISM
Students will identify consumer skills related to fabrics, laundry procedures, and clothing care by completing individualized projects.
TOPIC #12: KITCHEN MANAGEMENT
Students will identify and practice basic food safety and sanitation rules in food preparation activities.
TOPIC #13: FOOD MEASUREMENTS
Students will demonstrate use of standard measurement abbreviations, equivalents, and techniques during a food preparation experience.
TOPIC #14: FOOD PREPARATION TERMS
Students will demonstrate knowledge of basic food preparation terms by participating in foods terminology learning games and a foods laboratory experience.
TOPIC #15: READING A RECIPE
Students will demonstrate reading a recipe, following directions, and recognizing the reason(s) basic ingredients are used in recipes.
TOPIC #16: FOOD LABELS
Students will be able to read and analyze the information provided on a food product label.
TOPIC #17: NUTRITION STRATEGIES
Students will study the food pyramid, the U.S.D.A. dietary guidelines, and the basic types of nutrients, and then demonstrate the use of this information by assessing the nutritional qualities (value) of various foods.
TOPIC #18: RESTAURANT SIMULATION
Students will explore restaurant-related careers by participating in a restaurant simulation activity. | <urn:uuid:4195d291-686a-4d2f-b589-8d5565435e3a> | CC-MAIN-2023-14 | https://www.uen.org/cte/family/cte_intro/downloads/topic_objectives.pdf | 2023-03-29T02:50:04+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948932.75/warc/CC-MAIN-20230329023546-20230329053546-00430.warc.gz | 1,121,717,014 | 587 | eng_Latn | eng_Latn | 0.977137 | eng_Latn | 0.980216 | [
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Dickson Stars News
February 2017
Robert Whale—Principal Anna Seftel—Assistant Principal
GETTING THE HOMEWORK HABIT
Homework can make our home a haven or a battleground. Parents can set the tone for a positive homework environment. It takes ongoing planning and perseverance, but the rewards are worth your time and effort. The secret to success is to believe homework is necessary to reinforce your child’s schoolwork and to treat it accordingly. Making homework a family commitment can help your child develop lifelong study skills, self discipline, and independence. Here are some tips:
◊ Know what kind of homework is expected from teachers and make sure your child completes it.
◊ Provide your child with a regular, quiet place to do homework.
◊ Expect every child to meet tough academic standards
◊ Support school efforts to develop and maintain rules for student discipline
◊ Encourage perseverance and effort in your child. These qualities are the keys to success in life.
Start early: The preschooler is prepared for future homework when you establish a brief daily quiet time for stories. Continue this pleasant routine as your child progresses through the grades and homework time will be a pleasant daily routine. Be consistent: Agree upon homework rules and make sure they are followed. Let your child do the homework: That’s the only way a child will learn, but help organize study time. Plan: Try a calendar that allows a regular schedule that can balance homework, play, and chores. Keep in touch with the teacher: If your child doesn’t understand an assignment, let the teacher know that your child may need extra help.
| Su | Mon | Tue | Wed | Thu | Fri | Sat |
|----|-----|-----|-----|-----|-----|-----|
| | | | 1 | 2 | 3 | 4 |
| | | | P&Ps & Pockets Collection Feb 1-17 | PTA Valentine grams for sale Feb 1-10 | Kinder field trip to Chino Library—Pitts/Whitehead | |
| 5 | 6 | 7 | 8 | 9 | 10 | 11 |
| 12 | 13 | NO SCHOOL | Active Parenting #1 8:30am & 6pm | 15 | 16 | 17 | 18 |
| 19 | 20 | NO SCHOOL | Active Parenting #2 8:30 & 6pm | Monthly Awards 8:30am | 23 | 24 | 25 |
| 26 | 27 | McTeacher Night 4-7 at McDonald’s on Grand Ave. | Active Parenting #3 8:30 & 6pm *PTA meeting @3:15 *Art showcase viewing at Magnolia Jr High 6-8pm | | | | |
REMINDERS: **PLEASE CONTINUE TO BRING RECYCABLES EVERY FRIDAY!!
**WEAR YOUR FAVORITE COLLEGE SHIRT ON MONDAYS/SCHOOL SPIRIT: WEAR RED ON FRIDAYS
**MANY STUDENTS THROW AWAY THEIR LUNCHES. PLEASE CHECK THE LUNCH MENU ONLINE | <urn:uuid:c7d91021-2187-40da-a038-54d59b15f4da> | CC-MAIN-2017-17 | http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/13/Newsletter%20English.pdf | 2017-04-24T07:26:03Z | crawl-data/CC-MAIN-2017-17/segments/1492917119120.22/warc/CC-MAIN-20170423031159-00607-ip-10-145-167-34.ec2.internal.warc.gz | 482,691,480 | 685 | eng_Latn | eng_Latn | 0.996491 | eng_Latn | 0.996491 | [
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3.13 HOME SCIENCE (441)
3.13.1 Home Science Paper 1 (441/1)
SECTION A (40 marks)
Answer all the questions in this section in the spaces provided.
1. List four materials that are suitable for packing foods. (2 marks)
2. Identify two signs and symptoms of anaemia. (2 marks)
3. Highlight one benefit of thawing frozen foods thoroughly before cooking. (2 marks)
4. State two ways of conserving vitamin C during storage. (2 marks)
5. Differentiate between batter and dough in cookery. (2 marks)
6. Identify two types of skin infections caused by poor personal hygiene. (2 marks)
7. Give the meaning of the term adolescence. (2 marks)
8. Describe the term immunisation. (2 marks)
9. Identify two types of drainage used in the home. (2 marks)
10. Identify two symptoms of hookworm infestation. (1 mark)
11. Identify two surfaces that are best cleaned using the scrubbing method. (2 marks)
12. State two ways in which desirable habits in children are formed. (2 marks)
13. State four pieces of information that should be included in an invoice of goods sold. (2 marks)
14. Give the meaning of the term consumer protection. (2 marks)
15. List four methods of removing dirt from surfaces. (2 marks)
16. List two special treatments given to garments after washing. (2 marks)
17. Identify two classifications of natural fibres. (2 marks)
18. Name two garments where the use of in-seam pockets would be appropriate. (2 marks)
19. State two points that should be observed to ensure that cutting out scissors work effectively. (2 marks)
20. Give two types of permanent hand stitches used to make a boy's pair of shorts. (1 mark)
21. Identify four pattern pieces that you would draft in preparation for making an apron. (2 marks)
SECTION B (20 marks)
(Compulsory)
Answer question 22 in the spaces provided.
22. The Home Science club in your school is visiting an elderly woman in the neighbourhood as part of community service.
Describe the procedure you would follow to:
(a) Clean her plain wooden food storage cupboard; (5 marks)
(b) Clean weekly the cemented pit latrine floor; (8 marks)
(c) Launder her woollen sweater with a pocket. (7 marks)
SECTION C (40 marks)
Answer any two questions from this section in the spaces provided after question 25.
23. (a) Explain three advantages of planning meals in a family. (6 marks)
(b) Explain four general rules to observe when drying foods ready for storage. (8 marks)
(c) Describe three ways in which you can advertise a new recipe that your class has developed. (6 marks)
24. (a) Explain three problems resulting from the use of hard water in washing. (6 marks)
(b) Explain four rules to be observed when patching a garment. (8 marks)
(c) Describe three ways in which a faced slit opening can be made decoratively. (6 marks)
25. (a) Describe three disadvantages of using charcoal as a fuel. (6 marks)
(b) Explain three guidelines that ensure that the nutritional needs of a sick person at home are met. (6 marks)
(c) Explain four factors that affect normal foetal development. (8 marks) | <urn:uuid:397d6823-0457-4310-a6a6-28a2389bf58b> | CC-MAIN-2023-14 | https://www.atikaschool.org/uploads/6/0/4/0/60406393/home_science_paper_1_q-atikaschooldotorg-2022-638.pdf | 2023-03-29T03:25:47+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948932.75/warc/CC-MAIN-20230329023546-20230329053546-00423.warc.gz | 730,769,827 | 706 | eng_Latn | eng_Latn | 0.987721 | eng_Latn | 0.988064 | [
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Ascariasis
BASIC EPIDEMIOLOGY
Infectious Agent
Ascariasis is caused by the soil-transmitted helminths *Ascaris lumbricoides* and *Ascaris suum*. Both are roundworm intestinal nematodes. *Ascaris lumbricoides* is found in humans, while *Ascaris suum* is most commonly found in pigs. *Ascaris lumbricoides* is the most prevalent of all human intestinal nematodes worldwide.
Transmission
Transmission is primarily via ingestion of soil contaminated with feces. Eggs are shed in an infected person’s feces but do not become infectious until they have incubated in the soil for 2-3 weeks. Once they become infectious they can be transmitted via contaminated soil and water, agriculture products contaminated with human or pig feces, fingers (especially children), or fomites.
Incubation Period
Eggs must incubate in soil for 2-3 weeks before they become infectious to humans. Once the infected eggs are ingested, it takes approximately 8 weeks for the eggs to develop into an egg-laying adult female worm.
Communicability
Human to human transmission of *Ascaris* spp. does NOT occur because part of the worm’s life cycle must be completed in soil before becoming infectious. Soil contamination is perpetuated by fecal contamination from infected humans for *Ascaris lumbricoides* and humans (rarely) or pigs for *Ascaris suum*. An infected person may shed eggs for as long as they are infected with an egg-laying adult which may be several years.
Clinical Illness
Most infections with Ascaris spp. are asymptomatic. Live worms, passed in stools or occasionally from the mouth, anus, or nose, are often the first recognized sign of infection. Larval migration may result in pulmonary manifestations such as wheezing, cough, fever, eosinophilia and pulmonary infiltration in some patients. Light infections may result in minor abdominal discomfort, dyspepsia, and loss of appetite. Heavy infections may result in severe abdominal pain, fatigue, vomiting, or weight loss. In children, these symptoms can result in nutrient deficiencies causing delayed growth and/or cognitive impairment. Serious complications are rare but can be fatal and include intestinal obstruction by a bolus of worms, or obstruction of bile duct, pancreatic duct or appendix by one or more adult worms.
DEFINITIONS
Clinical Case Definition
Early symptoms of ascariasis occur during larval migration and include cough, wheezing, pneumonitis and eosinophilia. Minor infections may manifest as abdominal discomfort or loss of appetite. Major infections may result in obstruction and inflammation of intestinal organs (appendicitis, pancreatitis etc.), vomiting (possibly accompanied by expulsion of adult worms), weight loss, and fatigue. In children, nutrient deficiency, growth retardation, and cognitive impairment may also be present.
Laboratory Confirmation
- Microscopic identification of *Ascaris* spp. (*A. lumbricoides* or *A. suum*) eggs in stool specimens **OR**
- Microscopic identification of ascarid larvae in sputum or gastric washings, **OR**
- Identification of adult worms passed from the anus, mouth or nose
Case Classifications
- **Confirmed**: A case that is laboratory confirmed
- **Probable**: A clinically compatible case with evidence of infection such as
- An ultrasound showing worms in the pancreas or liver or
- CT or MRI scans showing worms present in the ducts of the liver or pancreas.
SURVEILLANCE AND CASE INVESTIGATION
Case Investigation
Local and regional health departments should promptly investigate all reports of ascariasis. Investigations should include an interview of the case or a surrogate to get a detailed exposure history. Please use the Ascariasis Investigation Form available on the DSHS website: [http://www.dshs.texas.gov/idcu/investigation/](http://www.dshs.texas.gov/idcu/investigation/)
Note:
- If an imported case (acquired outside of Texas) of Ascariasis is diagnosed/identified in a refugee with a current Texas address, it should be investigated and counted as a Texas case. If a case currently has an address outside of your jurisdiction or the refugee plans to move to another state or country, fax the available investigation information, with the new address, to DSHS EAIDU. This information will be forwarded to the appropriate jurisdiction.
Case Investigation Checklist
- Confirm laboratory results meet the case definition.
- Review medical records or speak to an infection preventionist or healthcare provider to verify case definition, identify possible risk factors, and describe course of illness.
- Interview the case to get detailed exposure history and risk factor information.
- Use the **Ascariasis Investigation Form** to record information from the interview.
- If the case is not available or is a child, conduct the interview with a surrogate who would have the most reliable information on the case, such as a parent or guardian.
- Provide education to the case or his/her surrogate about effective handwashing, food safety practices, and avoidance of soil contamination. See Prevention and Control Measures.
- Fax completed forms to DSHS EAIDU at **512-776-7616**
- For lost to follow-up (LTF) cases, please complete as much information as possible obtained from medical/laboratory records (e.g., demographics, symptomology,
onset date, etc.) on investigation form and fax/e-mail securely to DSHS EAIDU and indicate the reason for any missing information.
- If the case is part of an outbreak or cluster, see Managing Special Situations section.
- All confirmed case investigations must be entered and submitted for notification in the NEDSS Base System (NBS). Please refer to the *NBS Data Entry Guidelines* for disease specific entry rules.
**Prevention and Control Measures**
- Routine hand washing with soap and warm water.
- Proper disposal of human waste products, such as feces, is necessary to prevent contamination of soil.
- Avoid areas where human waste contamination of soil or water is likely.
- Proper removal and disposal of pet waste from outdoor areas.
- Thoroughly wash fruits and vegetables to remove soil/fertilizer residue.
- Thoroughly cook all fruits and vegetables that may have been in contact with soil produced from human and animal waste.
**Exclusions**
There is no human-to-human transmission of ascariasis therefore no exclusion from work, school or daycare is required for disease control purposes unless the individual has diarrhea. If the individual has diarrhea, the standard exclusion until diarrhea free for 24 hours without the use of diarrhea suppressing medications applies. Diarrhea is defined as 3 or more episodes of loose stools in a 24-hour period.
---
**MANAGING SPECIAL SITUATIONS**
**Outbreaks/Clusters**
If an outbreak or cluster is suspected, notify the DSHS Emerging and Acute Infectious Disease Unit (EAIDU) at **(512) 776-7676**.
The local/regional health department should:
- Interview all cases suspected as being part of the outbreak or cluster.
- Request medical records for any case in your jurisdiction that died, was too ill to be interviewed, or for whom there are no appropriate surrogates to interview.
- Prepare a line list of cases in your jurisdiction. Minimal information needed for the line list might include patient name or other identifier, DSHS or laboratory specimen identification number, specimen source, date of specimen collection, date of birth, county of residence, date of onset (if known), symptoms, underlying conditions, treatments and outcome of case, and risky exposures, such as inadequate waste disposal near the home or work, recreational activities in areas with inadequate waste disposal, or travel to an endemic country reported by the case or surrogate.
Line list example:
| ID | Name | Age | Sex | Ethnicity | Onset | Symptoms | Risks | Notes |
|----|------|-----|-----|-----------------|-----------|-------------------|----------------------------------------------------------------------|---------------------|
| 1 | NT | 34 | F | White/non-Hispanic | 12/4/16 | Diarrhea, Anemia | Travel to Vietnam, lives in same neighborhood as ID 2 | Brother ill |
| 2 | PR | 4 | M | Unknown | 11/30/16 | Anemia, bloody stool | Poor sanitation near home, lives in same neighborhood as ID 1 | Lost to follow up (LTF) |
- If the outbreak was reported in association with an apparent common risk factor (e.g., work or live near a possible site of soil contamination, members of the same household with similar travel), recommend that anyone displaying symptoms seek medical attention from a healthcare provider.
- If several cases in the same family or geographic area are identified and there is a possibility for similar exposures (e.g., travel to the same country, poor sanitation), testing of potentially exposed persons or mass de-worming treatment may be warranted.
**REPORTING AND DATA ENTRY REQUIREMENTS**
**Provider, School, Child-Care Facility, and General Public Reporting Requirements**
Confirmed, probable and clinically suspected cases are required to be reported within 1 week to the local or regional health department or the Texas Department of State Health Services (DSHS), Emerging and Acute Infectious Disease Unit (EAIDU) at (800) 252-8239 or (512) 776-7676.
**Local and Regional Reporting and Follow-up Responsibilities**
Local and regional health departments should:
- Enter the case into NBS and submit an NBS notification on all **confirmed and probable** cases.
- Please refer to the NBS Data Entry Guidelines for disease-specific entry rules.
- A notification can be sent as soon as the case criteria have been met. Additional information from the investigation may be entered upon completing the investigation.
- Fax completed forms to DSHS EAIDU at 512-776-7616 or email securely to an EAIDU epidemiologist.
When an outbreak is being investigated, local and regional health departments should:
- Report outbreaks within 24 hours of identification to the regional DSHS office or to EAIDU at 512-776-7676.
**LABORATORY PROCEDURES**
Fecal Ova and Parasite testing for helminth eggs (fecal O&P examination) is widely available from most private laboratories, and if needed, DSHS laboratory is available for specimen submission. Adult worm specimen identification may not be available at private laboratories therefore submission
to the DSHS laboratory is available and highly recommended. Contact EAIDU to discuss further if needed.
**Specimen Collection**
- Submit a stool specimen in an O&P stool collection kit (5-10% formalin & Zn-PVA fixatives).
- Required volume: Stool 5 g solid or 5 mL liquid.
- Adult worms should be submitted in either 5-10% formalin or 70% ethanol.
**Submission Form**
- Use DSHS Laboratory G-2B form for specimen submission.
- Make sure the patient’s name and date of birth or medical record number match exactly what is written on the transport tubes.
- Fill in the date of collection, date of onset, diagnosis/symptoms, and all required fields.
**Specimen Shipping**
- Transport temperature: May be shipped at ambient temperature.
- Ship specimens via overnight delivery.
- DO NOT mail on a Friday, or state holiday, unless special arrangements have been pre-arranged with DSHS Laboratory.
- Ship specimens to:
- Laboratory Services Section, MC-1947
- Texas Department of State Health Services
- 1100 West 49th Street
- Austin, TX 78756-3199
- Attn. Walter Douglass (512) 776-7569
**Possible Causes for Rejection:**
- Specimen not in correct transport medium.
- Missing or discrepant information on form/specimen.
- Transport media was expired.
- Unpreserved specimen received greater than 24 hours after collection. (Specimen may still be submitted as an attempt will be made to complete testing on compromised material.)
- Call Medical Parasitology Lab (512) 776-7560 with specific questions about specimen acceptance criteria.
---
**REVISION HISTORY**
March 2021
- Entire section updated | <urn:uuid:ba85c0f4-468f-4729-ab23-79c133606ddb> | CC-MAIN-2023-14 | https://www.dshs.texas.gov/sites/default/files/IDCU/investigation/electronic/EAIDG/2022/Ascariasis.pdf | 2023-03-29T03:36:09+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948932.75/warc/CC-MAIN-20230329023546-20230329053546-00425.warc.gz | 838,565,185 | 2,580 | eng_Latn | eng_Latn | 0.989269 | eng_Latn | 0.994249 | [
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Chhattisgarh state is situated in central eastern India. In comparison, the rural state has a below-average population density. 80 percent of the state’s population depend on agriculture. Despite strong growth in the last decade it lags behind many federal states with regards to economic development. The backbone of its industry are raw material producers mainly of steel, cement and mineral products. Given an ever increasing industry output innovation is needed.
Today, mineral extraction is one of the main drivers for deforestation and environmental pollution in Chhattisgarh. The state’s economy has not been able to profit from the expansion of the manufacturing sector to the same extent as the rest of India over the last two decades. In many rural areas the energy infrastructure is insufficient to meet even the existing demand.
**Unleashing Endogenous Potentials**
Chhattisgarh is often described as the rice bowl of India. Bearing a positive connotation this is also a sign of dependency. Many small hold farmers suffer from the comparatively low productivity of rice cultivation. Some have to fight for mere existence, others get into debt while attempting to boost productivity with fertilizer, machinery and high-yielding crops. This project opens the possibility of additional income for these farmers.
The paper and pulp plant of Hanuman Agro Industries used to fire coal to meet the on-site steam demand. Electricity had to be imported from the grid. In addition to the direct emissions this electricity import from the regional grid – also dependent on coal – led to an overall high greenhouse gas emission level. Supported by carbon offset revenues the plant owners decided to replace these installations with a 2.5 megawatt co-generation unit. The new equipment is fired with biomass and supplies all electricity and steam required for the plant’s production processes. The demand for biomass – especially rice husk – gives a value to a residue that so far had been left to decay in the fields. Thus, the whole region profits from using a local, self-dependent and environmentally friendly fuel source.
**Key Facts:**
- **Project type:** Renewable Energy: Biomass
- **Project standard:** VCS
- **Total emission reductions:** 32,500t CO₂e p.a.
- **Project start date:** February 2005
- **Project partner:** Hanuman Agro Industries Limited
- **Validator:** SGS (DOE)
- **Verifier:** SGS (DOE)
Technology brief – how biomass fuel works
Biomass refers to organic matter such as rice husks, wood, organic waste, or alcohol fuels. While biomass may be grown for the specific purpose of generating electricity or heat, in the case of this project it comes from an existing by-product of the agricultural production in the region. During combustion, biomass releases carbon equivalent to the amount that had been sequestered during its lifespan as a plant. As long as the extraction of biomass is less than the annual growth of the plant it derives from, biomass can be considered to be a carbon neutral fuel. The use of agricultural residues is particularly sensible since there is no conflicting use for the biomass.
Rice husk is an excellent fuel but requires significant changes in firing technology and fuel logistics. One main challenge is the wide dispersion of suppliers combined with the low energy density of rice husk. Since coal is abundantly available in the region the use of coal is the most likely scenario without the incentives of carbon offset revenues.
Sustainability benefits
In addition to reducing greenhouse gas emissions, this project supports sustainable development in the region by:
- Creating jobs in the construction, maintenance, and operation of the plant as well as in the rice husk logistics
- Creating additional income for farmers from agricultural waste
- Alleviating the load on the regional electricity grid
- Reducing emissions of air pollutants from fossil fuel burning like SO2, soot and particulate matter
- Demonstrating and spreading renewable energy technology
- Creating a role model for regional empowerment through environmental friendly technology | <urn:uuid:88012ff9-d01b-4b15-9ce0-be14ceca8bdb> | CC-MAIN-2017-17 | http://www.altohotel.com.au/IndiaHanumanCarbonOffsetProjectProfile_v0.2.pdf | 2017-04-24T07:21:12Z | crawl-data/CC-MAIN-2017-17/segments/1492917119120.22/warc/CC-MAIN-20170423031159-00609-ip-10-145-167-34.ec2.internal.warc.gz | 440,450,854 | 800 | eng_Latn | eng_Latn | 0.996465 | eng_Latn | 0.996802 | [
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11. How to Open a Chess Game
Objectives:
1. Recall the three principles governing opening play
2. Begin demonstrating understanding of opening strategy
The main goal of this lesson is to teach the opening principles and to guide students' application and understanding of these principles. The students should come away with the knowledge of why the opening principles are good guidelines to follow, and begin obeying the opening principles in competition with other students.
From this lesson, the students should learn to pay constant attention to the basic opening strategies of controlling the center, developing pieces toward the center, and keeping the king safe. All mistakes in the opening violate one of these principles, and such violations should be pointed out by the teacher at every available opportunity.
It is important to understand that these general principles are just that: principles. It is sometimes a good idea to violate a principle if something unusual occurs. Again, the position ultimately determines whether an opening move, or any move, is a good move. The principles should be relied upon and generally followed as a guide to opening play, but they are not absolute laws that should be followed without thought.
Outline of lesson:
1. Three stages of a chess game
2. Three general principles
3. What to do and what not to do in the opening
4. Examples of opening play
PART 1: THREE STAGES OF A CHESS GAME
Introduce the three stages of a chess game, in order of importance, as the Endgame, the Middlegame and the Opening. There are principles to guide play in each stage of the game. This lesson concerns the principles that guide play in the opening stage of the game.
PART 2: THREE GENERAL PRINCIPLES
Solicit from the students some ideas of what a player might try to accomplish in the beginning of the game. Students should have enough experience to come up with the main ideas themselves. Give hints to help if necessary. As each principle is described by a student, list the principle in the student's words, then summarize with the ideas listed below:
Control the center
Pieces are stronger toward the center. Center squares are more important. Whoever controls the center usually controls the game.
Develop pieces
The pieces (not pawns) are weak on the back rank. Pieces on the back rank cannot attack at all and are weak defenders. Mobility of the pieces is critical in the opening.
Keep the king safe
Checkmating the king is the ultimate goal, so it must be kept safe from attack. An exposed king is open to attack. This means that players should usually castle the king to help keep it safe.
A student must have a good reason for violating opening principles
Emphasize that these are general principles and not absolute laws. There are times when a player's king is safe right where it is and need not be moved. There are times when immediate attack is better than developing pieces that are not yet developed. Students should be advised to violate an opening principle only if they have a good reason, one they can explain in words, for doing so. Such reasons are few.
PART 3: WHAT TO DO AND WHAT NOT TO DO IN THE OPENING
On the next page is a chart of opening DO'S AND DON'TS that follow naturally from the three opening principles. The students should be able to provide the reasons behind the DO'S AND DON'TS by referring to the three opening principles. Try to get students to explain why these DO'S AND DON'TS make sense.
DO
a. Castle early for king safety. Again, this is just a principle. There are positions in which castling is unnecessary or even a mistake, but in 90% of tournament chess games both players castle within the first ten moves! It is recommended that the teacher insist that students castle early to emphasize the importance of castling. In the rare circumstance in which the student chooses not to castle the student should be able to explain a good reason for not castling.
b. Try to set up a strong pawn center - this helps to control the center. The "d" and "e" pawns are usually moved first to control the center and open up lines for the bishops and the queen.
DON'T
a. Move the same piece twice - This usually is a waste of time. Pieces moved once are usually developed adequately. (NOTE: there are many positions in which moving the same piece twice is a good idea, but in general it is not a good idea.) A player that moves the same pieces again and again allows the opponent to get a lead in development. This generally helps the opponent prepare to attack first.
b. Bring out the queen early. The queen is worth more than the other men. A queen brought out too early can be attacked again and again by weaker men, and forced to waste time retreating from the attack. | <urn:uuid:4e8d6dca-43c4-48c3-9c6c-5289d5607ddd> | CC-MAIN-2017-17 | http://chessctr.org/Book/Chap11.pdf | 2017-04-24T07:18:20Z | crawl-data/CC-MAIN-2017-17/segments/1492917119120.22/warc/CC-MAIN-20170423031159-00609-ip-10-145-167-34.ec2.internal.warc.gz | 69,699,766 | 983 | eng_Latn | eng_Latn | 0.999007 | eng_Latn | 0.999299 | [
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The Origin of the Ozone Hole – Natural or Anthropological
James A. Marusek
24 February 2005
Introduction
The Earth is surrounded by a thin layer of ozone in the middle atmosphere (stratosphere) about 25 kilometers above the Earth's surface. Ozone is a minor constituent of the stratosphere (1-10 ppm). Ozone and oxygen molecules in the stratosphere absorb ultraviolet light from the Sun, providing a filter that prevents this radiation from passing to the Earth's surface. While both oxygen and ozone together absorb 95 to 99.9% of the Sun's ultraviolet radiation, only ozone effectively absorbs the most energetic ultraviolet light (UV), known as UV-C (220-290 nm) and UV-B (290-320 nm). Energetic ultraviolet radiation at the Earth's surface is a health concern because it is believed to cause biological damage in the form of skin cancer (malignant melanoma), tissue damage to eyes, plant tissue damage and destruction of plankton populations in the ocean. An approximate 5 percent reduction of ozone in the stratosphere was observed from 1979-1990. Ozone depletion varies both by season and geographically. Ozone holes are areas where the reduction of ozone is dramatic; leaving voids in the ozone layer. The ozone holes occur in the Polar Regions (70% over Antarctica and 30% over the Arctic). The ozone losses occur annually each spring in the Polar Regions but recover by the summer.
Two theories exist that explain ozone depletion and the formation of an ozone holes. One theory postulates the cause is anthropological (release of man-made chemicals). The other theory postulates the cause is natural (a weakening of Earth’s magnetic field).
Anthropological Theory
Under the anthropological theory, the depletion of ozone is due to release of man-made chemicals, chlorofluorocarbon (CFC) compounds and ozone depleting substances (ODS) such as carbon tetrachloride, methyl bromide and methyl chloroform. Over time these released chemicals are believed to work their way up into the stratosphere. CFC and ODS break apart under UV radiation releasing chlorine atoms, halons and bromine atoms that destroy ozone.
Assuming the anthropological theory on the origin of the ozone hole is correct, one would expect that the area most affected would be the mid-Latitude Northern Hemisphere (the industry and population centers in the U.S., Canada, Europe, India, Asia, Russia, China and Japan). This band should correspond to the most industrialized and polluted area of the world and the site of major CFC and ODS releases. Therefore, one would expect an ozone hole (depletion band) to occur regularly over this region. But instead, we are observing an annual ozone hole in one of the most pristine places left on the planet, located in the Southern Hemisphere, in a place called Antarctica.
Natural Theory
Earth’s atmosphere is composed of approximately 21% molecular oxygen (O₂) and 78% molecular nitrogen (N₂). These two molecules are the principal constituents in the Stratosphere. A number of minor constituents are present which includes nitric oxide (NO), atomic oxygen (O), ozone (O₃) and water vapor. Ozone is produced in the stratosphere through a natural process of photodissociation of O₂ by ultraviolet light (UV).
\[ 3O_2 + UV \rightarrow 2O_3 \]
Nitric oxide is produced through a natural process when solar and galactic cosmic rays (high-energy protons), collide with nitrogen and oxygen molecules unbinding the atoms allowing them to freely recombine to form nitric oxide. Nitric oxide is a natural ozone-depleting chemical.
\[
\text{NO} + \text{O}_3 \rightarrow \text{NO}_2 + \text{O}_2 \\
\text{O} + \text{NO}_2 \rightarrow \text{NO} + \text{O}_2
\]
The sun routinely generates violent explosions that produce bursts of high-energy protons. These events are known as Solar Proton Events (SPE’s). Ozone layer density on Earth can be dramatically affected by SPE’s, which can locally decrease ozone content in the stratosphere 10-15%.
Cosmic ray production of nitric oxide in the atmosphere leaves behind a chemical signature, which is visible in ice core records. The history of past SPE’s and supernovas that produce cosmic rays are recorded as nitrate spikes. Nitrate-ions (NO$_2^-$ and NO$_3^-$) are generated in Earth’s atmosphere in a chain of chemical reactions with nitric oxide. The nitrate-ions are captured by aerosols, fall down with precipitation and become fixed in polar ice. A strong correlation has been observed between nitrate spikes captured in ice core records and the timing and intensity of solar cosmic rays produced by Solar Proton Events and Galactic Cosmic Rays (GCR’s) produced by nearby supernova events.
| Nitrate Spike Signature | Ice Core | Reference |
|-------------------------|-------------------|-----------|
| SPE of September 1, 1859| Arctic | 2 |
| SPE of July 15, 1892 | Summit, Greenland | 3 |
| 25 SPE’s (1888-1995 AD)| Law Dome, Antarctica | 4 |
| Multiple SPE’s (1576-1991 AD) | Central Greenland | 5 |
| 125 SPE’s (1561-1994 AD) | Greenland | 6 |
| 62 SPE’s (1840-1950 AD) | Arctic | 7 |
| 4 Supernova (1150-1990 AD) | South Pole, Antarctica | 8 |
In general, this natural destruction of ozone is held in check by Earth’s magnetic field. On the Earth’s surface, the field varies from being horizontal and of magnitude $\sim 30,000$ nanoTesla (nT) near the equator to vertical and $\sim 60,000$ nT near the poles. Charged particles are deflected by the horizontal component of the Earth’s magnetic field. Therefore the magnetic shielding of charged particles is strongest above the equator and weakest above the poles.
One would expect the highest concentration of nitric oxide production to occur at the magnetic pole because at this location the field in general has only a vertical component. And indeed that is the case. ISCAT & NCAR scientists observed atmospheric nitric oxide levels at the South Pole that are 10 times higher than in other areas of Antarctica. The levels at the South Pole exceeded 550 parts per trillion by volume of air (pptv). This would help to explain why the ozone holes appear in the Polar Regions over Antarctic and the Arctic.
The strength of the Earth’s magnetic field has been declining. Scientific analysis of ancient pottery has shown that the overall magnetic field strength has declined 50% in the last 4,000 years. This decline in field strength has intensified recently. But the decline is not applied uniformly across the Earth’s surface. The South Pole in Antarctica has experienced a magnetic field decline of 13.0% during the past 100 years.
When the Earth’s magnetic field is strong, it is characterized as a dipole with a north and south magnetic pole on opposite sides of the Earth. As the Earth’s magnetic field weakens, it does not do this uniformly, rather the magnetic field breaks down into quadrupoles, octupoles and local magnetic field reversals. The appearance of this complex structure allows minipoles to effectively cancel out the Earth’s magnetic field reducing the overall magnetic field strength to 10% or below.
A South Atlantic Anomaly (SAA) is a region with a major depression in Earth’s magnetic field strength. This region is located in the South Atlantic Ocean centered just to the East of Brazil. The horizontal intensity of the magnetic field (the component that shields against proton penetration) has declined dramatically at this location falling from 22,553 nT down to 14,827 nT during the past 100 years. This is a drop of 34.3% in horizontal field intensity. (Geomag program, IGRF dataset, latitude 30° S, longitude 30° W, altitude 50 km [top of stratosphere], years 1905-2005).
As the Earth’s magnetic field weakens, less energetic protons in solar and galactic cosmic rays become capable of penetrating the upper atmosphere and driving deep into the stratosphere, producing an increase in the ozone depleting chemical, nitric oxide. SPE’s and supernovas that produce cosmic rays have left behind an observable fingerprint (nitrate spike) as a proxy in the ice cores. The Earth’s magnetic field protects the planet from ozone destroying cosmic rays. But the Earth’s magnetic field has been weakening significantly; the field is currently asymmetric; and local magnetic field reversals have begun to appear. The recent decline in ozone layer density is a natural process and is due to the weakening in the Earth’s magnetic field strength.
**Predictive Future**
It is very likely that Earth’s magnetic field strength will continue to decline and the decline may become more rapid. It is also likely that as the field strength declines other local magnetic field reversals will materialize. If the reduction of stratospheric ozone is primarily due to natural processes (changing Earth’s magnetic field strength) then one would expect that as the field strength declines, the size of the ozone hole will expand. In general, this expansion will be primarily limited to the low population density Polar Regions. But the creation of local magnetic field reversal is a different matter because these local areas can extend into mid-latitude and equatorial regions, resulting in thinning of the ozone layer above highly populated regions.
SPE events follow the ~ 80-100 year Gleissberg cycle. The Earth is currently at the minimum of the Gleissberg cycle. The coming solar cycles will show an increasing number of large SEP events. Ozone depletion during these SEP events will be amplified by a weakening magnetic field strength on Earth.
**References**
1. B. van Gell, O.M. Raspopov, H. Renssen, J. van der Plicht, V.A. Dergachev, and H.A.J. Meijer (1999) The role of solar forcing upon climate change, *Quaternary Science Reviews*, **18**, 331-338.
2. D.V. Reames, Solar Energetic Particle Variations *COSPAR* D2.3-E3.3-0032-02
3. A.N. Peristykh and P.E. Damon, (1999) Multiple Evidence of Intense Solar Proton Event during Solar Cycle 13, *Proceedings of ICRC 1999*, SH.1.5.12
4. A.S. Palmer, T.D. van Ommen, M.A.J. Curran, and V. Morgan (2001) Ice-core evidence for a small solar-source of atmospheric nitrate, *Geophys. Res. Lett.*, **28/10**, 1953-1956.
5. G.A.M. Dreschhoff, G.E. Kocharov, M.G. Ogurtsov, (1999) On the Reconstruction of Peculiarities of Solar Cosmic Rays for the Last 400 Years based on Nitrate Data, *Proceedings of ICRC 1999*, SH.1.5.15
6. K.G. McCracken, G.A.M. Dreschhoff, D.E. Smart and M.A. Shea (2001) The Gleissberg periodicity in large fluence solar proton events, *Proceedings of ICRC 2001*, 3205-3208.
7. M.A. Shea, D.F. Smart, G.A.M. Dreschhoff, and K.G. McCracken (2003) The Seasonal Dependency of the NO(Y) Impulsive Precipitation Events in Arctic Polar Ice, *28th International Cosmic Ray Conference*, 4225-4228.
8. C.P. Burgess, and K. Zuber (2000) Footprints of the newly discovered Vela supernova in Antarctic ice Cores, *Astroparticle Physics*, **14**, 1-6. | <urn:uuid:a4ef8afe-7ba7-44ed-9f63-7e9f15d0aeab> | CC-MAIN-2017-26 | http://breadandbutterscience.com/OzoneHole.pdf | 2017-06-27T17:12:49Z | crawl-data/CC-MAIN-2017-26/segments/1498128321497.77/warc/CC-MAIN-20170627170831-20170627190831-00567.warc.gz | 65,960,238 | 2,566 | eng_Latn | eng_Latn | 0.871301 | eng_Latn | 0.990835 | [
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The image shows a close-up view of the surface of a celestial body, likely a moon or asteroid, with a detailed texture that suggests a rough, rocky terrain. The colors range from dark blues and greens to lighter shades, indicating variations in the material composition or lighting conditions. The surface appears to have numerous craters and ridges, suggesting a history of impact events and geological activity. The overall appearance is rugged and uneven, typical of many extraterrestrial bodies. | <urn:uuid:3c4b78fc-6096-462a-b521-7f85f51bc500> | CC-MAIN-2022-21 | http://image.mars.asu.edu/convert?format=pdf&image=/mars/images/special/themis/iotd/V10963002.png | 2022-05-24T09:07:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662570051.62/warc/CC-MAIN-20220524075341-20220524105341-00241.warc.gz | 24,311,483 | 93 | eng_Latn | eng_Latn | 0.998706 | eng_Latn | 0.998706 | [
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Dear Parents/Carers,
The Year 5/6 students who have participated in the Young Dynamic Citizens Program this year presented their proposals for community projects yesterday to Councillors at the Sunshine Council Chambers. It will be exciting to hear what happens next! Perhaps some of the proposals will become a reality in our local community!
Well done to our Year 5/6 students on their community action projects!
**Student-Led conferences will be held this year on Thursday 20th July.**
**What are Student-Led Conferences?**
These are an integral part of our reporting process and are part of the school’s mid-year reporting process. They differ from the teacher-directed parent teacher interviews, as the student is actively involved in the learning and the reporting process. Student-led conferences take the form of a conversation between the student, their parents and their teacher, allowing students to demonstrate their individual growth and any particular achievements that they are proud of.
An appointment time will be made for each student to come to school with their parents/carers for the student-led conference on July 20. Students will be required to attend school at the arranged time of their student-led conference with their parents/carers and teacher. Student reports will be available for collection from the classroom teacher at the time of the conference.
As part of our School Review process, parents and carers are invited to a parent forum which will be held in the Community Hub room on Wednesday June 21 at 9:00am. It will be an opportunity to discuss and provide feedback on school programs provided and future direction of our school. Tea/coffee and morning tea provided.
A reminder that Monday June 12 is the Queen’s Birthday public holiday.
Kind Regards,
Liz Balharrie
---
**Calendar of Events**
**Term 2**
- **Thursday 8 June**
- 5/6 District Girls Soccer Tournament
- **Friday 9 June**
- 5/6 Interschool Sports (Home)
- Prep Incursion–Fire Brigade (2)
- **Monday 12 June**
- Queens Birthday Holiday
- **Thursday 15 June**
- 5/6 District Boys Soccer Tournament
- **Friday 16 June**
- 5/6 Interschool Sports (Away)
- **Tuesday 20 June**
- 5/6 Touch Football
- **Wednesday 21 June**
- Parent Forum – 9am
- **Thursday 22 June**
- 3/4 Song Room Performance
- **Friday 30 June**
- Last day of Term. Dismissal 2:30pm
**2017 School Terms**
- **Term 1**
- February 1 (Students) – March 31
- **Term 2**
- April 18 – June 30
- **Term 3**
- July 17 – September 22
- **Term 4**
- October 9 – December 22
**Student Playground Supervision**
The school offers yard supervision from 8.45am & after school until 3.30pm. Children should not be sent to school before 8.45am; and picked up by 3.30pm.
Let’s Read! – 8:50am in all classrooms. Parents Welcome!
Mindfulness
Week 7 Mindful Emotions
This week in our ‘Mindfulness in Action’ class plan we will focus on resilience and developing even more courage in our daily lives. Children will be asked to consider that courage could include sitting with someone new at lunch, inviting someone new over to play and doing something that is hard or challenging. These are all amazing ways to show courage! Our mindfulness technique allows students to become more aware of the thoughts and emotions they are feeling and to identify their mood. Through our sequence of movements students will continue to develop strength by holding the poses longer and really focusing in silence.
Students will put courage into action by making new and challenging movements with their bodies for longer periods of time, trying new games, and working in pairs with someone they may have never worked with before.
Week 8 Mindful Gratitude
Students will reflect on program self-awareness, each other, our breath, and body. Students will identify things they are really good at and really capable of.
Students will recreate some of their favourite poses for the class to follow. Not only is recreating movements fun, but the exercise allows students to take on a leadership role in the class and become accountable for their own learning.
Together, students will revisit poses and activities they have learnt during the program and discuss which tools could be used in their own lives. Mindfulness is not only a coping tool, but it can be an absolute lifestyle if we choose to make it one. Students will be asked to recall calm, happy and relaxed feelings after engaging in the various exercises.
Maths
This term students have been learning about addition and subtraction. This underpins much of what students need to do in mathematics. Below is a sequence development and some ideas you could use to help strengthen your child’s understanding.
Count all – children can combine two small collections of objects and count them all by pointing to each object, saying the appropriate number name 1, 2, 3…. The last number said tells the size of the combined collection. This could involve setting the table and finding out how many knives and forks are needed.
Count on - 5 and 3 more, restate the first number and count on 6, 7, 8. The total is 8
Count back – 8 take away 3 , restate the first number and then count back 7, 6, 5. There are 5 left
Basic facts – automated answers to addition & subtraction facts from 0+0 to 9+9 and from 18-9 to 1-0. Children just know the answers.
Turn arounds - Knowing 2 + 8 is the same total as 8 + 2
Doubles – Doubles facts to 20 – double 1 is 2, double 2 is 4…….
Near doubles if double 6 is 12 I can use that for 6 + 7 double 6 is 12 and 1 more makes 13, or double 7 makes 14 and 1 less is 13
Split strategy 33 + 21 30 + 20 = 50, 3 + 1 = 4, 50 + 4 = 54
Jump strategy 33 + 21 =
Up/down or tidy number strategy 29 + 23, 30 + 22 = 52
All these activities can be done in 5 to 10 minutes using card, dice, coins, pegs, socks and other items at home. They help to strengthen children’s mathematical understandings and deal with real life problems in a practical way developing efficient mental strategies rather than relying only on pencil and paper.
Daryl Bowen
More on our Website...
www.deerparknthsps.vic.edu.au
Our Purpose: To engage each child’s curiosity, build on their strengths and preferred learning styles to develop healthy, socially responsible, capable and resourceful life long learners.
Thank you to everyone who donated rice and pasta to our FARESHARE appeal. We collected 8 big bags of donations and were very excited when the FARESHARE van arrived at school today to collect them!
THANK YOU EVERYONE
Science Inquiry Group
The Science Inquiry Group have spent the beginning of this unit looking at the major areas of science: Chemical Science (Solids, Liquids and Gases), Biological Science (Living Things), Physical Science (Energy) and Earth and Space Science (Solar Systems). Students worked in groups to research and prepare a presentation on one of the above areas, and then had to become EXPERTS and teach the class about their given area!
Students are now developing specific and detailed questions related to science, which they will then research and conduct experiments around. The Science Inquiry Group have also been discussing and practicing a variety of skills, including Communicating, Planning, Questioning and Recording.
Melissa Lodkowski
Prep Enrolments for 2018!
Please contact the school office for more information.
We are now taking Prep enrolments for 2018! Children need to have turned 5 years of age by April 30 2018.
Please make inquiries at the school office or phone 93634600.
Grade 5/6
In the Grade 5/6 Room SHE we have been learning about ‘Information Texts’. During this unit we have had a strong focus on analysing a text to find the main idea. After finding the main idea we then found supporting details within the text to support our thinking. We have included a sample of our work for you.
School banking
We require parent volunteers for the School banking program which is done each Wednesday morning. Please leave your name and number at the office. Thank you.
Winter is here!
Time to get into Winter Uniform!
Last year was the final year of transition to the new DPNPS uniform. This year students are wearing full school uniform with light maroon polo tops and windcheater/bomber jacket (no yellow sleeves). In cooler months, students are encouraged to wear extra layers under their school uniform rather than adding an item that is not part of the uniform. The school windcheater can be worn under the school bomber jacket. Long-sleeved polo tops are also available at the uniform shop. Hooded tops are not part of the school uniform.
Students pictured below are wearing full school Winter uniform.
**DPNPS Uniform for Girls:**
**Winter:**
- school windcheater and/or bomber jacket with the school logo (no hood)
- winter pinafore, yellow long sleeved polo shirt, black tights (not leggings), black shoes
- winter skirt, maroon polo with school logo, black tights (not leggings), black shoes
- all black long pants (or skirt/shorts) maroon polo shirt with school logo, black shoes, black socks
- school beanie with school logo
- waterproof jacket (maroon or black)
*Year 5 and 6 Sport: students have the option to wear school sports tops or polo shirt with logo and black shorts/skirt/tracksuit pants for sport.
* Year 6 students have the option of purchasing a jumper of a selected design/style in their final year of Primary School.
**DPNPS Uniform for Boys:**
**Winter:**
- school windcheater and/or bomber jacket with the school logo (no hood)
- maroon polo shirt (short/long sleeves) with the school logo
- all black pants/shorts (no denim)
- school beanie with school logo
- waterproof jacket (maroon or black)
*Year 5 and 6 Sport: students have the option to wear school sports tops or polo shirt with logo and black shorts/skirt/tracksuit pants for sport.
* Year 6 students have the option of purchasing a jumper of a selected design/style in their final year of Primary School.
Uniform items can be purchased at PSW, 2/51-53 Westwood Drive, Ravenhall, 3023.
Please support our school uniform policy by having your child/children in full school uniform every day.
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Correct the following sentences by choosing the correct alternative.
1. My brother going to Delhi tomorrow.
(A) My brother going Delhi tomorrow. (B) My brother is go to Delhi tomorrow.
(C) My brother is going to Delhi tomorrow. (D) My brother is gone to Delhi tomorrow.
2. Why you came late?
(A) Why did you come late? (B) Why came you late?
(C) Why late you came? (D) Why you coming late?
3. He already left for work.
(A) He has already leave for work. (B) He already leave for work.
(C) He have already left for work. (D) He has already left for work.
4. I am in hurry.
(A) I am with hurry. (B) I am on a hurry.
(C) I am in a hurry. (D) I am very hurry.
5. I am having a sister and a brother.
(A) I am having a sister and brother. (B) I have a sister and brother.
(C) I am sister and brother. (D) I have a sister and a brother.
6. John went to bought some medicines.
(A) John went to buy some medicines. (B) John go to buy some medicines.
(C) John went buy some medicines. (D) John went bought some medicines.
7. During my staying in the hotel, I ate there only once.
(A) During my stay in the hotel, I ate there only once.
(B) During my stay on the hotel, I ate there only once.
(C) During my staying in the hotel, I eat there only once.
(D) During my stay on the hotel, I eat there only once.
8. Can you try and get to the venue until 6pm?
(A) Can you try and get the venue by 6 pm?
(B) Can you try and to the venue at 6pm?
(C) Can you try and get to the venue by 6 pm?
(D) Can you try and get the venue until 6 pm?
9. He died a glory death.
(A) He die a glory death. (B) He died a glory death.
(C) He died a glorious death. (D) He dead a glorious death.
10. Last night you returned lately.
(A) Last night you have returned lately. (B) Last night you lately returned.
(C) Last night you were returned late. (D) Last night you returned late.
Group - B
Transform the following sentences as per instructions without changing meaning. 2×10
11. You are sometimes unwise. (Make it negative)
(A) You are not always unwise. (B) You are not always wise.
(C) You are not always wiser. (D) You are not always wisest.
12. John is writing the letters. (Change into Passive Voice)
(A) The letters are written by John. (B) The letters was written by John.
(C) The letters were written by John. (D) The letters are being written by John.
13. No other city in India is so large as Kolkata. (Change into Affirmative sentence)
(A) Kolkata is the largest city in India. (B) Every city in India is so large as Kolkata.
(C) Kolkata is the larger city in India. (D) Kolkata in India largest city.
14. What a pity! (Make it Assertive)
(A) It is a pity. (B) I was a pity.
(C) It is a great pity. (D) It is great pity.
15. We can never forget such a character. (Make it interrogative)
(A) Can we never forget such a character? (B) Can we forget such a character?
(C) Can we never forget such character? (D) Can we ever forget such a character?
16. It is a very beautiful morning. (Make it exclamatory)
(A) A beautiful morning! (B) A beautiful morning is!
(C) What a morning! (D) What a beautiful morning it is!
17. Mount Everest is the highest peak of the world. (Change into a comparative degree)
(A) Mount Everest is a high peak.
(B) Mount Everest is higher than all other peaks of the world.
(C) Mount Everest is the higher peak.
(D) Mount Everest is not a high peak.
18. Having finished his work, John went home. (Make it a compound sentence)
(A) John finished his work and he went home.
(B) Having finishing his work, John went home.
(C) John went home and finished his work.
(D) Having finish his work, John went home.
19. Hamlet loved Ophelia. (Make it negative)
(A) Hamlet was not without love for Ophelia.
(B) Hamlet did not love Ophelia.
(C) Hamlet does not love Ophelia.
(D) Hamlet did love Ophelia.
20. She jumped up. She ran away. (Combine into a simple sentence)
(A) She ran away by jumped up. (B) Since she jumped up, she ran away.
(C) She ran away because she jumped up. (D) Jumping up she ran away.
Group - C
Read Passage I and Passage II and attempt the following questions.
Passage I 4×5
Environment means healthy, natural balance in the air, water, animals, plants and other natural resources. When the environment is pure all living things can live and survive in it without any hazard to their life. But today all over the world this environment is being poisoned in a number of ways. The constant rise in world population is the main reason of environmental pollution. More population means more industry. Trees are cut down for fuel and other commercial purposes. This results in full in the supply of oxygen that the trees provide. Animals and birds also lose their shelter and this destroys the balance in ecology. Measures should be taken before the situation goes out of control.
21. Which of the following statements is true?
(A) Environment is not important for the existence of life.
(B) Environment has nothing to do with the existence of life.
(C) Environment is important for the existence of life.
(D) Environment unimportant for the existence of life.
22. Which of the following statements is true?
(A) Cutting down of trees should be encouraged.
(B) Cutting down of trees should not be encouraged.
(C) Cutting down of trees does not destroy the balance in ecology.
(D) Cutting down of trees is not a hazard.
23. Which of the following statements is true?
(A) Human beings suffer because of environmental pollution.
(B) Human beings enjoy life because of environmental pollution.
(C) Human beings do not suffer because of environmental pollution.
(D) Human beings celebrate because of environmental pollution.
24. Which of the following statements is true?
(A) Measures should be taken for a healthy environment.
(B) Measures should not be taken for a healthy environment.
(C) Measures should be taken for an unhealthy environment.
(D) Measures should be taken for an impure environment.
25. Which of the following statements is true?
(A) Birds and animals lose their shelter because of environmental pollution.
(B) Birds and animals do not lose their shelter because of environmental pollution.
(C) Birds and animals are not affected by environmental pollution.
(D) Birds and animals are comfortable with the environmental pollution.
**Passage II**
Once a King saw an old man planting an apple tree. He asked the old man, “Why are you planting a fruit tree when you cannot hope to see it bear fruits?” The old man replied that perhaps God willing, he might live long enough to taste the fruit of the tree and even if he himself died, his children and grand-children could surely eat the fruit. The King told him, “In any case, if you happen to live long enough to see the tree bear fruits, please do not forget to send me some.” The old man promised and fortunately he lived long enough to see the tree bear fruits. He then plucked some of the best ripened apples from the tree and carried them in a basket to the King as he had promised. The King was extremely happy to accept the gift. He also ordered that the basket of the old man be filled with gold and given back to him.
26. Which of the following statements is true?
(A) The old man planted a mango tree.
(B) The old man planted an apple tree.
(C) The old man did not plant any tree.
(D) The old man planted a neem tree.
27. Which of the following statements is true?
(A) The old man lived long enough to see the tree bear fruits.
(B) The old man did not live long enough to see the tree bear fruits.
(C) The old man died immediately after planting the tree.
(D) The old man died before the tree bear fruit.
28. Which of the following statements is true?
(A) The King was unhappy and awarded gold to the old man.
(B) The King was happy and awarded silver to the old man.
(C) The King was unhappy and awarded silver to the old man.
(D) The King was happy and awarded gold to the old man.
29. Which of the following statements is true?
(A) The King was a good human being.
(B) The King was a bad human being.
(C) The King did not like the old man.
(D) The King punished the old man.
30. Which of the following statements is true?
(A) The moral of the story is ‘Look at the brighter side of life.’
(B) The moral of the story is ‘Look at the darkest side of life.’
(C) The moral of the story is ‘Take life as it comes.’
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Did You Know....
... that in the early 1960's, a young NASA researcher named Marcia Neugebauer discovered the solar wind using measurements from a spacecraft called Mariner 2?
Pilot Testing New Activities: Dancing Up a Solar Storm
One of the goals of our project is to develop kinesthetic activities that help learners embody Sun-related content. We recently tested two new activities: Sun Trackers and Dancing Up a Solar Storm with Girl Scouts and families visiting Fiske Planetarium in Boulder, CO. The activities introduce learners to 1) the daily and annual motions of the Sun, and to 2) the difference between solar flares and Coronal Mass Ejections.
Dancing Up a Solar Storm was inspired by Dr. Heather Elliott, a PUNCH scientist who studies the features of the solar wind, including so-called Corotating Interaction Regions. Dr. Elliott is also a dancer and uses scarves to represent these spiral regions of more dense solar wind.
3-Hole PUNCH Pinhole Projector Now Available
We are excited to announce the release of the English version of our 3-Hole PUNCH Pinhole Projector! Our field-tested design can be used indoors or outdoors to explore how small triangular, square, and round holes can all act like lenses to produce round pinhole images of the Sun. We will also create a Spanish translation of our projector.
To learn more about how pinhole projection works and/or to find instructions for professional prints, visit our website here.
Your Solar Photo of the Month
Every month we feature a photo submitted by readers that portrays a personal experience of the Sun. Get creative and multi-sensory! See the bottom of page for submission info.
A sunrise rainbow appears next to Fajada Butte in Chaco Canyon, NM during a recent trip to celebrate the Equinox.
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On this week’s 51%, we … get crafty with the Tang Teaching Museum and Art Gallery in Saratoga Springs, New York, as part of a global art project drawing attention to the impact of climate change on coral reefs.
You’re listening to 51%, a WAMC production dedicated to women’s stories and experiences. Thanks for tuning in, I’m Jesse King.
Crochet Coral Reef workshop at the Van AbbeMuseum, Eindhoven, the Netherlands. Photo courtesy VAM and the Institute For Figuring.
We’re going to get artsy now with the Frances Young Tang Teaching Museum and Art Gallery at Skidmore College in upstate New York. Earlier this week, I attended one of the museum’s last workshops for its Saratoga Springs Satellite Reef — a community art project bringing together math, science, environmental activism… and coral reefs made out of yarn.
"I knew that this was the perfect project to bring to the Tang, and I was really excited to do a satellite reef as part of a big, community engagement project," says Rebecca McNamara, an assistant curator at the Tang who's been organizing the Saratoga Springs reef for over a year as part of the museum's upcoming exhibit Radical Fiber: Threads Connecting Art and Science. The reef is technically considered a satellite of a much larger project developed by Christine and Margert Wertheim in the early 2000s: the original Crochet Coral Reef. But really, McNamara says the story of crocheted coral goes back even further than that.
"So the Crochet Coral Reef project actually stems from the work of mathematician and maker Dr. Daina Taimina, who is a Latvian mathematician now based in Ithaca [New York]. She taught at Cornell for many years," she explains.
McNamara says Taimina was a college mathematics professor when she was tasked with teaching hyperbolic space to her students. Hyperbolic space is a geometric concept that, quite frankly, is very difficult to understand and put into words — and that was the case for Taimina’s students as well. McNamara says Taimina thought a physical model of hyperbolic space would help her out in the classroom, but at the time, the primarily male-dominated field of mathematics believed such a model was impossible to make.
"But Dr. Taimina did not agree, she wanted to find a way to make this happen. And so she mapped out exponential growth, which is part of hyperbolic space, on paper, and she actually recognized it as a knitting or crochet pattern. And she crocheted it, and it was accepted as the first really useful model of hyperbolic space — there was one earlier model that was made with paper, and it crumbled and didn't really work," she says. "Something I love about this story is that she used this traditionally feminine handicraft of crochet to create something that the male-dominated field of mathematics had said for such a long time was just not possible. And so it shows the value of cross-disciplinary learning and engagement, and it also reveals how severe our blind spots can be at times."
So what does that have to do with environmental activism and the coral reefs? Well, it turns out the ruffles found in Taimina’s model look a heck of a lot like a number of things we see in nature, like leafy lettuces, sea slugs, and — you guessed it — coral. In 2005, the Wertheims saw an opportunity to take that model and use it to promote discussion around the planet’s struggling coral reefs. They made hundreds of crocheted corals based on Taimina’s model, taking a chain of stitches and periodically increasing the number of stitches as they went back and forth to create that floppy, wavy effect.
McNamara says it's worth noting that, unlike math, nature isn’t perfect — so the Wertheims also used more freeform techniques to make pieces resembling coral pillars, kelp forests, and coral withered by climate change.
"When ocean waters temperatures rise, the corals become stressed, and they expel algae. And they turn white, and that's called bleaching," McNamara explains. "And if it's not caught and reversed immediately, they die from the bleaching. We have lost a lot of corals around the world as a direct impact of climate change. Through the Saratoga Springs Satellite Reef, we've been
talking in our programming a lot about the negative impact that climate change has had on the corals."
Once you artfully arrange all of these pieces together, you’ve got a colorful, wooly coral reef. The Wertheims core collection of corals has traveled to various museums and galleries across the globe — but the project also has an extensive satellite program of smaller reefs worldwide. Since 2020, more than 40 satellite reefs have been constructed in cities like Chicago, New York City, Dublin, Cape Town, Sydney, and more. It’s an art project that’s frequently been picked up by college classrooms, community organizations, and even women’s prisons.
Rebecca McNamara, Tang Teaching Museum
"Crochet is historically women's work, it's historically something that women have done — but it's great to see lots of different people creating, and the more diversity we have in all ways for the reef, the stronger our wooly ecosystem that we're creating will be," adds McNamara.
The Tang Teaching Museum has been holding monthly workshops and weekly "craft circles" since it first announced plans for its satellite reef in December 2020. McNamara says the goal is to keep the project as accessible as possible, so any size and quality of yarn is permitted. Many established knitters and crocheters have been making their corals with odds and ends left over from other projects, saving them from the trash bin.
McNamara says she doesn’t have an exact count yet on how many completed corals they’ve received - but they’re coming from all over. The meeting I attended saw crocheters from New
McNamara says it’s been a great opportunity to make friends and introduce new people to the museum.
"We didn't intend the Saratoga Springs Satellite Reef to be a pandemic project, it just sort of happened that way. It gave people — and I'll say for myself as well — it gave us something to do, something to work toward. You know, even if you're sitting at home on your couch, working on a coral, you know that somebody else in another state might be sitting on their couch, working on a coral. And so even if you're physically alone, you feel really connected to other people through this project," she notes. "Another thing I'm hearing, especially from women who have been crocheting for decades — most crocheters make functional garments: socks, mittens, sweaters, all sorts of things. And this project has been the first time that a lot of makers have been invited to create something that is non-functional, that's intentionally an art object. And that has empowered women in particular to be really experimental, to be creative, to not follow a pattern, to just try something different and not worry about a mistake because the mistake is fine, because it's an artwork, and we can embrace mistakes in artwork. And we can especially embrace mistakes in this project, because we are mimicking nature in a lot of ways, and nature is filled with imperfections."
I’m admittedly more of a knitter than a crocheter, so I have a lot to learn on that front - but by workshop’s end, I had at least managed a small chain of stitches to build upon. McNamara says completed corals are due to the Tang Teaching Museum by January 15. Participants are instructed to mail their handmade corals to the museum’s address at 815 N. Broadway, Saratoga Springs, NY 12866.
The satellite reef will open for public viewing as part of the Radical Fiber: Threads Connecting Art and Science exhibit starting January 29. The museum has also planned a symposium on the science behind the exhibit - including discussions around sustainability in the textile industry - for that opening weekend. You can learn more about the project and find tutorials at the Tang Teaching Museum’s website and crochetcoralreef.org.
51% is a national production of WAMC Northeast Public Radio. Our host is Jesse King, our executive producer is Dr. Alan Chartock, and our theme is "Lolita" by the Albany-based artist Girl Blue.
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Haiti is about the size of the state of Maryland and has over 10,000,000 people; more than fifty percent of whom cannot read or write. Haiti occupies the western third of the island of Hispaniola, which it shares with the Dominican Republic. Two-thirds of Haiti is mountainous with the rest of the country marked by valleys, plateaus and small plains. Life expectancy is around 63 years.
Haiti was discovered by Christopher Columbus in December 1492. At that time the Indians, who inhabited the island, fell victim to Spanish rule. Fifty years after the arrival of Columbus most of the Indians had been killed. It was then decided to import slaves from Africa to work on the plantations.
Later, the Spanish left the island to go to South America; it was then in 1625 that the first French adventurers landed in the northern part of Haiti on the island of Tortuga. The French dominated Haiti and renamed it St. Dominique. The French imported thousands of slaves from Africa who were subjected to the same cruelty, torture and abuse that the Spanish had subjected them to...many were buried alive.
In 1697, Spanish control over the colony ended with the Treaty of Ryswick, which divided the island into French-controlled St. Dominique and the Spanish Santo Domingo. By the end of the 18th century over 500,000 people, mostly Africans, were enslaved by the French. Slowly the slaves began to form a rebellion against their masters. They would meet secretly and amongst their Voodoo ceremonies they would plot and plan how to kill and overthrow their masters. In 1791, Boukman, a slave and Voodoo priest, led a rebellion against the slave owners. This marked the beginning of civil war between the black-dominated north and the mulatto-dominated south.
Toussaint L’Ouverture, an educated herb doctor and military man, emerged in 1798 as the leader of the former slaves in the north. He restored order, ended the massacres and restored some of St. Dominique’s former prosperity.
But in 1801, Napoleon Bonaparte dispatched an army of 34,000 to subdue the slave armies and retake the colony for France; this mission was unsuccessful. The leader of the army, Leclerc, ultimately had Toussaint L’Ouverture seized and deported to France, where he died within a year. However, in 1804, a slave uprising declared Haiti the first independent black republic.
Henri Christophe later became a tyrannical ruler, crowning himself King. He built a palace and citadel at Cap-Haitien in the north, at a great cost of Haitian lives. Upon his death, General Boyer took over. From 1843 to 1915, Haiti saw the rise and fall of twenty-two heads of state, most of whom left office by violent means. It was a period of great instability. The United States invaded Haiti in 1915 and remained there until 1934.
In 1957, Francois Duvalier, a doctor and union leader, was elected President. He was an evil man, also known as “Papa Doc.” He terrorized the country, rooting out any opponents to his administration. He was a practicing Voodooist, his spirit being “Baron Samedi,” the “guardian of cemeteries” and a harbinger of death.
Papa Doc kept his power through Voodoo and his private militia, the “tonton macoutes,” which in Creole means “uncle bogeyman.” Duvalier changed the constitution in 1964 to say that he could be President for Life.
Papa Doc died in 1971 and was succeeded by his son Jean-Claude Duvalier, “Baby Doc.” By this time, Haiti was the poorest country in the Western Hemisphere and remains so today. In February 1986, the Duvalier regime collapsed under “Operation Deschoukay” and Baby Doc fled to France.
From 1987 until 1990, there was more political instability in the country, as Haiti went through several more presidents. In 1990, the majority of Haiti’s poor elected Jean-Bertrand Aristide, a former Catholic priest, as President of Haiti. But in 1991, Aristide was ousted during a “coup d’état.” Over 1,000 people were killed. The Organization of American States called for a world-wide embargo against the regime. Embargo sanctions continued in Haiti through May 1994. On September 19, 1994, President Clinton ordered a multilateral force to Haiti. The coup leaders agreed to step down and leave the country.
President Aristide returned to Haiti
on October 15, 1994. In 1995, the December presidential election was won by Prime Minister Preval. (Aristide was precluded by the constitution from succeeding himself.) In February 1996, Preval was inaugurated. But the elections of 2000 were in disarray because of a flawed vote count and fraud charges. The controversy triggered a boycott of the presidential elections later that year won by Aristide.
Widespread violence continued until 2004. A few weeks after the nation celebrated its 200th anniversary, rebel forces seized control of a number of towns in an uprising that led to the resignation of Aristide on February 29, 2004. Haiti’s Chief Justice of the Supreme Court, Boniface Alexandre, was sworn in as interim President.
In the election of 2006, Haiti’s poor elected Rene Preval as their President. He maintained that role through 2011. Michel Martelly assumed the position of President on May 14, 2011. He will continue to serve in this role for a five-year term through 2016.
Haiti suffered severe natural disasters between 2004 and 2010. The worst of which was the magnitude 7.0 earthquake on Jan. 12, 2010, killing more than 300,000 people and displacing over 1.3 million from their homes. Many families are still struggling from the devastation.
From Riches to Rags…
From that dark night in 1804 when the African slaves made a pact with Satan in their Voodoo ceremony, Haiti silently began its decline. Haiti’s people began to cut down the country’s trees, using them for charcoal. Now, only 2% of Haiti’s forest is left. Flood waters wash down the mountains like an avalanche. Rivers and lakes are drying up. Tons of garbage and contaminants are breeding diseases.
The hungry resort to eating tree bark, rock and a dirt clay, called “te.” One in ten children dies before the age of five.
“Haiti’s children suffer the most…”
On July 1, 1991, Bobby and Sherry Burnette obeyed the calling of God to move and live in Haiti. Why Haiti? Haiti is our neighbor. Jesus said that we should love our neighbor as ourself. Thank you for allowing the team at Love A Child to be your missionaries in Haiti. Every time we feed one hungry child or provide garden seeds to hungry families or hold a malnourished baby in our arms, we know “why” God has sent us here. That’s what makes life worth living!
For more information on how you can help, visit www.loveachild.com or call (239) 210-6107 today | <urn:uuid:1dbecc58-dc77-4c92-b7cf-a1a4abbc8f25> | CC-MAIN-2019-26 | https://cdn.loveachild.com/wp-content/uploads/2018/08/History-of-Haiti-FINAL-8.13.14-1.pdf | 2019-06-25T01:29:06Z | crawl-data/CC-MAIN-2019-26/segments/1560627999783.49/warc/CC-MAIN-20190625011649-20190625033649-00075.warc.gz | 384,533,464 | 1,539 | eng_Latn | eng_Latn | 0.99842 | eng_Latn | 0.998476 | [
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How does MyHazards work?
MyHazards is a tool for the general public to discover hazards in their area (earthquake, flood, fire, and tsunami) and learn steps to reduce personal risk. Using the MyHazards tool, users may enter an address, city, zip code, or may select a location from a map. The map targets the location, and allows users to zoom and scroll to their desired view. The screen then presents information on the risks identified within the search radius, and recommended actions. MyHazards website performs best when using Internet Explorer. Hazard Data is approximate and data layer visibility are subject to the extent of the Map.
Type in your address below to learn how to address natural hazards in your area.
California address
Search
Print
Flood Risk
Floods are one of the most common hazards in the United States. Flood effects can be local, impacting a neighborhood or community, or very large, affecting entire river basins and multiple states.
However, all floods are not alike. Some floods develop slowly, sometimes over a period of days. But flash floods can develop quickly, sometimes in just a few minutes and without any visible signs of rain. Flash floods often have a dangerous wall of roaring water that carries rocks, mud, and other debris and can sweep away most things in its path. Overland flooding occurs outside a defined river or stream, such as when a levee is breached, but still can be destructive. Flooding can also occur when a dam breaks, producing effects similar to flash floods.
Be aware of flood hazards no matter where you live, but especially if you live in a low-lying area, near water or downstream from a dam. Even very small streams, gullies, creeks, culverts, dry streambeds, or low-lying ground that appear harmless in dry weather can flood. Every state is at risk from this hazard.
★ FEMA’s flood web page (https://www.fema.gov/national-flood-insurance-program-flood-hazard-mapping)
NOTE: FEMA is currently updating the Flood Insurance Rate Map (FIRM) inventory through its Map Modernization Program. The updated maps will be added to this site as they are available, however, the digital information for many California counties has not been completed.
★ Map Modernization Program (https://hazards-fema.maps.arcgis.com/apps/webappviewer/index.html?id=8b0adb51996444d4879338b5529aa9cd)
Please be sure to check on-line at the FEMA Map Service Center website to view the most current FIRMs and use the search function for a "Public Flood Map."
★ FEMA Map Service Center (http://msc.fema.gov/portal)
Flood Preparedness
Before a flood there are several steps you will want to take, including:
◦ Get an emergency supply kit
◦ Make a plan if your family is separated during a flood
◦ Be informed on flood watches and warnings by listening to the radio or watching television
For more information on the above topics:
Before a flood there are several steps you will want to take, including:
- Get flood insurance—you can benefit from it even if you do not live in a high flood risk area.
- Avoid building in a flood-prone area unless you elevate and reinforce your home.
- Elevate the furnace, water heater, and electric panel if susceptible to flooding.
- Install "check valves" in sewer traps to prevent floodwater from backing up into the drains of your home.
- Contact community officials to find out if they are planning to construct barriers (levees, beams, floodwalls) to stop floodwater from entering the homes in your area.
- Seal the walls in your basement with waterproofing compounds to avoid seepage.
For more information on these items, see the Ready America and FEMA websites. In addition, the California Dept. of Water Resources has a web page with extensive links about flood management in California.
FEMA Flood Zones
California Dept. of Water Resources | ff77b980-1386-4219-ac4b-7d08fd30f4b4 | CC-MAIN-2021-21 | https://sj-admin.s3-us-west-2.amazonaws.com/0000_0000_CalOES_MyHazardsMaptool.pdf | 2021-05-17T00:53:30+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991921.61/warc/CC-MAIN-20210516232554-20210517022554-00573.warc.gz | 530,220,080 | 821 | eng_Latn | eng_Latn | 0.996877 | eng_Latn | 0.996858 | [
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If you are both a fire fighter and a parent, responding to the loss of life of a child can be an incredibly traumatic event. And while society has begun to explore the impact of post-traumatic stress on fire fighters, there is one population that receives less attention: the children of fire fighters.
Whether it’s responding to a mass shooting, fatal fire or line-of-duty-death, even young children can understand the inherit danger of a fire fighter’s job and the world in which they live. Likewise, if the sudden loss of life occurs, especially the life of a child, the impact can be felt through every layer of a community. When traumatic events capture the nation, children of fire fighters may not only fear for their own safety, but their parent’s safety as well.
Talking to your kids about the loss of life is never easy, but here are some points to consider:
**Consider the Age**
In the aftermath of a mass shooting, the developmental stage of your child should guide your approach. For kids ages 0-5, it’s likely they are unaware of the event and, thus, do not need a direct explanation. If you responded directly to the event or were injured, however, it may be appropriate to say to an older toddler, “Daddy/Mommy had a bad day at work, but I’m safe and happy to be home now.” At this age, most children lack an understanding of death and value predictable routines above all else.
For kids ages 6-11, it may be helpful to inquire about what your child has already heard at school or believes about the incident. While avoiding the discussion altogether may feel more comfortable in the short term, not directly acknowledging a traumatic community event may produce more anxiety for your child at time when he/she needs stability and reassurance. It’s appropriate to confirm broad facts of what occurred while limiting exposure to media and discussion of unnecessary details or graphic content.
While teenagers may seem to have little reaction to a shooting initially, they certainly understand that death is real, inevitable and irreversible. As a primary adult in the life of your teen, you have a critical opportunity to model some important life lessons. Death is a part of life and sometimes bad things happen to good people for no reason. When death occurs earlier than it should, remind your teen that it is perfectly normal to be sad and angry and want answers to important questions. Be honest with your teen that you do not have all the answers, but you are here and ready to listen when he/she is ready to talk.
**Offer Reassurance to Your Child**
Regardless of what type of incident occurred, kids of all ages need to know they are physically safe and that their parents are safe. Kids need reassurance that the adults in their life — parents, teachers, fire fighters and police — are doing everything possible to keep their world safe. In chaotic or emotional times, it is critical that your child has consistency with mundane routines, such as pick-up and drop-off schedules and family meals. These rituals help convey a sense of normalcy to a child or teen and send the message, “Even though this tragedy occurred, I am still here for you and your world is not changing.”
For fire fighters, convincing your children *you* are safe is a more complicated message. Don’t offer false realities or promises that you cannot keep. Instead, acknowledge your children’s fears and the inherit risks of your job, while offering assurance that fatal events (such as mass shootings) do happen, but are exceedingly rare. Educate your kids on the numerous precautions that are taken to ensure your safety on the job. When you are off duty and feel the time is right, consider taking your child to visit your firehouse to introduce them to some of the crew members and equipment that helps keep you safe.
Signs to Watch for in Kids
Just as adults, no child responds to grief or tragedy the same way. Your main responsibility as a parent is to convey unconditional love and support to your child, listen when they are ready to talk and continue taking care of yourself.
Despite your efforts and communication, some children will still have a tough time processing their grief, shock or trauma. If your child is displaying any of these signs, consult with your child’s teacher, counselor or physician for help.
| Physical | Emotional | Behavioral |
|-----------------------------------------------|------------------------------------------------|-----------------------------------------------|
| • Eating much less/more | • Persistent crying | • Not wanting to talk about it |
| • Sleeping much less/more | • Irritability | • Withdrawal from family/friends |
| • Urine or bowel accidents | • Clinginess | • Withdrawal from hobbies/sports |
| • Changes in hygiene | • Overactivity | • Changes in grades |
| • Persistent colds or stomach aches | • Fear or anxiety | • Aggression towards things or people |
| • Fatigue or sluggishness | • Guilt/shame | |
| | • Acting aloof or distant | |
Acknowledge Your Own Reaction
Regardless of the type of adversity, kids will take a cue from their parents on how to cope. Teach your kids it’s okay to talk about feelings, ask for help and find healthy outlets to manage pain. For example, “Mom and Dad feel sad (or scared) too. We don’t know why this happened, but we know we love you.” By acknowledging your own feelings in response to a tragic event, you are modeling a crucial life skill that all kids need: emotional intelligence.
What is post-traumatic stress?
Responding to an active shooter event or community violence incident is not an everyday occurrence and can impact even the most seasoned fire fighter.
Post-traumatic stress is the experience of one or more symptoms listed here for any period of time following a traumatic event. At some point in their career, most firefighters and paramedics will experience post-traumatic stress. Symptoms usually subside within a few days or weeks and do not significantly impair daily functioning. Post-traumatic stress is NOT recognized as a mental health disorder and often requires no treatment intervention. Symptoms are classified in the following categories:
Reliving the event (intrusion)
• Intrusive memories or thoughts
• Distressing dreams
• Dissociative reactions (flashbacks)
• Intense psychological or physical distress when exposed to related cues
Avoiding things that remind you of the event (avoidance)
• Avoidance of people, places and things that remind you of the event
• Avoidance of feelings or thoughts associated with the event
Negative emotions and thoughts (altered mood and cognition)
• Persistent exaggerated negative beliefs about self, others or the world
• Self-blame caused by distorted beliefs about the cause of the event sustained negative emotional state (horror, anger, guilt, etc.)
• Inability to experience positive emotions
• Difficulty recalling parts of the event
• Loss of interest in usual activity
• Feeling detached from others
Feeling on edge (arousal and reactivity)
• Irritability or verbal outburst to others or objects
• Reckless self-destructive behavior
• Hypervigilance (constantly scanning environment to detect threats)
• Exaggerated startled response
• Poor concentration
• Sleep disturbance
What is post-traumatic stress disorder (PTSD)?
Post-traumatic disorder occurs when an individual experiences symptoms in all four categories of post-traumatic stress (intrusion, avoidance, altered mood/cognition, and arousal/reactivity). Additionally, symptoms persist longer than one month AND cause significant daily impairment. PTSD is not a normal reaction to a traumatic event and is considered a mental health disorder that warrants treatment.
To learn more about IAFF behavioral health resources visit www.iaff.org/behavioral-health/ | 6b3d46d1-247b-40d1-b108-db0a5de6e9f3 | CC-MAIN-2020-16 | https://www.iaffrecoverycenter.com/wp-content/uploads/2020/02/Talking-to-Kids-After-Active-Shooter-2020.pdf | 2020-04-01T03:59:44+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370505366.8/warc/CC-MAIN-20200401034127-20200401064127-00436.warc.gz | 981,804,939 | 1,588 | eng_Latn | eng_Latn | 0.997314 | eng_Latn | 0.997886 | [
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A. Change these affirmative sentences into negative sentences.
i. I admit that you are a good friend.
ii. You yourself wanted to be a part of the competition.
iii. These paints are too expensive to purchase.
iv. It is alright if we fail.
v. I will do everything to fulfill my dreams.
B. Change these interrogative sentences into affirmative sentences.
i. What have I done to upset you so much?
ii. Why waste time in such silly arguments?
iii. Who doesn’t worship the bountiful Earth?
iv. Why didn’t you consult a doctor?
v. What though we have lost this match?
C. Change these simple sentences into complex sentences.
i. He gracefully accepted his defeat.
ii. She is working hard to get better grades.
iii. She is too kind to hurt anyone this cruelly.
iv. His illness kept him home.
v. Manoj is smarter of the two brothers.
A.
i. I do not deny that you are a good friend.
ii. Didn’t you yourself want to be a part of this competition?
iii. These paints are not cheap enough to be bought.
iv. It is alright if we do not succeed.
v. There is nothing I won’t do to fulfill my dreams.
B.
i. I have done nothing to upset you so much.
ii. There is no reason to waste time in such silly arguments.
iii. Everyone worships the bountiful Earth.
iv. You should have consulted a doctor.
v. No matter that we have lost this match.
C.
i. He gracefully accepted that he was defeated.
ii. She is working hard so that she may get better grades.
iii. She is so kind that she cannot hurt anyone this cruelly.
iv. He stayed at home because he was ill.
v. Between the two brothers, Manoj is smarter. | 8621cd37-ed8a-4259-9cfe-2be3443f2494 | CC-MAIN-2021-21 | https://moregrammar.macmillaneducation.in/Grammar%20Worksheets/Class%207/Set%201/Sentence%20and%20its%20kinds_1.pdf | 2021-05-12T01:47:38+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991693.14/warc/CC-MAIN-20210512004850-20210512034850-00582.warc.gz | 435,693,595 | 380 | eng_Latn | eng_Latn | 0.999515 | eng_Latn | 0.999595 | [
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Water Independence
Drinking water flows conveniently to a tap from infrastructure-independent Hydropanels. Low-maintenance and always delicious, you own your reliable water supply.
RO: Dependent on the municipal supply & water infrastructure
Bottled Water: Must be purchased and delivered
Water Cooler: Relies on supplier and water infrastructure
Truly Renewable
SOURCE Hydropanels make, mineralize, and deliver delicious drinking water using only sunlight and air. Eliminates the plastic and water waste of bottled and filtered water.
RO: On average, wastes 15 litres for every 3 1/2 litres of drinking water filtered
Bottled Water: Emits CO2 in the process of production and distribution, results in water wasted during filtration, and leaves behind plastic trash
Water Cooler: Wastes water in the process of filtration and delivery trucks result in pollution
HOW DO I GET SOURCE?
Hydroscot Energies
Visit: www.hydroscot-energies.co.uk/hydropanel
Email: firstname.lastname@example.org
Call: Tel: +44(0)1382690343
Mob: +44(0)7707315898
Why customers love SOURCE™
Water Independence: Free yourself from bottled or municipal with healthy, delicious water at your tap.
Truly Renewable: When the sun comes up, your supply is refreshed each day without any waste.
Every Person, Every Place: Whether it’s dry or humid, SOURCE makes water for you and your family. Transform drinking water for every person with our Water for Life program.
Drinking Water, Perfected: SOURCE produces pure water and mineralizes for health and taste benefit. With monitoring through the SOURCE app, you have drinking water peace of mind.
How much water do you need?
We build arrays based on your drinking water consumption, use, and location.
Average couple, small family, or small office
2 Hydropanels
Average or large family, office, school, community
3+ Hydropanel Array
How does SOURCE work?
- Water vapour from the ambient air around us is drawn into SOURCE via fans and adsorbed onto special material.
- Pure water is desorbed into an air-tight system inside SOURCE.
- Liquid water flows into reservoir and is mineralized.
- Drinking water passes through flavour polishing cartridge before being dispensed at the tap.
- SOURCE panels are connected to a mesh network and are monitored for production and quality.
How do you want to dispense your water?
Existing RO Tap
Fridge Dispenser
New Tap
Free Standing | 54fc6162-28a9-415c-83c1-52b781fbdf74 | CC-MAIN-2020-16 | http://hydroscot-energies.com/content/Hydroscot_General%20Trifold_A4.pdf | 2020-04-10T19:06:09+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370511408.40/warc/CC-MAIN-20200410173109-20200410203609-00258.warc.gz | 81,190,961 | 523 | eng_Latn | eng_Latn | 0.979477 | eng_Latn | 0.990322 | [
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Robot Assisted Language Learning through Games: A Comparison of Two Case Studies
Omar Mubin\textsuperscript{1}, Suleman Shahid\textsuperscript{2}, Christoph Bartneck\textsuperscript{3}
\textsuperscript{1}University of Western Sydney and MARCS Institute, Australia
\textsuperscript{2}Department of Communication and Information Sciences, Tilburg University, The Netherlands
\textsuperscript{3}HIT Lab, University of Canterbury, New Zealand
firstname.lastname@example.org, email@example.com, firstname.lastname@example.org
Abstract. In our research we advocate using game based scenarios for Robot Assisted Language Learning (RALL). We present two case studies that utilized such a methodology and also analyzed what constructs would have a pedagogical benefit. The constructs included various attributes such as, type of robot, location of learning, role of robot, role of teacher, etc. Our results showed that close linkages with existing curriculum reaped benefits and running RALL for small groups of children is the ideal case. We also reflect on how using game based scenarios for RALL resulted in higher motivation for the students.
Keywords: Human Robot Interaction, Robot Assisted Language Learning, Educational robots, Games
1 Introduction
With advances in digital media, technology is now a well-accepted and integral part of education in primary schools, high schools and universities [1]. There has been research conducted which shows the use of technology has pedagogical value over conventional means of teaching and it provides a rich and engaging learning experience for the students. The integration of technology in education has been diverse in nature ranging from tablets, smart artifacts, mobile phones, novel web based platforms and last but not the least robots.
The incorporation of robots in different levels of education has been discussed in great detail. In addition, work in the area has also contemplated how robots are primarily used in two broad subject areas: technical education (such as robotics and computer science) and non-technical education (such as languages). Robots provide a social and physical embodiment to the concept of teaching and provide rich benefits especially in language instruction. The advantages of using robots in language instruction, also known as robot assisted language learning (RALL) have been greatly discussed in [2]. They include aspects such as the robot can repeat verbal behavior without getting tired (unlike a human instructor), remote instruction is possible and students may not be shy to talk to robots in a non-native language as they might be if the instructor was a human. Other key advantages of RALL over online or conventional language learning include that the robot can essentially include “play” as part of the learning activity without the students getting distracted and technology such as RFID tags can be used to monitor the development of each student.
There has been considerable progress in the area of RALL and research has mostly focused on using robots to teach English as a second language. In the work of [3], where children interacted with the Robovie robot it was shown that over a period of two weeks, the post-test scores improved. Similarly, in [4] it was shown that the English listening skills of children significantly increased.
Although RALL utilized as part of the curriculum has shown to reap rewards w.r.t pedagogical outcomes however employing RALL in a gaming scenario could potentially be even more beneficial. The use of games for language instruction is not uncommon and has shown to be an efficient methodology to train students in a non-native language [5, 6]. Learning a second language is by no means an easy task especially if students are constrained in a typical classroom setting [7] where they might feel bored and reluctant to speak in a foreign language especially when there are no tangible outcomes of their verbal articulations. Therefore integrating the language learning process as part of a game based scenario may overcome some of the afore-mentioned hurdles in language acquisition.
RALL by itself also faces various challenges, some of which we aim to reflect on in this paper. A robot tutor is after all a tutor and hence prone to a feeling of saturation from the students, unless there is renewed excitement or challenge. The novelty effect has been reported in [3], where the process flowed from excitement to stable interaction to saturation while learning English with the Robovie robot. RALL also relies on efficient speech recognition [8], as errors in recogtion could seemingly disrupt the learning process of the students. However, if the conversations between students and robots occur as game-based interaction, the errors in recognition could potentially be integrated as part of the game (rules). RALL through gaming scenarios could consequently be the most appropriate RALL technique. Recent work in RALL using gaming scenarios has been limited with studies primarily focused on virtual avatars [9] and not physical embodied robots.
In general, there is considerable research describing the benefits of RALL; however, several open questions remain regarding what environmental variables support the learning activity in a more efficient manner [10]. For example, should the learning take place inside the classroom and should it be linked to curriculum that is already in place? What role should the teacher have? Should the activity be set up as a game? What role should the robot have (as a tutor, tool, or peer)? These were some of the questions that we aimed to answer via our research on RALL using game-based interactions.
Therefore, the goal of this paper is to advocate RALL through games, as it is a generally untapped area within RALL and present our reflections on the basis of two slightly distinct RALL case studies where both used game-based interactions. In addition, we aim to reflect what attributes or settings are more appropriate for RALL activities. Both case studies involved teaching children a new language ROILA, which is an artificial language designed to improve human-robot communication [11]. We will now delve into each study across various factors, discuss the subjective feedback attained from the students, and in conclusion, reflect on what could be the lessons learnt for other researchers in RALL.
2 Research Methodology
Case Study 1 employed the use of the iCat robot (robot that looks like a cat), conducted in an out-of-class setting (extra-curricular) and with 24 children of the ages 10-12 years old. Case Study 2 revolved around the use of LEGO Mindstorm robots in a formal setting (i.e., in the classroom) and with 24 children between the ages 12-14. Both case studies focused on learning the artificial language ROILA with the help of a certain robot in a gaming scenario. The case studies were set up in such a manner that we manipulated certain constructs within the language curriculum so that we could ascertain what aspects are better for RALL using games. We will now briefly enlist some of the constructs. The constructs are borrowed in part from research on educational robots [12-14], where they are presented as important dissecting criteria on the field of robots in education. In order to be able to compare the two case studies, we employed different attributes of the constructs within each case study. The constructs and their attributes are briefly summarized below.
**Type of Robot.** The two robots that we employed were distinct: one (iCat) being more anthropomorphic than the other (LEGO Mindstorms). The iCat has a cat-like embodiment, whereas LEGO Mindstorms is built using LEGO Technic and can take on different representations (see Figure 1).
**Location of the learning.** As stated prior, Case Study 1 was conducted outside the curriculum and outside normal tutoring rooms, while Case Study 2 was executed as an integral part of the curriculum and in the normal classrooms.
**Teacher Participation.** Primarily with Case Study 1 being extra-curricular in nature, it did not involve any teacher participation, whereas in Case Study 2 the teacher was at hand to mentor the students during their interaction with the robots.
**Close linkage with the curriculum.** The scenarios in Case Study 1 did not tie back to any of the existing curriculum of the students, whereas Case Study 2 was conducted within the Science class.
**Role of the robot.** In Case Study 1, the role of the robot was of a peer, i.e., the robot would participate as a co-learner and help the children in verbal articulations by discussing the choices the children could take in the game. Whereas in
case study 2 the role of the robot was more of a tool in the language learning process as what the children would say would effect the robot’s spatial state.
**Collaboration in the learning activity.** In case study 1, the children would interact with the iCat robot individually, whereas in case study 2, interaction with the Mindstorms robot was within several groups of 2-3 students each who were all present in the classroom at the same time.
### 3 Setup
We will now briefly describe how the two case studies were setup. Both studies involved around the aim of teaching students ROILA, an artificial language designed for talking to robots and optimized for speech recognition.
**The Curriculum.** Due to limited curriculum time available obviously only a subset of the language was provided to the children to learn. For both case studies the allocated vocabulary amounted to about 30 words. Students were also taught phrases that could be made up from these words. The phrases were relevant to the interaction scenario followed in the games.
In Case Study 1, all training material was discussed with the children outside normal curriculum hours and with the help of online and paper based material. They were then allowed one week to practice the material after which they returned to further substantiate their learning by interacting with the iCat robot in gaming scenarios, over a 30-minute session. Since we only had one iCat robot at our disposal, children could only participate in the practical sessions individually.
Case Study 2 was conducted within the Science class of children, where they were taught about Robotics using ROILA and the Mindstorm robots. The activity was spread over 2 lectures of 2 hours each, where the first lecture was about learning the theoretical aspects of ROILA and the second lecture was bringing the theory into practice by actually using ROILA to talk to Mindstorm robots. The theory discussed in Case Study 2 was identical to the learning material provided to the children in Case Study 1. We had about 10 Mindstorm robots customized to use in the lecture and each robot was given to a group of 2-3 children. The science teacher was available in the classroom and along with the researchers would assist the children with any questions or queries that they had.
**Setup of the learning activity – game design.** For both case studies, practical learning of the ROILA language in the practical sessions took place within gaming scenarios – for case study 1 after a week in a separate session and for case study 1 in a second lecture. The students were requested to play a certain game with the robot in both ROILA and English so that we could compare how the children perceived talking to the robots in both languages. Each student would then first play the game in either ROILA or English followed by playing the game in the other language. All students had sufficient knowledge of the English language and studied English as a separate subject in their curriculum.
1) **Game employed in Case Study 1**
The game was a simple word matching game in which the children had to match a given word with another word from a set of words based on some logical reasoning (see Figure 2). We anticipated that such a game would encourage the children to be much more verbally involved with the iCat as they would have to discuss the rationale of their choices with the robot (see Figure 3). The iCat was programmed to assist the children in reaching the correct answer by conversing with the children in either ROILA or English. Therefore the iCat was playing the role of a peer in the language learning activity.
2) **Game employed in Case Study 2**
The game in Case Study 2 was designed around navigation and reaching spatial targets in a certain sequence. The children were required to give navigation commands to the Mindstorms robot so that the robot could reach certain colored targets, sense the color of those targets and then shoot balls in corresponding colored goals (see Figure 2). The robot would give instructions to the children in either ROILA or English (depending on the game type), for e.g. which colored target to approach, etc. Therefore the robot was playing the role of a tool in the language learning activity.
**Technical Setup.** For both robots iCat and Mindstorms there was no speech recognition processed on the robot, speech processing actually took place on an external laptop (using the Sphinx recognition system [15]), which communicated with each of the robots wirelessly or over the network. The children would talk to the robots using a microphone connected to the laptop with the recognition results being sent to the robots using the network connection. The robots would then respond with behavior based on a simple dialog management system. The robots had the ability to talk back in ROILA or English using the Festival [16] text to speech engine.
Measurements. Due to the research being of fairly explorative and non-longitudinal in nature we recorded subjective feedback from children via the SASSI questionnaire [17] on a 5 point Likert scale. The SASSI questionnaire is commonly used in the evaluation of speech based interfaces. It comprises of 6 factors: system response accuracy, likeability, cognitive demand, annoyance, habitability and speed. Our aim in utilizing the SASSI questionnaire was to elicit subjective feedback from the children with respect to how they perceived talking to the robots in both English and ROILA. During the practical sessions of the curriculum, once the student had finished playing one round of the game in a particular language, we would request them to fill the SASSI questionnaire before moving on to the next game in the second language.
4 Results
Case Study 1. For the factors from the SASSI questionnaire we achieved Cronbach alphas of $0.7 < \alpha < 0.8$, which gives us sufficient reliability in the SASSI questionnaire. The type of language (ROILA or English) did not have an effect on any of the factors ($p > 0.05$) according to the results from the repeated measures ANOVA. On average the students ranked English as the more preferred (Likeability for English = 3.31 and for ROILA = 3.00) but as stated prior this difference was not significant.
Case Study 2. We conducted a reliability analysis of the SASSI factors and achieved a sufficient benchmark of $\alpha > 0.7$ for all factors. To determine if the language type was having an effect on the subjective SASSI ratings of the children a repeated measure ANOVA was conducted. The within factor was language (English or ROILA) and the measurements were the six factors from the SASSI questionnaire. ROILA was evaluated as better on all six factors of the SASSI questionnaire. Three factors, namely System Response Accuracy, Annoyance and Speed were all significant in favor of ROILA ($p < 0.05$). Likeability was touching significance.
5 Discussion and Conclusion
The results from the SASSI questionnaire allowed us to interpret the language interaction experience of the students across the two case studies and extrapolating that to their language learning experience. Our results showed that Case Study 2 achieved much more positive feedback from the children. We can now speculate why this may have happened. In Case Study 2 students may have been more proficient in learning ROILA and/or enjoyed the learning activities, which translated to them ranking ROILA better than English on the SASSI questionnaire.
The perception of embodiment of the robot was an interesting variable and the iCat did not generate a positive interaction experience, even though it is more anthropomorphic than the Mindstorms and can exhibit facial expressions. Prior research has advocated anthropomorphic behavior to be integral to RALL [2]. We can attribute this anomaly to the structure of the learning activity. In case study 2, the verbal articulations of the students had a direct influence on the Mindstorms robot, therefore we can hypothesize that the role of a tool for a robot might be better than the role of a peer, especially when it comes to language learning. As one student from Case Study 2 pertinently said: “The robot understands me so well and moves when I talk to it in ROILA”.
Our findings also show that RALL is best suited to be run within an existing curriculum in the form of a close association between the new and existing curriculum as in Case Study 2. This allows students to make analogies and linkages and this would also support the theory of constructivism [18] by Seymour Papert, which states that learnt knowledge is shaped by what learners know and experience. However one of the disadvantages of RALL in a big classroom is that speech recognition can become erroneous due to ambient sound. Typically, in RALL one student is given the floor and allowed to interact with the robot while the other students act as audience [19]. Although this may increase the recognition accuracy, it may lead the students to be reluctant to talk confidently in a novel language, as they become the focus of attention. Perhaps the most suitable approach for RALL would be to run small groups of students typically isolated from each other (not a class of 25 and not a single student as in our case studies). Having small groups of students working together in a learning activity has shown to have pedagogical value [20] and has also been advocated in research on educational robotics [21].
Having the teacher in the vicinity of the students led them to be more engaged in the learning process. We noticed that in Case Study 2, on several occasions the students would discuss their findings and results with their teacher, as one student exclaimed: “Hey Miss! (referring to the teacher), the robot just scored a goal!””. In summary, similar to results reported in [20], we found that it was beneficial to involve teachers in the learning activity, even if as a facilitator, a common approach when robots are used in education [22].
As a reflection, it is worthy to mention certain limitations of our research. As advocated earlier, since our research was fairly explorative in nature we only accounted for subjective feedback (via the SASSI questionnaire and interviews) from children. Since both case studies lasted for only 2 weeks, the belief within the research team was that measuring objective measures such as speech recognition accuracy might not be a valid instrument in a real setting (a classroom with the teachers involved), i.e. can we truly measure pedagogical value of a completely novel subject domain over sessions lasting for a couple of hours. Therefore we concluded that initially measuring and recording subjective feedback might be the way to go. However, in our future research we aim to execute controlled and longitudinal experiments that utilize recognition accuracy as a dependent variable and therefore inform us which independent variables contribute towards pedagogical value.
In general all students enjoyed the practical part of the lessons the most, i.e. when they could talk to and play with the robots in as they called it “the funny secret language” (ROILA). Hardly any student complained about feeling bored (as a matter of fact many expressed to be highly motivated) at the time of learning ROILA and our approach of RALL using game based scenarios was positively received. Several students appreciated and enjoyed this relatively new style of learning using a game based approach and stated that this was something that they had not encountered before in their language learning classes. We also observed many students comparing game scores and game results with each other and using that to claim language proficiency over their friends and peers.
Our results show that the approach of using games for RALL was in general successful. We have also presented recommendations on how RALL activities should be setup to ensure maximum pedagogical benefit. In our future research we aim to ground our findings by conducting longitudinal research in controlled settings.
Acknowledgements. We thank the children and their teachers and parents for the cooperation.
References.
1. Bates, A.W., Poole, G.: Effective Teaching with Technology in Higher Education: Foundations for Success. ERIC (2003)
2. Chang, C.W., Lee, J.H., Chao, P.Y., Wang, C.Y., Chen, G.D.: Exploring the possibility of using humanoid robots as instructional tools for teaching a second language in primary school. Educational Technology & Society 13, 13--24 (2010)
3. Kanda, T., Hirano, T., Eaton, D., Ishiguro, H.: Interactive robots as social partners and peer tutors for children: A field trial. Human-Computer Interaction 19, 61--84 (2004)
4. Tanaka, F., Matsuzoe, S.: Children Teach a Care-Receiving Robot to Promote Their Learning: Field Experiments in a Classroom for Vocabulary Learning. Journal of Human-Robot Interaction 1, 78--95, (2012)
5. Zhang, Y., Shan, L., Li, S.: Educational game design for teaching Chinese as a foreign language by effective learning environment, flow, motivation. In: New Horizons in Web-Based Learning-ICWL 2010 Workshops, pp. 1--10. Springer, (2011)
6. Seneff, S., Wang, C.: Web-based dialogue and translation games for spoken language learning. In: Proceedings of the Speech and Language Technology in Education (SLaTE) Workshop, Farmington, PA. (2007)
7. Ehrman, M.E.: Understanding Second Language Learning Difficulties. ERIC (1996)
8. Lee, S., Noh, H., Lee, J., Lee, K., Lee, G.G., Sagong, S., Kim, M.: On the effectiveness of robot-assisted language learning. ReCALL 23, 25--58 (2011)
9. Chen, G.-D., Chang, C.-W.: A Task-Based Role-Playing Game with Educational Robots for Learning Language. Learning by playing. Game-based education system design and development, pp. 483--488. Springer (2009)
10. Han, J.: Emerging Technologies: Robot Assisted Language Learning. Language Learning and Technology 16, 1--9 (2012)
11. Mubin, O., Bartneck, C., Fejis, L., Hooft van Huysduyven, H., Hu, J., Muelver, J.: Improving Speech Recognition with the Robot Interaction Language. Disruptive Science and Technology 1, 79--88 (2012)
12. Mubin, O., Stevens, C., Shahid, S., Mahmud, A.A., Dong, J.J.: A review of the applicability of robots in education. Journal of Technology in Education and Learning 1, 1--7 (2013)
13. Alimisis, D.: Educational robotics: Open questions and new challenges. Themes in Science and Technology Education 6, pp. 63--71 (2013)
14. Vavassori Benitti, F.B.: Exploring the educational potential of robotics in schools: A systematic review. Computers & Education 978--988 (2011)
15. CMU Sphinx4 speech recognizer, http://cmusphinx.sourceforge.net/sphinx4/
16. The Festival Speech Synthesis System, http://www.cstr.ed.ac.uk/projects/festival/
17. Hone, K., Graham, R.: Towards a tool for the subjective assessment of speech system interfaces (SASSI). Natural Language Engineering 6, 287--303 (2001)
18. Papert, S.: Mindstorms: Children, computers, and powerful ideas. Basic Books, Inc. (1980)
19. Han, J., Kim, D.: r-Learning services for elementary school students with a teaching assistant robot. HRI 2009, pp. 255--256. ACM (2009)
20. Brom, C., Sisler, V.t., Buchtova, M., Klement, D., Levcik, D.: Turning high-schools into laboratories? lessons learnt from studies of instructional effectiveness of digital games in the curricular schooling system. E-Learning and Games for Training, Education, Health and Sports, pp. 41--53. Springer (2012)
21. Lindh, J.r., Holgersson, T.: Does lego training stimulate pupils ability to solve logical problems? Computers & Education 49, 1097--1111 (2007)
22. Alimisis, D.: Robotics in Education & Education in Robotics: Shifting Focus from Technology to Pedagogy. | <urn:uuid:5dcd1df9-491e-4128-90b3-c8fbbbc9904e> | CC-MAIN-2018-43 | http://www.bartneck.de/publications/2013/robotAssistedLanguageLearningGames/mubinBartneckAJIIP2013.pdf | 2018-10-19T10:56:23Z | crawl-data/CC-MAIN-2018-43/segments/1539583512395.23/warc/CC-MAIN-20181019103957-20181019125457-00515.warc.gz | 417,399,295 | 5,110 | eng_Latn | eng_Latn | 0.9404 | eng_Latn | 0.997468 | [
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Title: Consent
Part 1: What is consent?
Level: SECOND
Links to Curriculum for Excellence
| Experiences and outcomes | Benchmarks |
|------------------------------------------------------------------------------------------|----------------------------------------------------------------------------|
| I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication. HWB 2-45b | • Describes the concept of consent. |
| I know that all forms of abuse are wrong, and I am developing the skills to keep myself safe and get help if I need it. HWB 2-49a | |
The learning intentions and success criteria are met with delivery of both parts of this topic.
Learning Intentions
• Children understand the concept of consent.
• Children understand the concept of bodily autonomy.
• Children acknowledge personal space and boundaries.
• Children know that all forms of abuse are wrong.
• Children learn help-seeking behaviours.
Success criteria
• I can describe what consent means to me.
• I know that I, and others, can use words, body language and facial expression to communicate what they like and don’t like.
• I explain the idea of personal space.
• I can explain that my body is *my* body.
• I can name an adult/adults I go to if I have a worry.
Resources to support this activity.
• PowerPoint slides
• Props for the ‘pass the thing’ game
• Boss of My Body song [https://youtu.be/zAALZxa6NCw](https://youtu.be/zAALZxa6NCw) (2 minutes 33)
Whenever you use content on a platform like YouTube, please cue the film you intend to play in advance, check it is the film you want to view, and skip adverts.
NOTE: In Consent children are introduced to the concept of consent, this is defined as asking and receiving (or not) a person’s permission to do something. Through games and situations which children explore they will be learning to ask for consent/permission and that they can say ‘no’ to a request made to them. The first session introduces the idea of consent as it relates to their body, this is developed further in the second activity. This age and stage appropriate primary school work on consent is about promoting self-confidence, respect for others and protection from harm. Children can also explore feeling yes/feeling no as part of activities in other RSHP resource materials called Protecting Me.
It can be misunderstood that when we talk and learn about consent, we simply mean sexual consent. This is not what these lessons at Second Level are about. What is important though, is that if young people are to understand the concept and practice of sexual consent when they are older and making choices as young adults then they need to have had learning opportunities that lay the foundation for that later understanding; it is these foundations that are laid here.
Activity
1. As the children will be playing some games in this session start in the circle, having cleared the room as much as you can for a bit of moving around. Share the slide that has the word: Consent Acknowledge that this might be a new word. Explain that the children will be finding out more about it today. Use the next slides with the definition.
Consent means asking someone’s permission to do something.
If the person says yes, they have given their consent. If the person says no, they have not given consent. If a person is not sure or does not say ‘yes’, then this is not consent.
2. Explain that you will be playing a game to help everyone think about consent.
Would you like a cup of tea? This game requires moving around. Half the group are to be people who have a (imaginary) teapot and a tea cup in their hands. They go around the room offering a person they meet a cup of tea. “Would you like a cup of tea?” If the person says yes, they then give them the cup, check if they need milk or sugar and make/pour them the cup of tea. If the person says ‘No, thank you, I don’t want a cup of tea’ then they must just smile and move on. Encourage the children to be quite expressive and dramatic as they offer, make the tea or as they say yes or no – so encourage a very enthusiastic yes or no. (Role play before you start and really exaggerate a couple of responses as tea-maker and tea-drinker).
Then try a version with no talking, just expressing the preference and reaction by body language only. Again, model some ideas to help get it going.
Bring the children back together. Recap that the game was about asking somebody if they want something – then they can say yes or no. Stress that it is important to listen to what someone says. Ask the children: Apart from what someone says with words, how else can you tell if they want something or not? What does someone say with their face or their body if they mean no (even if they don’t say it)? Affirm that this is asking for and giving or not giving consent.
Ask if anyone would like to show how they used their body or facial expression in the silent version of the game played. Talk about how they have communicated yes or no.
3. Ask the children for their own examples: **When do you ask someone for consent to do something?**
As an example, you might ask what do you do if you need to go to the toilet in school? Or ask, when do you ask your parents/carers their permission or consent if you can do or have something?
(Examples could be to invite a friend for a sleepover. Or to stay up later to watch something on TV).
In the examples use any contributions where consent/permission is not clear or changes.
4. Explain that you have some examples (on the slides) of when people might ask for consent from someone else – the children are to decide if this person has given their consent or not. (In example C, the point is to explain that when a person is unsure or doesn’t clearly say ‘yes’, then this is not consent). You could ask children to work with a partner and discuss before feedback/discussion in the group.
A. Maria has forgotten to bring her colour pencils to school. She asks her friend Martha if she can borrow her blue pencil. Martha says “Yes, of course you can”. **Can Maria borrow the pencil? Has Martha given her consent?**
B. Aadya is in the dining hall having lunch. She forgot to pick up a spoon and can see that Dimitri has one. Aadya says “Can I have that spoon?” and Dimitri says “No, I need it”. **Can Aadya take the spoon? Did Dimitri give his consent?**
C. Michael has a packet of crisps. His friend Leah says, “Can I have one?” Michael doesn’t look happy, he says “Well….” **Can Leah take a crisp? Has Michael given his consent?**
5. Discuss and clarify as necessary – taking time to make sure everyone is following – children can explain to each other where necessary. Explain that here are other examples, *but this time something changes*. Share the examples on the next 2 slides, after reactions to the second slide the point to make is that Sophie had consent the first time, *but not the second*, that just because somebody says yes one time, you still need to ask another time.
D. Sophie’s big brother Max comes home with a pizza. He says, “Would you like a piece?” Sophie takes a piece of pizza. **Did Sophie have her brother’s consent?**
E. The next day, Max comes home with another pizza. He doesn’t say anything and leaves it on the kitchen table and goes to his room for something. Sophie takes a bit of pizza. **Did she have her brother’s consent?**
6. Consent examples: **What can these children do?** Explain that you will now share some situations with the children where children are trying to work out the best thing to do. They are difficult situations and the children need to work out if they want to give their consent or not, and also how to do that. Ask the children to work with a shoulder partner, share the ‘dilemmas’ one at a time, encourage discussion then feedback. To end each scenario discussion, make sure the children are clear about *what the child wants to do and what best way to do it/achieve the outcome that they want*. (If children are keen, ask them to role play being each child, thinking about what they could say and how).
F. Robbie’s auntie and uncle are visiting. They are leaving soon, and his Mum says “Robbie, go give Auntie Rose and Uncle Derek a kiss goodbye”. Robbie really doesn’t want to kiss them goodbye. **What can Robbie say or do?**
G. Peter has a new friend at school. His friend has asked him to come for a sleepover, but Peter doesn’t want to. His friend keeps asking. **What can Peter say or do?**
H. Andrew likes Misha, they are friends. Andrew would like Misha to be his girlfriend. He wants to hold her hand as they walk home. **What can Andrew say or do?**
I. Misha likes Andrew, they are friends. Andrew asked Misha if he could hold her hand when they were walking home. Misha just wants to be Andrew’s friend, not a girlfriend. She doesn’t want to hold his hand. **What can Misha say or do?**
7. To finish, emphasise that a lot of the activities today have been about looking after ourselves and understanding that we can say yes, or no, or not be sure about something that a person asks us to do. Also, if someone says no, or isn’t sure, they have not given their consent.
8. Tell the children that in the next lesson/activity they will be thinking about what consent means when it comes to our bodies, because we are all the boss of our own bodies. Say you have a song to share – it’s called **Boss of My Body** [https://youtu.be/zAALZxa6NCw](https://youtu.be/zAALZxa6NCw) (2 minutes 33) Watch the video and get some initial thoughts but don’t go into too much detail/conversation. Maybe watch it again and encourage some dancing/singing along. Explain that the conversation is to be continued….
**Additional ideas**
- **Boss of My Body** is part of a TV show that now airs on Amazon Prime UK called **Ruby’s Studio: The Safety Show**
- Here is an additional game/activity if children liked ‘Would you like a cup of tea?’ **Pass the thing.** Sitting in a circle introduce 2 objects (a ball, a watering can…. anything, perhaps the odder the better). Explain that the children are to pass the objects around the circle, but they must ask if the next person wants the object. So, if they have the ball they turn to their neighbour and say: *Would you like the ball?* The neighbour can say *Yes, I would like the ball, thank you.* If they say this, they take the ball and turn to the next neighbour and repeat. But they can also say *No, I don’t want the ball.* Then the person with the ball has to turn in the other direction and ask that person. (explain that you will keep an eye out, if the second person says no you will rescue the ball and take it to another part of the circle). Get both objects going around the circle at the same time. Role play the question/response and check understanding. Keep going for as long as it’s fun – there might be chaos when the items meet. Stop and start as necessary.
**Connecting with home**
*The text below could be used to communicate with home about these activities.*
In two activities the children are learning about consent, we say that consent means when we ask for and receive (or not) a person’s permission to do something. Through games and imagining situations children will build their skills and confidence to be able to say both yes and no. They will learn to recognise situations where they feel nervous or worried, we will help them to trust what we will call their ‘belly voice’, that feeling of nervousness or worry if someone asks them to do something they do not want to do. We are learning about consent now because we want the children to grow in self-confidence, respect for others and be protected from harm. We will be using these two short films, on is Consent for Kids and the other is a great song called Boss of My Body (which you can also buy/download)
**Boss of My Body** [https://youtu.be/zAALZxa6NCw](https://youtu.be/zAALZxa6NCw) (2 minutes 33)
**Consent for kids** [https://www.youtube.com/watch?v=h3nhM9UlJjc](https://www.youtube.com/watch?v=h3nhM9UlJjc) (duration 2 minutes 42)
As always, if you have any questions about our work on any topic just do get in touch.
Further learning activities are available that connect to this RSHP curriculum content
- Consent: My body is mine
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TOPIC 8
Healthy and respectful relationships
8.1 Overview
Key knowledge
• Key characteristics of healthy and respectful relationships and the impact on health and wellbeing, and development
Key skill
• Analyse the role of healthy and respectful relationships in the achievement of optimal health and wellbeing
FIGURE 8.1 Teamwork and decision making are important aspects of healthy and respectful relationships.
KEY TERMS
Abuse physical, psychological or sexual ill treatment of a person
Authoritarian parenting a style of parenting that employs strict rules, and punishment if rules are broken
Authoritative parenting a style of parenting that uses positive reinforcement of good behaviours and flexibility in interpretation of rules
Belonging the feeling whereby a person feels they have a place and a role in society
Communication the passing or sharing of information between people
Connectedness relates to the quality, number and frequency of interactions with others in a social setting
Emotional abuse the use of verbal abuse, threats, rejection, put downs and other behaviour in order to have control over another person
Empathy the ability to understand and share the feelings of another
Equality the state of being equal, whereby all people involved in a relationship are valued and able to contribute to and take from the relationship. They have the same expectations of the relationship.
Honesty the quality of being honest — choosing not to lie, deceive or cheat
Intimate relationship an interpersonal relationship that involves physical and/or emotional closeness
Loyalty the quality of being faithful to others. It also means that people stick by each other and provide support and consistency even through challenging times.
Non-verbal communication the use of gestures, body language, mannerisms and facial expressions to express yourself
Permissive parenting a style of parenting that is low in discipline and whereby parents see themselves more as friends than parents
Physical abuse any physical act that hurts or scares an individual
Relationship a connection between two or more people or groups of people
Respect the consideration of others’ feelings, opinions, rights and needs
Safety the state of being free from danger, either physically or emotionally
Social networking the use of dedicated websites and applications to interact with other users, or to find people with similar interests
Trust the feeling of having confidence in another person and feeling emotionally and physically safe around them
Uninvolved a parenting style whereby parents show little interest in their children’s lives
Verbal communication the use of sounds and words to express yourself
8.2 Healthy and respectful relationships
KEY CONCEPT Understanding what makes a healthy and respectful relationship
Humans have evolved to be social beings, and feeling of a sense of belonging and connectedness are essential to our health and wellbeing. A relationship is the connection between two or more people, or groups of people, and their involvement with one another over a period of time. We have relationships with all sorts of people. Relationships are complex and dynamic; they can be developed and maintained in a range of ways. Relationships can be healthy or unhealthy, and both have an impact on the dimensions of health and wellbeing and the areas of development.
8.2.1 Types of relationship
There are many types of relationship: some can be quite simple while others are more complex. For example, we may have simple relationships with many people based on shared interests or lifespan stage. Other relationships, such as with an intimate partner, can be more complex where the needs of both people need to be met. This can be difficult sometimes; for example, if one person in the relationship gets a job in another city, the other partner might need to compromise on their career, friendships or interests.
FIGURE 8.2 There are many different types of relationship.
FIGURE 8.3 Relationships are formed with a wide range of people throughout the lifespan.
Many relationships will change over time depending on people’s life experiences, interests and needs. The relationships that we experience throughout our lifespan shape our beliefs, sense of self-worth, and give a sense of belonging and connection.
**Family relationships**
Families are diverse and unique. Regardless of their makeup, families usually provide love, security, care and support for their members. Family members are generally dependable and trustworthy, and support and guide us through milestones in life. Such times might include starting school, choosing which university to attend, moving out of home, and getting married or having children. In the past, typical families comprised parents and children. However, today there are a wide variety of different family structures. What is classified as their family is different for each individual depending on their circumstances. Families are better defined by what they do and the qualities they offer their members rather than how they are composed. Regardless of their makeup, all families should provide a supportive, caring and loving environment for their members.
**FIGURE 8.4** Families come in many different forms.
In many family scenarios, the relationship between parents and children is a key factor in how well the family functions. There are four main recognised parenting styles, each of which has the potential to impact on health and wellbeing of parents and, especially, children. These parenting styles and their commonly accepted impacts on health and wellbeing of the children are discussed below.
**Authoritarian** parents establish a set of rules and expect their children to follow them without question. This type of parenting relies on punishment, does not allow negotiation and the children gain minimal skills in problem solving. Children from these types of families often have lower levels of emotional and mental health and wellbeing as they often direct anger at their parents for the punishments they inflict and also tend to have poor self-esteem.
**Authoritative** parents also have rules; however, they allow some exceptions based on their children’s feelings and also explain the reasons for their rules or limits. These parents tend to use consequences rather than punishments, and often implement positive consequences or rewards to reinforce positive behaviours. Children with these types of parents usually develop good decision making skills and become responsible adults with good mental health and wellbeing.
**Permissive** parents don’t really offer any discipline and may take on the role of friend more than parent. As such, although they may encourage their children to talk to them about their problems, they rarely discourage bad behaviour. Children in these relationships often have issues with authority and rules, causing them difficulties at school and later in life. These children often report low self-esteem and sadness, which causes poor mental health and wellbeing.
**Uninvolved** parents show little interest in their children’s lives, often do not meet their basic needs and offer little attention. These parents are often affected by mental health issues or substance abuse problems. Children in these families tend to feel rejected and consequently have low levels of happiness and poor self-esteem.
Friendships
The friendships we establish are often based on common interests, such as sports and hobbies, or on life experiences. Like all relationships, friendships can change significantly. They can be close and intense or more relaxed and carefree. Friendships can be long lasting or short, but all can be meaningful and important to our health and wellbeing and development. Friends may drift apart for periods or forever. This may not necessarily be negative; it’s just that their common interests may have changed.
Friends usually share good times and bad, and offer support in those times that are more difficult. Friends offer opportunities for understanding the world outside of the influence of our immediate family. Friends are critical during certain life stages, such as youth, when many young people strive to become independent from their families. Youth rely on their friends to help with decisions about dating, consuming alcohol and drugs, sports, and school priorities. Friends can either be a good or bad influence, and their input in such decisions should be carefully evaluated.
**FIGURE 8.5** Friends offer care and support and are important to health and wellbeing at all stages of the lifespan.
Online relationships
Since the development of **social networking** sites, many people of all ages have been able to develop and maintain relationships through online **communication**. There can be negative outcomes associated with online relationships; however, healthy and respectful relationships can also be developed through online forums and networking sites for people with shared interests. Large numbers of people use social networking sites such as Facebook to maintain contact with people they already know offline. Chatting and interacting online can be an effective way to stay in touch and keep up to date with friends easily and instantaneously.
Intimate relationships
**Intimate relationships** usually involve strong emotions. Love and infatuation are romantic feelings that are common...
in such relationships. Intimate relationships involve a desire to spend large amounts of time with, and a physical attraction to, another person; but they may not always be sexual in nature. Many intimate relationships do become sexual after a period of time. The characteristics of intimate relationships differ for everyone and depend on values, beliefs and expectations. For some people, intimacy is centred on physical closeness; for others it is more about a spiritual or emotional connection.
**FIGURE 8.7** Intimate relationships involve a close connection with another person.
**Relationships with teachers, coaches or other mentors**
Healthy and respectful relationships can be formed with any people who play a significant role in our lives. Particularly for young people, teachers at school or sports coaches are important people in a young person’s support network. Mentors of any type provide positive role models for people of all ages and can be very influential in the lives of youth.
**FIGURE 8.8** Teachers and coaches are a major source of support and guidance for young people.
**Professional relationships**
Most adults spend large amounts of their day in some form of work environment. Their relationships with co-workers and managers can have a significant impact on health and wellbeing. In the workplace, relationships need to be open and supportive and are usually based on shared values and goals. Workplace relationships require good communication, trust and respect. Healthy and respectful workplace relationships generally allow workers to be more productive and result in better outcomes for everyone for the workplace.
**study on**
Unit 2 > AOS 1 > Topic 3 > Concept 1
*Relationships* Summary screens and practice questions
### 8.2.2 Characteristics of healthy and respectful relationships
Healthy and respectful relationships have positive impacts on all aspects of health and wellbeing and development for people across the lifespan. Healthy and respectful relationships are important — they contribute to personal growth and self-confidence, promote self-expression and an awareness of others. They enable
people to feel accepted, and give an important sense of belonging and connectedness. The key characteristics of healthy and respectful relationships are respect, trust, honesty, loyalty, empathy, safety and equality.
**Respect** is a pattern of behaviour that is found in healthy and respectful relationships whereby people have consideration for others’ feelings, needs, thoughts and rights. Respect means that people in the relationship value each other’s opinion and treat each other in a thoughtful way.
**Trust** in others means that you think they are reliable and dependable, you have confidence in them, and feel safe with them emotionally and physically. Trust is a key characteristic of healthy and respectful relationships.
**Honesty** in healthy and respectful relationships involves telling the truth and not keeping secrets. Being honest means choosing not to lie, cheat, steal or deceive in any way. Honesty and trust are characteristics that are closely linked, as being honest helps to build trust in any type of relationship.
**Loyalty** is a characteristic of healthy and respectful relationships whereby people stick by each other and provide support and consistency even through challenging times. Being loyal doesn’t mean that the people involved in the relationship always agree and share exactly the same opinions, but they will always be there for each other and work to resolve their differences.
**Empathy** is the capacity to understand or feel what another person is experiencing by placing yourself in their position. Empathy helps to contribute to healthy and respectful relationships because it allows people to sense and understand other people’s emotions and offer support when needed.
**Safety** is an essential characteristic of any healthy and respectful relationship. A relationship can’t be considered healthy and respectful if the people involved do not feel physically and emotionally safe. Like honesty, safety and trust are intrinsically linked. Emotional safety means trusting other people with your feelings and knowing that they have your best interests in mind. Only healthy and respectful relationships are those free from any sort of physical harm or abuse.
**Equality** means that the people involved in the relationship are valued and able to give and take from the relationship. They have the same expectations of the relationship. Relationships all involve different numbers of people — from intimate relationships of two people to larger family or friendship groups. Regardless of the number of people involved, each person needs to contribute to a healthy and respectful relationship. When a relationship is unequal, one person may try to hold power over the other.
Healthy and respectful relationships may involve disagreements or differences of opinion. In healthy and respectful relationships, when differences occur they are managed in ways that lead to understanding and resolution without damage to the relationship. Conflict within relationships can be uncomfortable; however, conflict that stems from a difference of opinion or ideas does not necessarily lead to an unhealthy relationship. It is normal for groups of people to hold different points of view. In a healthy and respectful relationship conflict is resolved, often by simply agreeing to disagree.
The importance of communication
For healthy and respectful relationships to be developed and maintained good communication is an essential characteristic. Clear communication in any relationship allows people to share their interests, aspirations, and concerns or worries. It helps them to discuss their expectations of the relationship and to support each other. Clear and supportive communication in healthy and respectful relationships can help people to make difficult decisions.
Communication involves verbal and non-verbal skills. Verbal communication is clearly conveying a message through talking and careful listening, while non-verbal communication is the use of body language, facial expressions and tone of voice. Good communication is an important feature of healthy relationships because it shows the people involved have respect for each other. Verbal communication allows facts, thoughts, feelings and opinions to be conveyed directly. Clear verbal communication is essential to building healthy and respectful relationships in order to avoid misunderstandings, hurt, anger or confusion. Non-verbal aspects of communication are easily lost when electronic communication is used. Facial expressions, body posture and tone of voice are not available as cues to understand the true context of a message. Misunderstandings and hurt feelings are common consequences of this type of communication and do not foster healthy and respectful relationships.
Developing good communication skills is a process that continues throughout a person’s lifespan. Some characteristics of good communicators are outlined in figure 8.10.
**FIGURE 8.10** Characteristics of good communicators
- Make eye contact and look at people when speaking to them
- Ask relevant questions and respond in an active constructive way
- Speak at an appropriate volume to be heard without shouting. Speak clearly and slowly
- Maintain an appropriate distance when talking, allow people to have personal space while still being able to speak at a comfortable volume
- Show interest in what people are talking about by listening carefully and becoming involved in the conversation
- Use spoken and body language appropriate to the situation
**study on**
Unit 2 > AOS 1 > Topic 3 > Concept 2
Healthy and respectful relationships: Summary screens and practice questions
### 8.2.3 Unhealthy relationships
To determine how healthy and respectful a relationship is, you must first be able to recognise the signs of an unhealthy or negative relationship. Most people encounter unhealthy relationships at various times in their lives. These relationships are not always abusive in nature; however, they are unsatisfying to one or more of the people involved. An unhealthy relationship is usually one in which a person is prevented from challenging themselves, and is unable to be their best self. Other characteristics might include:
- feeling uncomfortable around a person or group of people
- being put down by others
- not feeling appreciated, valued or cared for
- feeling that the relationship is unequal and one person is putting in greater effort than others to maintain the relationship
**FIGURE 8.11** Shouting, anger and fear are common in unhealthy relationships.
• low self-esteem and a lack of confidence around others
• being embarrassed, bullied or harassed
• feeling scared, vulnerable, constantly disappointed or angry.
**Abuse in relationships**
An extremely unhealthy relationship may become an abusive relationship. *Abuse* can be physical, emotional or sexual and endangers the person being abused.
Examples of each type of abuse are outlined in figure 8.13.
Unhealthy and abusive relationships can have extremely detrimental consequences for health and wellbeing and development in all lifespan stages. Being physically abused causes injuries and sometimes death; while sexual and emotional abuse can lead to poor self-esteem, depression, anxiety, withdrawal from social interactions and self-harm. All dimensions of health and wellbeing are negatively affected by any form of abuse in a relationship. Abusive relationships within families are known as family or domestic violence, and includes not only behaviour resulting in physical injury, but also direct or indirect threats, sexual assault, emotional and psychological torment, financial control, damage to property, social isolation and any behaviour that leads another family member to live in fear.
**FIGURE 8.12** Physical violence and fear are common features of abusive relationships.
**FIGURE 8.13** Types of abuse in unhealthy relationships
| Types of abuse in unhealthy relationships |
|------------------------------------------|
| **Physical abuse** |
| Examples |
| • Hitting |
| • Biting |
| • Kicking |
| • Punching |
| **Sexual abuse** |
| Examples |
| • Unwanted touching |
| • Unwanted sexual activity |
| **Emotional abuse** |
| Examples |
| • Repeated insults |
| • Put downs |
| • Lack of affection |
| • Financial abuse |
| • Social isolation |
### 8.2 Activities
**Test your knowledge**
1. Identify the six different types of relationship.
2. (a) Name the four parenting styles discussed.
(b) Briefly outline the characteristics of each parenting style.
3. Create a table or concept map identifying the characteristics of a healthy and respectful relationship with a description of each characteristic and a picture that illustrates that characteristic.
4. What is meant by
(a) verbal communication?
(b) non-verbal communication?
5. Provide an example where a misunderstanding in a relationship has occurred as a result of poor verbal and non-verbal communication.
6. Explain why communication is so important in healthy and respectful relationships.
**Apply your knowledge**
7. (a) In the tables provided, identify the three most important characteristics of relationships with parents, friends, teacher or coach.
(b) Justify why you consider these characteristics the most important in each of the relationships.
8. Imagine that you and three others have been stranded on a desert island.
(a) Identify and describe three ways the relationship between all four people might be tested.
(b) Suggest a list of rules to maintain respectful relationships on the island.
(c) Which characteristics of a healthy and respectful relationship do you think would be most needed in this scenario? Why?
9. (a) Identify the characteristics of an unhealthy relationship.
(b) Discuss reasons why a person may stay in an unhealthy relationship.
(c) Predict the impact of an unhealthy relationship on the health and wellbeing of an adolescent who has just begun dating.
10. Often messages communicated electronically are misinterpreted. Suggest reasons why misunderstandings often happen with this type of communication.
8.3 Healthy and respectful relationships and health and wellbeing
KEY CONCEPT Understanding the impact of healthy and respectful relationships on health and wellbeing
Healthy and respectful relationships in which there is good communication and all people feel supported, connected and cared for have a positive impact on all dimensions of health and wellbeing.
Physical health and wellbeing is enhanced as people in healthy and respectful relationships do not suffer physical injuries from abuse or violence. Healthy and respectful relationships also promote physical health and wellbeing in other ways. For example, people may play sport as part of a team or be encouraged to do physical activity with friends and family members, which improves cardiovascular health, helps to maintain a healthy body weight and enhances the functioning of the immune system.
Healthy and respectful relationships are at the core of good social health and wellbeing. Having healthy and respectful relationships contributes to the achievement of optimal social health and wellbeing, as people interact with others in a positive way and offer support to each other.
Emotional health and wellbeing is also closely associated with healthy and respectful relationships. When people are in positive, caring relationships they are easily able to recognise and manage their emotions.
As discussed earlier, healthy and respectful relationships do sometimes involve conflict, which can lead to emotions such as sadness, disappointment, frustration and anger. However, in healthy and respectful relationships a positive outcome can be achieved with good communication. Through good communication within a caring and supportive relationship optimal emotional health and wellbeing can be promoted.
Stress, anxiety and low self-esteem are characteristics of people involved in unhealthy, negative relationships in which mental health and wellbeing can be severely compromised. Healthy and respectful relationships can improve and promote optimal mental health and wellbeing because stress levels remain low. When anxiety is present it can be reduced by sharing thoughts and being cared for by others. Being supported to achieve goals and accept challenges builds good self-esteem and self-confidence. In healthy and respectful relationships, even when people fail to fully achieve their goals, having love and support from others means they can try again and resilience is built along the way.
Being part of a healthy and respectful relationship means that big life decisions can be made together, which means the anxiety that usually accompanies them can be reduced. For example, a couple might be deciding when to start a family. In a healthy and respectful relationship with good communication, both parties will offer their thoughts and feelings to make the decision together. In an unhealthy relationship, both partners might feel anxious and stressed about the decision and withdraw from each other.
A sense of belonging is at the centre of good spiritual health and wellbeing. A strong feeling of connectedness is fostered through healthy and respectful relationships. People feel connected to each other through shared interests, values, beliefs and opinions, which are the foundations of positive relationships. Healthy and respectful relationships are inclusive of others and make people feel comfortable, promoting optimal spiritual health and wellbeing. Meaning and purpose in life are essential aspects of spiritual health and wellbeing, which can be achieved through having many different relationships. For example, a football coach can satisfy his or her spiritual needs by building a strong relationship with a team of young sports players. Helping young people to develop their skills and watching them grow as players can be very fulfilling for a coach. People who become involved in volunteering can achieve spiritual health and wellbeing through the relationships they make through giving their time and effort.
Good relationships keep you healthier for longer
Arguments with the people we are close to can have a serious impact on our health and mortality rate, a new study has confirmed. The link between having supportive friends and family and serious health outcomes has long been recognised, but this research, published in the *Journal of Epidemiology and Public Health*, takes our knowledge of the impact of relationships on health one step further by showing how stress can even impact on our lifespan.
Stressful social relations with partners, children, other family members, friends and neighbours, were examined using questions about everyday life. Questions addressed the degree to which people felt their relationships demanded too much of them, worried them or involved conflict. These questions were scored from always through to seldom, with people reporting frequent stressful social relations being deemed as at high risk.
Social relations were also measured with a more standard psychological questionnaire, the Copenhagen Social Relations Questionnaire. This study found that frequent worries, demands or conflicts were related to an increased risk of death through any cause.
Individuals who experienced frequent conflicts in their social relationships were, alarmingly, at two to three times the risk of mortality compared to individuals who rarely experienced such conflict. Conflicts, worries and demands from your partner seemed to be particularly important and had a stronger effect on men’s mortality than women’s, suggesting that men are more vulnerable to the negative impact of social relationships.
Resociable
These results shouldn’t surprise us. It has already been established that large social networks and high quality social support can boost your lifespan; we would expect that negative social relationships might be linked to an increased risk of mortality.
The link between being socially isolated or having poor quality social relationships and earlier mortality is well established. And having a small social network appears to be particularly detrimental to men when the link between social support and mortality takes into account other risks such as smoking and high blood pressure.
But less is known about the other side of the coin in terms of whether or not our social relations can actually harm our health. There is certainly some evidence to suggest this is the case. In my own laboratory we have shown that individuals with poor quality marriages have a reduced antibody response to medical vaccinations in comparison to happily married individuals.
During a stressful marital conflict, laboratory studies have shown that physical wounds heal slower in couples who consistently demonstrated high levels of hostile behaviour toward each other, and higher levels of inflammation the day after a hostile marital social interaction. Inflammation is a major contributor to many age-related diseases.
There are many candidates for causing this. In particular, higher levels of stress hormones, such as cortisol, can adversely affect many parts of the body including the immune system, cardiovascular function, and even muscle and bone strength.
It is possible that men’s increased vulnerability to the impact of stress on their bodies is due to these same biological pathways, as men have been shown to have higher stress hormone and blood pressure responses than women. In turn, high stress reactivity is associated with a range of serious diseases including developing cardiovascular disease and cardiovascular disease mortality.
**Healthy relations, healthy life**
So the key question is, what can we do to reduce our risk of falling foul of the negative effect of stress in our relationships? A glib answer would be, do not form close relationships with individuals with whom one does not get on well. But relationships often deceptively start well and only show their cracks and difficulties later down the line.
A more pragmatic answer would be to work hard at our relationships, to maintain their quality, by making both parties in the relationship feel valued and appreciated. Through this, conflicts, demands and worries should become less frequent.
Another potential solution might be to learn to self-regulate our responses to conflict when it arises. Rather than escalate the situation by responding negatively to a negative encounter in order to further our own point of view, we might consider reacting calmly.
Scientifically, the biological impact of stress on people who don’t tend to respond angrily in stressful situations is smaller than those who are frequently angry and hostile, and make large displays of showing it. Sometimes there is no escaping stress in our relationships with others — especially those we’re closest to. But with increasing evidence that stress has a serious impact on our health and lifespan, we’ll do better to work hard at investing in our relationships.
*Source:* Phillips A 2014 ‘Good relationships keep you healthier for longer’, *The Conversation*, 12 May http://theconversation.com/good-relationships-keep-you-healthier-for-longer-26549.
**Case study review**
1. According to the article, individuals who experienced frequent conflict in their social relationships were how many times more at risk of mortality than those who rarely experienced such conflict?
2. Is the mortality of men or women more affected by the impacts of negative social relationships?
3. What evidence is there to suggest that social relationships can actually be harmful to our health and wellbeing?
4. How can we reduce the risk of the harmful effects stress in our relationships? Identify and describe three different suggestions outlined in the article.
### 8.3 Activities
**Test your knowledge**
1. Explain the ways in which relationships can be:
(a) good for health and wellbeing
(b) bad for health and wellbeing.
2. Complete a concept map with an example of how healthy and respectful relationships can have a positive impact on each of the dimensions of health and wellbeing.
3. (a) Why are relationships with frequent conflict damaging to health and wellbeing?
(b) Conflict can be a part of a healthy and respectful relationship. Discuss the impact of conflict on the health and wellbeing of people in a healthy and respectful relationship.
4. A sense of belonging is a key feature of several dimensions of health and wellbeing. Explain how this is promoted through healthy and respectful relationships.
5. (a) How do you know if a relationship is unhealthy or abusive?
(b) List the three types of abuse in relationships with two examples for each one.
Apply your knowledge
6. Access the For the Birds weblink and worksheet in the Resources tab in your eBookplus then complete the worksheet.
7. Access the Family violence weblink and worksheet in the Resources tab in your eBookPlus, then complete the worksheet on the Victorian Government’s new ten-year plan on family violence.
8.4 Healthy and respectful relationships and development
KEY CONCEPT Understanding the impact of healthy and respectful relationships on development
8.4.1 Physical development and healthy and respectful relationships
Development of gross and fine motor skills are the areas of physical development that will benefit most from healthy and respectful relationships. Positive relationships with friends and sports coaches who encourage participation in recreational activities promote physical development. For example, a team of netballers who have a friendly relationship with their teammates and their coach will be motivated to attend training and weekly games, which improves aspects of physical development such as hand-eye coordination, running, jumping, throwing and catching. If the relationship with the coach is unhealthy because the coach has unrealistic expectations, or shouts or uses put-downs at training, players won’t want to go to training and their motor skills will not continue to develop.
FIGURE 8.18 Motor skills such as throwing and catching are enhanced by positive relationships with coaches and teammates.
8.4.2 Social development and healthy and respectful relationships
Social development is fostered by healthy and respectful relationships and, like social health and wellbeing, social
development is intrinsically linked with healthy and respectful relationships. Developing communication skills, conflict resolution skills and an understanding of values and beliefs are aspects of social development that are enhanced through healthy and respectful relationships. In relationships where there is respect, honesty and loyalty, people can practise these skills without fear of being embarrassed or put down by others. Being yourself and feeling comfortable with who you are is key to the development of self-identity, and it is only possible when the people around you support and do not judge you. This only occurs in healthy and respectful relationships, not in relationships that are unhealthy.
8.4.3 Emotional development and healthy and respectful relationships
Healthy and respectful relationships allow for and promote the emotional development of people of all ages. When relationships are supportive and people can be honest with each other, emotions can be expressed without fear of rejection or ridicule. People who are in relationships where there are low levels of stress and little conflict are able to express their emotions and are able recognise and support others’ emotions. In an unhealthy relationship, an emotion such as jealousy, for example, might be expressed as anger or frustration. In a healthy and respectful relationship, a jealous person would be more able to talk about their jealousy with their friend or partner, and come to a satisfactory resolution. Healthy and respectful family relationships foster emotional development. For example, if a young child is supported to understand why they are frustrated and throwing a tantrum, rather than simply told not to do it or ignored, they are better able to learn about their emotions and find ways to express them more effectively as they grow older.
8.4.4 Intellectual development and healthy and respectful relationships
Intellectual development involves mental processes such as building knowledge and problem-solving abilities, imaginative skills and language skills. All of these characteristics are enhanced through healthy and respectful relationships with supportive family and friends, and particularly with teachers in a formal school setting. For example, if a child is part of a friendship group that supports learning and intellectual development, the child will not hold back at school for fear of embarrassment or bullying by other students. This friendship group might work together and encourage each other with their homework, increasing their problem-solving skills and learning. Similarly, a teacher who develops good relationships with students through a safe, caring learning environment will encourage students to take risks with their learning to advance their creativity and problem-solving skills. In a classroom where the teacher shouts and embarrasses students, or where students put each other down or are bullied, intellectual development will not proceed as students become bored and lose interest and motivation, or they are scared to offer their thoughts in case they are wrong.
FIGURE 8.19 Students in a supportive learning environment will offer their thoughts without feeling embarrassed or worried that they might be incorrect.
8.4 Activities
Test your knowledge
1. Explain why relationships can have a positive and negative impact on the development of an individual.
2. Explain, using an example for each, how healthy and respectful relationships promote physical, social, emotional and intellectual development. (You could use a table for this question.)
3. Youth is a time of increased conflict between children and parents. Explain how in a healthy and respectful parent–child relationship, this conflict helps to promote:
(a) social development
(b) intellectual development.
4. Explain using examples how healthy and respectful relationships promote the interrelationship of health and wellbeing and development.
Apply your knowledge
5. (a) Find the lyrics to a song that focuses on relationships.
(b) Print out the lyrics. Is the relationship healthy and respectful or unhealthy?
(c) In small groups, discuss what the song is saying about relationships and evaluate the possible impacts of the relationship on each of the areas of development.
6. Read the following case study then answer the following questions.
Susan and her boyfriend Tom have been dating for a month. Susan decided she wanted to have sex with him and told him two nights ago. Yesterday Susan’s parents went away for the weekend and she asked Tom to stay over. Susan started to feel really uncomfortable when they started kissing. She felt sort of sick and nervous. Susan thought that Tom noticed that she didn’t feel good. He asked her if there was anything wrong. It was kind of hard for Susan to explain, so she didn’t say anything for a few seconds, then she just said she didn’t feel well. Tom seemed a little annoyed, but he said that that was cool, and got her a glass of water. Susan eventually told Tom that she didn’t feel good because she wasn’t ready to go that far yet. Tom listened and together they decided that they would wait until they both felt comfortable. Then Susan and Tom watched a movie and went to sleep.
(a) Do you think this is a healthy and respectful relationship? Justify your answer.
(b) Using examples from the case study, suggest ways that this relationship might promote Susan and Tom’s emotional development.
(c) Using examples from the case study, suggest ways that this relationship might promote Tom’s social development.
(d) Using examples from the case study, suggest ways that this relationship might promote Susan’s intellectual development.
8.5 Topic 8 review
8.5.1 Key skills
KEY CONCEPT Analyse the role of healthy and respectful relationships in the achievement of optimal health and wellbeing
An understanding of what makes a healthy and respectful relationship and what is not healthy and respectful is the starting point for this key skill. It is necessary to be familiar with the characteristics of a healthy and respectful relationship before being able to analyse the impact these type of relationships may have on a person’s ability to achieve optimal health and wellbeing. The main characteristics of healthy and respectful relationships are trust, honesty, respect, safety, empathy and loyalty.
To analyse means to examine something methodically and in detail. In this key skill, it is necessary to take the details of each healthy and respectful relationship characteristic and determine how it affects each dimension of health and wellbeing (physical, social, emotional, mental and spiritual). Because this key skill is about the achievement of optimal health and wellbeing, discussions should focus on the positive impact on health and wellbeing and what happens in healthy and respectful relationships. Answers should not discuss the impact of unhealthy or abusive relationships and their negative outcomes.
For example, a question may ask for a discussion of a particular parenting style and the impact of this relationship on achieving optimal health and wellbeing.
The authoritative parenting style is characterised by the key features of a healthy and respectful relationship as it displays empathy, trust, respect, safety and honesty when placing limits on behaviours. Although the parents set limits and boundaries, they respect the feelings and opinions of the children and explain to them the reasons behind their decisions. This type of relationship helps build an environment where optimal health and wellbeing is promoted. Physical health and wellbeing is achieved as parents make decisions that keep their children safe from physical harm, such as injuries. Emotional health and wellbeing is fostered in this type of relationship because there is good communication and, although there are boundaries and limits which may cause frustration or disappointment in the children, they are free to express their feelings, and the parents manage these feelings by explaining why those limits are in place. Mental health and wellbeing is promoted in this type of caring relationship as children’s stress and anxiety levels are kept low through good communication and resolution of conflicts. Opinions are listened to and decisions are explained so that there is mutual understanding and children are able to be supported while they learn resilience skills.
It is not necessary to cover every dimension of health and wellbeing in this type of discussion.
Practise the key skill
1. List the characteristics of a healthy and respectful relationship.
2. Explain what is meant by each of the following terms in relation to healthy and respectful relationships:
(a) empathy
(b) respect
(c) equality.
3. (a) What are the characteristics of good communication?
(b) Explain why it is important to have good communication for healthy and respectful relationships.
4. Explain how healthy and respectful relationships promote optimal health and wellbeing.
5. Explain how healthy and respectful relationships promote an individual’s development at any age of the lifespan.
6. Give examples of each of the types of abuse commonly seen in unhealthy relationships.
7. Predict the possible impacts of each of the four parenting styles on the dimensions of health and wellbeing and areas of development. A table such as the one below could be used here. (Discuss as many of the dimensions of health and wellbeing and areas of development as possible.)
| Parenting style | Impact on health and wellbeing | Impact on development |
|-----------------|--------------------------------|-----------------------|
| | | |
| | | |
| | | |
| | | |
8.5.2 Topic summary
• Healthy and respectful relationships are essential to achieving optimal health and wellbeing.
• A relationship is a connection between two or more people.
• Types of relationship include family, friendships, intimate relationships, online relationships, relationships with teachers/coaches or others in mentoring roles, and professional relationships in workplaces; there may be many other examples of relationships.
• Some relationships are complex; others are simple and relatively straightforward.
• Meaningful relationships can be short or long lasting but both involve a connection.
• Families generally offer support and care in a loving environment, regardless of the makeup of the family.
• Friends offer opportunities and understanding outside the family context.
• Friendships are usually based on shared interests or experiences.
• Friends usually share good times and challenging times.
• Friendships can be critical to decision making, especially during youth.
• Online relationships offer ways to develop and maintain positive relationships, especially over long distances.
• Intimate relationships involve strong emotions and physical closeness with another person, but they are not always sexual relationships.
• Expectations of intimate relationships are different for each person.
• Relationships with teachers, coaches or other mentors can be very important, particularly for young people.
• Healthy and respectful relationships are characterised by respect, loyalty, empathy, equality, safety, trust and honesty.
• Good communication is the key to healthy and respectful relationships.
• Communication can be verbal or non-verbal.
• Unhealthy relationships prevent the achievement of optimal health and wellbeing.
• Unhealthy relationships are characterised by poor communication, being embarrassed, bullied, put down or harassed by others, and unequal power or control between people.
• Unhealthy relationships can cause fear, disappointment and sadness and result in low self-esteem.
• Abusive relationships can include physical, emotional or sexual abuse, and can cause injuries through violence as well as poor mental and emotional health and wellbeing.
• Healthy and respectful relationships promote all dimensions of health and wellbeing.
• Physical health and wellbeing is promoted through a sporting team or by exercising with friends and family.
• Mental health and wellbeing is promoted as healthy and respectful relationships reduce levels of stress and anxiety.
• Emotional health and wellbeing is promoted as people are easily able to recognise, understand and manage emotions when they are cared for and supported.
• Healthy and respectful relationships are central to good social health and wellbeing.
• Spiritual health and wellbeing needs are satisfied through relationships with others as they give meaning and purpose to people’s lives.
• Healthy and respectful relationships have a positive impact on all areas of development.
• Physical development is promoted through the motivation to develop motor skills with a team or relationship with the coach.
• Social development is promoted through positive interactions with people in many different types of relationship.
• Emotional development is promoted through being able to express and manage emotions appropriately in relationships with others.
• Intellectual development is promoted through positive interactions with teachers and supportive friends who value learning.
8.5.3 Exam preparation
Question 1
(a) Identify two characteristics of healthy and respectful relationships. (2 marks)
(b) Outline how each of the characteristics chosen in question 1a promote health and wellbeing. (4 marks)
Question 2
Identify one type of relationship and discuss how it could contribute to a person achieving optimal health and wellbeing. (2 marks)
Question 3
Read the following case study then answer the questions.
Grace and Matilda are in year 2 at school. They have been friends since they started together in prep and like many of the same things. At school, their favourite class is Art. Recently, Grace has started playing more with Ruby at lunchtime and excluding Matilda completely. Matilda felt sad at being left out, but some other girls have welcomed her into their group at lunchtime. Grace has now become jealous that Matilda has new friends and she tells Matilda that she won’t be friends with her anymore if she doesn’t stop playing with the other girls. Grace won’t let Matilda borrow her pencils and she takes all of Matilda’s favourite paint colours and won’t share them with her. While Matilda continues to play with her new friends, Grace and Ruby spread mean stories about her so that no one else will want to play with her.
(a) Is the relationship between Matilda and Grace healthy and respectful? Justify your answer using examples from the case study. (2 marks)
(b) How could this relationship have an impact on Matilda’s health and wellbeing? (2 marks)
(c) How could the relationship with the new group of friends or a supportive and caring teacher promote Matilda’s optimal health and wellbeing? (2 marks)
(d) Analyse the impact of the relationship between Grace and Matilda on Matilda’s intellectual development. (1 mark)
(e) Analyse the impact of the relationship with the new group of friends on Matilda’s emotional development. (1 mark)
eBook plus RESOURCES
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Study on
Sit Topic Test | <urn:uuid:fafa7de5-d79b-47c1-baa2-83a0af16d70d> | CC-MAIN-2019-04 | https://www.wiley.com/legacy/Australia/PageProofs/HHD/CH08HealthyAndRespectfulRelationships.pdf | 2019-01-19T11:36:33Z | crawl-data/CC-MAIN-2019-04/segments/1547583662893.38/warc/CC-MAIN-20190119095153-20190119121153-00293.warc.gz | 1,015,243,184 | 8,963 | eng_Latn | eng_Latn | 0.994261 | eng_Latn | 0.996384 | [
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Flood Management in Japan
1. Comprehensive Flood Control Measures
2. Provision of River information
3. Responses to the Niigata Torrential Rain Disaster
4. About ICHARM
5. Responses to 2011 Thailand Floods
6. Outline of the Tsunami-Resilient City
2004 Niigata Torrential Rain Disaster
July 2004 torrential rain caused inundation in large areas, resulting in extensive damages (Fatalities were 15 and approx. 21,000 buildings were damaged in Niigata prefecture※).
Inundation caused by Ikarashi River levee failure (Sanjo City, Niigata Prefecture)
※: Niigata Disaster Management Office (March 23, 2005)
Damages caused by 2004 Niigata Torrential Rain Disaster
Inundation caused by Ikarashi River levee failure (Sanjo City, Niigata).
Inundation due to Kariyata River levee failure (Mitsuke City, Niigata)
Inundation due to Kariyata River levee failure (Nakanoshima Town, Niigata)
River improvements were implemented in consideration of July 2004 flood.
- Shinano River (L=34.2km) (2004 – 2009)
- Ikarashi River (L=3.9km) (2004 – 2010)
- Kariyata River (L=24.5km) (2004 – 2010)
**Downstream of Shinano River**
- Shimohachimai District
- (September 2008)
- Levee Improvement (March 2009)
**Ikarashi River Tokiwa Bridge**
- (August 2005)
- Widening & Excavation (December 2010)
**Kariyata River Nakanoshima Bridge**
- (June 2009)
- River Channel & Levee Improvement (December 2010)
Raising Public Awareness by Disseminating "Easy to Understand" Disaster Prevention Information such as Hazard Maps
Hazard Map - Sanjo City Torrential Rain Disaster Handbook -
On-Site Display of Past Inundation Levels (Marugoto-Machigoto Hazard Map)
Closest evacuation shelter
Maximum inundation depth expected at the location
Provision of Evacuation Information using Mobile Phone “Area Mail”
Early Warning “Area Mail”
Provides disaster information such as Earthquake Early Warnings issued by the Japan Meteorological Agency and disaster and evacuation information issued by national and regional public institutions to subscribers in afflicted areas.
- Each base station simultaneously transmits mail to all users in the coverage area.
- Information can be received without the impact of line congestion as it uses cell broadcast service (CBS).
Simultaneously sent to areas with potential risk of disasters
- A pop-up window appears on the screen.
- Earthquake Early Warnings and Disaster/Evacuation Information are informed by different ringing tones.
- Saved in the receive mail box with a special icon.
Japan Meteorological Agency
Earthquake Early Warnings
National and regional public institutions
Disaster and evacuation information
NTTdocomo HP
Distribution of “Emergency Announcement FM Radio”
**Emergency Announcement FM Radio**
It can be automatically switched on/off by central control (community broadcast or public administration) and can make announcements with high volume.
It is equipped with rechargeable batteries, and receive broadcasts even during power-outage.
Disaster Prevention Training in consideration of 2004 Disaster
【Comprehensive Disaster Prevention Training】
Sanjo City is conducting a comprehensive disaster prevention training every year in June, lead by the fire department. All community firefighters in Sanjo City participate and visit homes of those people with special needs.
【Community Disaster Prevention Drills】
Local communities within Sanjo City conduct their own evacuation drills with the firefighters.
【Voluntary Disaster Prevention Organizations】
40 to 50 voluntary disaster prevention organizations were established after the 2004 flood disaster.
Photos: May 2010 Shinaogawa-Karyu Water Disaster Drills
Establishment of Standards for Evacuation Orders
In order to promote smooth evacuation actions, reference to water levels for evacuation orders have been established and categorization of water levels based on risk levels have been implemented.
| Risk Level | Water Level and Risk Level |
|------------|-----------------------------------------------------------------|
| Level 5 | Flooding occurs |
| Level 4 | Flooding nearly occurs |
| Level 3 | Evacuation should be decided |
| | Flood is cautionary |
| Level 2 | Flood fighters act |
| Level 1 | Flood fighters stand by |
Low Flow Channel Flood Channel River Levee Top of Levee Houses
Installation of X Band MP Radar
- X Band MP Radar is being installed in urban areas to enforce real-time observation of localized torrential rainfall, so called “guerilla rainfall”, and to mitigate damages.
- Compared to the conventional radar (C Band Radar) observation with higher frequency (x5) and higher resolution (x16) is possible. Time required for dissemination is reduced from 5-10 minutes to 1-2 minutes.
【Conventional Radar (C Band Radar)】
【X Band MP Radar】
Precipitation Information by X Band MP Radar
OX Band Radar enables higher resolution observation (250m grid) due to shorter wavelength.
【C Band Radar (longer wavelength)】 【X Band Radar (shorter wavelength)】
Enable observation of long distance Detailed observation is possible but with smaller observation range
MP (Multi-Parameter) Radar captures the configuration of rain drops and accurately estimate precipitation amount, and does not require correction using ground gauges. ⇒ Information can be disseminated with almost no lag time.
【Multi Parameter Radar】
Vertically polarized wave Horizontally polarized wave
By transmitting two types of waves (vertical and horizontal) the configuration of rain drops can be captured.
Improvement of flood prevention facilities and enhancement of warning/evacuation procedures lead to reduction of damages
- In July 2011, the Shinano River Basin in Niigata experienced a torrential rainfall of approximately 1,000mm (cumulative rainfall), the largest rainfall in the recorded history.
- Total rainfall was 1.6 times more than that of July 2004, but both damages to buildings and human casualties were reduced dramatically.
| Total Rainfall | Building Damages | Number of fatalities or missing |
|----------------|------------------|--------------------------------|
| 1.6 times | 90% reduction | 90% reduction |
1) Kasabori rain gauge station
2) 2004.7: 7.13 Rainfall and Flood Damage Report in Niigata (March 2006 Niigata Prefecture)
2011.7: Produced by Niigata Prefecture based on “First Niigata and Fukushima Rain Disaster Management Research Committee (Jul. 2011)”
3) Shinano River Downstream, Ikarashi River, Kariyata River Disaster Rehabilitation Emergency Project Pamphlet (Shinano Karyu River Office, Niigata Prefecture) | <urn:uuid:f340bcee-8580-4cbb-861c-6d4a07081b5d> | CC-MAIN-2019-18 | http://www.mlit.go.jp/river/basic_info/english/pdf/conf_01-3.pdf | 2019-04-20T08:14:59Z | crawl-data/CC-MAIN-2019-18/segments/1555578529472.24/warc/CC-MAIN-20190420080927-20190420102927-00396.warc.gz | 261,365,779 | 1,486 | eng_Latn | eng_Latn | 0.742058 | eng_Latn | 0.950523 | [
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Empowering a New Generation of Accessibility Champions
The Rick Hansen Foundation (RHF) is dedicated to improving accessibility in all the places where we live, work, play and learn.
The Rick Hansen Foundation School Program (RHFSP) is based on Rick’s belief in the power of youth and their ability to change the world. Building on Rick’s legacy, RHFSP raises awareness and changes attitudes about accessibility and inclusion, and empowers youth to take action on issues that matter to them.
100% of educators who have used RHFSP resources reported they intend to use them again and are likely to recommend them to other educators.*
*2018-2019 end-of-year-survey results
The Rick Hansen Foundation School Program teaches youth about disability, accessibility, and inclusion.
RHFSP educational materials are:
• free, ready-made and incorporate Universal Design principles.
• developed by educators, for educators
• connected to provincial curriculum currently used by teachers.
Available Toolkits
**Abilities In Motion (gr. K-12)**
Identifying physical barriers to accessibility, developing solutions, and understanding disability.
**Rick Hansen Story (gr. K-8)**
Learning empathy and collaboration through Rick Hansen’s story.
**Personal Leadership (gr. 9-12)**
Identifying personal passions, and helping students recognize their potential.
**Difference Makers (gr. K-12)**
Changing attitudes and developing well-rounded students.
All the lessons are clear and concise, and aid in teaching the key messages to enhance character education and living skills. Many students still recall these awesome conversations months later.
— Educator
Approximately **150,000** students across Canada are reached annually by RHFSP resources.
**Ambassador presentations**
Students and educators have an opportunity to connect first-hand with RHF Ambassadors, a dynamic team of people with disabilities across the country. Through their inspiring personal stories of overcoming barriers, students learn how to recognize and break down physical barriers to access in order to promote inclusion.
Presentations can be held on their own or used to support RHFSP educational materials.
265 Ambassador presentations have been given to schools and communities across Canada in 2018-2019.
The Ambassador made me realize that we need to include all people and create places that are accessible for all different kinds of people and abilities. — Student
**Personalized support for educators**
Our team of RHFSP Regional Coordinators across Canada are available to:
• Answer questions and offer suggestions on using our materials;
• Book Ambassador presentations; and
• Deliver professional development workshops.
For more information on how to adopt Rick Hansen Foundation School Program resources into your schools, please contact:
Jacqueline Beaudry, Senior Regional Coordinator, BC and Yukon
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Why we are studying this?
This is a case study of a Hollywood blockbuster, *Doctor Strange* is the 14th Marvel comic film. It raises many industry issues surrounding the production, distribution and exhibition of film in the digital age.
Complete the initial Personal Learning Checklist for the ‘Dr. Strange’ CSP as a starting point for your assessment
Personal Learning Checklist: ‘Doctor Strange’ Close Study Product
| Historical, Social, Cultural and Political context | At end of unit |
|---------------------------------------------------|----------------|
| I understand that Doctor Strange is a Hollywood ‘blockbuster’ and what this means | R A G |
| I understand the difference between ‘Director Power’ and ‘Star Power’ | R A G |
| Media Industries | At end of unit |
|------------------|----------------|
| I know and understand the role of major Hollywood studios. | R A G |
| I understand why Hollywood blockbusters need huge production budgets and can compare with an arthouse film like ‘I, Daniel Blake’ | R A G |
| I know how much Doctor Strange cost to make and can compare with an arthouse film like ‘I, Daniel Blake’ | R A G |
| I can explain the various methods of marketing Doctor Strange and why the production company chose so many methods | R A G |
| I can compare the marketing methods of Doctor Strange and ‘I, Daniel Blake’ | R A G |
| I understand the role of ‘promotion partners’ and ‘product placement’ in films. | R A G |
| I can evaluate whether Doctor Strange was a box office success and can compare with an arthouse film like ‘I, Daniel Blake’ | R A G |
| I can explain why ‘Doctor Strange’ was certificated a 12A by the BBFC and why this was important to the film producers | R A G |
| I can describe which countries ‘I, Daniel Blake’ distributed to and why | R A G |
| I can compare the global distribution of Doctor Strange and ‘I, Daniel Blake’ and why this was so. | R A G |
| I can evaluate the dominance of the Hollywood film industry and the impact that has on global film production. | R A G |
| I can describe the range of merchandising products and why these are important to Hollywood ‘blockbusters’ | R A G |
| I can compare the merchandising associated with Doctor Strange and ‘I, Daniel Blake’ and why this was so. | R A G |
Context: What is ‘Dr. Strange’ and what is a ‘Blockbuster’ movie
Dr. Strange is a superhero film from the MCU (Marvel Cinematic Universe) which is part of the Marvel media franchise. A film franchise is a series of films; film franchises are multi-picture stories, often including some of the same characters from film to film. The corporate mentality, that began to look on films as "products," thereby named a series of films as "franchises."
Franchises have become even more important than individual stars. They consist of connected universes (Marvel's Cinematic Universe, Middle Earth, and the DC Extended Universe) and many sequels (or prequels).
Dr. Strange is a blockbuster movie. A blockbuster is a major studio movie that's made with a large budget, big stars and often involves a franchise. A true blockbuster is extremely popular and brings in a lot of money. Typically, a blockbuster is a fabulous summer movie that audiences line up to see the first weekend it's released (which coincides with the school holidays and more family time). Blockbuster movies release movies that they hope everyone will want to see (ie not niche – old, young, male, female) and much of the major studio’s annual takings are concentrated around this time.
In your books, and in your own words:
- What is a film franchise? What franchise is Dr. Strange part of?
- What is a blockbuster film? What type of studios produce blockbusters and why?
Who produced the film?
Dr. Strange fictional superhero appearing in American comic books published by Marvel Comics (see image to the right). Marvel Comics were particularly popular in the 1950s and 1960s and topped 50 million sales worldwide. Dr. Strange was just one of the many Marvel characters. These characters are now being portrayed in film format through the Marcel Comic Universe (MCU) produced by Marvel Studios and Walt Disney Studios.
In 2009, The Walt Disney Company acquired Marvel Entertainment for US$4 billion. The Walt Disney Company now owns Disney Pictures, Marvel Studios, Lucasfilm and Pixar.
Walt Disney Studios are now one of Hollywood's major film studios and generated an income of $2.4 billion (2017). This means that they can afford to make more expensive films, market them around the world at great expense and ensure that they are hugely profitable. This is very different to the budget available to smaller films and production companies like those involved in our other CSP, ‘I, Daniel Blake’
In your books, and in your own words:
- Which companies are involved in the production of Dr. Strange? How is this an example of vertical/horizontal integration?
- What difference does having your film made by a big Hollywood studio make [think budget, marketing, distribution]?
How much did the film cost to make and what is ‘Star Power’?
Dr. Strange cost $165 million to make [which compares with £2 million for ‘I, Daniel Blake’. This money would have been spent on the huge salaries of the stars of Dr. Strange, the amazing effects and locations (New York, Nepal, Hong Kong and London), and the huge marketing campaign. This investment is then, hopefully, converted to huge box office sales. This budget, surprisingly, is not even the biggest in the Marvel Studios franchise. Avengers Infinity War cost $300 million to produce.
Dr. Strange relies less on Director Power (in ‘I, Daniel Blake) and more on Star Power. The main star in Dr. Strange is British actor Benedict Cumberbatch. He had already appeared in Thor: Ragnarok (another MCU film). Benedict was already a huge star and has appeared in a range of huge TV shows (Sherlock, Hawking, Parade’s End) and films (The Hobbit, The Imitation Game, Star Trek, 12 Years a Slave and Tinker Tailor Soldier Spy). Star Power implies that people will want to see a film with a certain star in it.
In your books, and in your own words:
- Why can only major film studios make films like Dr. Strange with stars, CGI, amazing locations, etc?
- What is the big budget spent on?
- What is Star Power? How is it different to Director Power?
How was the film marketed and what multimedia support the marketing of Dr. Strange? Clearly, Walt Disney Studios had a huge budget to make and market Dr. Strange. Some of the strategies used included:
- Traditional methods such as posters and teaser trailers on TV and in cinema. Cumberbatch also appeared on a range of TV chat shows and press events. [Click for trailer](#) [Click for poster](#)
- Specific IMAX promotions with free distribution of exclusive posters to audience members. [Click for IMAX](#)
- Film-based website with gallery, story synopsis.
- Social Media profiles on [facebook](#) and twitter. Social Media advertising was also used on twitter and YouTube. Marvel produced [twitter stickers](#), Facebook Live events, Snapchat lenses and filters, Tumblr stunts, [Giphy](#) content and Instagram special content.
- Specific TV campaign with TV-only clips shown.
- Promotional Partners were established and promoted the film in various ways (Mobile phone company [Honor](#), [Google](#), [Lamborghini](#), Microsoft, [Yakoult](#), [Skype](#) and [Philips](#)). All had some role in the film – for example, [Dr. Strange uses a Microsoft Surface Tablet](#) – and were part of the promotion campaign in response to this. The rationale is the more people that see the film, the more will see their products.
- Marvel introduced a Dr. Strange character to their mobile and video games lineup.
- Marvel released prelude tie-in comic
Dr. Strange was marketed widely and expensively to capture as much global audience awareness as possible. It could afford to reach all major global channels, and cinema outlets, fund expensive social media campaigns and distribute free content.
In your books, and in your own words:
- Make some notes about how Dr Strange was marketed? How did use media convergence and synergy?
- Doctor Strange has been marketed in a multimedia format. How far do you agree with that statement?
Was the film a Box Office hit?
As can be seen in the table to the right, Doctor Strange had box office receipts of nearly $700 million (at a cost of $165 million), so can be viewed a success. However, it is not the most successful film in the Marvel Comic Universe. Infinity War, for example, has taken $2.03 billion at the Box Office. This places it in the 4th highest grossing movies ever. For interest, Avatar is 1st ($2.8 billion), 2nd Titanic ($2.2 billion), 3rd Star Wars: The Force Awakens $2.06 billion.
However, $700 million is a healthy return on a $165 million investment and MCU and Disney will be happy.
At the time of release Doctor Strange reached a major milestone by surpassing Iron Man’s box office record and setting a new global benchmark for a single-character introduction film in the Marvel Cinematic Universe.
So, which is the bigger box office success? Whilst there is no definition of a ‘box office hit’, it is often said if a film makes 2x or 3x budget, then it’s a hit (but that’s just one definition). Doctor Strange ($700 million at a cost of $165 million) or ‘I, Daniel Blake’ ($16 million at a cost of approximately $2.6 million)?
In your books, and in your own words:
- Was Doctor Strange a Box Office hit? Why do you say this?
Was the film a **Global** Box Office hit?
Doctor Strange was a huge global hit particularly in China, South Korea, Brazil and the United Kingdom. This global reach can be compared with ‘I, Daniel Blake’ (see separate CSP) in that that ‘arthouse’ movie was popular in a much smaller number of countries. Doctor Strange was so globally popular because of:
- The power of the Marvel brand historically.
- The established fanbase of the Marvel Cinematic Universe.
- The financial and political power of the big Hollywood studios who can dominate the media marketing agenda, cinematic release schedules and mass media visibility.
- Utilising the influence of ‘Star Power’
This process of global launch is a feature of the increasing globalisation of media products (and especially major film studios). They launch globally (with subtitles if necessary) and create a global ‘buzz’ around their movie.
In your books, and in your own words:
- Which countries has been most successful in?
- Doctor Strange has had a much bigger global reach than ‘I, Daniel Blake’. How far do you agree with this and why would this be the case?
Lesson 3: What effect has Hollywood on national cinema production worldwide?
Does the domination of Hollywood, and major film studios, kill the competition?
The cinema of the United States, often generally referred to as Hollywood, has had a profound effect on cinema across the world since the early 20th century.
As can be seen in figure 1, the USA (predominantly Hollywood-based) generate the most revenue. They account for 25% of all film revenues globally ($10.24 billion of $40.6 billion).
However, examining the number of films made by country shows that there is a flourishing film industry in India (Bollywood) and Nigeria (Nollywood). Look also at the % of box office made from films made in their own country in figure 1. That suggests that a high percentage of people in India watch Indian films – clearly Hollywood is not having a negative impact there. However, in most other countries you can see that they watch a lot of films not made in their own country (often Hollywood and often with subtitles). In many ways, Hollywood has harmed national film production (although not totally)!
In your books, and in your own words:
- How much of the global film market does Hollywood secure (in %)?
- Why is Hollywood so dominant?
- What other countries make a lot of films and why are they less globally influential?
- Critically evaluate whether Hollywood dominance is a good or bad thing for the global film industry.
What certificate was Doctor Strange?
Doctor Strange was awarded a 12A by the British Board of Film Classification (BBFC). It was deemed to have “moderate fantasy violence and injury detail”, yet was not too graphic. With a 12A, no-one under the age of 12 can see the film unless accompanied by an adult. It is quite a new classification (1989) and was introduced due to the large gap between PG and 15. [Video here](#)
It is important that all MDU films are 12A at the most (and the same is true of Star Wars, Jurassic Park franchise etc) is that major film companies want to keep the young audience for:
- Merchandising opportunities.
- Better potential box office.
- 47% of cinema audiences were aged 7-24 in the UK in 2014 ([source](#)). Word of mouth and peer influence is important in generating interest.
In your books, and in your own words:
- What is the film classification system and why was it developed?
- Why is important to have an age classification system on films?
- Why is it important for ‘Doctor Strange’ that they secured that 12A certification?
Why do film studios release merchandise to support their film?
Merchandising can involve the selling of branded clothes, toys, video games, drink bottles or anything else to support a film’s release. There are a number of reasons why merchandise is an important part of film:
- To keep the film in the audiences mind long after they’ve left the cinema. ‘Merch’ raises awareness of the film.
- Modern films no longer make money solely through the box office and subsequent DVD and TV releases, they also make money through toys, spin-off TV shows and videogame adaptations. This is called horizontal integration.
- Merchandise is important for film studios as it allows them to both market the film and earn money through another revenue streams.
- Merchandising such as videogame tie-ins is that the audience is able to continue the world of the film outside of the cinema.
- The more ‘art-house’ and non-franchise films would perhaps produce less merchandise as their audience traditionally is less interested in these aspects of the film industry.
In your books, and in your own words:
- What is film merchandising?
- Why is merchandising a powerful income generator for film producers and studios?
- Why do Hollywood blockbusters produce more merchandising lines than ‘arthouse’ films.
Just some of the Doctor Strange merchandise; toys, household items, clothes, video games.
Which multimedia platforms support the exhibition of Dr Strange?
How can you legally watch Dr. Strange? There are the traditional platforms:
- Cinema: Special link with iMAX group
- DVD and Blu-ray
- Streaming: Amazon Prime
- Streaming: Microsoft Store
- Streaming: Google Play
- Streaming: NowTV
In your books, and in your own words:
- Why are streaming services so vital for film revenues in 2018?
- How does the availability of Doctor Strange compare with the availability of ‘I, Daniel Blake’ and why?
Comparing Dr Strange and ‘I, Daniel Blake’?
Use the table below to compare the two Close Study Products for the film element of the GCSE.
| | ‘I, Daniel Blake’ | Dr. Strange |
|--------------------------|-------------------|------------|
| Type of film | | |
| Production companies | | |
| Star or Director Power? | | |
| Production budget | | |
| Marketing strategy | | |
| Box Office | | |
| Merchandising | | |
| International success | | |
| Certificate | | |
In your books, and in your own words:
- Complete the table
Extension: Exam Questions
1. How is use of new media platforms to market films transforming the marketing of new films. Use examples from *Dr. Strange* or ‘*I, Daniel Blake*’ (9)
2. Explain why a film may be given a 12A or 12 certificate. Refer to *Dr. Strange* or ‘*I, Daniel Blake*’ to support your points. (12)
3. How far do films aim to attract a global audience? Explore the two films you have studied in your response. (12)
In your books, and in your own words:
- Complete the questions
Low budget and independent film productions cannot hope to compete with Hollywood blockbusters. How far do you agree with this statement? In your answer you must consider:
- Dr Strange (2016) and I, Daniel Blake (2016)
- film funding, income and expenditure
- marketing and distribution.
[20 marks]
Possible ideas for answers
- **Doctor Strange.**
- The importance of Star Power in Hollywood blockbusters. Big names are cast to draw audiences in. Regardless of reviews a film receives, star power ensures a degree of box.
- Merchandising tie-ins are often used to promote blockbuster films such as Dr Strange. These include mugs and lunchboxes – all with the main star, Benedict Cumberbatch, as the main focus.
- The importance of marketing a blockbuster film on social media is clearly exemplified by the way that Dr Strange was promoted. Marvel provided content for Twitter, Snapchat lenses and filters, and special content for Instagram to promote the film.
- Dr Strange was the widest IMAX release ever. The wide release was designed to highlight the visual effects used in the film.
- **I, Daniel Blake.**
- Due to the gritty, hard hitting social message of the film it was marketed in a different way to the Hollywood ‘blockbuster’ Doctor Strange.
- Grassroots marketing was a clear strategy used and the whole marketing had a local and regional feel compared to the global approach seen with Dr Strange.
- The Premiere was held in Newcastle, rather than the usual London. There was a focus on community screenings and regional marketing officers were employed.
- The marketing campaigns reflected the much lower budget (compared to Dr Strange) but deliberate choices were made because of the subject matter of the film.
- Partnerships are important in the marketing of all films and I, Daniel Blake was promoted in partnership with Trinity Mirror (newspaper group).
This concludes the Doctor Strange Film Close Study Product.
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Before the Taps Run Dry
Responding to Gaza’s Existential Water Crisis
The semi-arid Middle East suffers from a chronic scarcity of water. The causes are many: climate change, drought, desertification, urbanization, over-consumption, waste and pollution. Politics also can present special challenges when it comes to accessing and distributing water resources. In Gaza, many of these issues are present in an extreme form.
The Gaza Strip is a 25-mile long stretch of coastal land (141 square miles, 365 square kilometers) that is home to a growing population of more than two million people. It includes eight recognized refugee camps that have some of the highest population densities in the world. Years of hostilities and a major blockade have crippled the economy and reduced much of the region to desperate levels of poverty. These conditions are demonstrated most clearly in the inability of the Gazan people to secure reliable access to some of the most basic necessities of human existence — water, sanitation, and power.
With virtually no potable water, severe limitations on available electricity, and raw sewage flowing from the streets to the sea, Gaza’s inhabitants do what they can to live normal lives. In Gaza City, one of the oldest continuously inhabited cities in the world, families struggle to maintain their daily routines, even as unsustainable conditions worsen. And, throughout Gaza, it is resilience in the face of despair that most aptly describes the people today.
This report looks at the deteriorating conditions of water, sanitation and wastewater management in Gaza, and the efforts by the Gazan people, together with some international actors, to forestall the further degradation of living standards in the region.
DEPLORABLE CONDITIONS MAKE GAZA PRACTICALLY UNLIVABLE
In 2012, the United Nations published a report entitled “Gaza in 2020: A Livable Place?” The report concluded that, by 2020, without considerable investment in infrastructure and services, the region would lack sufficient schools, hospital beds, electricity, water and sanitation, employment opportunities, and food supplies to provide even a minimally acceptable standard of living for Gaza’s inhabitants.
This is Gaza’s reality today. Regrettably, the necessary support and action did not materialize sufficiently over the course of the following eight years to prevent the predicted deterioration of conditions in Gaza. Since the 2012 report, the population in this confined region has increased by more than 25% (over 400,000 people) to 2.1 million people. And the United Nations Population Fund projects that Gaza’s population will more than double by 2050, to 4.8 million persons. This growing population density will put further pressure on public infrastructure that is already highly inadequate.
Conditions are now so extreme that two-thirds of Gaza’s population live below the poverty line. Unemployment levels exceed 50% – and are considerably higher among younger Gazans. In the face of the blockade, the pandemic and recent hostilities, the number of Gazans permitted to work in Israel has diminished dramatically compared to prior decades. Nearly eight out of ten people in Gaza depend on international assistance to survive. There is food in Gaza, but most people subsist on incomes too low to afford many of the daily essentials.
A June 2022 report by the Office of the UN Special Coordinator for the Middle East Peace Process leaves no doubt that Gazans have managed to survive only by virtue of support from the international community, particularly with respect to their basic infrastructural and service requirements. Critical as this support has been, it provides very few Gazans with a “minimally acceptable standard of living,” and is wholly insufficient for sustainable growth and development, much less the basic human dignity of Gaza’s struggling inhabitants.
Grave Threats to Water and Sanitation Recognized but Unresolved
The coastal aquifer beneath Gaza, the only natural water source, is unfit for human consumption. Extraction from the aquifer, at 194 million cubic meters of water per year including agricultural wells, considerably exceeds replenishment, which is causing
Water scarcity is an existential crisis for Gaza.
Water is being pumped from the ground faster than it is being replenished through rainfall — at more than three times the renewable rate. To make matters worse, rainfall in Gaza has been decreasing in recent years. If Gaza’s aquifer is depleted past a certain point, it will become permanently polluted, leaving Gaza with no natural source of water.
significant saltwater intrusion. The aquifer is 96% unusable for potable water as a result of contamination by saltwater, uncontrolled pollution, and agricultural chemicals.
At the current extraction rate, the aquifer is at risk of being irreversibly damaged by 2030. Unless dramatic action is taken, salinity will increase rapidly in most areas in the coming years, and the limited availability of fresh and brackish water will decline even more precipitously by 2030, greatly exceeding acceptable chloride concentrations. Even if pumping were reduced by 50% from current rates, aquifer conditions would improve only slightly. For the aquifer to remain viable, Gaza’s water systems require an urgent overhaul to reduce consumption from groundwater by more than 70%, to 50 million cubic meters annually.
Data collected by the Palestinian Water Authority in 2022 indicate that the annual supply of safe drinking water in Gaza from all sources is only 21.8 million cubic meters, even as the demand exceeds 130 million cubic meters. So most people in Gaza are forced to buy the bulk of their drinking water from private suppliers at exorbitant rates.
While daily water consumption per capita has, at times, reached as high as 82 liters, this still falls well short of the WHO recommended minimum of 100 liters. UNICEF estimates that less than 10% of the population in Gaza has direct access to clean and safe drinking water. Recently, Gaza has been able to purchase and import additional quantities of water from Mekorot (the Israeli national water company) to expand supply, but this water is frequently mixed with existing ground water, lowering the overall quality.
Just 11 out of 288 authorized water wells are drawing water suitable for drinking.
“I used to wipe the vegetables off with a dry towel before eating them. And we often didn’t even have enough water for the children to wash their hands. My daughters were infected and sick because of polluted water.”
~ Niveen’s family and 471 others in Sabra now have a reliable connection to water. Anera upgraded and repaired the water network in Sabra, replacing decayed, undersized steel pipes with new PVC pipes.
Less than 10% of the population in Gaza has direct access to clean and safe drinking water.
Drinking Water: A Leading Killer of Children in Gaza
» Polluted water is a leading cause of death among children in Gaza.
» 26% of illnesses in Gaza are due to dirty water.
» Fecal contamination in the water spreads illnesses like chronic diarrhea, giardia, salmonella and typhoid fever, especially in vulnerable populations like the young.
» Chronic diarrhea can cause severe malnutrition and stunting, and harm the developing brain.
» High nitrate levels in Gaza’s water can cause hypertension, renal failure, and methemoglobinemia.
Sources: Sandy Eidan, “Gaza’s drinking water spurs blue baby syndrome, waterborne diseases,” Al-Nazzara, Oct. 29, 2018; Anera, “Water Network Upgrades in Sabra, Gaza,” 2021; World Health Organization, “The Burden and Prevalence of Waterborne Disease in the Gaza Strip,” 2019; and United Nations Environment Programme, “Water, Sanitation and Environment Protection,” Vol 7 No 4, April 2019.
Municipalities Water Utility reports that its teams are working under the most challenging conditions to repair and refurbish water wells, water storage tanks, small scale brackish water and seawater desalination plants, water booster stations, wastewater pumping stations, wastewater treatment plants; water, stormwater and sewage collection networks.
The World Bank reported that 97% of the population now rely on informal and unregulated private water tankers and small-scale desalination plants for drinking water. Roughly 165 small public and private desalination plants supply water to 370 independent water truckers and to pipes that are connected to local collection points. However, water supplied by vendors is generally unregulated and three to five times the price of the municipal supply. Nevertheless, Gazans often pay such high percentages of modest incomes that drinking water has become virtually unaffordable in Gaza, despite its low quality. Many Gazans now rely on water from public filling points or unsafe tap water. There are now three operating “short-term, low-volume” desalination plants that produced 3.5 million cubic meters of potable water in 2021, a stop-gap effort while plans for a central desalination plant progress.
The biggest challenge to maintaining and repairing water networks is the shortage or outright absence of materials and equipment because of import delays and restrictions. Israel has deemed much of the equipment to be “dual-use,” with the potential for military purposes. New construction of waterworks facilities, even by international organizations, is equally challenged by the delays and restrictions.
Essential Water Infrastructure Supplies Inaccessible in Gaza
There are thousands of materials barred from entry into Gaza. Some also may not be banned, but require permits that are difficult to obtain. These are a few of the items on that list that relate to Gaza’s water and sewage systems.
- Steel pipes larger than 1.5 inches in diameter (vital for high-pressure water flows)
- All types of water pumps and motors
- Steel fittings, such as valves and sockets
- Metal mesh filters
- Epoxy
- Steel parts exceeding 2.2 mm thick
- Electrical generators (for operating water wells)
[Sources: Gisha, “Still Waters” and communications with Anera’s water infrastructure engineers]
“We struggled with water scarcity. It pained me when my livestock needed water just as I was running out of it. We would go six days and more without a drop of water.”
– Hanan and her family in Rafah, Gaza relied on tankered water suppliers, but due to her location in a secluded neighborhood, the suppliers rarely showed up.
50,000 residents in the Jenieina, Mashroa, Barazi and El-Salam areas of Rafah were connected to a reliable source of water. Anera replaced and repaired deteriorated and damaged water networks, reducing water losses and improving the overall water situation and quality of life for Rafah’s residents.
The May 2021 bombings of Gaza resulted in considerable damage to the region’s water and wastewater infrastructure. The United Nations Office for Coordination of Humanitarian Affairs (OCHA) reported that this most recent escalation of hostilities caused widespread destruction of civilian infrastructure. All major areas of water and sanitation infrastructure were impacted at some level, including systems for desalination and provision of drinking water, reservoir storage and pumping, and key wastewater treatment facilities.
According to the World Bank, damage from the May 2021 bombing is estimated at $10-15 million, spanning 135 locations and 1,500 domestic water connections.
The World Bank’s Rapid Damage and Needs Assessment report highlights damage to water pipelines across 135 locations and 1,500 domestic water connections; 30 water wells; three water reservoirs in Gaza City and Rafah City that require structural rehabilitation; and one water pumping station in Khan Younis needing repair. Water supply per capita decreased by 30% during the conflict.
The report states further that the main damage to the wastewater infrastructure includes sewage pipelines across 101 locations, five wastewater pumping stations, including the Beit Lahia station, which was completely destroyed and is no longer operational; the Rafah wastewater treatment laboratory, along with partial damage to the solar system used in Gaza wastewater treatment plant. Other infrastructure damage includes stormwater pipelines and infiltration basins. Damage losses are further compounded by loss of revenue from these facilities and supply systems and the costs of operations that now rely on fuel to offset damage to the electric supply systems.
The Palestinian Water Authority and the Coastal Municipalities Water Utility have moved aggressively to provide damage control to these components of the water and wastewater systems. This has been possible with use of existing materials and funding from humanitarian sources. Organizations that have evaluated the conditions, notably the World Bank, the UN and the EU, attest to the fact that measures to date do little more than provide the minimum service capacities throughout the struggling region.
The Palestinian Water Authority and other local authorities, notably the Coastal Municipalities Water Utility, have been working to bridge water demand/supply gaps, but they have faced extreme challenges in the face of the COVID-19 pandemic. The first indications of COVID-19 community spread in Gaza were reported on August 24, 2020. Subsequent measures to control transmission and reduce mortality were severely hampered by the water shortage crisis and its broad implications within the health sector. Availability and access to water and fuel supplies have been limited, and efforts to support water and wastewater infrastructure development sporadic.
As the United Nations OCHA reports, in one example of the impact of the May 2021 hostilities, the North Gaza Seawater Desalination Plant stopped operating due to a damaged electrical supply line, which affecting 250,000 people’s access to drinking water.
Approximately 160,000 people from Gaza City had limited access to piped water due to increased power cuts. Water pipelines were damaged in several areas, including Gaza City, Tai Al Hawa, and Muntar areas.
One of the ways Anera is combating Gaza’s water crisis is through the installation of reverse osmosis (RO) desalination units at healthcare facilities and other community meeting points. This young girl drinks a cup of safe water from an RO unit installed by Anera at the Baytouna Community Center – meeting the needs of 30,000 residents living in the northern parts of Gaza.
Struggling Towards Progress
The Palestinian Water Authority has developed national strategic plans for the construction, operations and maintenance of water and wastewater infrastructure in Gaza. Among others, the strategy sets out two goals to reach by 2032 in Gaza: to make available 120 liters per capita per day of potable water and to connect 95% of homes to sewage networks. Sewage connections will have little meaning, however, unless considerable improvements are made in the central infrastructure, including treatment and reuse. There are now three large wastewater treatment plants that recently began operations, but they are already at capacity or in need of further connections and operations funding. Very little treated wastewater, for instance, is currently reused for agriculture or other uses. The Palestinian Water Authority’s treated wastewater reuse target for Gaza is 50% for irrigation by 2032.
Pursuant to the national strategy, the Palestinian Water Authority and the Office of the Quartet performed an affordability and willingness-to-pay study in Gaza to address the expectation of a viable tariff system for water and sewage. Actions also included studies aimed at establishment of a national water company and expansion of the Coastal Municipalities Water Utility to serve as a regional water utility for all of Gaza. The Palestinian Authority Cabinet supported these 2021 initiatives with associated bylaws to further strengthen regional water governance.
Very little treated wastewater is currently reused for agriculture or other uses.
The viability of tariff arrangements for water and sewage services throughout Gaza will be dependent on regional economic recovery and confidence-building in the capacity of water and wastewater infrastructure. CMWU and the Gaza City Municipality intend to include a pilot program of new water meters to coincide with rehabilitating existing infrastructure.
Before May 2021, the Palestinian Water Authority made some progress in securing some additional supply of water from Israel, via Mekorot, to key urban areas in Gaza. Unfortunately, delays in construction of connection points in Gaza had hampered this process, which was worsened by damage to water infrastructure sustained in bombings during the conflict with Israel. New connections were only made operational at the end of 2021 in order to facilitate the five million cubic meter annual increase from Mekorot.
Prior to the hostilities of May 2021, water and wastewater infrastructure development saw modest improvement, particularly in securing resources for a new central desalination facility; completion of construction on three large wastewater treatment plants; operations and maintenance funds for the North Gaza Wastewater Treatment Plant; and continued implementation of community-level initiatives to provide short-term solutions.
Some of these improvements were possible because of an Israeli relaxation of restrictions on import of construction materials, more regular opening by Egypt of the Rafah Crossing, and increased availability of electricity, thanks largely to additional fuel purchased by Qatar through Israeli vendors.
Anera’s latest water infrastructure improvements in Gaza are designed to prevent flooding and improve stormwater gullies, wastewater networks, water pumps, and water desalination facilities.
Anera’s teams of engineers and contracted workers rehabilitated the water well in Mughraqa, in the middle area of Gaza. The upgrade includes the installation of a new, community drinking fountain at the well.
The updated water well improves daily access to clean household water for more than 11,000 people.
“Availability of clean water is so limited for most Gazans…There are many times when we sleep next to our generators awaiting water…People from other areas where water is scarce bring their jerry cans and jugs to fill them at our place…Hunting for water is nothing less than struggling for survival.”
- Saleh, repair shop owner and resident in Gaza City. Anera provided the residents of Saleh neighborhood with new pipes and water delivery infrastructure. They now enjoy access to water around the clock.
Strategic objectives set by the Palestinian Water Authority include:
- Introducing bulk seawater desalination,
- Completing the North-South Water Carrier to distribute water from the desalination plant to customers,
- Expanding the North Gaza Emergency Sewage Treatment project,
- Increasing local connections to the Khan Younis wastewater facility, and
- Developing the water management infrastructure into one regional system in Gaza for efficiency and commercial viability.
Nevertheless, the overall capacity for electricity production has remained largely unchanged for nearly a decade despite increased demand. Any large-scale plans to construct and operate major desalination plants, wastewater management facilities, power grids, and associated networks remain dependent on regional cooperation and considerable international support. Most importantly, existing facilities are often limited in their ability to achieve full operational capacity due to lack of operations and maintenance funding.
Some donors have made significant pledges of support for projects that are absolutely essential to Gaza’s self-sufficiency in water, sewage, and power management. Desalination is the most viable source of freshwater in Gaza’s future and donor support is absolutely critical. In addition to support for the existing short-term, low-volume facilities, there has been slow progress in the implementation of the Gaza Central Desalination Plant and Associated Works program, designed to provide 55 million cubic meters per year of potable water to the region. Eventually, plans call for the plant to double that capacity, producing 110 million cubic meters of water annually, an amount that would allow it to become overwhelmingly the most significant source of water in Gaza and go a long way towards meeting the needs of Gazans. Donor financial commitments need to be finalized and assurances from Israel are still required for the entry of construction materials and equipment, as well as for construction operations offshore.
**Energy: A Key to Improving the Water Supply**
Gaza suffers from a chronic electricity deficit, which affects nearly every aspect of life in the territory. In 2021, power was available for 13 hours a day on average. While 500 megawatts of energy are needed on average to meet the daily needs of residents, only 185 megawatts are available. Electricity shortages hamper the operations of local water and sanitation facilities, desalination plants, sewage pumping stations, and wastewater treatment facilities. Roughly 108,000 cubic meters of untreated sewage flows into the Mediterranean Sea every day as a result.
The Palestinian Energy Resources Authority’s master plan for electricity generation and transmission in Gaza calls for connections to Egypt and Israel at 220kV and 161kV respectively, as well as increased renewable energy production within Gaza. These high voltage supplies would have a significant and positive impact on the availability and tariff structure of electricity in Gaza, but they have not yet moved forward due to technical and administrative challenges. The Office of the Quartet is conducting further studies to get proposals for addressing the issues.
At the same time, both the Palestinian Authority and the Government of Israel have progressed in designs for the improved supply of natural gas to Gaza. The United Nations Office for Coordination of Humanitarian Affairs reports that, in January 2021, the EU announced that it will provide up to 20 million euros to fund pipeline infrastructure in Gaza. The report notes as well that the Qatari government has also committed to providing $60 million toward the cost of the project.
With nearly 350 days of sunshine each year, Gaza is expanding a growing number of household and community-based solar energy platforms as a viable source of energy, given the unpredictability of grid-based electricity supply. Small-scale solar energy systems are providing households with enough energy to power water supplies and critical appliances, including some air conditioning. Solar energy is also supporting some community and regional desalination facilities and serving the needs of local schools and health care facilities.
“These solar-powered reverse osmosis systems are a quick and effective solution to the problem of accessing potable water. They are easy to make and to install. A company in Gaza City manufactures them. It’s an impressive, high tech facility and they have in stock all of the materials they need to produce the systems.”
– Sami Mater, an Anera engineer and project coordinator in Gaza
Neighborhood children get water at the Friends Benevolent Society water fountain in Gaza City, supplied by a reverse osmosis unit Anera installed.
In one example of Gaza’s hope for increased energy self-sufficiency, the Palestinian Ministry of National Economy signed an agreement with the private Palestinian Development and Investment Co. to construct a solar facility capable of generating seven megawatts of electricity in Gaza Industrial City, the industrial zone adjacent to al-Montar that lies east of Gaza City near the defacto border with Israel. It is designed to be the largest solar energy project in Palestine, with more than 21,000 solar cells installed on an area of approximately 64,000 square meters, providing energy for both regional commercial and household needs. Unfortunately, the May 2021 hostilities resulted in considerable damage to the new facility and its anticipated operations. It is unclear when it will become fully operational.
**The Value of Community-level Projects**
Large-scale advancements, while critically important, generally take longer to complete. Given the immediate and dire needs of the Gazan people, interim solutions are also an urgent imperative. Non-governmental organizations like Anera have been hard at work in Gazan communities installing, operating, and maintaining smaller-scale water and wastewater infrastructure to meet existing needs and bridge the gap until large-scale projects become functional.
Projects such as community water reservoirs, small-scale desalination plants, and local public-private water distribution systems can transform the lives of Gazans and without conflicting with the region’s hopes and plans for comprehensive water infrastructure development and expanded grid-based power supply, as outlined by the Palestinian Water Authority.
But more such efforts are needed. Community-level projects provide critical services and will offer valuable redundancies in the future, if inconsistent supply persists at the central level.
**Community-Level Projects that Meet Immediate Needs**
- Underground tunnel systems for transporting sewage away from houses and pumping it to treatment facilities for treatment
- Upgraded municipal water wells to improve water pressure in the system and for end users, including in people’s homes
- Reverse osmosis water purifiers and chlorine units at health and community centers, schools and other vital spaces to provide potable piped water
- Solar panels to run wells and reverse osmosis systems so they can function during power cuts from the electricity grid
- Culverts, manholes, and stormwater gullies to carry water away from streets, homes and businesses to basins that store the runoff and replenish the aquifer
**IMMEDIATE ACTIONS REQUIRED**
As intensified water usage and climate change dry the Middle East’s water resources, cross-border cooperation is more critical than ever to ensure potable water access for growing populations. In Gaza, water and sanitation systems are in crisis. Governments and international civil society must work closely with local authorities to change the direction of the downward spiral. Collective action is the only hope to relieve stress on the Gaza coastal aquifer and secure water reserves for future generations.
To meet the needs of its population, Gaza must substantially increase its supply of potable water. Wastewater treatment and rainwater capture infrastructure must be substantially augmented to replenish the aquifer.
Sustainable solutions to the oppressive conditions in Gaza will require new approaches to governance, cooperation, and the application of resources in the region. Challenges exist on all of these fronts. The extent of global attention to these conditions falls far short of the gravity of the crisis.
Local authorities and the global community must combine efforts to bridge the gap between the water supply and demand through improved facilities for desalination, water storage, transmission, and wastewater management and reuse.
While international investment in major water infrastructure is critical, any such projects will have little long-term viability without Palestinian ability to freely import the equipment and supplies necessary for the construction and maintenance of water and sewage systems. As long as the existing bureaucracy of delays and denials prevails, Gaza’s water infrastructure will be inadequate to meet public needs.
The urgent need for potable and domestic water will require parallel approaches to build out large-scale desalination and while simultaneously undertaking immediate, critical interventions. The rapid timeframe requires a push for both community level projects and cross border cooperation to increase water imports. Every effort is required to repair and strengthen infrastructure and distribution networks. The quality of water supplies must be improved (and monitored) in order to mitigate anticipated health crises. Small-scale, community-level projects for water supply and distribution, solar-powered wherever possible, will play a valuable role in near-term support and longer-term backup, as needed.
Securing reliable and consistent levels of electricity is critical to maintain a functioning infrastructure for water and wastewater management. This includes progress in securing and providing a reliable supply of natural gas. Provision of highvoltage electricity from Israel and Egypt is equally critical.
In the longer-term, the region will be increasingly dependent upon expanded desalination facilities as the most viable sources of freshwater. These steps will require sustained commitment from the global community for needed financial and technical support. Gaza will likely have to buy more water from Israel to meet its needs for some years, until large-scale desalination facilities are fully operational.
To achieve these necessary measures, Gaza will require additional relief from Israeli restrictions in access and movement of goods into Gaza, including materials for repairs and construction of electricity, water and wastewater infrastructure. Similar cooperation with Egypt will be required. Moreover, Gaza will need to work with its neighbors to secure a reliable supply of electricity to enable operation at full capacity. Palestinian authorities must agree to coordinate on steps to restore and improve infrastructure. The PWA will need to enforce measures for governance of water and wastewater projects, encouraging public private partnerships, where possible.
Dire water conditions and the onset of the COVID pandemic are stark reminders that the availability of water, sanitation and hygiene services will be the best hope to forestall the spread of disease and promote better public health. More broadly, the despoliation of Gaza’s aquifer and sole natural source of water poses a threat to the long-term viability of society in the territory. It is essential that we prioritize improvements in these services in homes and public settings throughout Gaza.
**Acknowledgements**
**Writing:** Anthony Rock and David Rock, Grandavenir LLC
**Editing:** Liz Demarest, Steve Fike, Laurie Kassman, Daniel Riley
**Photos:** Rania Ehlilou, Ibrahim Zaanoun, Mohammad Zaanoun
---
**Endnotes**
1. UNRWA, “Gaza in 2020 A Livable Place?,” August 2012.
2. Nidal al-Mughrabi, “U.N. sees steep Gaza population growth in 30 years, with economic problems ahead,” Reuters, December 20, 2016.
3. Office of the United Nations Special Coordinator for the Middle East Peace Process, “Report to the Ad-Hoc Liaison Committee,” May 2022; UNRWA, “Gaza in 2020.”
4. Palestinian Water Authority, “Water Resources Summary Report 2021 Gaza Strip,” unpublished internal report, 2021; Mohamed Sejyeh et al., “Investigation of the Influence of Excess Pumping on Groundwater Salinity in the Gaza Coastal Aquifer (Palestine) Using Three Predicted Future Scenarios,” Water, Multidisciplinary Digital Publishing Institute, August 6, 2020.
5. Palestinian Water Authority, “Water Resources,” Gisha, “Still Waters,” March 2022; UNICEF, “Providing Clean Water to children in the State of Palestine,” June 2022; RAND, “The Public Health Impacts of Gaza’s Water Crisis: Analysis and Policy Options,” September 2018.
6. WASH Cluster State of Palestine, “Gaza WASH sector damage assessment,” June 2021. Further detail in UN OCHA, “Humanitarian Needs Overview, Q1,” December 2020.
7. WASH Cluster State of Palestine, “Gaza WASH Sector” Coastal Municipalities Water Utility, “Annual Progress Report 2020,” unpublished internal report, 2021.
8. Action Against Hunger, “WASH Intervention in Gaza Strip,” unpublished internal report, 2018; World Bank, “Toward Water Security for Palestinians,” 2018; Palestinian Water Authority, “Water Resources.”
9. The World Bank, “Gaza Rapid Damage and Needs Assessment,” June 2021.
10. WASH Cluster State of Palestine, “Gaza WASH sector.”
11. UN OCHA, “Escalation in the West Bank, the Gaza Strip and Israel,” Flash Update #3, May 13, 2021.
12. Palestinian Water Authority, “National Water and Wastewater Strategy For Palestine,” July 2013.
13. Office of the Quartet, “Report to the Ad Hoc Liaison Committee,” November 2021.
14. OCHA, “Electricity in the Gaza Strip,” UN High Commissioner for Human Rights, “The Allocation of Water Resources in the OPT, Including East Jerusalem,” – Report of the United Nations High Commissioner for Human Rights (A/HRC/48/43), October 2021; RAND, “Gaza’s Water and Sanitation Crisis: The Implications for Public Health,” February 2018.
15. Office of the Quartet, “Report.”
16. UN OCHA, “Escalation in the Gaza Strip, the West Bank and Israel,” Flash Update #11, May 21, 2021; DAI, “World Bank Project Aims to Rebuild Gaza Solar Facility in Wake of Conflict,” June 2021.
---
**Harnessing the Power of the Sun to Provide Water**
In Gaza, solar energy provides a sustainable, renewable, plentiful and environmentally safe power source. Anera installs solar panels to run wells, irrigation networks, and reverse osmosis systems at healthcare facilities, schools, community centers and family farms.
*PHOTO:* an irrigation system that is powered by these solar panels that Anera installed
ABOUT ANERA’S ON-THE-GROUND SERIES
The Anera on-the-ground series is designed to add a humanitarian voice to the story of life in the Middle East. With data from Anera’s professional staff, people who live and work in the communities they serve, and with over 50 years of experience in the region, Anera has a unique opportunity to build a fuller understanding of what life is like for families struggling to survive within an atmosphere of severe political strife and daily turmoil. | 741567fd-2ab3-4142-bd96-17e1d79d998c | CC-MAIN-2022-33 | https://www.anera.org/wp-content/uploads/2022/07/Anera-Report-Water-Gaza-Palestine-spreads.pdf | 2022-08-16T01:10:26+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572215.27/warc/CC-MAIN-20220815235954-20220816025954-00260.warc.gz | 586,777,396 | 6,606 | eng_Latn | eng_Latn | 0.984266 | eng_Latn | 0.996358 | [
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Student Digital Safety Guide
⚠️ Notification 2m ago
Child sexual exploitation also happens online
Online child sexual exploitation consists of many forms of exploitation against children online, including persuading a minor (someone under the age of 18) to create child sexual abuse material (CSAM) or videos of themselves, and/or participating in sexual live-stream videos, whether they are recorded or not. Often offenders will manipulate the child to engage in such conduct by first building an emotional connection and relationship with a child, to gain trust, with the ultimate goal of sexual exploitation. Perpetrators also target children (predominantly boys) with financial sextortion to obtain financial gain and grooming.
Have a look at the conversation below and see if there is anything odd about it.
Below is the same conversation. However, it now explains the process of enticement that could occur through social media, between a minor and an adult pretending to be a minor.
The reality is that Ad.17 is actually a 54 year old man called John. He is not 17 like he said he was.
**INDICATORS IN THE CONVERSATION**
**Earning their trust:** Often, abusers will approach minors online and try to earn their trust by using compliments, or relating to them on an emotional level.
**Personal information:** The perpetrator will often try to avoid sharing personal information, but will ask questions to the potential victim to find out as much as possible about them.
**Pressure and compliments:** They often use pressure or coercion to ask for things that would make the child feel uncomfortable (i.e., pictures/videos of themselves).
“Never before has it been easier for perpetrators to make contact with children and teenagers while avoiding physical contact. They identify potential victims and establish a relationship of trust with the sole purpose of exploiting them. This process of recruitment can be a stepping stone to trafficking and exploitation.” (UNODC, 2018)
+ In this conversation, we see an interaction between two people, Ad.17 and a minor replying to the messages.
+ Ad.17 starts the conversation by making a comment about a video that the minor uploaded to their social media account.
+ Ad.17 makes a comment about the minor’s age. Often, perpetrators will try to earn their trust by using flattering comments like these.
+ Very early in the conversation, Ad.17 asks for personal information about the minor’s school.
Online Child Sexual Exploitation includes:
- **Grooming**: Establishing a relationship and emotional bond with a minor to manipulate, exploit or abuse them.
- **Sextortion**: Blackmailing or threatening a minor to share images or sexual content of themselves in order to get something, such as: new sexual content, money, meeting in person, etc.
In situations like these, children and young people may end up being the object of humiliation, abuse, exploitation, or even find themselves in a human trafficking situation.
Online grooming of children for sexual exploitation (using all forms of technology) is a growing problem worldwide. Grooming is the process by which an adult establishes or builds a relationship with a child, either in-person or online, with the purpose of exploiting them. Often, these perpetrators use images of children and teenagers they find online as their own profile pictures, to pretend to be a certain age in order to establish contact with a minor.
In particular, social media sites are widely used for online grooming. Offenders can use the Internet to target children by scanning social media or online gaming sites to find a young person’s personal information before contacting them. Offenders then use that information to create a fake profile and request children of the same school, sports clubs, and/or neighborhood so that they feel more comfortable accepting the request and interacting with them to eventually sexually exploit them. Child Internet users are particularly open to interacting with strangers because they use social media as a way to meet new people and create meaningful relationships online, rather than solely as a way to keep in touch with people they already know.
Over the last two decades, online gaming has similarly grown into a worldwide activity for adults and children alike. The functionality of online gaming platforms has evolved and expanded to include Internet access, messaging platforms, and photo and video sharing, therefore, enabling people around the world to communicate and play games with each other in real-time. Sexual predators increasingly use online games as a means to easily gain access to and connect with children.
If you are currently experiencing this or experienced something similar in the past, you are not alone; it is not your fault, and there are services that can help.
The National Center for Missing & Exploited Children has a free service: takeitdown.ncmec.org.
This service can help you remove or stop the online sharing of nude, partially nude, or sexually explicit images or videos taken of you before you were 18. This service can be used anonymously.
Safety Tips
+ Avoid posting any identifiable information (i.e., your address, age, phone number, email, the school you attend).
+ Avoid adding people you don’t know on social media, and block and/or report those who make you feel uncomfortable, or research and ask other friends about the requester before you accept.
+ It’s important to remember healthy relationship boundaries (i.e., your right to say ‘no’, expressing what you feel comfortable doing).
+ Choose a user name that does not reveal private information (i.e., age, birthday, last name).
+ Keep from taking or posting inappropriate or explicit images, and always tell someone or report to the app and/or the CyberTipline if you receive a photo or a video that includes unwanted or uninvited content.
+ Do not meet a person you met online in person (especially by yourself); always ask permission from a trusted adult, and create a safety plan.
+ Adjust your privacy settings on social media so that only the people you allow can have access to your content.
+ Speak up. Always tell a trusted adult (i.e., your parents, an older family member, a teacher) if someone is making you feel uncomfortable, sharing inappropriate pictures with you, asking for intimate pictures, or threatening you if you tell someone. Ask for help by making a report.
National Center for Missing and Exploited Children
Child trafficking and online exploitation call: 1-800-THE-LOST (1-800-843-5678)
CyberTipLine: MissingKids.org
For more information on human trafficking and additional resources on preventing child trafficking, visit:
A21.ORG
© A21 USA, Inc. 2023. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of A21 USA, Inc. Requests for permission should be emailed to firstname.lastname@example.org; subject: copyright permission. | 63210ebd-e5d2-4150-a5f9-d0042000b481 | CC-MAIN-2021-21 | https://neutrinodata.s3.ap-southeast-1.amazonaws.com/a21/userimages/a21-studentsafetyguide-usa.pdf | 2021-05-14T10:37:59+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243990449.41/warc/CC-MAIN-20210514091252-20210514121252-00570.warc.gz | 437,623,906 | 1,406 | eng_Latn | eng_Latn | 0.991006 | eng_Latn | 0.997226 | [
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THE AMAZING AMARYLLIS
What can we learn from this picture (about the amaryllis)?
This is a picture of an amaryllis bulb, a pot with soil, and moss sitting on a wood table.
A few weeks ago I sent you this picture and asked … What do you notice about this picture? Here are some of your answers.
What do you notice about the bulb?
- It’s an amaryllis bulb
- It’s dry
- No roots
- Looks like the roots were cut off
- No color on the bulb
- No sign of life
- No green shoots emerging out the top
- Bulb is either dead or dormant
What do you notice about the pot?
- It’s a clay pot (not plastic)
- It looks old
- It looks used
- It looks ‘seasoned’
- It’s a lovely old pot
- It’s not cracked or broken
- It doesn’t look big enough for the bulb
What do you notice about the soil?
- It looks like rich soil
- It has fertilizer in it
- There are nutrients in the soil
- It appears to have an indentation in it
The soil is a ‘vessel’
What do you notice about the moss?
- It’s green
- Doesn’t look like there’s enough of it
- Used to keep moisture in the pot
- Will make a pretty covering over the dirt
- Indicates tender care
What else do you notice about the picture?
- All these things go together
- The picture is nice and bright
- The items are sitting on a table
- The table is made of wood
- The table provides a clean workspace
- Something appears to be missing
- There is no tool present
- There is no water
- The pot and soil take up much of the picture
- These items have the potential for life
You may or may not be a gardener … I know I’m not. But you probably know from your own experience (or the experience of others) a little about flowers that are grown from bulbs. You’ve seen them in garden centers and know about what time of year certain flowers grow.
There are bulbs that are planted in the fall and bloom in the spring … like the tulip, iris, and daffodil. There are summer blooming bulbs … like the lily, begonia, and gladiola. And then there are the bulbs that bloom in the dead of winter – the amaryllis and paper whites.
An amaryllis grows in winter, when the harvest has come and gone and we’re waiting for spring to arrive. When so much feels quiet and still, dead and bare, with no signs of life to be seen, the amaryllis slowly begins to rise.
What can we learn from the amaryllis?
We will start next week with some insights about the amazing amaryllis.
In the meantime … what are some of your thoughts? | a2efd69d-edb6-4549-a648-1410148af847 | CC-MAIN-2021-21 | https://thechurchco-production.s3.amazonaws.com/uploads/sites/3087/2021/04/amaryllis-part-1.pdf | 2021-05-08T23:31:36+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988927.95/warc/CC-MAIN-20210508211857-20210509001857-00505.warc.gz | 585,026,183 | 614 | eng_Latn | eng_Latn | 0.99361 | eng_Latn | 0.99361 | [
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| Time | Activity |
|--------------|-----------------------------------------------|
| 7:00 a.m. | Educational Daycare Toys |
| 8:45 a.m. | Circle Time |
| | Good Morning Songs, Attendance, Flag Salute, Calendar |
| 9:00 a.m. | Montessori Program |
| | Math, Language, Practical Life, Sensorial, Botany, Zoology, History, Geography, Snacks, and Outdoor Play |
| 11:00 a.m. | Summer Fun Activities & Waterplay |
| 11:50 a.m. | Lunch Time |
| 12:30 p.m. | Nap Time |
| 2:30 p.m. | Snack Time |
| 3:00 p.m. | Summer Fun Activities |
| 4:00 p.m. | Outdoor Play |
| 5:00 p.m. | Afternoon Daycare |
**MONDAY**
- Physical & Cultural Geography
- Flag of India
- Taj Mahal & India Facts
**TUESDAY**
- Sports & Games
- Kho Kho
- Gilli Danda
**WEDNESDAY**
- Culinary Delights!
- Vegetable Samosas
- Gulab Jamun
**THURSDAY**
- Arts & Crafts
- Rangoli Art on a Plate
- Taj Mahal Sand Art
**FRIDAY**
- Friday Fun Day
- Bollywood Dancing!
- Flag of India Craft with Lentils
### Educational Daycare Toys
| Time | Activity |
|------------|-----------------------------------------------|
| 7:00 a.m. | Educational Daycare Toys |
| 8:00 a.m. | Outdoor Games |
| 8:30 a.m. | Montessori Program |
| | Math, Language, Practical Life, Sensorial, Botany, Zoology, History, Geography, Snacks, and Outdoor Play |
| 11:00 a.m. | Summer Fun Activities & Waterplay |
| 12:00 p.m. | Lunch & Play Time |
| 1:00 p.m. | Summer Fun Activities |
| 2:45 p.m. | Snacks |
| 3:00 p.m. | Art Class |
| 4:00 p.m. | Outdoor Play Time |
| 5:00 p.m. | Educational Daycare Toys |
### Weekly Themes
- **Monday**: Physical & Cultural Geography
- The Great Wall History: Ancient China
- **Tuesday**: Sports & Games
- Chinese Jump Rope
- **Wednesday**: Culinary Delights!
- Chinese Tea Ceremony & Tasting
- **Thursday**: Arts & Crafts
- Postcard from China
- Chinese Lantern Craft
- **Friday**: Friday Fun Day
- Bounce Houses & Waterslides!
- Making Paper Dragons & Dragon Masks
IvyCrest Montessori Summer Camp 2021
WONDERS OF THE WORLD!
Summer Sample Schedule
ROOMS 1-3
7:00 a.m. Educational Daycare Toys
9:00 a.m. Circle Time
Good Morning Songs, Attendance, Flag Salute, Calendar
9:30 a.m. Waterplay
10:00 a.m. Montessori Program & Summer Fun Activities
Math, Language, Practical Life, Sensorial, Botany, Zoology, History, Geography, Snacks, and Outdoor Play
11:00 a.m. Circle Time
11:30 a.m. Lunch Time
12:00 p.m. Nap Time
2:30 p.m. Snack Time
3:00 p.m. Summer Fun Activities
4:00 p.m. Outdoor Play
5:00 p.m. Afternoon Daycare
MONDAY
Music & Story Time
If You Want to Be a Polar Bear
TUESDAY
Dance & Movement
Penguin Dance
WEDNESDAY
Games & Exploration
Polar Bear Puppet Game
THURSDAY
Arts & Crafts
Penguin Handprint
FRIDAY
Dress Up & Fun Day
Ice Sensory Bin Play | 1e0c5792-e3fc-4382-b066-999055d6c1e0 | CC-MAIN-2021-21 | https://campussuite-storage.s3.amazonaws.com/prod/1559020/dc5553c6-7291-11ea-ad42-0a0f059fb691/2224988/c6d97ee4-6b1c-11eb-bc90-02475a5a9ecf/file/CHSampleSchedules.pdf | 2021-05-15T05:39:49+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989812.47/warc/CC-MAIN-20210515035645-20210515065645-00306.warc.gz | 180,791,905 | 891 | eng_Latn | eng_Latn | 0.57216 | eng_Latn | 0.582999 | [
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Food Handler Solutions LLC
School Food Handler Study Guide
First Edition - Chapter 2
FoodHandlerSolutions.com / SchoolFoodHandler.com
Pathogens are the biggest threat to food safety. They are small, living microorganisms that can only be seen through a microscope.
There are four types of pathogens:
- Bacteria
- Viruses
- Parasites
- Fungi
**Bacteria**
Some characteristics of bacteria:
- Reproduces rapidly under unfavorable conditions.
- Can double and multiply every twenty minutes.
- Is carried by food, water, soil, humans or insects.
- Bacteria are a small-living, single celled organism that can survive freezing temperatures.
- Some form spores.
- Some can spoil food; others cause illness.
- Some produce toxins.
Remember - Bacteria growth is best controlled by preventing Time & Temperature abuse.
Controlling Time & Temperature
One key principle in preventing the growth and potential negative effects of bacteria in food service is proper control of time and temperature.
Time management is important to food safety because the longer food is left out after it is prepared, the greater the chances are of it becoming contaminated.
One of the most important tools needed to manage and control temperature is a food thermometer.
Keys to Remember –
- Food cannot be in the temperature danger zone (TDZ) for more than four hours.
- Make calibrated thermometers available.
- Remove only as much food from storage as necessary.
- FAT TOM
There are 6 conditions in which pathogens need to grow, they are:
| FAT | TOM |
|--------------|-------------|
| Food | Time |
| Acidity | Oxygen |
| Temperature | Moisture |
Understanding how pathogens grow is important in order for you to help keep foodborne illnesses from occurring.
To help remember these conditions use the acronym FAT TOM. Let’s take a closer look at these 6 conditions for optimal bacteria growth.
FOOD - Microorganisms require nutrients found in certain food such as protein and carbohydrates to grow. Examples of these would be:
- Milk
- Eggs
- Fish
- Meats
ACIDITY - Pathogens grow best in foods with little or no acidity. They grow in food with a slight acidic or neutral (pH of 4.6 to 7.5).
TEMPERATURE – Most microorganisms grow well in temperatures between 41°F and 135 F°. Food should be handled carefully since it can be exposed to the Temperature Danger Zone (TDZ) during thawing, cooking or cooling.
TIME - Pathogens need time to grow. Foods left in the TDZ (Temperature Danger Zone) for longer than 4 hours can grow bacteria levels high enough to make someone sick.
Remember - Bacteria can double and multiply every twenty minutes.
OXYGEN - Most pathogens need oxygen in order to multiply grow, however others can grow without oxygen.
MOISTURE – High moisture levels are perfect for rapid bacteria growth. Moisture levels are measured in terms of water activity level. Higher levels equal greater opportunity for growth. Example - Water has a level of 1.0 and pre-cut melons have a water activity level of 0.85.
There are three highly contagious bacterial infections that have been given special attention by the Food and Drug Administration (FDA). These are:
- Salmonella
- Enterohemorrhagic and Shiga producing E. coli
- Shigella
**Viruses**
Viruses represent a significant hazard to food and the following are a few characteristics:
- A virus can survive outside however it does require a living host in order to grow and cannot reproduce on its own.
- Viruses can be transmitted from person to person, from people to food and from people to food contact surfaces.
- Viruses are microorganisms that can only grow within a living host. They can’t grow in food and will use food and contact as a means of transportation.
- Some can survive freezing and cooking temperatures.
- Usually contaminate food because of improper personal hygiene.
- Can contaminate both food and water.
**How a virus spreads –**
Viruses are carried through contact with contaminated food, water or infected surface. Viruses are typically transmitted through fecal-oral routes. Therefore, failure to wash hands properly after using the restroom can result in contaminating food, food surfaces and anyone you may touch or come in contact with.
**How to control a possible virus from spreading –**
Viruses cannot be destroyed through routine cooking processes. It is very important to practice proper personal hygiene at all times and especially when handling food and/or food contact surfaces.
*Remember - That quick clean-up of all bodily fluid spills and/or accidents is very important in controlling a possible virus spread.*
There are two highly contagious viruses that have been given special attention by the Food and Drug Administration (FDA). These are:
- Norovirus (formerly called Norwalk Virus)
- Hepatitis A
**NOTE** - There are 6 infections and viruses that a food handler must report immediately to their supervisor if they or any coworker is diagnosed with. These are:
- Salmonella Typhi
- Nontyphoidal Salmonella
- Enterohemorrhagic and Shiga producing E. coli
- Shigella
- Norovirus (formerly called Norwalk Virus)
- Hepatitis A
**Key Points to Remember about Viruses –**
- A virus will live in the human intestinal tract and is transmitted through contact and/or exposure to fecal matter.
- Hepatitis A and Norovirus are both primarily spread due to poor personal hygiene and improper hand washing practices.
- Good personal hygiene practices are key to preventing an outbreak and the spread of either illness.
**Parasites**
Parasites are a living organism that live in and feed off of another host organism. The following are a few characteristics of parasites:
- Parasites must have a host in order to survive.
- Parasites are generally larger than bacteria, but can also be microscopic.
- Parasites cannot survive in food alone.
- Parasites can transfer from an animal to humans.
- Can contaminate both food and water supplies.
They can be killed by freezing food at low temperatures or by cooking foods in high temperatures.
**Fungi**
There are many types of fungi and the three associated with foodborne illnesses the most are mold, mushrooms and yeast.
Mold and mold spores both can be hazardous for the following reasons -
- They spoil food and can potentially cause illness.
- They grow well in acidic food with a low water activity.
- Freezing prevents and reduces mold growth, but does not destroy it.
- Most foods should be discarded completely when mold is discovered.
**Note** - Cheese is one example of a food where mold can form and yet the entire item may not need to be discarded. The FDA recommends cutting at least one inch around the moldy areas found on cheese.
Mushrooms are very difficult to distinguish between safe and harmful ones. As a result it is critical that mushrooms only be purchased from reputable and approved food vendors.
Yeast is widely used in many food preparation tasks. A few things to be aware of when it comes to yeast are as follows:
- Foods containing yeast can spoil more rapidly than others.
- Yeast grows best in acidic foods with a low water activity. Examples would be jams, honey and fruit juices.
- Produces a smell or taste of alcohol, indicating food is spoiled.
- Appears pinkish in color and looks slimy. | be9e9f0b-2c5c-408e-984c-0e679eabb865 | CC-MAIN-2021-21 | https://s3-us-west-2.amazonaws.com/resources.fhs.2020/SFH+Resource+Page/SFH+COVID+19+Files/Chapter+2+-+Biological+Hazards+-+ENGLISH.pdf | 2021-05-15T21:34:35+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991378.52/warc/CC-MAIN-20210515192444-20210515222444-00347.warc.gz | 525,519,097 | 1,523 | eng_Latn | eng_Latn | 0.906653 | eng_Latn | 0.998526 | [
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CHEOPS is an ESA mission implemented in partnership with Switzerland through the Swiss Space Office. The University of Bern leads a Consortium of 11 ESA member states contributing to the mission and represented in the CHEOPS Science Team.
CHEOPS is the next European Space Community contribution to the long-term international effort of finding life beyond our Solar System. The mission will use the technique of ultra-high precision transit photometry to measure accurate sizes of large samples of Earth to Neptune-sized planets, targeting individual bright stars already known to host exoplanets.
By combining measurements of radius made with CHEOPS with existing mass determinations, it will be possible to determine the mean density of the planets and thus to start to constrain their internal structure and composition. These constraints will be combined with key parameters of the host stars and the planetary orbits to provide vital clues to how small planets form, migrate and evolve.
CHEOPS will identify prime targets for searches for the fingerprints of key molecules in the planets’ atmospheres using facilities such as Webb Telescope and future ground-based facilities such as the European Extremely Large Telescope. It will also be used to study the physical mechanisms driving energy transport in the atmospheres of hot Jupiters, through measurements of their phase curves.
To achieve these science objectives, the design and implementation of CHEOPS has been optimised to achieve:
- Ultra-high precision photometry in the visible-NIR, over periods of up to 48 hours.
- High sampling cadence (up to 1 sample per minute).
- Large instantaneous and annual sky coverage.
**Overview:**
- First ESA small (S-) class science mission.
- Partnership with Switzerland with contributions from 10 other member states.
- Short development time (5 yrs), ESA cost of 50ME.
- Responsibilities:
- ESA: mission architect + launch, spacecraft procurement (delegated to ADS Spain), instrument CCD, mission operation tools, Guest Observers Programme.
- Consortium: instrument, mission/science operations, science team, monitoring + evaluation of science performance.
**Spacecraft:**
- Based on flight proven Airbus D&S platform, with small modifications.
- ~ (1.5 m)$^3$, 290 kg mass (wet).
- Rolls around Line of Sight to ensure radiators point to free-space (nadir locked).
- 3-axis stabilised, “payload in the loop” to provide < 4 arcsec (rms) pointing stability.
- Design compatible with wide range of launcher environments.
**Mission Profile:**
- Sun-synchronous orbit (~100 mins): dawn-dusk (6 am), 700 km altitude.
- Shared launch on Soyuz from Kourou; completion of satellite-level tests end 2018, launch in 2019.
- Mission Operations Centre (MOC) - INTA (Torrejón, ES).
- Science Operations Centre (SOC) - Geneva Observatory (CH).
- 2-month commissioning period, 3.5 years nominal science operations (goal: 5 years).
**Telescope Optics:**
- Ritchey Chrétien Telescope, primary mirror effective diameter 30cm, F/5 optics, effective focal length 1600 mm.
- De-focussed point spread function (PSF), radius (90% encircled energy) ~12 pixels.
- Plate scale of ~ 1 arcsec/pixel, 17’ x 17’ field of view (0.32 deg$^2$).
- Multiple baffles to minimise straylight.
**Detector:**
- Single CCD 4720 (Teledyne e2v): back-illuminated, thinned, operating in advanced inverted mode to minimise dark current.
- 13 micron square pixels, 1024 x 1024 pixel full-frame array, frame transfer.
- Cooled to ~40 deg C, thermally stabilised to 10 mK.
**Operations:**
- Pointed observations of single targets, with the field of view rotating around the pointing centre.
- 1 minute sampling cadence [eg. 200 x 200-pixel sub-frame rate], cadence of additional imagerettes [eg. 15-pixel radius] can be up to one every few seconds.
- Maximum exposure time of 60 s.
- Standard ultrabright, bright and faint modes to cover wide target magnitude range.
**Guaranteed Time Observing Programme**
Selected by the CHEOPS Science Team
Monitoring & characterisation activities
Lifetime: 3.5 yrs baseline (5 yrs goal)
**Guest Observers Programme**
Open to the whole Science Community
**Single ultra-high precision photometer covering 0.33 – 1.1 microns**
*Left:* Fully-assembled flight model of the *CHEOPS* payload; *Right:* Cross-section through the payload. Credit: University of Bern.
*Left:* White light PSF measured over 500 - 800 nm waveband during the on-ground calibration campaign (*x*- and *y*-axes in pixels relative to bottom lower left pixel in a 200x200 pixel image frame, colour scale indicates fraction of total power in an individual pixel); *Right:* Cuts through the PSF at the specified value of *x*. Credit: University of Bern.
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HOW DOES A PERSON BECOME INFECTED WITH SIN NOMBRE VIRUS?
People become infected with SNV by breathing in microscopic particles of droppings or urine from an infected deer mouse.
Some activities that increase the risk of SNV infection are:
- Entering sheds, cabins, barns, or other buildings where deer mice are present.
- Cleaning or working in enclosed, poorly ventilated spaces contaminated by deer mice.
- Handling live or dead deer mice.
- Disturbing or cleaning up deer mouse or nest droppings.
For information about HPS and rodents in your community, contact your local health department or vector control district
WHAT IS SIN NOMBRE VIRUS?
Sin Nombre virus is carried by wild rodents.
In California, only one rodent species is known to carry SNV: the deer mouse (scientific name, *Peromyscus maniculatus*).
Deer mice are similar in size to house mice (4-7 inches from nose to tail). Unlike the solid colored house mouse, deer mice are grey to brown on top and white underneath, and have large unfurred ears.
Deer mice are found throughout the state in wild and undeveloped areas. They prefer brush, shrubs, and rocks, but will enter homes and buildings for food, shelter, and nesting material.
Infected deer mice appear healthy and normal.
Hantavirus pulmonary syndrome, or HPS, is a rare but often fatal disease of the lungs. HPS was first recognized in 1993 in the southwestern United States.
Although there are many types of hantaviruses in the United States, Sin Nombre virus (SNV) is the specific hantavirus that causes HPS in the western United States.
Not all deer mice carry SNV and the proportion of infected mice varies throughout the state. Wild rodents in urban or suburban areas are likely to be house mice or roof rats, neither of which carries SNV. But, because it can be difficult to tell deer mice from other kinds of rodents that don’t carry SNV, people should avoid contact with all wild rodents.
Dogs, cats, birds, insects, and other animals do not carry SNV.
WHAT ARE THE SYMPTOMS OF HANTAVIRUS PULMONARY SYNDROME?
The first symptoms of HPS may develop 1-5 weeks after exposure to SNV.
Early symptoms resemble the flu and include fever, headache, and muscle aches, especially in the thighs, hips, back, and shoulders.
Two to seven days after the first symptoms begin, HPS patients develop difficulty breathing. Breathing problems are often severe and require the HPS patient to be hospitalized for intensive care.
Symptoms such as fever, headache, muscle pain, and shortness of breath are common to many different illnesses and are likely to be something other than HPS.
Any concerns you have about your health or possible exposure to SNV should be discussed with your health care provider.
Persons with HPS cannot give it to someone else.
HOW IS HANTAVIRUS PULMONARY SYNDROME TREATED?
There is no specific treatment for HPS. Approximately 30% of HPS patients diagnosed in California have died.
Early medical attention can increase the chance that an HPS patient will survive.
HOW CAN I AVOID GETTING HANTAVIRUS PULMONARY SYNDROME?
**Keep wild rodents out of your home.**
Infection with Sin Nombre virus can be prevented by keeping wild rodents out of homes and cleaning rodent contaminated areas in a safe manner.
Signs of rodents around buildings include:
- Live or dead mice
- Nests
- Droppings
- Urine stains
- Gnaw marks
Check inside and behind kitchen cabinets, inside closets, around vents, behind appliances, around windows and doors, and around all electrical, water, gas, and sewer lines.
Check around windows and doors, between the foundation and the siding, around electrical lines and water pipes, and in eaves and vents in the roof.
Look for holes or gaps inside and outside the home. Seal all holes that are larger than 1/4 inch in diameter. Use cement, wire screening, hardware cloth, steel wool, or copper mesh material (such as Stuf-fit).
Reinforce the sealing material with caulk or expanding foam.
**Remove wild rodents from inside homes.**
Place spring-loaded “snap” traps along baseboards and in areas where rodents are entering the home.
Do not use glue or live traps as these may increase your risk of infection. Place traps near areas of rodent activity, but out of the reach of pets and children.
Examine traps regularly and remove trapped rodents promptly.
**Clean areas contaminated by wild rodents.**
Dead rodents, rodent nests, and droppings should be removed and surfaces cleaned before areas are reused. When handling dead rodents or items contaminated by rodents, always take the following precautions:
Open windows and doors of a potentially contaminated area and allow it to air out for at least 30 minutes before cleaning.
**Do not vacuum or sweep wild rodent contaminated areas!**
Spray rodent carcasses, nests, droppings, and other potentially contaminated items and surfaces with bleach or disinfectant.
**IMPORTANT: Wear latex or rubber gloves and eye protection.**
Use a 10% bleach solution or commercial disinfectant (formulated to kill viruses) diluted according to label instructions.
Allow the solution to sit for 5 minutes or according to label instructions before cleaning up with a mop or sponge.
When done, rinse gloves in bleach or commercial disinfectant before removing. Remove gloves, dispose in garbage, and thoroughly wash hands with soap and water.
Contaminated items that cannot be disinfected (e.g., paper, wood, fabric) should be carefully set outside in the sun for several hours.
Sunlight will inactivate the virus.
**Dispose of potentially contaminated traps.**
Place rodent carcasses, traps, and other contaminated items in a plastic bag.
Tie off the bag, place inside a second bag and tie the second bag as well.
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Spend some time thinking about the question below and journal your thoughts or share them with a parent.
WHAT DOES KINDNESS LOOK LIKE?
Day 1
Go to Studio252.tv and watch this week’s episode of The So & So Show.
▶️ Click on Fun2Watch! then The So & So Show.
Even if you already saw it at church, feel free to check it out again!
SO & SO TOP 3
After watching, write one thing that:
1. You liked: ____________________________
2. You learned: ___________________________
3. You’d like to know: _____________________
Day 2
Read Ephesians 4:32
Grab a sheet of paper and your favorite drawing/coloring tools and illustrate Ephesians 4:32.
You can do it word by word, creating emojis for each word, or you can simply create art that represents the heart of this verse: **Be kind to others because God is kind to you.**
Day 3
Being kind to others starts when we realize just how kind God has been to us.
One great way to do that is to be intentional about thanking God for the blessings He has given you.
Do you have a diary or a gratitude journal? If not, see if you can find an empty notebook around the house, or just get a few sheets of blank paper and fold them in half. Each day this week, before your feet hit the floor, grab the journal and a pen and write 2-3 ways God has been kind to you. It could be really big things, like giving you a loving family or healing someone close to you, or it could be the small but awesome things, like ice cream or campfires.
After you write down the blessings, take a couple of minutes to thank God for showing you kindness, and ask Him to help you be kind to others too!
Day 4
What do you think about conversation hearts?
You know, those little candies that come out around Valentine’s Day that have messages printed on them? Most people either love or hate them but the chalky little candies have the right idea: we should use our words to be kind to each other!
Today, give a “verbal Valentine” to everyone you interact with. Tell a friend something you like about them. Thank a teacher for what she does. Tell your caregiver you are thankful for them. Use your words to show the same kindness to others that God showed to you.
Day 5
What does kindness look like?
There are many ways to show others they are valuable by how you treat them—whether it’s with your words or actions. Sometimes we just need a little reminder and a little push.
Grab a sheet of paper and cut it into 10 strips. On each strip, write a way you can show kindness to others. Then fold up the strips and put them in some kind of container. Starting today, and for the next three days*, draw a Kindness Kickstarter out of the container, and then go and live out kindness!
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Understanding Human Trafficking
RECOMMENDED TIME FRAME: 3 HOURS
This is an introductory course on the issues of human trafficking, with emphasis on the trends in the Central Valley of California. Over the course of three hours, participants will learn the definition of human trafficking and the forces that lead people to be both victims and perpetrators. The presentation is interactive and multi-media based. It is generally recommended for ages 16 and older. We cover the following:
MYTHS AND MISCONCEPTIONS
We will identify and address common myths surrounding the issue of human trafficking. We will discuss current trends in our community.
RED FLAGS
It is vital that we in the community begin to recognize signs of trafficking around us. We will hear from survivors of trafficking about their experiences.
ACTION STEPS
Throughout the class, resources will be discussed, and suggestions will be given about what we can do to make a difference, right where we are.
*Note: We offer a one-hour condensed version of this training.
Youth Presentation: How to Be Free
RECOMMENDED TIME FRAME: 60-75 MINUTES
This presentation introduces the concept of human trafficking at an age-appropriate level. We discuss exploitation and vulnerability, what to do if you or a friend needs help, internet safety, and ways for youth to be proactive in preventing and ending human trafficking and exploitation. This presentation can be adapted to meet the needs of junior high, high school, and college students, so please indicate which group or mix of students will be in attendance.
Technology and Trafficking
RECOMMENDED TIME FRAME: 2 HOURS
Designed for parents and caregivers, Technology and Trafficking addresses the risk factors associated with human trafficking for young people in our digital age. Utilizing curriculum developed by Love 146 with additional resources developed by Central Valley Justice Coalition, this class will help adults better understand the challenges our young people are facing and develop tools for keeping them safe.
Understanding Human Trafficking for Educators
RECOMMENDED TIME FRAME: 75-90 MINUTES
Our goal is to end human trafficking, and we know what prevention is the best cure. Educators have the potential to be on the frontlines in this fight to end human trafficking, but they need to know what to look for. We will help shine light on what is happening in our schools, what to look for, and how to respond. You will leave with a deeper understanding of the ways teachers, parents, and everyone in our schools can make a difference.
Understanding Human Trafficking for Healthcare Providers
RECOMMENDED TIME FRAME: 75-90 MINUTES
According to the Polaris Project, 69% of victims interviewed reported having had access to health services during their exploitation, and 85% said they had received treatment for illness or injury directly related to their exploitation. It is vitally important that health care providers know what to look for and how to support survivors in their care. This presentation will help you understand the issue so you can ask better questions and provide the best care for your patients.
As a faith-based organization, we place great value on what the Bible says about justice. The presentation will introduce your church or faith group to the issue of human trafficking in the Central Valley, give the opportunity to hear real stories of survivors, and examine the role of the church in combating injustice. This presentation can be tailored to fit the needs of your congregation or faith group and adapted for different age groups. | 844c9003-4db2-4c2a-ab72-0d322f3df90c | CC-MAIN-2021-21 | https://justiceco.org/wp-content/uploads/2021/01/Justice-Coalition-presentations-Spring-2021.pdf | 2021-05-10T01:18:58+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989030.65/warc/CC-MAIN-20210510003422-20210510033422-00211.warc.gz | 351,613,386 | 698 | eng_Latn | eng_Latn | 0.996006 | eng_Latn | 0.997655 | [
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Open Days 2021: New Connections, New Themes, Renewed Energy
Connecting gardening, people, and ecological stewardship
In many ways, the question of why we garden—and why we value visiting gardens—is philosophical. Gardening has always been an activity that draws people together through the sharing of seeds saved from previous years with our neighbors, the sharing of divisions of our favorite plants with friends, and, importantly, the sharing of advice and lessons learned with those who are new to gardening.
We garden because it knits us into the fabric of like-minded plant lovers. We garden because we know that spending time outdoors and cultivating a garden that reflects our values and horticultural interests is a deeply fulfilling activity with benefits to our physical and mental health and well-being.
We garden because our parents and our grandparents gardened. We garden because we wish to transfer our own knowledge to a new generation of explorers, plant lovers, and risk takers. We garden because it connects us to our collective history and to people from around the world who have shared the same interests and passions but expressed them in their own unique ways. We garden because we know that it increases our quality of life in ways we can’t even explain—we simply can’t imagine a life that doesn’t involve our lovingly tended plots of earth or our pots on a windowsill.
Now, more than ever before, we also garden because we recognize that we have a responsibility to be stewards—partners with the planet to try to leave the world in better shape than it was in when we entered it. Gardeners, through what we do on our own properties, have the potential to help save the world. At the Garden Conservancy, we believe that we have entered a new golden age of gardening—an age in which the societal and ecological roles of gardens reflect our changing priorities, cultural values, and knowledge.
We are proud to announce that we are an organizational ally of Two Thirds for the Birds—a new initiative aimed at reducing the use of toxic chemicals in the home landscape and encouraging the use of native
continued on page 4
Below: Entry gate to the garden of John and Pepe Maynard in Groton, MA. Pepe and Page Dickey co-founded the Open Days program in 1995; both will open their new gardens to the public as part of 2021 Open Days. Photo courtesy of John Maynard
We’re delighted to announce that Open Days will return in late May!
Special provisions, including pre-registration and other precautions, will make in-person garden visits possible again while ensuring the safety of all, both hosts and visitors.
Read more about the 2021 Open Days schedule and logistics for visiting, starting on page 7.
plants, for the benefit of the birds who breed in our gardens.
Douglas W. Tallamy, a renowned University of Delaware entomologist, is also a supporter of the Two Thirds for the Birds initiative. An expert in the way in which native plants form the basis of productive food webs, Doug is a leader in the movement to encourage more responsible stewardship of our home landscapes. Garden Conservancy Director of Public Programs and Education Patrick MacRae spoke with Doug virtually about the connections between native plants, bird populations, and our gardens. Here are some highlights from that conversation:
**Patrick F. MacRae:** Doug, in addition to being a well-known author and environmentalist, you study insects. How are insect populations, bird populations, and gardens related to each other?
**Doug Tallamy:** Everything on the planet starts with plants because we are made up of energy from the sun, but it is plants that allow us to be the energy from the sun.
Plants capture that energy, turn it into food, and then we either eat those plants directly, or we eat something that ate those plants. And that is true for [almost] everything on the planet. The plants you put in your garden are capturing energy from the sun and they’re either passing it on to other living things or they’re not—they can’t pass on [the sun’s energy] unless living things eat those plants. Most vertebrates don’t eat plants. They eat something else that ate plants, and, typically, that is insects—mostly caterpillars. Caterpillars transfer more energy from plants to other organisms than any other type of plant eater.
What does that have to do with birds? Well, 96% of our terrestrial birds rear their young not on seeds, not berries, but on insects. If you don’t have insects, you don’t have 96% of the birds. What are those insects? Most of the insects turn out to be caterpillars, which dominate nestling diets.
If you create a landscape that doesn’t produce the caterpillars that run the food webs, you have a dead landscape. That’s the connection between plants and birds. And of course, which plants you put in that landscape is critically important because most plants don’t make a lot of caterpillars. That’s true even with native plants.
Just 14% [of our native plants] make 90% of the caterpillar food. So 96% of the birds rely on 14% of our native plants. If we build a landscape out of the other 86% of native plants, or out of a whole bunch of non-native plants that supply almost no caterpillars, we don’t have enough food for the birds.
Lots of other animals eat insects, too. And they depend on that transfer of energy from plants, just like birds.
**PFM:** What trends have scientists observed in bird populations and what are the causes?
**DT:** A study published in *Science* last year by the folks at the Smithsonian Migratory Bird Research Center analyzed 50 years of data from the Breeding Bird Atlas. We’ve lost three billion birds in the last 50 years—a third of the North American bird population. The losses are not equal across all bird species; aquatic birds are actually doing a little bit better.
So about three billion terrestrial birds are gone. There are a lot of causes, including predation by cats let outside and collisions with cars and windows. Migration is also very hard on birds because now when they migrate to the tropics, so much of it has been converted to eucalyptus and coffee farms. It’s no longer the pristine habitat that used to allow them to overwinter. And the latest information from my lab indicates that we’re also landscaping in a way that doesn’t allow birds to reproduce as well as they need to.
---
“We asked our Open Days hosts what “nature-friendly” gardening meant to them. A few quotes accompany this article. On our website, we will designate those gardens where the hosts inform us that they engage in responsible environmental stewardship with a special symbol.”
“Nature-friendly gardening, for us, is about stewardship and giving back. As we cultivate our nine acres, it is with a rewilding in mind. This includes a focus on intentional informality, native plantings and development, meadows, and woodland spaces. There are so many rewards from this kind of gardening. Plants thrive and create an immeasurable amount of beauty, bounty, and joy for us and the many animals and insects that support the land.”
— Matthew Malin and Andrew Goetz, founders of Malin+Goetz fragrances and natural products and Open Days garden hosts
[Birds] migrate here and find there’s not enough food because we’re creating landscapes that don’t make enough caterpillars. That hasn’t been obvious because we haven’t processed how many caterpillars it takes to make a bird. To make one clutch of chickadees, for example, takes 6,000 to 9,000 caterpillars, just to get them to where they leave the nest.
And then the parents continue to feed their young caterpillars another 21 days after that. So it really takes tens of thousands of caterpillars to make one bird that weighs only a third of an ounce. And if you want that bird to breed in your garden, in your landscape, or anywhere where there are humans, which is nearly everywhere, you need to have those caterpillars there, because chickadees (and most birds) only forage about 50 meters from the nest.
The birds are not going to fly five miles down the road to the nearest woodlot to get their food. That takes more energy than they get from the caterpillars.
**PFM:** Open Days is a national community of people who primarily garden on a backyard, homeowner scale. How can gardeners make a difference in our own gardens?
**DT:** 85% of the U.S. east of the Mississippi is privately owned. If everybody landscaped responsibly on their own private property, we’d be 85% done! That’s why the private homeowner, and how he or she treats their landscape, is such an important component of the future of conservation. If we only do conservation in parks and preserves, we will fail.
And that’s why we’re in the sixth great extinction now. Everybody outside of a park or preserve has had cultural license to do whatever they want on their property, for example, just make [their whole property a] lawn. And that’s what has caused the problem. Everybody has a responsibility for good Earth stewardship. The people who are already connected with plants can be leaders in saying the goal now is not just to make pretty landscapes, but to make ecologically productive landscapes.
It’s a brand new goal, because for the last two centuries we’ve only focused on aesthetics. How pretty can we make it? Now the challenge is “can we make it pretty and productive at the same time?”
**PFM:** Is being a gardener concerned about aesthetics, or a gardener with a specific botanical or horticultural focus, mutually exclusive to being a good steward of your patch of land? Does one necessarily come at the expense of the other?
**DT:** I’d like to challenge people to create really classy native landscapes as examples for others.
We’ve done research in my lab that shows that there is room for compromise in our plant choices. We have found that you can have up to 30% of the woody plant biomass of your landscape non-native as long as it’s not invasive—nobody should be tolerating invasives—and still have viable food webs if 70% is productive natives.
A lot of our gardening, of course, is with perennials and annuals that, at least in terms of the food web contributions, provide much less. Perennials and annuals are very important for pollinators, of course. But there is room for compromise.
Let’s say I own an acre and I dedicate a third of that acre to my conifer collection from around the world. That leaves two thirds of an acre. What am I going to do with this two thirds? Will it be lawn? Or will it be productive natives? That’s what I’m talking about.
**PFM:** Your new book is called *The Nature of Oaks*. Why are oaks crucial?
**DT:** There are four things that need to happen on all of our terrestrial landscapes. First, we need to support the food webs we were talking about. Local food webs support the animal diversity out there and they run our ecosystems. The number of species in an ecosystem determines how functional it is, how productive it is. And with 7.9 billion people on the planet, we need more ecosystem services than ever before.
So we have to have hyper-productive landscapes. The plants that make them hyper-productive are essential. That’s one thing landscapes have to do.
Doug Tallamy will also be a guest speaker in our spring virtual programs on May 6.
His new book, *The Nature of Oaks*, is available for purchase together with registration for the event. For more information and to register, please visit gardenconservancy.org.
The other thing they have to do is support pollinators. Pollinators create the plant landscape. If we lose our pollinators, we lose most of the plants. We need a diverse community of pollinators, and I’m not talking just about bumblebees and honeybees. Those are generalists. I’m talking about the 4,000 species of native bees that pollinate; one third of them can only reproduce on the pollen of particular plants.
The third thing that has to happen in our landscapes is watershed management. You have to have enough plants on your land so that all the rain that falls on your land stays on your land; no run-off! That’s basic landscape water management, and that requires lots of plant roots.
The fourth thing is to capture carbon. We have too much carbon in the air. Plants take carbon out of the air and, through photosynthesis, they lock it up in their tissues and they pump it into the ground. Soils could hold up to seven times the amount of carbon that’s in the atmosphere right now if we had enough plants to put it there. That’s why having well-planted landscapes is so important in terms of climate change.
How do oaks rank in those four things? Well, they’re number one in terms of supporting food webs. Nationwide, oaks support 900 species of caterpillars. There’s no other plant genus that comes close to that. They’re excellent at carbon sequestration and they have huge root systems. They’re excellent at watershed management.
The only thing that oaks are not superior at is supporting pollinators because they’re wind-pollinated. However, there’s actually new evidence that a lot of our native bees go to oak catkins and gather the pollen; they just don’t transfer it to female oak flowers.
So in terms of the four things that have to happen, oaks are number one or near number one for three of them. That’s why they’re so important. I want people to understand the oak in their yard is not just another tree. It’s an entire community of living things doing so much to strengthen our ecosystems.
**PFM:** One of the benefits of visiting gardens through Open Days is having the opportunity to learn from gardeners all across the country—to figure out new ideas, to find out how other people have handled challenges you might be also facing in your own garden, and leave with new creative inspiration.
**DT:** Talking to somebody who knows how to do it, there’s nothing better than that in my view. That’s what the old apprenticeships used to be all about in the Middle Ages. That’s how knowledge was transferred in the past. It works. We should do more of that today.
**PFM:** Especially in the current pandemic, we’re recognizing the importance of gardening for our mental health and wellness. Can you talk a bit about some of the pure joy of creating habitats that are highly functional?
**DT:** To me, creating habitats is like going on an African safari and it’s really rewarding. I am trying to get people to look for what a plant is doing at the same time they are seeing what it looks like—it’s not replacing that joy of seeing a beautiful plant, it’s adding to that joy! Your plants can be bird feeders, too, if you choose the right plants. You can actually watch your birds forage for caterpillars in your trees, and bring food to the nest; these are all natural interactions that trigger all those medical benefits you read about—nature lowers your blood pressure, lowers your corticosteroids, lowers your stress levels. All kinds of wonderful things happen when you experience the natural world.
Plants also grow and change throughout the season, and the things that use the plants also change dramatically throughout the season. If you don’t tune into that, you’re missing a lot as well.
“Each of us can make a difference by incorporating small changes in the landscape to become an interconnected part of the solution.”
— Julia Cencebaugh Kloth, archivist, Open Days garden host, and Digging Deeper presenter
“Wildlife turns the garden into a wonderland. Gold finches and hummingbirds bathe in the fountains. Finches eat the seeds from the tall rudbeckias. Orange and striped dragonflies find resting spots near the water. Salamanders seek moist hiding places.”
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MIGHTY PEACE WATERSHED ALLIANCE
Integrated Watershed Management Plan
SUMMARY
What is the Plan?
The Mighty Peace Watershed Alliance (MPWA) supports the three goals of Alberta’s Water for Life Strategy: **safe secure drinking water, healthy aquatic ecosystems, and reliable, quality water supplies for a sustainable economy**. The Integrated Watershed Management Plan (IWMP) is a roadmap toward those goals. It is based on a review of technical documents and the Mighty Peace *State of the Watershed* report, which provides a comprehensive overview of the watershed context, its natural resources, the influences of human activities, and baseline physical, ecological, and socio-economic conditions.
This brochure summarizes the recommendations, objectives, and strategic directions of the full IWMP, which is available at mightypeacewatershedalliance.org.
The non-statutory Plan is the first step in a systematic and prioritized adaptive management process. It coordinates the efforts of communities, First Nations, industries, governments, stakeholders, and other decision-makers involved in managing the Alberta portion of the watershed. The Plan will ensure that cumulative effects are understood by all users involved in making decisions about human activity in the watershed.
Key Issues of Concern
The Plan identifies these issues of concern:
» **Water Quality and Availability Away from the Mainstem and Consumptive Use**
» **Peace River Flow Regime**
» **Wetlands and Wetland Loss**
» **Non-Saline Groundwater**
This Plan also describes the tools to conserve valued lands and waters.
Water Quality and Availability Away from the Mainstem and Consumptive Use
Water conditions are generally good on the Peace River, with large volumes and few sources of pollution. However, many communities and industries draw their water from smaller tributaries, lakes, or groundwater sources that may not provide optimal quality or volume. Several tributaries, such as the Little Smoky River, where water is withdrawn for municipal and industrial use, face costly restrictions on when and how much water can be drawn.
Use of water for oilfield injection and hydraulic fracturing is growing. Complicating factors include source (surface water or groundwater); quality (saline or non-saline); timing of flows and withdrawals (particularly for small, seasonal tributaries and lakes); and the need for timely monitoring of the cumulative effects of multiple withdrawals on downstream aquatic health.
Vision: Water in the watershed is adaptively managed for current and future generations such that the water resource is well understood, quality source and drinking waters are available where and when they are needed, and aquatic ecosystems are healthy.
Recommendations
» Develop an education and outreach strategy that identifies target audiences, key messages, and appropriate communication tools.
» Raise awareness and promote the use of source-water protection plans for all source waters.
» Identify and support communities with critical water supply and/or treatment issues.
Peace River Flow Regime
Flow on the Peace is controlled by dams, which reduce flows in spring and summer, and increase them in autumn and winter. Evidence shows that the modified flow regime has created cultural, social, economic, and environmental challenges for residents of the watershed, in particular in Aboriginal communities in the Lower Peace sub-basin. On the other hand, specific effects on aquatic ecosystems and communities, and on Aboriginal and Métis lifestyles, as well as flow rates required to mitigate these effects, have not been fully characterized.
Vision: The Peace River Flow Regime is healthy, understood and adaptively managed (using both western science and traditional ecological knowledge) to deliver optimal social, economic and ecological goods and services (including instream flow needs and wetland health in the Lower Peace watershed), for current and future generations.
Recommendations
» Using traditional and local knowledge, compile an inventory of sites with flow regime issues and identify community flow values to guide water and land managers and decision-makers and share them with other basin initiatives.
» Collect existing technical information on the Peace River flow regime (including its interactions with associated lakes, wetlands, ponds, channels, and groundwater), synthesize key learnings, and identify and fill information gaps.
» Develop an education and outreach strategy to raise awareness about the importance of healthy river flow, focusing on how the mainstem interacts with other waterbodies such as the Lower Peace wetlands and Peace-Athabasca delta.
Predicted Natural Flow at the Town of Peace River
Pre-Bennett Dam
Post-Bennett Dam
Source: Water Survey of Canada
Wetlands and Wetland Loss
Wetlands cover slightly more than 29% (52,898 km$^2$) of the watershed (plus those in national parks, for which information was not available). Wetlands provide cultural and ecological services, they supply food and recreational opportunities, and they fulfill spiritual needs. They store and purify water, mitigate floods and droughts, moderate flow, stabilize shorelines, and discharge and recharge groundwater. Wetlands also moderate weather and climate, and process and store greenhouse gases. Their high biological productivity and aquatic components provide diverse wildlife habitats. In northern Alberta, wetlands provide key habitat for fish, birds, amphibians, beavers, mink, muskrats, otters, moose, caribou, and plants.
Regions with high coverage of wetlands correspond with extensive boreal forest areas and less human activity. Where the watershed has been developed, wetlands have been converted to agricultural and industrial uses and urban settlements. The extent and intensity of these disruptions are difficult to assess, given the lack of data on the historical distribution of wetlands in the watershed.
Vision: *The state and functions of wetlands are well understood and human activities affecting wetlands are mitigated (avoided, minimized, or replaced) such that ecological integrity and resilience of wetlands are maintained, and sustained for current and future generations.*
Recommendations
» Strike an education committee to develop and implement a general wetland education and outreach plan.
» Communicate the state of wetlands and wetland trends.
» Promote stewardship with various users.
Non-Saline Groundwater
Groundwater is a crucial resource for many residents and communities in the watershed. Non-saline groundwater is present throughout the watershed, but the current level of knowledge is limited to select areas, and nothing is known about conditions elsewhere. Until we have a more complete understanding of non-saline groundwater aquifer volumes, as well as an understanding of current and future use, potential risks, cumulative effects, and how climate change will affect this resource, setting groundwater management priorities will be challenging.
Vision: Abundant, uncontaminated groundwater is managed with integrity so that the resource is publicly understood, predictable, sustainable, and protected to benefit and meet the needs of the basin’s inhabitants.
Recommendations
» Develop, complete, and update a single, centrally located, accessible and shared groundwater database, and ensure new data is automatically entered.
» Share sector information about the Water Allocation System and water use with the public and other audiences through fact sheets and state of watershed reporting.
» Improve public understanding of groundwater resources and interactions with surface water, the cumulative effects of land cover and land use on groundwater quantity and quality, and the effects of climate change.
Licensed groundwater allocations by sector
- Agricultural: 4.6%
- Commercial: 6.7%
- Municipal: 25.1%
- Industrial: 50.9%
- Registration: 6.8%
- Recreation (0.2%)
- Other/Unspecified: 5.8%
Source: ESRD
The Planning Process
Watershed management in the Mighty Peace watershed employs an adaptive management approach. Following identification of critical issues in the *State of the Watershed* report, the MPWA consulted the public and watershed stakeholders. Twenty-two open houses supported by an online stakeholder survey allowed for broad input from across the region. The Plan makes recommendations for courses of action to be implemented by appropriate authorities. The Plan will be monitored, reviewed, evaluated, and updated based on new information.
The Watershed
The People
About a third of the watershed’s 165,000 residents live in rural areas, a third in Grand Prairie, 23% in smaller towns and villages, 6% on First Nations reserves, and 1% in Métis settlements.
Most people work in the resource economy. The foothills and mixed-wood regions support forestry and oil and gas operations. Nutrient-rich soils of the parklands support agriculture in the watershed. Agriculture is expected to expand as the population increases.
Major Rivers
There are three major rivers in the watershed: the Peace, the Slave, and the Smoky. The main stem of the Peace River is approximately 1,900 km long and begins at Finlay River in the Rocky Mountains of British Columbia. The Peace River is regulated by Bennett Dam in northern BC. It flows into the Slave River at the Peace-Athabasca Delta.
The Geography
The Mighty Peace is the largest watershed in Alberta, draining more than 208,834 km² — an area almost three times the size of New Brunswick. It is split into six sub-basins: Smoky/Wapiti, Upper Peace, Central Peace, Lower Peace, Wabasca and Slave River. Approximately 35% of the watershed is “Aquatic Environmentally Significant” based on the area’s wildlife, habitat, peatlands, biological connectivity, and features that support water quality and quantity.
Next Steps
This Plan is the result of years of work collecting information, establishing relationships, and working toward recommendations that address key watershed health issues. The next steps are to ensure that conditions for successful implementation are met through ongoing collaboration and awareness of the issues and the current state of the watershed. To achieve this, **the MPWA will encourage the relevant governments, stakeholders, communities, residents, and decision-makers to work together to support the Plan**.
This Plan is intended as a living document. It will be subject to discussion and stakeholder review by those in the watershed to incorporate new information, challenges, conditions, and priorities and to ensure the Plan remains relevant for generations to come. The needs of the different users of the landscape will be central to the work being done by the MPWA and its partners. We welcome your input. Write, call, or email us.
Box 217
McLennan, AB
ToH 2Lo
Tel: 780-324-3355
Fax: 780-324-3377
email@example.com
mightypeacewatershedalliance.org
Photos by MPWA, M. Hervieux, A. Norris, L. Pettitt, S. Kitt, D. Greig, and Dreamstime.
Text and design by West Hawk Associates.
Produced with support from Alberta Environment and Parks.
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We are proposing an adventure for children and their relatives, who can enjoy an easy circuit to discover unusual places of Ripoll in a fun and friendly way.
INSTRUCTIONS:
• The game consists of decrypting a following riddle an itinerary with 9 points. At each point you will find a word that will help you find the solution.
• To solve the riddle, follow the path of tracks and once you’re in the spot, locate the track and write the word to the inner part of this flyer.
• In the case of detecting any incidence in the route, please let us know.
Telephone: 972 70 23 51
or email a photo to:
firstname.lastname@example.org
Distance: 3.56 km circular walk
Estimated duration: 1 hour
Features: urban walk
Risks: the ones of an urban walk. Traffic trails and junctions has to be respected with the circulation code.
With the collaboration of Pol Arnau Lahoz
1. **MAZE**
Find the word in one of the mace’s tree, in the garden behind the Monastery, to continue the adventure.
2. **LA LIRA**
Find the word in the glass that you will find in La Lira to continue the adventure.
3. **LOOK AT THE RIVER TER**
Go down the stairs on the riverbed and find the milestone with the word of a colour.
4. **LOCOMOTIVE**
On the front of the locomotive you will see numbers in yellow, it’s a mathematical subtraction. Do it. We’ll give you three possible results:
- 275 (QUE)
- 210 (PER)
- 340 (SI)
5. **CALATRAVA BRIDGE**
Find a lock on the Calatrava bridge to follow the route.
6. **DEVESA DEL PLÀ**
It’s time for a little break! Walk through the Devesa del Plà and playground.
7. **MIRADOR DEL JUNYENT**
At the end of Devesa del Pla you’ll discover the mirador of Junyent. There you can get the next word written in a lock!
8. **RAVAL BRIDGE**
Find the word in the little garden under this old bridge.
9. **VEDRUNA WALK**
On the other side of the river, you will need to find red cubes. In the second cube you’ll discover the next word of the riddle.
10. **SUPERLÓPEZ**
Find a lock near the SuperLópez’s mural park. Write the word that you’ll find. | 733d2060-a8f7-4017-b13b-5e57904eaeca | CC-MAIN-2024-10 | https://visit.ripoll.cat/wp-content/uploads/2023/07/AVENTURA-FAMILIA-eng.pdf | 2024-02-26T17:01:38+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474661.10/warc/CC-MAIN-20240226162136-20240226192136-00028.warc.gz | 596,402,519 | 546 | eng_Latn | eng_Latn | 0.997632 | eng_Latn | 0.997942 | [
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Dear Reader,
Happy New Year! As you harvest last year’s yields and prepare land to plant for the new season, remember to make the most of crop residue from your harvest, by returning it to enrich your soil. Last year’s short rains were below average, as had been forecasted by Kenya Meteorological Department. You can make the most of the short rains by employing the moisture retention and water conservation technologies you have learnt from TOF in the past months.
In this edition we challenge you to consider planting macadamia nuts as an investment for income diversity. The article gives an in-depth analysis of the costs of growing them, and the benefits they give in the long term.
How much attention do you give to your calves? An expert on matters livestock rearing and management tells you why and how you should invest on the calf, just as much as you do in the lactating cow.
Do not be limited to the number of meals you can prepare with the amaranth blossoming in your farm. A nutritionist sheds more light on the high nutritional value of amaranth, and the many local meals you can make by following various recipes using amaranth flour and whole grain. Read on for these and much more.
How You Can Invest in Macadamia Production
They are known as the king of the nuts, and for a good reason. Being nutritional powerhouses, they are associated with weight loss, healthy skin, and decreased risk of cardiovascular diseases and diabetes.
By Josephat Mulindo
There are 10 species of Macadamia plants, four of which produce nuts. Only two of these are edible. The rough-shelled macadamia, *Macadamia tetraphylla*, is suited to cooler climates, while the smooth-shelled macadamia, *Macadamia integrifolia*, adapts to diverse agro-climatic conditions.
Most Kenyan farmers produce hybrids and improved clones of the two varieties.
Macadamias thrive in altitudes of 0 to 2,000 metres above sea level with a mean annual rainfall of 700mm to 2600mm, which comes in two distinct seasons. As a rule of thumb, areas growing coffee, sugarcane, avocado, papaya, mangoes, and maize are suitable for macadamia production.
Ideal temperatures are between 15 and 29 degrees centigrade and adequate sunlight is important.
Soils should be well-drained, fertile red loams with high organic matter and a pH of 5.5 to 6.5 with low salinity.
Propagation
- Use grafted seedlings that begin fruiting in three to four years;
- Get your rootstock from the rough-shelled macadamia, which is disease-resistant, and the scion (top part) from the soft-shelled macadamia;
- Top-wedge grafting gives the highest rate of union establishment and is commonly used when the scion stem diameter is smaller than that of the rootstock. Cut the scion on both sides of the stem to form a wedge then place into the wedge-shaped cut at the top of the rootstock;
- Transplant three to four months after grafting;
- A spacing of 7.5 x 10 metres is ideal depending on the growth pattern of the trees (upright or lateral growth). Under intensive farming, the spacing can be reduced to 8m x 5m but more pruning would be required;
- Excavate holes of 60cm wide x 60cm breadth x 60cm deep and separate the top soil from the subsoil, two months before transplanting. Discard the subsoil;
- Mix the top soil with two debes of well-decomposed farmyard manure and sand. According to KALRO, a farmer can use the following ratio: 70%:20%:10% (topsoil:sand:manure) when mixing their soil. Plant the seedling in the centre of the hole and cover it but avoid covering the graft union;
- Transplant during the long rains and maintain the same planting depth that the seedling experienced in the pot for better transition;
Cost of macadamia farming per acre (Ksh): Pg. 2
• Create a basin around the tree to capture rainwater but avoid waterlogging.
**Managing the transplants**
The following practices are important:
- Weed to keep off pests.
- Apply compost manure twice a year.
- Prune before flowering and after harvesting.
- Irrigate when necessary.
- Mulch the farm or plant cover crops like mucuna beans to conserve moisture and prevent weeds.
- Create windbreakers to protect young plants from winds that can also blow away pollen from the male flower parts.
**NB:** If you had planted a poor variety, plant a better one in between the mature rows and remove the old ones when the new trees start producing.
**Harvesting**
The nuts mature 6–8 months after flowering. Remove dirt and other debris from the ground. This will enable the fruits to be gathered without picking up dirt. De-husk within 24 hours and dry the fruits to avoid fungal attacks. Pack the shelled nuts in airtight containers and store in very low temperatures. A mature macadamia tree yields 50–80kg of nuts annually at its peak.
**Pests and disease management**
Control pests by lighting a fire using pepper and similar robust smoke-producing weeds, two metres away from the stem, ensuring that the fire does not get onto the leaves. The smoke covers the macadamia tree, effectively managing the pests.
**Economics of macadamia production**
Hybrid macadamia nut trees start bearing fruits for the first time after four years. Therefore, no income is expected during this period. Intercropping with crops such as vegetables or beans can provide an alternative income before nut production begins.
**Cost for macadamia farming per acre (Ksh):**
| Year | Activity/materials/equipment | Cost (KES) |
|------|----------------------------------------------|------------|
| Year 1 | Ploughing | 3,000 |
| | Harrowing | 3,000 |
| | Excavating 70 holes @ 50 | 3,500 |
| | 1.5 tonnes of compost manure | 2,500 |
| | 70 seedlings @ 400 | 28,000 |
| | Planting | 2,000 |
| | Weeding | 2,000 |
| | **Total Year 1** | **44,000** |
| Year 2 | Compost manure and application | 3,500 |
| | Weeding | 2,000 |
| | **Total Year 2** | **5,500** |
| Year 3 | Compost manure and application | 3,500 |
| | Weeding | 2,000 |
| | **Total Year 3** | **5,500** |
Production of nuts begins in the fourth year, with an average of 0.4kg of nuts per tree, which gives 28 kilogrammes. At Ksh150 per kilogramme, that gives an annual income of Ksh4,200. Below is a cost and income stream from an acre of macadamia nuts. Discounting has not been done so as to match the income stream over cost at similar points in time.
**Table 1: Costs and income streams from investment in an acre of macadamia nuts**
| Year | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|------|-----|-----|-----|------|------|------|------|------|------|------|
| Production (kg) | 0 | 0 | 0 | 28 | 112 | 462 | 637 | 952 | 1,428| 1,904|
| Value | 0 | 0 | 0 | 4,200| 16,800| 69,300| 95,500| 142,800| 214,200| 285,600|
| Cost | 44,000| 5,500| 5,500| 10,500| 10,500| 10,500| 10,500| 10,500| 10,500| 10,500|
| Gross margin | -44,000| -5,500| -5,500| -6,300| 6,300| 58,800| 85,000| 132,300| 203,700| 275,100|
A comparison of the cumulative totals of the incomes and costs over time indicates that the farmer will break-even after the sixth year, assuming that the price of macadamia nuts remains at KSh150 per kilo throughout.
**Give proper care to the calf in your farm**
By Nelson Barasa
It is common among farmers to focus all attention on the lactating cows and the bare minimum to the calf. This should however not be the case for any farmer who wants to improve production in the long run. Ensure that your calves start off healthy as this is going to determine the productivity of your cows in future. Healthy calves grow to be strong, resilient, and high yielding cows.
Calves are the most profitable investment in the farm. When calves are given sufficient pre-weaning diet, it translates to early age of service and calving and increases production.
*Continue on pg 3*
Science has shown that every one gram gained above the average daily weight gain before weaning translates to four more liters of milk in a cow’s first lactation during its later stages of development. Well raised calves have better organ growth that improve longevity of the herd.
It all starts by ensuring that the calf is born in hygienic environment. Once the calf is born, take the calf’s body weight, and feed it with colostrum within six hours of birth. A calf is born without immunity and depends fully on the immunity supplied through its mother’s colostrum during its first days and week of life. Colostrum is the first milk from cows that has just calved. It provides nutritional, immune and growth factors. A calf should be given about 6 litres per day. Farmers should use teat bucket or bottle when feeding the calf.
After seven days of colostrum feeding, a farmer can continue giving cow’s milk or give a good quality milk replacer available in agrovetts at a rate of at least 6 litres per day. The 6 litres should be given in three portions of 2 litres each.
A farmer should aim at weaning the calf early (atmost 3 months of age) when they have doubled their birth weight. Assuming a calf was born with 45kg body weight, you should wean that calf when it has achieved at least 90kg of body weight and it is able to consume solid feed.
A calf is born with only one functional stomach which is called abomasum for digesting milk. Their rumen is not fully developed so the calf is not able to digest solid feed. A farmer should focus in ensuring quick development of the rumen.
**How do you achieve quick development of the rumen to enable calf to utilize solid feed such as hay?**
- Introduce good quality chopped hay at 7 days of age.
This will help expand the rumen.
- Provide good quality early weaner pellets, start with a handful a day, and increase amount depending on consumption. Pellets will speed growth of rumen and supplement nutrient to the calf for faster daily weight gain. By the time you are about to wean, the calf should be able to consume at least 1kg.
- Clean drinking water should be availed throughout from the age of three days and the calf allowed to drink as often as desired. Ensure the container you use to give the calf water is different from the one used to give milk.
- You can also provide the calf with mineral lick.
*For more information:*
https://infonet-biovision.org/AnimalHealth/calf-life-worth-living
**How to tap amaranth’s nutritious value**
*By Mary Mutisya*
Amaranth sprouts freely as a weed, and continues to gain popularity, especially in Europe, where it has been categorised as a superfood.
This annual, fast-growing plant, popular in many rural homes in Kenya, has over 70 species, which are used as vegetables, grains, and to create attractive ornaments.
Amaranth is rich in magnesium, phosphorus, calcium, zinc, manganese, copper, and potassium. It improves immunity and also aids in the formation of red blood cells, strong bones and teeth.
The vegetable species produces small distinct shiny black seeds and is inexpensive and an excellent addition to the dinner table, especially now, when the health of many is under threat from coronavirus pandemic.
Commonly referred to as terere, muchicha, chepkarta, or lido do in various communities in Kenya, amaranth belongs to the amaranthaceae family. It thrives in deep, well-drained soils and warm temperatures.
Within the vegetable amaranth, the most common species are *Amaranthus dubius* and *Amaranthus tricolor*, while for the grains, it is *Amaranth hypochondrius* and *Amaranth creuntus*.
Also referred to as the “amazing amaranth”, its seeds contain at least 16% protein, and 5% oil, and are a good source of Vitamins A, C, D, E, K, B6, folate, riboflavin and dietary fibre.
**Amaranth has the following health benefits:**
1. When cooked without oil, 100g of amaranth leaves contribute up to 45% of the body’s daily requirement of Vitamin A;
2. The leaves contain high levels of iron and can be used to treat anaemia;
3. Amaranth grains contain double the amount of calcium found in milk, which makes them...
excellent in the formation of strong bones and teeth;
4. Unlike cereals such as maize and wheat, amaranth grains are rich in lysine, an essential amino acid that helps in the manufacture of red blood cells in the bone marrow, conversion of carbohydrates into energy, as well as the production of DNA and RNA;
5. The digestibility of cooked amaranth grain is up to 90% and it is recommended for the elderly, those that have been through a long fast and for weaning babies;
6. It is a good immune booster and is excellent for individuals with compromised immunity, are severely malnourished, or elderly;
7. Amaranth seeds are gluten-free and thus favourable to people with celiac disease (gluten intolerant);
8. It easily blends with other cereals and is used to enrich their nutritive values.
**Amaranth recipes**
As you may already know, amaranth flour is used in all recipes that use maize flour or wheat flour, by simply mixing with amaranth flour. If you intend to cook porridge or ugali, mix amaranth with maize flour at a ratio of 1:2 and follow the process of cooking porridge or ugali. In the same way, if you intend to bake a cake, biscuits or cook pancakes or chapati, mix the wheat flour with amaranth flour at the ratio of 2:1 and use the usual procedure of your meal preparation. Mixing the wheat or maize flour with amaranth flour enriches your meal with nutritional value and gives it a nutty delicious taste.
**Recipes that use whole amaranth grain; Nzenga (crushed maize) dish with amaranth.**
Nzenga is a traditional diet made from crushed maize that is popular in lower eastern Kenya.
**Procedure**
- Boil water and pour four cups in a flask; retain some in the boiling pot and add salt.
- Clean the amaranth grains and add to the boiling water.
- Boil until soft, then add the water from the flask.
- Wash Nzenga, sieve and add to the boiling amaranth.
- Stir well with wooden spoon until evenly distributed and add oil.
- Let it boil under low heat until it is cooked.
- Serve with sour milk or side dishes like stews or vegetables.
**Amaranth rice dish**
Rice is a food popularly eaten in most households in Kenya. However, it is starchy and low in other nutrients. The nutritive value can be improved by substituting part of the rice with grain amaranth as below:
**Ingredients**
2 level standard cups (250g) rice
½ standard cup (125 g) amaranth grain
6.5 cups of water
1 level teaspoon (5 g) salt
**Procedure**
- Boil water.
- Save four cups of boiling water in a flask.
- Add the amaranth to the remaining water.
- Leave to boil until tender and tasty, and nearly all the water has been absorbed.
- Add the remaining water and salt.
- Wash rice and add, to the amaranth and stir well with wooden spoon until evenly distributed.
- Boil until rice is cooked.
- Drain excess water if need be and cover.
- Remove from fire, and serve with beef stew, green grams stew or bean stew with vegetables.
*For more information:*
https://infonet-biovision.org/PlantHealth/Crops/Amaranth
---
**How to control pests in mangoes**
**By Dr Fathiya Khamis**
The mango, (*Mangifera indica* Linnaeus) is a popular fruit that is rich in vitamins and essential minerals. It is commonly consumed as a fresh fruit, but can also be processed into powder or pulp.
One of the major challenges facing mango farmers is pest infestation which cuts down the yields leading to huge losses.
There are over 400 species of insect pests that infest mangoes worldwide. The most devastating are fruit flies (*Bactrocera spp*, *Ceratitis spp.*) and seed weevils. Other common pests include mealybugs, thrips, mirids, scales, mites, whiteflies, beetles and aphids. These are mostly controlled using conventional pesticides, which have a negative impact on human health and beneficial insects. To increase the effectiveness of these chemicals, farmers resort to routine applications, which cause safety and health concerns, and high pesticide residues in the fruits, leading to rejection in export markets.
As buyers prefer to buy mangoes that are not laced with chemicals, farmers need to acquire knowledge on how they can produce their mangoes without applying chemicals.
Use of synthetic chemical pesticides interferes with the natural biological processes, which balance and keep pests below damaging levels. Farmers should aim to prevent the occurrence of pests by proper management of mango trees and the farms on which they grow.
Below are ways in which you can minimize pest occurrence in your mango farm.
*Continue on pg 5*
1. Use of plant extracts
As has been explained in previous articles on use of plant extracts to control pests, plants such as neem, basil, ginger, garlic and chilli can be used to make microbial toxins that kill pests.
How to make extracts using garlic and neem.
Using garlic materials:
2 garlic bulbs
Few drops of soap
4 cups of water
Grinder or knife
Strainer
Bottle container
Preparation of Garlic extract:
- Chop garlic cloves into fine pieces or crush by grinding.
- Allow the crushed garlic to stand for 24 hours.
- Add water and stir in soap.
- Store in a bottle container.
- Strain the water mixture to extract the liquid.
- Dilute with water to a reasonable concentration.
- Shake well before spraying.
- Spray thoroughly on the infested plant, preferably early in the morning.
Note: Garlic oil spray affects many organisms. It is non-selective so it can kill beneficial insects as well. It is not recommended for aphid control since it kills the natural enemies of aphids. It should be limited to home and garden applications where natural controls are rarely present.
Preparation of Neem extract
- Pound 500 grams (g) of neem seed kernels in a mortar.
- Mix crushed neem seed with 10 litres of water. It is necessary to use a lot of water because the active ingredients do not dissolve easily. Stir the mixture well.
- Leave to stand for at least 5 hours in a shady area.
- Spray the neem water directly onto vegetables using a sprayer or straw brush. Neem water can be stored and will remain effective for 3 to 6 days if it is kept in the dark.
2. Commercial biopesticides
Some companies such as Osho industries and Real IPM have collaborated with scientists to produce and sell biopesticides made from organic material. These biopesticides are free of synthetic chemicals as they are made from plant extracts or from microbes (bacteria, viruses, or fungi) found in air, soil or water. These biopesticides can either kill one or several targets, but they have no effect on human beings and beneficial organisms in the farm.
One of the biopesticide that you can use in your farm to control mango pests (fruit fly, thrips, and mealybugs) is the Metarhizium anisopliae. Real IPM (Kenya) has been working in collaboration with the International Centre of Insect Physiology and Ecology (Icipe) and has come up with products made from metarhizium such as: Metarhizium 69, Metarhizium 78 and Metarhizium 62.
Metarhizium is a naturally occurring entomo-pathogenic fungi (a fungi) that works like a parasite that kills the pest. When applying it, follow instructions on usage of water as too much water affects its effectiveness. Metarhizium spores germinate and colonise the pest, killing it in 2 to 4 days. Metarhizium is compatible with various fungicides and insecticides. Additionally, it is not harmful to natural enemies. These biopesticides can be obtained from Real IPM. Contacts are provided at the end of the article.
3. Cultural practices (orchard sanitation)
If left unattended, pests can multiply in your mango farm and affect all the mangoes leaving you with nothing to harvest. Once you cite any affected mangoes (mangoes with dimples and oozing a clear sap) handpick them while they are still hanging. Waiting for them to fall on the ground has an increased risk as the maggots may have left the fruits to pupate. After picking the fruits, you can feed them to pigs or poultry, or dispose them off in black plastic bags, under the sun to allow the maggots to die. Alternatively, you can burn or bury the collected fruits. Ensure to bury them about two feet deep to prevent the adult flies from emerging onto the surface.
4. Physical control
Physical controls include bagging of fruits to prevent pest damage and use of light, pheromone, or bait-loaded traps, that lure pests and kill them.
Bagging fruits
Bagging prevents fruit flies from laying eggs on the fruits. Take papers such as newspapers and fold them in a way that they look like a balloon. You can use glue or any sticky material to make the shape. Blow into the bag to inflate it. Insert each mango fruit per bag and tie at the top firmly. Adjust the paper to ensure that the fruit is not in contact. When using plastic bags, open the bottom or cut a few small holes to allow moisture.
Continue on pg 6
They can be used with food baits such as yeast, a piece of fruit (banana, mango) or vinegar. Food baits attract both males and female fruit flies. They are not species specific, and also attract other insects, including natural enemies.
**A simple fruit fly trap is made as follows:**
- **Take a plastic bottle.**
- As bait, use 1/2 cup vinegar, mix with water.
- Add 4-6 drops liquid dish soap (it heavies down the wings and the fruit flies drown), do not stir.
- Then take a pen or pencil and poke 4 to 5 holes in the plastic, just big enough for a fruit fly to fit into, about 7mm. Once a fruit fly crawls in, it cannot get out. You would think they would just fly back out through the holes, but they will not! If you see fruit flies crawling around on the surface of your plastic container but not going inside, make the holes larger.
- Hang the bottle in an area where you have seen most fruit flies. Depending on the amount of fruit flies you have, you can expect to start seeing the bottle fill up within just a few hours.
The trap is filled with bait and hanged on the tree about 2 to 4 m above the ground within the canopy layer, in a semi-shaded spot, preferably in the upwind part of the canopy. The trap should be hanged in such a manner that branches and leaves are nearby, but not touching the trap. Traps should be hanged 10 to 50m apart, depending on the bait used. Collect catches weekly and sieve them.
You can also purchase the fruit fly trap from Real IPM (0746354037), Farmtrack Consulting Ltd (0711495522) and Kenya Biologics (0704652032).
In November edition, we featured a detailed article on how to ensure a conducive environment for natural enemies such as parasitic wasps to thrive and multiply in your farm.
*For more information:*
https://infonet-biovision.org/PlantHealth/Pests/Fruit-flies
---
**Managing cassava mosaic disease**
**By Beritah Mutune**
The African Cassava Mosaic Disease (CMD) is widespread in Africa and causes up to 90 per cent yield losses. It is caused by cassava mosaic geminiviruses and spreads through infected cuttings, whiteflies (Bemisiatabaci), and occasionally, through farm tools. The disease affects leaves at the vegetative growth stage.
**Symptoms**
Leaves become distorted and growth is stunted. It occurs as a leaf mosaic pattern, which affects discrete areas at an early stage of leaf development. Symptoms vary from leaf to leaf, shoot to shoot and even plants of the same variety may show varying symptoms. Severely affected plants produce virtually no yield of roots or stems for further propagation.
*Continue on pg 7*
Factors to consider during the planting season
By Charles Kimani
It is a new year and as many people embark on setting new year goals, farmers across the country are getting ready for the new planting season. Here are ideas you should consider for improved productivity.
1. Stay on the lookout for weather information
Staying up to date on the current weather forecasts will help you make sound decisions. In Kenya, the National Meteorological department provides timely information on what the weather will be like in the foreseeable days. You should listen to radio programmes on weather forecasts and advisories.
2. Prepare a budget
The adage goes, failing to plan, is planning to fail. To get the best out of your farming business, prepare a budget that indicates the costs you will incur. Such costs include wages for land preparation, buying seeds, etc. By planning early, you secure money for these activities way before the season.
3. Soil testing
Carrying out a soil test will help you discover the nutrients your soil needs, plant-available macro-nutrients in the soil and where soil nutrients are in the soil profile. It will also help you identify nutrients that could be yield limiting in your soil. A complete nutritional cost analysis costs between KES4000 to KES5000 and can be obtained from local companies such as SGS Kenya Ltd, Crop Nutrition Laboratory Services (Cropnuts Kenya) and KALRO. Basic soil analysis costs KES2500.
4. Good land tillage practices
It is very important that one practices minimum soil disturbance that maintains the soil structure. Practice shallow weeding by weeding using your hand or a shallow weeder. Mulching and planting cover crops also helps minimize the need to weed. Avoid using pesticides to control weeds as this kills beneficial insects and introduces harmful chemicals into the soil.
5. Use certified and healthy seeds
The Kenya Plant Health Inspectorate Service, (KEPHIS) the Government unit mandated with ensuring that farmers are using certified seeds has put in place measures to ensure that farmers are not buying substandard seeds. If you opt to buy seeds for planting, ensure to scratch the strip that is clearly marked on the packet to reveal the code. Send the code to 1393 and await a confirmation SMS that will share information on the type of crop, company promoting the seed, date when the seed was tested and other relevant information. You can also plant seeds from your previous harvest, as long the seeds are of good quality. However, remember seeds harvested from a crop originating from hybrid seeds are not ideal for replanting. Hybrid seeds are marked F1 on the package. It means two varieties have been bred (crosspollinated) to produce a third variety with characteristics from the two. If you were to save seed from hybrid offspring and plant it, each seed will...
grow into a plant with a random combination of the traits found in the original parents, which are rarely preferrable. Pure variety seeds are the best for saving. Ensure to save or plant the seeds that produced a harvest with the quality you would like to harvest the next season.
6. Practice crop rotation
Crop rotation is a practice of growing different crops on the same land in a regular recurring sequence. It also means that the succeeding crop belongs to a different family compared to the previous one. The planned rotation may vary from 2 or 3 years to a longer period. Different crops have different nutritional values and demands.
For maximum yields, farmers should alternate crops in different seasons to improve the quality of the soil and also take advantage of the different nutrients that are provided by different crops. For instance, farmers are encouraged to alternate crops in the cabbage family, that is the light green vegetables such as cabbage, kale, broccoli and cauliflower with legumes such as beans, peas and nuts.
This is because, these crops will make use of the nitrogen fixed by the legumes, as they require much of it. Crops such as onions take small amounts of mineral nutrients from the soil. After such crops as onions, it is advisable to grow heavy feeders such as maize, cabbage, collards, kale, etc. Crop rotation also reduces weeds and controls occurrence of pests and diseases, as some pests are crop specific and are repelled by other crops.
7. Prepare your compost in good time
Use of compost improves yields by 60-80%. Farmyard composting is a continuous process, and one should regularly collect and pile up crop and other farm wastes in layers to make them decompose quickly. With readily available manure, you will not need to purchase synthetic fertilizers to enrich your soil.
For more information:
https://infonet-biovision.org/PlantHealth/Composting.
January Farmers’ Forum
Mbaya from Meru is looking for tree tomato seedlings. If you are selling contact him on 0725 156 006
Richard Barasa from Mt. Elgon, Kapswony is looking for a heifer crossbreed of Fleckvieh and Gir
Call him on 0755 924 389
How can I get fast growing avocado seeds.
Phone no: 0768 810 227
In need of incubator call 0721 697 174 - Usain Gishu
Solomon Nderitu from Ndenderu is selling strawberry seedlings. To buy call 0722 100 541 | 72fcd685-07cd-490b-a559-f2e86532f709 | CC-MAIN-2021-21 | https://infonet-biovision.org/sites/default/files/pdf/tof_186_january_2021.pdf | 2021-05-12T07:20:34+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991685.16/warc/CC-MAIN-20210512070028-20210512100028-00183.warc.gz | 352,615,501 | 6,660 | eng_Latn | eng_Latn | 0.998119 | eng_Latn | 0.998306 | [
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Thanksgiving Turkeys
Made by Liesl
Homeschoolden.com
Copyright Notice
©homeschoolden.com
This packet was made by Liesl at homeschoolden.com.
Feel free to make as many copies as you need for your kids or the students in your classroom.
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You may not reproduce, repackage, or redistribute the contents of homeschoolden.com downloads, in whole or in part, for any reason.
Image Credits: Most of these images were purchased from canstockphoto.com or are in the public domain.
Wild Turkey Photo: By Dimus - English Wikipedia, [1], Public Domain,
https://commons.wikimedia.org/w/index.php?curid=1429864
Thanksgiving Turkeys
Turkeys lived almost _____ million years ago. There are ___ species of wild turkeys. It is estimated that there are ___ million wild turkeys.
The male turkey is called a ____________.
The female turkey is called a ____________.
Baby turkeys are called _______________ and are tan and brown.
Turkeys can see in color.
Male turkeys _______________. Hens do not. They make a clicking noise.
About _____ _________________ turkeys are eaten each Thanksgiving.
The heaviest turkey ever raised was ____________ pounds, about the size of a large dog.
Commercially raised turkeys cannot ________________.
Match the egg below to the correct bird:
1. ostrich
2. goose
3. duck
4. turkey
5. hen
6. hen
7. guinea
8. quail
9. thrush
10. fowl
©homeschoolden.com
Thanksgiving Turkeys
Turkeys lived almost ten million years ago. There are 6 species of wild turkeys. It is estimated that there are 7 million wild turkeys.
The male turkey is called a tom.
The female turkey is called a hen.
Baby turkeys are called poult and are tan and brown.
Turkeys can see in color.
Male turkeys gobble. Hens do not. They make a clicking noise.
About 46 million turkeys are eaten each Thanksgiving.
The heaviest turkey ever raised was 86 pounds, about the size of a large dog.
Commercially raised turkeys cannot fly.
Match the egg below to the correct bird:
1. ostrich
2. goose
3. duck
4. turkey
5. hen
6. hen
7. guinea quail thrush fowl
8.
Thanksgiving Turkeys
Turkeys lived almost ten million years ago. There are about 7 million wild turkeys. Baby turkeys are called poults and are tan and brown.
Match the egg below to the correct bird:
turkey
duck
goose
rooster
hen
guinea fowl
thrush
quail
ostrich
1 ostrich
2 goose
3 duck
4 turkey
5 hen
6 hen
7 guinea fowl
8 quail thrush
You might be interested in some of our other packets:
**Animal Packet** This packet is now more than 75 pages and includes animal characteristics, vertebrates vs. invertebrates, spiders vs. insects, domesticated vs. wild animals, animals and their tracks, nocturnal vs. diurnal animals, animal homes and shelters and more!
Animal Packet (cont.)
Types of Animals
Place an X in the box for ALL of the animal types that have these characteristics.
| Characteristics | Mammal | Bird | Reptile | Amphibian |
|----------------------------------|--------|-------|---------|-----------|
| Three Teeth | | | | |
| Warm blooded | | | | |
| Lay Eggs in Water | | | | |
| Have feathers | | | | |
| Have legs, 2 wings | | | | |
| BackBone | | | | |
| Have hollow bones | | | | |
| Have fins | | | | |
| Adults breathe through their skin (they have lungs, but they are small and are not used much) | | | | |
| Give birth to live young | | | | |
| Have scales | | | | |
| Have hair or fur | | | | |
Identify the type of animal below. How do you know?
---
Types of Animals: Answers
| Characteristics | Mammal | Bird | Reptile | Amphibian |
|----------------------------------|--------|-------|---------|-----------|
| Three Teeth | X | | | |
| Warm blooded | X | | | |
| Lay Eggs in Water | | X | | |
| Have feathers | | | X | |
| Have legs, 2 wings | | | | X |
| BackBone | | | | |
| Have hollow bones | | | | |
| Have fins | | | | |
| Adults breathe through their skin (they have lungs, but they are small and are not used much) | | | | |
| Give birth to live young | | | | |
| Have scales | | | | |
| Have hair or fur | | | | |
Some mammals give birth to live young. Examples of these include:
- Dogs
- Cats
- Elephants
- Whales
Some fish also give birth to live young. These live young remain in the egg inside the body and give birth to free swimming young.
- Sharks
- Salmon
- Turtles
Some reptiles have no limbs such as the blue krait (above right) and some eels. Snakes need to have longer bodies and closer tails than lizards.
---
Types of Animals: Exceptional
The information we read on the previous page are generalizations. But there are many animals that do not fit these rules. Here are a few examples.
Do you know what mammal has a tail?
Do you know any mammals that lay eggs? Mammals that lay eggs are called monotremes.
Some mammals give birth to live young. Examples of these include:
- Dogs
- Cats
- Elephants
- Whales
Some fish also give birth to live young. These live young remain in the egg inside the body and give birth to free swimming young.
- Sharks
- Salmon
- Turtles
Some reptiles have no limbs such as the blue krait (above right) and some eels. Snakes need to have longer bodies and closer tails than lizards.
Animal Track Activities
Montessori 3-Part Cards
Matching Pages
Animal Habitats
Food Chain/Food Web
homeschoolden.com
Be sure to check out our store for more of our packets!
http://homeschoolden.com/store/
**Science:** We ♥ love ♥ hands on activities. We have packets on Earth Space Science, Simple Machines, the States of Matter, Electricity and Circuits STEM unit, Cells Unit, Human Body Systems, the Digestive System, the Ocean, World Animals, Animal Characteristics, Dinosaurs and more!!
**History**
**Math** - Including place value, addition & subtraction packets and our 175+ page bundle of multiplication packets with games, skip counting activities, multiplication fact worksheets and more (12 pdfs!)
Here are just some of the packets we have available:
**Earth Science Packet** (Now 150+ pages!)
- Earth and the Solar System
- Layers of the Earth
- Pangaea, Plate Tectonics
- Faults
- Earthquakes
- Mountain Making
- Volcanoes... and more
**Layers of the Earth Interactive Notebook Pages**
**Types of Volcanoes Interactive Notebook Pages**
A Study of Cells (100 pages) Cell Theory, Organelles of the Cell, Eukaryotic vs. Prokaryotic Cells, Plant vs. Animal Cells, How Proteins are Made, Cells of the Body
Cell Biology
Organelles of the Cell
Worksheets
Games & Activities
Notebook Pages | b1488b47-fe8a-4b3b-9d65-dfa04d6f300d | CC-MAIN-2023-14 | https://homeschoolden.com/wp-content/uploads/2018/11/Thanksgiving-Turkeys-Free-Printables.pdf | 2023-03-24T15:55:22+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945287.43/warc/CC-MAIN-20230324144746-20230324174746-00109.warc.gz | 344,311,699 | 1,795 | eng_Latn | eng_Latn | 0.871627 | eng_Latn | 0.997783 | [
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Tobii Dynavox Snap Scene
Quick Start Guide
Pathways
Download the Tobii Dynavox Pathways app to your iPad to view videos and read articles that will teach you the research-proven strategies for using Snap Scene with your child. Pathways will help you to use the powerful methods that can result in significant gains in language and communication skills. You can also access all of the instruction videos available in Pathways at myTobii-Dynavox.com.
Play Mode
Snap Scene has two modes: **Play Mode**, where the child can choose scenes from the navigation bar and interact with those scenes, and **Create Mode**, where the caregiver can create, edit, and manage scenes. In Play Mode, when the child selects an interactive area, called a hotspot, they will hear an audio recording and may see the text label for that hotspot. Audio and text label interaction can be customized by the caregiver.
Your scene interaction response is determined by the settings currently enabled as well as the content (audio recording and text label) associated with each hotspot. The Show and Animate Hotspot Label setting is disabled by default.
To interact with a different scene, use the navigation bar on the left side of the screen. Select a category in the purple column, then choose a scene in the pink column. Swipe up and down to scroll in the columns, if necessary.
Use the hardware and operating system audio controls on your device to adjust the volume.
Create a New Scene
1. Enter **Create Mode**.
Support for Your Tobii Dynavox Device
Get Help Online
See the product-specific Support page for your Tobii Dynavox device. It contains up-to-date information about issues and tips & tricks related to the product. Find our Support pages online at: www.TobiiDynavox.com or www.myTobiiDynavox.com.
Contact Your Sales Representative or Reseller
For questions or problems with your product, contact your Tobii Dynavox sales representative or authorized reseller for assistance. They are most familiar with your personal setup and can best help you with tips and product training. For contact details, visit www.TobiiDynavox.com/contact.
2. Select the category folder in which you would like to create your new scene.
3. Select the new scene button (➕). Photo mode will open.
4. Add a photo to your scene by taking a new photo or select an image file stored locally on your device:
a. **Take Photo** — Take a photo with the currently selected camera. The viewfinder on the screen shows the image that will be captured when you select this option.
b. **Flip Camera** — If your device has both front and back facing cameras, you may use the **Flip Camera** button to select the other camera on your device. When you see the desired view in the viewfinder on your screen, select the **Take Photo** button to capture the image.
c. **Pick Photo** — To choose a photo file stored locally on your device, select the **Pick Photo** button. Browse the folders using the up arrow button or File... button. Select the desired photo file, then select the green **Select** button.
d. If you would like to quit Photo Mode without creating a scene, select **Exit Photo Mode**.
5. Use the slider at the bottom of the photo to scale the image to the desired size. Drag the slider knob toward the \( \oplus \) to zoom in and toward the \( \ominus \) to zoom out.
6. Drag the photo image to center it.
7. When you have finished scaling and centering your photo, select **Accept** to save. To retake the photo or choose a different image file, select **Retake** or **Back**. To quit the photo screen without saving, select **Exit Photo Mode**.
### Edit a Scene
1. Enter **Create Mode**.
2. Select the scene that you would like to edit.
3. (Optional) Add or Edit the Scene Name by selecting, then typing in the text field at the top of the screen.
4. Use the tools in the toolbar to make changes to your scene.
#### Scene Tools
Edit your scene using the tools in the toolbar: Select, Hotspot, and Draw.
### .1 Select a Hotspot
Use the **Select tool** to select an existing hotspot.
Create and Edit a Hotspot
Create a new hotspot by using the **Hotspot tool** to outline an object or area in the scene. A hotspot is a selectable area of a scene that, when selected in Play Mode, can play an audio recording and display a text label.
When you have created the hotspot (or selected an existing hotspot), you will have the option to give the hotspot a label, make an audio recording, or delete the hotspot.
Figure 9 Hotspot Options
2.1 Add a Hotspot Label
1. Select **Add Label**.
2. Select in the text field, then type a label.
2.2 Hotspot Sound Recording
1. Select **Record Sound**. Recording will begin immediately (indicated by a flashing red circle).
Figure 10 Record Sound
2. When you have finished recording, select the square button to stop recording.
3. To hear your recorded sound, press the triangle (play) button.
Figure 11 Preview Sound
If you would like to make a new recording for a hotspot that already has a sound, select the trash can delete icon to remove the existing recording, then select Record Sound to create a new recording.
Figure 12 Delete Sound
2.3 Delete a Hotspot
1. Use the Select Tool to select a hotspot.
2. Select the red X to delete the hotspot.
Figure 13 Draw Tool
- You may select a line color from the six color swatches.
- Select one of two line thickness options.
- The Erase tool is used to remove parts of your drawings in a controlled fashion.
The **Clear** button will remove all drawings from your scene.
Figure 14 Scene with Drawings
---
**Support for Your Tobii Dynavox Device**
**Get Help Online**
See the product-specific Support page for your Tobii Dynavox device. It contains up-to-date information about issues and tips & tricks related to the product. Find our Support pages online at: [www.TobiiDynavox.com](http://www.TobiiDynavox.com) or [www.myTobiiDynavox.com](http://www.myTobiiDynavox.com).
**Contact Your Sales Representative or Reseller**
For questions or problems with your product, contact your Tobii Dynavox sales representative or authorized reseller for assistance. They are most familiar with your personal setup and can best help you with tips and product training. For contact details, visit [www.TobiiDynavox.com/contact](http://www.TobiiDynavox.com/contact). | f17debbd-b81a-4fba-bacf-e76aa6537fa2 | CC-MAIN-2021-21 | https://tdvox.web-downloads.s3.amazonaws.com/SnapScene/documents/TobiiDynavox_SnapScene_QuickStartGuide_v1.0_en-US.pdf | 2021-05-14T14:34:49+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989526.42/warc/CC-MAIN-20210514121902-20210514151902-00574.warc.gz | 573,240,552 | 1,438 | eng_Latn | eng_Latn | 0.995324 | eng_Latn | 0.996719 | [
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Overview
Hurricanes Eta and Iota are the most severe natural hazards that have hit Honduras in more than 20 years.
After making landfall in Nicaragua on 3 November 2020, Category 4 Hurricane Eta started bringing torrential rains and winds as strong as 275 km/h in northern Honduras. During its slow three-day journey over Nicaragua, Honduras and Guatemala, Eta downgraded to a tropical storm and then onto a tropical depression, with heavy rains in much of Honduras and causing river levels to rise, flooding and landslides across the country.
On 16 November 2020, Category 5 Hurricane Iota made landfall, which went from being a major storm to a tropical depression following almost the same path as Eta. Hurricane Iota caused even more flooding and wind damage, affecting already vulnerable communities following the passage of Eta, further aggravating humanitarian needs and food insecurity.
In a country where 1.65 million people were facing acute food insecurity at crisis or worse levels (Integrated Food Security Phase Classification [IPC], June–August 2020), the impact of the hurricanes is likely to have increased the number of people in IPC Phase 3+. This is linked to the sudden decrease in food access and availability, labour, loss of productive assets and crops, damage in production areas, supply and the depletion of food reserves. The livelihoods of rural populations are devastated and the situation is threatening the most vulnerable population groups, who experience higher constraints in accessing food, and will face a rapid deterioration of their food security and nutrition, forcing them to adopt negative coping mechanisms.
The Republic of Honduras
Hurricanes Eta and Iota
Urgent call for assistance
to assist
93 000 people
FAO requires
USD 4 million
period
December 2020–November 2021
The northern Atlantic departments of Atlántida, Cortés, Santa Bárbara and Yoro suffered significant damages and are likely to see losses in agriculture, livestock and livelihoods that will in turn worsen food insecurity and poverty, and may trigger increased displacement and migration.
Agricultural production systems in seven departments in the southern and western parts of the country (Choluteca, Francisco Morazán, El Paraíso, Santa Bárbara, Lempira, Copán and Ocotepeque) were severely affected. Other areas with significant impacts include Gracias a Dios in the North-East.
On 19 November 2020, humanitarian organizations including United Nations agencies launched a Flash Appeal for USD 69.2 million to provide immediate, life-saving assistance following the devastating effects of the two hurricanes. Of this, the Food Security Sector requires USD 25 million to support 400,000 people.
**Objective**
To provide emergency response and support the early recovery of livelihoods benefiting smallholder farmers affected by Hurricanes Eta and Iota. The response focuses on family farming, reducing risk factors, improving household water/irrigation systems, targeting smallholder farmers and the most vulnerable affected rural population.
**Needs and impact assessments**
In the aftermath of the disaster, the Food and Agriculture Organization of the United Nations (FAO) has immediately mobilised internal funds from the Special Fund for Emergency and Rehabilitation Activities to carry out a damage assessment and needs analysis (November–December 2020) in collaboration with the Ministry of Agriculture and Livestock. The evaluation, through an adapted methodology and tools, is collecting, processing and analysing data in order to assess the damages and losses in the agriculture sector as well as the impact on households’ food security. Results will allow for the development of a national agro-livestock response plan towards the recovery and rehabilitation of the sector.
Food Security Sector partners are also conducting market and supply chain analyses, and will support rapid multi-sector needs analysis with technical assistance, as well as support government authorities with joint needs analyses.
**Planned response**
In order to respond to the immediate needs of disaster-affected populations, FAO will conduct emergency rapid response interventions to distribute time-critical inputs to protect the livelihoods and food security of affected populations. In collaboration with local implementing partners, FAO will work towards restoring overall food production capacities in the country to rapidly increase food availability and access.
Due to the compounding effects of Hurricanes Eta and Iota, emergency agricultural response and early recovery activities are urgently needed to quickly restore the livelihoods of smallholder farmers.
FAO will provide immediate livelihood support to 18,600 vulnerable households (93,000 people) in the 12 most affected municipalities in departments of Choluteca, Francisco Morazán, El Paraiso (in the South), Copán, Lempira, Santa Bárbara and Ocotepeque (in the West). Selected beneficiaries will include acutely food-insecure people who depend on agricultural activities for their livelihoods and indigenous peoples.
Along with input distributions, FAO will provide technical assistance to beneficiaries and technical officers of the implementing partners and municipalities.
FAO is planning to intervene in time for the first planting season of 2021 (*primera*, May–July) and for the *pastrera* season (August–November 2021).
**Crops**
- Distribute beans and maize seeds.
- Distribute fertilizers.
- Distribute vegetables seeds for backyard gardening.
- Distribute supplies for water systems for both irrigation and household use.
**Livestock**
- Distribute veterinary supplies and poultry for family farming.
- Monitor existing health programmes (a prophylactic plan for disease prevention and parasites control).
- Train central veterinary authorities and local services on biosecurity of disposal of animal carcasses.
- Strengthen detection capacities to prevent outbreaks of emerging or endemic diseases for safety restocking in the post-disaster reconstruction phase.
• Carry out evaluations and analyses to identify priority actions in terms of animal health and production.
• Provide rural infrastructure development support for raising poultry and swine, as well as training in alternative source of nutrition.
**Fisheries and aquaculture**
• Distribute fishery inputs for smallholder fisherfolks and aquafarmers.
• Provide construction material for the rehabilitation of community infrastructure for fish production.
• Train in alternative source of nutrition.
**Ongoing response**
FAO is supporting the population and authorities to conduct a detailed evaluation of damages and losses in the cropping and livestock subsectors in the affected municipalities/departments in coordination with partner organizations, such as non-governmental organizations and the Honduras Association of Municipalities.
**Partnerships**
FAO activities will be implemented in close collaboration with the Ministry of Agriculture and Livestock, the Technical Unit for Food Security and Nutrition, as well as with the Honduras Association of Municipalities and water committee. The activities will be aligned to the Government’s strategies for response and recovery. Close collaboration with other United Nations agencies (e.g. the World Food Programme) and local stakeholders of the food security sector will be ensured. | 579eabf7-b6a0-4479-856b-78d174fc1896 | CC-MAIN-2022-05 | https://reliefweb.int/sites/reliefweb.int/files/resources/cb2604en.pdf | 2022-01-29T04:58:50+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320299927.25/warc/CC-MAIN-20220129032406-20220129062406-00479.warc.gz | 543,152,896 | 1,408 | eng_Latn | eng_Latn | 0.98501 | eng_Latn | 0.990962 | [
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Help your trees recover from spongy moth damage
by Kevin D. Chase, PhD
Outbreaks of spongy moth (Lymantria dispar), previously known as gypsy moth, have caused significant defoliation from the caterpillars this year in many areas, so now it is time to help trees recover from the damage. Oak trees, especially those in the white oak group, are favorite foods of the caterpillar. Attacked trees will produce new leaves to compensate for their losses, but this process can be very stressful, particularly for older trees, given that energy must be diverted away from other processes in order to produce the new foliage. Healthy, vigorous trees will be able to compensate for this demand, but stressed trees will be challenged. Branches may die, and in some cases, entire trees may die. Trees also impacted by drought stress are especially prone to decline in following years.
Autumn color and tree health
by Tom Smiley, PhD
Aesthetically, autumn color is an important part of the season. Annual leaf drop is also very important to tree survival. The same processes that lead to fall color also enable the dying leaves to return more than half their nitrogen, phosphorus, and potassium to the woody parts of the tree. Appreciable amounts of magnesium and carbohydrates (sugars) are similarly reclaimed; only calcium is lost in large quantity when the leaves fall. The spectacular autumn foliage display is actually a byproduct of a series of processes that enable trees to exist through a period of environmental adversity and to make future growth possible.
Dull Coloration
A good growing season followed by sunny days and mild drought favors the production of brilliant red and yellow leaf colors. In many years, the precise combination of environmental factors required for spectacular fall foliage does not occur. Excessive autumn rainfall slows chlorophyll loss.
Continued on page 2
Bright or dull foliage come fall is determined by environmental factors during the growing season each year.
Help your trees recover from spongy moth damage (continued from page 1)
What should you do now? The best approach is to provide additional care for the remainder of the growing season, and beyond! Be sure trees receive adequate water by providing supplemental irrigation during droughts. If a soil sample has not been analyzed recently, your Bartlett Arborist Representative can do so now and provide prescription fertilization at the appropriate time. Bartlett Boost and Fortiphite will provide nutrients for new leaves and can help with stress management, too. Organic mulch can be a lifesaver for trees; it reduces weed competition, insulates against temperature extremes, and provides nutrients and organic matter as it breaks down.
Autumn color and tree health (continued from page 1)
and prolongs leaf retention, often causing foliage to succumb to frost before color develops. Periods of cloudy weather reduces the amount of sugars produced, and warm night temperatures (above 45°F) increase sugar movement out of the leaves. Drought and early frosts can injure or kill foliage before the peak of color.
Premature Coloration
While there is an annual cycle of color change, the early appearance of fall color is frequently an indication that a tree is undergoing stress. Stress can be caused by root damage from construction activity, excessive or deficient moisture, insect or disease attack, salt accumulation in the root zone, girdling roots, or other factors. Early fall color can be a symptom of low vigor, and can be used as an aid in diagnosing the problem.
If you are concerned about any of your trees, contact your Bartlett Arborist Representative.
What to do for your trees after this summer’s drought conditions
Much of the East Coast had an extremely dry summer. The lack of water can adversely affect every physiological process in your trees and shrubs. There are steps you can take to help them recover.
Organic mulch—this can be applied any time of year; helps conserve soil moisture, and is one of the most effective ways to reduce drought injury. Wood chips from tree pruning operations are particularly effective and inexpensive.
Soil testing—this should be done to determine existing nutrient levels before amending soil. If potassium is deficient, adding it is especially important to aid plants in overcoming drought damage. Soil sampling and applying slow-release amendments can be done whenever the soil is not frozen or dried too hard.
Also advisable is to assess trees for diseases and pests that weaken them by damaging leaves, branches, stems, or roots. These injuries impede absorption and translocation of water and nutrients, worsening the effects of drought. Treatments can be applied for most pests at key times in their life cycles.
Permanently windswept trees in New Zealand
Slope Point, the southernmost point of the South Island of New Zealand, has some extremely dramatic scenery. The area has a rocky coastline with spectacular views of the sea and surrounding cliffs. It also has some of the most interestingly shaped trees in the world.
Strong Antarctic winds travel over the Southern Ocean uninterrupted for 2000 miles before making landfall on Slope Point. This has caused a patch of trees, planted long ago by farmers to protect their sheep, to grow permanently bent in the direction the wind blows.
These trees grow sideways to survive in continual strong wind on Slope Point, New Zealand.
Acorns make a great autumn wreath
Admire your handiwork all season long when you make a wreath from acorns and other nuts and cones dropped by the trees in your area. In addition to a collection of nature’s bounty (have fun foraging under trees on a nice fall day), you need only a few things—scissors, cardboard, glue, and twine.
Cut a ring from a sturdy piece of cardboard. Use craft glue or a glue gun to securely fasten your items to the cardboard base. Finally, for hanging, use twine to tie a loop around the wreath.
TREE FOCUS
Red maple (Acer rubrum)
History
The red maple is one of the most common and widespread deciduous trees throughout eastern and central North America. It is native to most regions of the United States near to and east of the Mississippi River.
Culture
- Can thrive in many soil types and conditions
- Can grow in very wet or dry soil conditions, but prefers well-drained, moist sites
- Root growth responds to conditions; however, is primarily shallow and horizontal and can interfere with the hardscape
Concerns
- Structural defects due to co-dominant stems
- This tree has relatively weak wood, and can suffer internal decay
- Gloomy scale on the trunk and structural limbs can lead to decline. Scale is most problematic in urbanized areas
- Micronutrient deficiencies can occur in areas where soils have alkaline pH
Bartlett Management Practices
- Frequent structural pruning is necessary to obtain a central leader and proper lateral branch development. We ensure proper pruning cuts are made, so pruning wounds close rapidly to prevent extensive decay
- Micronutrient applications may be necessary to green up the foliage until soil pH can be modified
- Insecticide applications for scale should be applied when immature scales (crawlers) are active in late spring/early summer
Structural pruning is needed for proper lateral branch development in young red maples.
SAFETY ABOVE ALL ELSE
Scientific help to keep climbers safe
At Bartlett Tree Experts, we climb trees every day with ropes and harnesses, and one of the risks involved is the primary-suspension-point (PSP), the place where climbers hang their rope.
Historically, there has been very little information available regarding the selection and use of PSPs in the tree care industry. Whereas there were rules of thumb—and anecdotal experiences—there was not much uniform information available on the forces in play when arborists are making decisions concerning PSPs.
A team at Bartlett, led by Brian Maxson, Regional Safety Manager for the Southeast, set out to change that. They developed a PSPs best practices manual to help climbing arborists understand how force and torque work, and how both are generated on the primary suspension system and tree limbs during a climb. This knowledge allows a climber to select a safer PSP by making informed decisions. Bartlett has incorporated this material into safety training and all climber training.
Bartlett Tree Experts received a Tree Care Industry Association (TCIA) safety award in the Outstanding Company Contribution to Safety category for the development of the Best Management Practices for Primary-Suspension-Point Selection. | c880c021-4c39-4713-9f4b-771fa25a98d4 | CC-MAIN-2022-49 | https://www.bartlett.com/newsletter/pdf/bartlett-tree-ne-autumn2022-treetips.pdf | 2022-12-02T20:29:42+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710916.40/warc/CC-MAIN-20221202183117-20221202213117-00113.warc.gz | 703,286,362 | 1,739 | eng_Latn | eng_Latn | 0.997316 | eng_Latn | 0.997772 | [
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Some AAC users have behaviors that may interfere with their ability to use a communication device or talker. Behaviors are often communicative in nature, so the hope is that as they come to understand the power of having a voice, they will talk about their frustrations rather than engaging in behaviors.
But this takes time. This Social Story is to help explain what a talker is and that they should be nice to their talker.
“This is my talker”
Most people talk and communicate with their mouths.
I use my finger and my talker to communicate!
I use a device with symbols and words to be my voice.
"It helps me to say what I think and feel!"
"It’s part of who I am."
"...it is not a toy."
“Sometimes I get frustrated or mad or excited.”
“Don’t throw it… Don’t bang on it… I will be nice to my talker!”
“I have a lot to say.”
“I will ask for help when I need it.”
“This is my talker and I am excited to have it!”
Use this link to access an editable version of this social story on Tar Heel Reader to customize for the AAC user in your life: http://bit.ly/38vpxsa | 3f1bfb1a-53ae-409f-9ac3-c8dd9066566a | CC-MAIN-2024-26 | https://www.forbesaac.com/_files/ugd/2b2e96_a68851c26ec84b9abbbbc35565d87e8f.pdf | 2024-06-18T19:11:59+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861773.80/warc/CC-MAIN-20240618171806-20240618201806-00743.warc.gz | 672,068,916 | 248 | eng_Latn | eng_Latn | 0.999032 | eng_Latn | 0.999619 | [
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New York Daily Advertiser, 5 July 1788
Yesterday being the Anniversary of the Independence of the United States, thirteen gentlemen (Federalists) met at Mr. Dawson’s Tavern, in the town of Brooklyne, where an elegant dinner was prepared for their reception, and where all that conviviality and harmony were displayed which the importance of the occasion demanded, and the heart-felt delight of each individual gave birth to. As a proof of the political sentiments of the company, we beg leave to present our readers with their following patriotic and truly Federal toasts, together with a song, composed and sung by one of the company.
1. The United States.
2. The Illustrious Washington.
3. The King and Queen of France.
4. The day we now commemorate.—May our latest posterity have cause to bless it.
5. The New Constitution—May the year, month, and day in which it was form’d, and the Illustrious Members who subscribed it, be ever held in grateful remembrance by every true American.
6. The immortal memory of those heroes whose blood was nobly shed to establish our freedom.
7. The dignity of the people—May every American be a good man, and every good man a Federalist.
8. Peace, freedom, independence and happiness throughout the world.
9. May continual disappointment and never-dying remorse, pain, poverty and contempt, ever attend those antifederalists who, thro’ motives of interest, stand opposed to a government, formed for the good of their country.
10. May the Federalists of the present era enjoy uninterrupted political happiness under the new government, and may the benevolent spirit of unanimity speedily link the timid and misinformed opposers of it, in the golden chain of harmony and peace.
11. May literature grow and be encouraged, and may the importation and use of foreign superfluities rapidly give place to extensive agriculture and manufactures.
12. The American fair—May their sentiments be in favor of the Federal Government, and may they discard from their esteem the man who opposes it.
13. May the United States, cemented by the New Constitution, rise beautiful as a Phœnix from the ashes of contempt; and may Commerce, in all its branches, flourish unrestricted under its auspices, as long as America has a name amongst the nations.
A FEDERAL SONG.
Composed for the 4th July, 1788.
Of their tutelar saints let the nations be vain,
And call their mock saintships divine;
Let them bow, if they will, to the ideal train;
We sacrifice not at their shrine:
There’s Andrew, George, Patrick—I can’t tell each name,
A groupe of such fictitious pow’rs,
Whose votaries celebrate yearly their fame;
But the Fourth of July shall be our’s.
Oh, day of delight, to Columbians so dear,
Long may thy rich benefits last!
May this signal period in each circling year,
Be kept and enjoy’d like the past.
Here Thirteen are met with a patriot design
To honor an æra so great,
Here freedom and similar sentiments join—
May such concord pervade every state.
In freedom and blest Independence secure,
Our prosperity scarce is alloy’d;
So vast a profusion of favors, is sure
More than country has ever enjoy’d.
But one thing is needful; a government free,
Just and fed’ral, efficient and strong,
This land must adopt, or, alas! we shall see
An end to its greatness e’re long.
Ye well approv’d Patriots, whose talents and worth
Our most grateful expressions demand,
On this awful occasion we challenge you forth,
In defence of the Union to stand;
Those anti’s arrest, in their daring career,
Who for gain wou’d their country undo;
From them we have every thing evil to fear,
And all things to hope for from you.
Now let the charg’d glasses go cheerfully round,
Thro’ this little republican band—
In such friendship and firm unanimity bound,
May the Thirteen fair Pillars e’er stand.
In hilarity thus while we spend this blest day,
While we raise the bright bumpers on high.
(Our hearts full as our glasses) let each of us say
Here’s again to the Fourth of July.
CITE AS: John P. Kaminski et al., eds., *The Documentary History of the Ratification of the Constitution*, Vol. XXI: New York [3] (Madison, Wis.: Wisconsin Historical Society Press, 2005), 1275–77. | b6c67d91-0eb3-42a1-8d70-b78b546d5cca | CC-MAIN-2024-38 | https://csac.history.wisc.edu/wp-content/uploads/sites/281/2024/04/DC4-01-01-05_New-York-Daily-Advertiser_5Jul88.pdf | 2024-09-16T20:02:33+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651710.86/warc/CC-MAIN-20240916180320-20240916210320-00878.warc.gz | 175,220,844 | 973 | eng_Latn | eng_Latn | 0.955229 | eng_Latn | 0.995309 | [
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Participating in my life: Hear my Voice!
REPORT OF A PROJECT LED BY INCLUSION EUROPE
Respect, solidarity and inclusion of persons with intellectual disabilities
THE “HEAR OUR VOICES!” PROJECT PARTNERS:
- Inclusion Europe: [www.inclusion-europe.org](http://www.inclusion-europe.org)
- Eurochild: [www.eurochild.be](http://www.eurochild.be)
- The Cedar Foundation, Bulgaria: [http://www.cedarfoundation.org/en/](http://www.cedarfoundation.org/en/)
- QUIP, Czech Republic: [www.kvalitavpraxi.cz](http://www.kvalitavpraxi.cz)
- Down Madrid: [http://www.downmadrid.org/](http://www.downmadrid.org/)
And in collaboration with Lumos: [www.wearelumos.org](http://www.wearelumos.org)
This publication has been mainly written by staff from The Cedar Foundation (Bilyana Stanceva, Alexandrina Dimitrova, Margarita Parmakova and Lindsay Saltsgiver) and QUIP (Milena Johnová and Radka Čebišová), in the framework of the European project, “Hear Our Voices: Promoting and encouraging the participation of children with intellectual disabilities”. “Hear Our Voices!” aims to explore, pilot and share methods which empower and promote participation of children with intellectual disabilities. For more information: [www.childrights4all.eu](http://www.childrights4all.eu).
This publication has been produced with the financial support of the Fundamental Rights and Citizenship programme of the European Commission. The contents of this publication are the sole responsibility of the “Hear Our Voices!” project partners and can in no way be taken to reflect the views of the European Commission.
©Inclusion Europe, Brussels, 2014
Photo on the cover: © Cedar Foundation
Layout by [Orange metalic.be](http://www.orangemetalic.be)
ISBN: 2-87460-140-3
INTRODUCTION
CHAPTER 1:
DEVELOPING DECISION-MAKING AND PARTICIPATORY SKILLS IN MY LIVING ENVIRONMENT
I. “She started feeling she was important and part of something” - Milena 5
II. “I choose what I want to eat!” 8
III. “We decide!” or How to build a Client Council? 11
IV. Instruments used 14
1. “I change my environment!” 14
2. “We decide!” 16
CONCLUSIONS 17
CHAPTER 2:
PERSON-CENTRED PLANNING AS A TOOL FOR PARTICIPATION IN DECISION-MAKING 19
I. Mathias’ story 19
II. Mark’s story 24
III. Group story 27
IV. Resources 29
One page profile 29
Gifts and Strengths 30
Relationships map/circle 30
4+1 questions 31
Sorting Important to and for PATH 31
Decision making agreement 33
Communication charts 33
Objects communication 34
CONCLUSIONS 35
“Diana knows quite well what she wants, and when she really wants something she will say the respective word too.
- Milena”
At schools, in child-care settings, and at home, we – families and professionals – tend to decide what is best for “our” children; this is even truer when the child has an intellectual disability. We are the ones who “know”, the ones who decide and set the frameworks and the objectives. Traditionally, throughout this process, children often have no voice. The UN Conventions on the Rights of the Child and on the Rights of persons with disabilities have been carefully analysed by professionals, teachers, families and people dealing with children and young persons with disabilities. However, in the end, little attention has actually been paid to the right of children to participate.
Research conducted by Inclusion Europe, together with Eurochild and the Charles University, has shown that children with intellectual disabilities are even less likely to be involved than their non-disabled peers, in that they participate less frequently in many kinds of activities in general. Having friends, participating in social, cultural or sports activities, and participating in decisions which affect their lives are all healthy ways for children to become engaged in society, reflecting essential aspects of their social and personal development. However, participation in these activities – or uncovering opportunities to participate in these activities – does not always come easy for some children, especially when they have a disability.
Children can play a significant role as social change agents. Building children’s ability to participate, taking into account their age, maturity and context, giving them the opportunity to be listened to, and to express their opinions on matters that affect them, all help them to mature, to gain self-confidence, and to experience essential feelings of self-determination as they undertake roles and responsibilities while continuing to respect adults. When children learn to communicate opinions, take responsibility and make decisions, they improve their skills and prepare for their adult life as equal and competent citizens. Again, these crucial benefits rarely reach children with intellectual disabilities.
Through the project “Hear Our Voices!”, we intended to start bridging the gap between children with and without disabilities, by training and teaching children with intellectual disabilities to participate in various matters which affect them directly, so that they can begin to be masters of their own lives. We are guided by this principle that it is essential to empower them and provide them with the necessary support, skills and knowledge to participate in all areas of their life. They need to know how to enjoy the same rights as others, and they need to feel that their voices count.
This publication describes the work done in Bulgaria and in the Czech Republic with children living in small group home settings, and in large institutional settings. In it we aim to share promising practices from other countries, with parents and professionals who really want to make the right to participate a reality in their daily work. The publication looks at both individual and collective participation.
Because child participation is never a straightforward process, we have included our hesitations, lessons learned and challenges as well as successes and useful tools and methods we have used over the past year and a half of implementation.
We hope that the readers will find in this book both inspiration for change and concrete ideas, so that they may take concrete steps to ensure that all children with intellectual disabilities can participate more actively in their own lives.
DEVELOPING DECISION-MAKING AND PARTICIPATORY SKILLS IN MY LIVING ENVIRONMENT
The Cedar Foundation, a Bulgarian child rights organization working to eradicate the outdated institutional system of care, manages four small group homes (SGH) for children and youths with intellectual disabilities – two houses and two apartments – in Bulgaria. The houses are located in a residential area and are surrounded by a big yard, each hosting eight children. The apartments are located in different parts of the town. Four young ladies reside in one of the apartments, and in the other – two young men and two young women. A team of social therapists works in each SGH, providing 24-hour support to the children and youths in their day-to-day activities. Each team has a leader who is responsible for the daily operations of the home and who ensures that the highest standards of care and support to clients are maintained. Additionally, two social workers are actively involved in supporting the clients from all SGHs. They facilitate the services on a daily basis, keep the records, and liaise with all external specialists who assist the SGH clients. They also provide assistance to the teams whenever new work practices are introduced.
The overarching goal of the SGH is to provide an environment which is as close to the family setting as possible, giving children and youth the support they need to acquire the skills necessary to live a full and independent life. An integral part of this support includes nurturing their capacity to make decisions, and promoting their proactive involvement in the process of planning their own lives. These processes require significant time and persistence, in view of the fact that all of the SGH clients come from large institutional environments, in which they were deprived of the chance to develop decision-making and participatory skills.
I. “She started feeling she was important and part of something” - Milena
Diana is seventeen and has been living in the small group home setting for four years, together with another seven girls and boys. Since moving from the institution, she has been learning to pronounce some words, and is already able to ask for something to eat and to look for the persons who are closest to her. She loves to give a helping hand in the household, arranging the food supplies for the day, cleaning the table, and helping with the cooking. Diana has developed good personal and general hygiene habits and demonstrates substantial progress in her emotional development: she manages her own emotions, makes choices, and is responsible for her personal belongings.
The work with Diana under the “Hear Our Voices!” project was aimed specifically at laying the foundations of awareness and a sense of ‘ownership’ regarding her own life: That is, knowing that she is entitled to take part in decision making which directly affects her. We, as adults, are tasked with guiding her in this process, to provide to her the information needed, in an accessible form, and to encourage
Today Diana is a much more self-confident young lady who is able to say or show what she wants. She stands by her desires, yet handles the limitations set by the persons supporting her: She enjoys a new pink room, painted and decorated to her own taste.
In the beginning Diana did not participate, got easily distracted, and failed to show interest in individual work. Observations indicate that as results started to become visible – after having chosen herself the colour for the walls of her room and having seen this happen – she became more proactive in choosing subsequent changes for the room.
“Diana is seventeen and has been living in the small group home setting for four years, together with another seven girls and boys.”
her to make decisions which protect her safety and are in her best interests. An especially important aspect is to encourage her in the efforts she makes, regardless of their outcome.
One of the major objectives of our work was to show the SGH clients that they have the capacity to change their literal and immediate surroundings – they are able to decide if they want to redecorate their rooms, and how to change them. With Diana, we began by providing her with different pictures of rooms. We thought that upon seeing finished rooms, she might like one and tell us. We got twelve different examples of rooms for children and young people and uploaded them on the computer Diana and Milena\(^1\) used to work on together. Milena had some prior talks with Diana in her room, explaining to her what was about to take place and prepping her for making the choice. Diana rejoiced, her face beaming, and clapped her hands.
We decided to have one file displaying all of the rooms at once. Here again we failed to properly get Diana’s attention. We concluded that the pictures of fully furnished and decorated rooms contained too much information and detail for Diana to fully grasp.
The work with Diana continued over a period of over three weeks. During this time, Milena and the social worker discussed the upcoming changes with Diana on a daily basis. Due to difficulties in Diana’s concentration, such sessions rarely lasted longer than several minutes, but the staff took care to utilize every appropriate occasion to bring up the conversation. For example, whenever Diana entered the social worker’s office, she would be prompted: ‘So, you are here because you want to draw? Look, here we have the different colours of pencils. They are different as are the colours of the walls of your room.’ Then Diana would be taken on a tour to see several different rooms, talking about their colours. When we utilized this method based on association with everyday life, we discovered that when we discussed something, Diana’s attention was more focused and her interest would linger. This prompted us to undertake the process more slowly, addressing one change at a time, beginning with only the colour of the walls. After the walls were painted, we would move on to do some curtain shopping and then choose a bedcover.
We got samples of paints from the store and brought them to Diana. We wanted to have the samples next to the walls of her room, so that she would know that she was to choose the colour for them. We took Diana to her room, and Milena verbally reminded her of what had taken place over the previous few weeks. When Diana feels confident and relaxed, she easily smiles and readily shows others what she likes, taking the hand of the person next to her and pointing it to the desired object. This time she smiled, and whenever she heard the word ‘wall,’ she would touch the wall next to her bed. We produced the samples. She got filled with joy, started clapping her hands and laughing. Her behaviour indicated that she already knew what we wanted from her and she felt confident.
Diana loves pink. She would often choose her clothes in many different shades of pink. Therefore, it came as no surprise that she
---
\(^1\) Milena is one of the staff people who work on a focused and personalised basis with Diana.
Diana loves pink. She would often choose her clothes in many different shades of pink. Therefore, it came as no surprise that she picked two shades of pink for the walls of her room.
When the time came to have the walls of the room painted, we proposed to Diana to take part. She would not go anywhere near her room. We made several attempts to talk her into helping, but eventually decided that we had to respect her wish. When her room was ready, Diana could not wait to go in and immediately demonstrated how pleased she was. She rejoiced, clapped her hands, sat on the bed and started jumping.
The next step of our work related to the makeover of the room was to take Diana shopping for some curtains. In order to prepare her, we took her to the window to show her that the old curtains had holes and faded colours. Upon asking whether she felt like doing some shopping, Diana got excited, but when we passed by the big grocery where we would usually buy food, she was surprised. We explained to her once again that we were not going to shop for food, but for curtains instead. Upon going into the shop, it was necessary to have Diana spend some time there; we had to explain to her what the different rolls of fabrics piled there were for until she finally relaxed. She started pulling at pink fabrics only. The shop assistant took out all the fabrics she wanted to see. We chose some appropriate fabrics with the right thickness and set them aside. Diana stood and watched with great interest. We unfolded the fabrics and invited her to step forward and
DIANA:
Step 1: Choosing what her whole room would look like, using set of finished rooms.
Confusion, lack of interest, inability to manage large amounts of information.
Step 2: Breakdown of the process: Changing individual items in her room.
1. Paint Samples
2. Curtain samples
3. Bedcover samples
Starting feeling confident and happy with the decisions taken.
Diana knows quite well what she wants, and when she really wants something she will say the respective word too. - Milena
We promise:
- To provide Diana with secure and calm surroundings in which she is not pressed for time, there are not too many people around, and we are not driven for quick results.
- To simplify the tasks given her as much as possible, so that she is able to grasp everything and feel confident in her participation.
- To provide information in small steps, with no excess details.
Diana promises:
- To continue working with us.
- To take part in the activities we offer her.
- To keep showing us what the best approach to her is.
If we serve something he wanted for dinner, he is so happy, clapping his hands and expressing his joy. If the food was not something he wanted, he again would make it clear that he has noticed this.
- Dessislava
The choice of bedcover and sheets was made much faster. We believe that this was because Diana comes into direct contact with bedcovering on a daily basis, and she was much more familiar with them compared to curtains. Upon entering the store, she liked the pink set the most.
What Diana thought us was that whatever work plans we might devise, she had her own pace, took her own time, and when we really began to observe her reactions, there was much she could show us. She is able to understand just as anyone else; we just needed to find the way to demonstrate to her the things we talk about. We realised that when the picture is free from excess details, when the process was simplified and when the guidelines were clear, then Diana managed the task perfectly. We also realised that relaxed surroundings made Diana feel confident; when the tasks we gave her were not too complicated she would make efforts to crack them, she was happy and confident in her actions. And the positive evaluation and the clearly demonstrated joy on our part were the stepping stones we used in every further stage of our work with her.
II. “I choose what I want to eat!”
---
2 Dessislava is one of the staff people who work on a focused and personalised basis with Ivan.
Ivan is a fourteen-year-old boy, smiling, mischievous, and full of energy. He loves to play with his best friend in his house, to listen to music and to sing. He has a difficult time sitting still for very long. He loves children’s songs, and usually when he speaks, his words run as a melody. He is very good at expressing what he wants and where he wants to go through signs and vocalisation. He knows the names of the children and the staff at his home. He is able to help with the housework – to make pizza dough, to put the dishes in their places, to set and clean the table. He enjoys being active and a part of everything that happens around him.
The aim of the second stage of our pilot project was to implement a comprehensive system wherein clients may help choose the meal options in the service. Typically, the menu is prepared one week ahead, supplies are bought, and food is cooked on-site. All of this happens with the participation of our clients, according to their ability and willingness. In view of the specific organisational arrangements, we wanted to have a system which would promote maximum involvement on the part of children in decision-making and be as close as possible to the family environment. Therefore we designed menus containing all the dishes that our clients ate and cooked. We took pictures of each dish ready in the pot, or in the serving plate, and put together folders.
Initially the intention was to have all the children, Ivan included, sit and participate in the designing of the menu for the upcoming week and have them decide what they wanted to eat. As with the work with Diana, we here too had a strict plan in the beginning: a few days of preparation with pictures, followed by attempts to involve Ivan and the other clients actively in the designing of the menu. At every meal we had the team member on duty sit by Ivan’s side, open the menu and show the picture of the served dish. They were to demonstrate to him that the dish in the plate was the same as the dish in the picture. Ivan would not always respond with interest; rather, he acted annoyed that we would not let him eat his meal in peace.
The next stage, according to the plan – participation in the designing of the menu for the following week – was to have the member of staff on duty sit with all of the children and use the photos of dishes from the folder to give them the opportunity to choose what they would like to have the following week. Of course, there were different opinions, but we felt that one week was enough to have the wish of each child satisfied. After beginning the process, however, we saw that if we placed five pictures before Ivan, he would fail to select any, but if we placed only one picture and asked him whether he would like to have the dish, he would readily agree and be happy. We assumed that one possible reason was because there was no good connection in place between the choosing of the picture and the receiving of the real dish, and that there was no way to establish such a connection if Ivan opted for his favourite soup on Monday morning and got it for dinner Friday night. In other words, the time-span between the act of choosing and the result was too long.
Ivan usually easily and clearly expresses opinions on most of the issues that affect him, but when it came to participating in making decisions which had never been presented to him before, such as what he wanted to eat, we had a surprisingly hard time. Overtime, however, Ivan has become conscious of and open to the chance to choose new things. He has begun realising the responsibilities that come with choice, and emotionally he is better able to handle making a choice between two items, despite wanting to receive both.
Initially when offered a choice of afternoon snack, Ivan seemed less confident; he wanted everything, and did not acknowledge the rules. He was making choices, yet it was obvious that he did not know what he was doing, nor why. When we modified the activity to choosing dinner options and getting the results of his choice a few hours later, he became more active and we began to observe a relatively good degree of participation. This means that he was recognising images, following with interest what happens, and was ready to get involved in activities.
Therefore we made two adjustments in our approach. First, we decided to have the staff member on duty show the picture of the served dish in a way which did not interfere with the meal itself, i.e. upon serving of the dish, they were instructed to show the picture beforehand and to verbally identify it. The other change we decided to try was to begin by having our clients decide what to have for their afternoon snack. Since afternoon snacks are ready-to-eat and do not require prior cooking, it was much easier to show to Ivan the real items, rather than pictures, and give him immediately what he has chosen. Here, we faced yet another difficulty but we knew it would simply take time to help Ivan get accustomed to the rules. Whenever we placed a chocolate wafer, fruit, and crackers, he would very seldom opt for the fruit, or he would want to have two things at a time. We did not worry much about the first situation, because if one day he had the chocolate wafer, he would have to choose from the crackers and the fruit on the following day, and eventually have the fruit on the third day. The second situation was more difficult to handle because he would get angry with not being allowed to have all three. Here we worked not only on making choices, but also on observing rules. We staged alternative situations requiring patience to get something or choosing only one item from a selection of two – be those activities, games or places for going for a walk.
In view of his wilful character, Ivan needed time to come to abide by the rules. However there is already great progress, and he does not get as angry as before if he fails to get right away what he wants. There is much more to the applied method of choosing food than the mere selection of food – it helps nurture discipline, a habit of observing rules, and, last but not least, especially for Ivan, a sense of being a master of what happens to himself.
Together with the work related to the choice of afternoon snack, we continued to build the link between the pictures and the food, yet Ivan continued to ignore the photos, expecting instead that we would make the selection. Therefore, we decided to keep the practice of having a menu for the week, shopping in advance, but letting the children decide on the immediate meal to be served on any particular day. Every day after lunch we place on the table pictures of the options for dinner. Each child, Ivan included, has the opportunity to say/indicate what they would like for dinner, the dish with the majority of votes ‘winning’ and the picture of this dish being posted on the refrigerator for everyone to see.
There is a lot of hard work ahead of us to develop the concept of ‘voting’ on menu
He would always make it clear with his behaviour that he is aware of being part of making the dinner and not just eating what he is served. - Dessislava
options, as well as in applying the same method to selecting lunches. Thus, step by step, our clients will be able to design a full menu for the following day, perhaps eventually for the following week. And together with the power to choose one’s own food they are coming to realise that their opinion matters with respect to issues much more important to their personal lives. Because the choice of meals affects all the children who cohabitate with each other, the issue of human interactions comes into play as well: Questions such as ‘How to be tolerant to the choice of others?’, ‘How to negotiate in order to get what I want’, ‘How to learn to be patient’ come up spontaneously, and through the experience and emotions attendant upon them, are slowly being addressed.
III. “We decide!” or How to build a Client Council?
One of the houses is home to seven children and one young person, each with their own unique personality, skills, and desires. After repeatedly asking ourselves the question of how to engage children at a higher level of decision-making, we developed the idea of establishing a Client Council to represent clients, to protect their interests, and to serve as a conduit for proposing changes in the arrangements of life in the house. We realised that it would be easiest for us to organise the establishment and the operations of such a Council. It is easy to fall into the trap of thinking that we, as adults, and moreover – as professionals, tend to know what is best for our clients, that we can say who would be on that council, set the rules and steer the meetings. However, after discussing many ideas within the team and with outside consultants\(^3\), we chose a slightly different path, committing ourselves instead to begin with trying to truly understand the group, and to help our clients experience what it means to be part of a larger collective and to be responsible for others. This path was certainly longer than we originally anticipated, with more unknowns than we hoped for, but we are confident that it has been the right approach.
In order to start nurturing these concepts in the clients, we developed and began engaging them in a daily activity called Circle Time. Circle Time consists of morning and afternoon sessions where all the residents from the house get together and discuss upcoming events and daily tasks and – at the end of the day – share the way they feel.
Circle Time works as such: Every morning the social worker gathers the clients in the sitting room, where they discuss different aspects of their day, displayed visually on the whiteboard. They begin by going through the staff members on duty, the day of the week, the weather, all the while the children taking turns placing the pictures corresponding to the topics discussed. This is an easy way for everyone to be able to participate. Next, the day’s activities are discussed. There are individual discussions with every child – the mandatory activities for the day are enumerated, such as going to school, to the Day Centre, or the Centre for Social Rehabilitation and Integration, followed by a listing of any elective activities. Children are free to choose whether or not to take part in various activities, such as taking care of our small pets, working in the greenhouse, gardening, or taking walks.
At the end of the day, the children gather again and discuss how their day has been. We focus on encouraging children to evaluate their own experience themselves; some of them express this verbally, while others use the drawings of a happy, sad or angry little face. If someone is not happy, we try to understand what the reason is and search for a solution together, as a group. For example, once one
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\(^3\) The Cedar Foundation would like to thank Aneta Teneva from the Lumos Foundation Bulgaria for her advice and expertise on these matters especially.
When we started, the children who were already quite active continued as so, while the ones who typically were not willing to participate in group activities continued to stay out. After about three months, a change began to take place – the more active children began more consciously to observe the rules, while all the rest began participating in their own way by sitting on a chair next to the white board, by handing over a picture, smiling, shyly tilting their head or uttering words the moderator used.
The children of one of the Small Group Homes, participating in the Circle time in the morning.
One of the boys was unhappy with not being able to feed the animals, although this had been his choice for the day, but the labour therapist had mistakenly recorded a different activity instead. We asked him what needed to be done in his opinion and he said that when someone chose a picture, the social worker should tell the other members of staff what everyone chose to do for the day. We asked all the children whether they agreed to this and they said ‘Yes.’ To help every child understand the arrangement, in the following mornings, whenever someone chose something, we always remind them that we would advise the relevant staff member responsible for the respective activity. In a few days’ time, even the children who do not express themselves verbally started to clap their hands and to point at the picture of the respective staff person. We interpreted that as a sign that they understood the procedure.
When someone wants something and I cannot understand what this is, they would take me to the board and show me a picture of what they expect to happen to them.
- Elena
In the course of the work, we concluded that in order to ensure sustainability of established relations between the clients and the Circle Time leader, he or she needed to be always one and the same person. Replacements needed to take place only by exception. The time spent with certain clients leads to building of bonds, to nurturing of habits and rituals in communication and interaction, in turn making everyone feel relaxed and confident.
Not all clients expressed interest toward group activities, and we hesitated to persist at the risk of having the client ‘close up.’ Overtime, by allowing them to progress at their own pace, the clients who stood aside began slowly coming closer and following with interest what was happening. Other clients got quickly accustomed to the ‘pictures’ (as they came to dub them) and were unwilling to give up and part with roles which they had already assumed. Thus we ended up with two distinct challenges – how to pique the interest of half of the children and to engage them with more than a glance, and how to ‘temper’ the overexcitement of the other half of the children, so that everyone could step in.
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4 Elena is the staff Team leader at this SGH.
We decided to try allocating tasks: ‘Today you will remove all of the pictures we will not need. You (turning to another child) will tell us the date and the day of the week today,’ and so on. Thus, again we realised that with the help of straightforward rules and simple tasks, everyone felt confident with respect to their skills, no one felt embarrassed, no one interfered with others’ expressing themselves, and everything ran more smoothly. ‘Shy’ children got the chance to speak up, to look at a given picture, to dance with the social worker if they wanted to, before they posted the picture on the board. And they could do this without being pressed by the energetic nature of others. Meanwhile the ‘active’ children learned to wait their turn, to respect the chance of others to express themselves as well as the wishes of others with whom they shared a home.
Once we achieved this balance, it was time for the next step, making a collective decision. International Children’s Day was around the corner, and this was a wonderful opportunity to have the children organise a fun activity, which they could experience and enjoy very soon after discussing it.
In order to show them different options for how we could celebrate the holiday, we produced pictures of past festivities with various activities. We felt that the festive occasions they had experienced in the past should have left an emotional impression in the minds of our clients. Our hope was that the photographs would prompt our clients to remember their experience and they would select the activities that made them happiest. Over almost two weeks, every morning we talked about the upcoming holiday – we described what the pictures portrayed and discussed the options of having each home celebrate on its own or get together for the festivity instead. In the end, they unanimously decided to get together outdoors, to have contests, games, and dances. Some even wanted special music, while others said they wanted balloons, indicating their activeness in the decision-making: they chose the decoration, the dances, and the music.
On the day of the holiday everyone was very excited and many expressed recognition if we did something that they had previously seen in a photograph.
After using the Children’s Day festivities to prepare the children for more serious group work, it was time to develop group rules that would be binding for all and were meant to make the collective effort easier. Several days prior to starting work, we had a discussion to the effect that we as a group had to abide by certain rules and keep certain promises with respect to each other, so that no one was unhappy, and that soon we would need to draw these rules. The children were told that when the time came, everyone would have the task of expressing what the most important thing of all was, in their opinion. After the morning sessions, we brought in a flipchart in the sitting room, along with some pencils and colour markers. We tried to focus the attention of the children on the activity with the help of questions such as: ‘What it is that we do together every morning?’, ‘What needs to happen so that we work well?’, and everyone who spoke said that we needed to be all there. We asked the children to draw this and they drew eight little people. There were children that did not manage to draw a little person, but they nevertheless did some drawing. Those who would not draw at least stood nearby, not far from the rest.
**THE CHILDREN FROM THE SMALL GROUP HOME:**
**Step 1:** Building together a working group, with awareness of the other person, nurturing tolerance and skills for taking collective decisions.
Circle Time.
Building a group that works together.
**Step 2:** Making a collective decision.
Pictures of past festivities.
Decision made and implemented.
**Step 3:** Preparing a set of rules of their own.
Flipchart and drawing.
Developed set of rules for Circle Time.
The most important thing for me is that all children get involved in some way or another and that they have started waiting for each other and respecting each other’s choices. - Bilyana
The following rule was that the “pictures” had to be done every working day morning. On the board itself, along with the name of the day of the week, a table with seven columns was placed, the relevant day being highlighted in a different colour. The children said that this was the way they wanted to use to display the new rule.
Our work continues – in connection with building a link between the choices made and the responsibility assumed, with setting of rules to regulate the interactions among the clients, and, last but not least, with recognising and supporting every attempt on their part at empowerment and gaining control over their everyday lives.
After several days of repeating this rule so that it reached everyone, we began the preparations for the next rule, again using the flipchart. We asked guiding questions, so that we did not have just one or two children coming up with the rules, but instead engaging as many children in the process as possible. The suggestion for the next rule was that everyone waited for their turn. The children drew eight little persons and assigned numbers to them.
IV. Instruments used
1. “I change my environment!”
1.1 “I decide how my room will look!”
A) A set of pictures of finished children’s rooms – different colours of walls, decoration, and furniture.
Why did we select this instrument? We chose this way of providing information and working with children because we assumed that once they saw finished children’s rooms, it would be easier for them to understand what exactly we offered to them and they would have an idea of the things they liked. We selected twelve images of children’s rooms and uploaded them on several computers so that we could work with several children simultaneously.
Bilyana is a Key Social worker and mediator of Circle Time.
What were our expectations? Our expectations were that the children would understand what we were offering, and would select a favourite photo to guide us in how to change their room.
What happened? It turned out that the information we provided was too much and tended to confuse our clients. One picture following the other did not allow the children to have a proper look at both and make comparisons. We changed the approach, creating one file in which all the images were displayed, but the result once again was not good. The children clearly indicated that our ideas were not working for them and we would need to work harder to get their attention.
B) Samples of paints – the ready-made samples available in shops. We limited the number of colours to twenty-four. In addition to taking account of the need to select colours appropriate for rooms of children and youths, we also knew that if we provided an excessive number of options, children would not feel confident and would not make their choice.
When everything was ready and the children took part in the cleaning up and arranging the rooms, their reactions showed us the children were happy with the makeover.
C) Samples of curtains and bedspreads – the individual work and the choice itself took place in a specialised shop. This showed that with some preparatory work and relevant support our clients could shop like everyone else.
Why did we select this instrument? Once we saw how the children managed with the choice of colours and that the real instruments used by everyone else worked well, we decided that the children could make the choice of curtains in a real-life environment.
What were our expectations? We were somewhat concerned with the fact that we were to visit a shop that was unfamiliar to the clients. Yet the logical next step was to go to a less secure and controlled environment.
What happened? Only several of our clients decided that they wanted new curtains, once consultations with staff took place. When we got in the shop, the girls were a bit nervous and they needed a few minutes to find their bearings and relax. Once this happened, we started the preparatory work for the choice itself. We selected the appropriate fabrics. The moment the girls realised what we were offering them, they got excited and started looking at the different options.
1.2 “I choose my meals!”
A) The menu is a folder with photos of the dishes our clients eat. Clients also take part in the shopping and in the cooking.
Why did we select this instrument? Using pictures of familiar dishes would facilitate the association between the image and the real object.
What were our expectations? Here we definitely expected that the adaptation period would be shorter and we would soon have our clients choose the whole menu for the week.
What happened? It turned out that the challenge was less related to making a choice than it was related to the time period between making the choice and seeing the result, i.e. the association between ‘I want potatoes!’ on
Saturday, and the actual enjoying of potatoes on the following Wednesday evening; this method did not work. We decided to focus on linking the real meal with its picture and at the same time providing the chance for choosing the afternoon snack (with immediate results). We also moved to providing clients with the immediate choice of what to cook for dinner (with seven or eight options prepared in advance) every evening. If there is no unanimity, the meal getting the majority of votes ‘wins.’ The picture of the selected dish is posted on the fridge. For now the children seem happy with this arrangement, and we hope that in the near future they will be able to choose the menu for one whole day, and, as a next step, for one whole week.
2. “We decide!”
2.1 Circle time or “the pictures”
The objective of this activity is to have clients realise the opportunity to think and work together and to teach them to make collective decisions, with the hope that in the future this collective understanding will lead to the development of a Client Representative Council.
A) The Circle Time Board
Why did we select this instrument? Our clients are inevitably part of a group; therefore we decided that one of the crucial steps toward having a working Client Council is to nurture in the children the sense of belonging to a group and to teach them how to make collective decisions and implement them together. The method employed in practice for the achievement of this objective is Circle Time – sessions during which every morning and afternoon all the children from the home get together and discuss upcoming events and daily tasks, and at the end of the day share their feelings and experiences.
What were our expectations? We expected to have the clients consciously take into account the presence and desires of the other members of the group; to provide them with a secure environment in which to share concerns or complaints; to look for a solution together, and, finally to grasp on an emotional level what being a part of a group,
participating in collective decisions, and entrusting somebody with representing others is about.
**What happened?** A better connection between the social workers steering this activity and clients was built: Children became more attentive to the needs of others and stopped being angry when they needed to wait for their turn to come. We have still a lot of work to do, but our plan is to have Circle Time as the instrument for introducing all these changes in the service and in the lives of our clients. So far they respond very well and have already internalised this activity as an integral part of their daily routine. One of the important steps is to prepare an agreement for participation in which the children make visual expressions of some simple rules and which they symbolically sign in witness of their commitment to follow these rules.
### 2.2 “We decide how to celebrate”
**Making a decision how to celebrate International Children’s Day**
**Why did we select this instrument?** This is an important holiday for our clients and they are accustomed to having a celebration every year. We decided that the first collective decision could be based on how to celebrate this day. We produced pictures of past festivities displaying different activities – dances, games, contests.
**What were our expectations?** We hoped that these pictures would trigger recollection of the experience of past celebrations, and this would make the children select the activities that made them happiest.
**What happened?** After several days’ work, our clients decided what kind of celebration to have. They decided that they wanted to be all together, to have contests, and then dance. Moreover, preferences that were not previously displayed came up – concerning the type of music and decorations.
### CONCLUSIONS
**What did we try?**
At the beginning of the pilot project we thought we knew what to expect. We had an action plan and a strict schedule. In the course of the work we stuck to the plan yet with few results. It did not take long for us to realise that if we wanted to bring about change in the participation of our clients, in their attitude towards the surrounding world, and above all, in their perception and awareness that they had the power to change their environment, we needed to change ourselves. We switched approaches, we tried to put ourselves in their shoes, to employ visual symbols with which they were already familiar, in a way that would make them feel confident in their own skills. Results were soon to follow – tasks were not frightening anymore, they welcomed us with eagerness to work, and were proud showing what belonged to them, what they did, and what they changed.
**What were the lessons we learned?**
One of the primary lessons we learned was that one of the major motivating agents for children is fun and amusement. Another important aspect is to set tasks that are easy to fulfil and are as free from excess details as possible. Among the instruments which we were most successfully used in our work are the photographs used to visualize what we’re discussing. Also highly important became the need to create the association between the current task and everyday life, using every possible opportunity to connect the choice with their everyday experiences. Thanks to the participation agreements which we prepared together with the children, it became clear that when they are involved in the whole process of making a decision, through to seeing it come to fruition, they are far more committed. Only through full participation can children who have never before held any responsibility for their own lives and what happens to them, learn that they also have the right to receive appropriate information and to be heard. The stories which we tell in this publication are examples of exactly that – how to involve a child with the idea that something can be different, how he can get involved in the processes of decision-making, even for something very small, and how, in the end, this small thing can become the foundation for a much larger change – a change which can lead to a whole new way of looking at his role in his own life.
**What pleases us about the work completed?**
Looking back, it is clear that the plan we so meticulously made turned out to be but a brief sketch of the road we followed. We are
satisfied with the fact that we managed to alter our attitudes – we took the children as they were. They also accepted us and unfailingly showed us the right way and kept leading us along it. We are pleased that there is a change in everyone, albeit to a different degree. Some would loudly voice their opinion, insisting that it be taken into account; others would smile and by a glance indicate the dish, object, or activity they favoured.
**What are our concerns?**
Each success comes with the risk of complacency, and our concern is that we may become less vigilant and wary, less resourceful and open towards our clients. It is so easy to say to yourself: ‘Good job, I did what I had to.’ The truth is that our work is on-going and that what lies ahead is no less important than the work already accomplished.
**What lies ahead?**
- To continue the work related to the establishment of a Client Council.
- To prepare a program for sustainability of child participation by means of planning activities and modifications to the service that will take place solely with the engagement of our clients.
- To cascade our experience to our co-workers in the other non-residential social services our clients use, so that the opinion of our clients is properly taken into account across the board and their skills to stand up for their rights are further developed.
- To disseminate our experience as broadly as possible, for maximum outreach, since child participation can happen at all levels of the functioning of society.
PERSON-CENTRED PLANNING AS A TOOL FOR PARTICIPATION IN DECISION-MAKING
Quip provides support to people with disabilities through independent coordination and training. We provide these services in order to help people with disabilities (regardless of age) to be included into mainstream society and to live independent lives, in accordance with their own values and preferences.
Within this mission framework, Quip also works directly with two boys with disabilities who were placed in institutional care from birth. The aim of Quip’s efforts with these young people is to open the way for family care, with maximum involvement of both boys in the decision-making process.
I. Mathias’ story
Mathias is a 13 year old boy with multiple disabilities (physical and intellectual disability, as well as serious visual impairment). He has lived in an institution his entire life. Currently he is placed with a group of approximately 50 adults with intellectual difficulties. He has no family; the municipality was appointed to be his guardian.
When we started to work with Mathias, nobody knew him except for the staff of the institution, a social worker from the child protection authorities and an education specialist, who provided Mathias with four hours of individual teaching per week organized within the institution. Mathias had no peers and no experiences in regular, mainstream life. There was no communication system which could be used for understanding what Mathias wants or dislikes, or which facilitated us in what we wanted to say to him. Mathias had never experienced an opportunity to participate in decisions which concern him.
We have included Mathias’ story because in it we can show how to involve a child who cannot communicate verbally or through any other formalized system, in decision-making – even regarding such important decisions, such as changing schools.
Matyáš
Mílý samarádský chlapček
Má mysl pro humor,
umí si z človeku hezký vytáhnut
Krásně se mazlí
Co má rád
Má rád společnost
Má rád vodu – je spojený ve vaně i bazénku
U jídla rád sedí na svém vozíku a ji samostatně svou lící
Nejraději jí jogurtu, piškoty, oplatky, babičkové a medovidky
Má rád hudbu a rámus valčíčkou na hrnce
Rád se pohybuje samostatně lezením
Rád se houpe v houpacce a miluje pobyt venku v zimě v letě
Rád jezdi autem a pozoruje dopravní ruch
Co potřebuje ve škole
Individuální pomoc při výuce i dalších činnostech (toaleta, oblékání, paneh)
Vysokolehceho asistenta (pomoc dítěti při práci s techniky AAK)
Důležité je i speciální chodba a 15 hodin týdně
Bezbariérové prostory (výběr/scholáze/zanpuž)
Místnost pro výměnu inkontinentních pomůcek a odpočinek (lehátka)
Ve třídě speciální lavice a prostor pro odpočinek vybavený kobercem
Step 1:
GIFTS AND STRENGTHS
Outcome:
We started with “gifts and strengths”, in order to find out what other people like and admire about Mathias. We knew that this could help us to present him in a positive perspective. We wanted to replace the abundance of negative descriptions about Mathias (from doctors, psychologists, special aid teachers and other specialists) with positive information about him, for which people could accept and love him.
As Mathias did not use words and there was no other system of communication, our work was based on interviews with the staff of the institution and his teacher, as well as on observation. We found a lot of very positive evaluation, for example, “Mathias is nice friendly boy”, “He has a sense of humour and is able to joke around with people”, “He likes to learn new things”, and “He really tries hard to handle everything”.
It was also clear to us that Mathias is an abandoned boy who lives without love, individual attention or opportunities for development. It was therefore necessary to work on a change as soon as possible.
We were able to present Mathias as the nice friendly boy he is, to potential peers, teachers, supporters and possible foster parents. We felt that this would increase his chances of being accepted into society and of discovering a normal life.
We organized a meeting to discuss Mathias’ future with representatives of the institution and child protection authorities. We used the “PATH” planning format. As there was no communication system with Mathias at the beginning of our work, we did not involve Mathias directly in the decision making process. We began instead with Mathias’ gifts and strengths, using our previous work. Then we agreed on possible dreams for Mathias: growing up in a family and having friends among peers. We subsequently set up two objectives for Mathias: to find a foster family for Mathias and to find a school where Mathias will be accepted – by both peers and teachers.
There was a very big disparity between Mathias’ dreams and his present situation. The most serious problems included the lack of a system for communication, no opportunity for contacts with peers, very little individual attention, and his anonymity – very few people knew he existed. The group set up a few basic steps: 1) Ensure that Mathias will be included into the list of children suitable for foster care, 2) Find a mainstream school in the town, 3) Develop a communication system, and 4) Prepare a one-page profile for finding the school and prospective foster family.
We had set ourselves the task of finding a mainstream school where Mathias could establish contact with peers. For this, we needed to present Mathias to prospective schools in a positive way. But we had only a folder containing expert reports, full of appalling diagnoses and labels. We could imagine how principals and teachers from mainstream schools would be afraid to accept such a pupil. The ideal solution was
to prepare a one-page profile, containing a pleasant photograph of Mathias, a list of supports and adjustments which Mathias will need to be able to attend the school, and a list of Mathias’ favourite activities, places and things.
Mathias was involved in this process indirectly – through information which was gathered from staff of the institution about what was important to him.
We visited all mainstream schools and one special school in the town using the one-page profile as a basic instrument for introducing Mathias. The head of a small school, when she saw the picture, decided immediately to accept him in the school.
Mathias communicates with his behaviour. He does not use words, and he has a visual impairment. His potential to communicate depends on the extent to which people around him know him. But staff of the institution routinely interpreted Mathias’ behaviour as misbehaviour. School staff did not understand many of his behaviour, and thus could not adequately respond to it.
We began to apply “communication charts”. There were two important issues at hand: Beginning to understand his behaviours, and responding adequately and consistently to respective types of behaviour. All support workers filled in the chart with four columns regarding different types of behaviour in specific situations. Then the workers together agreed on the meaning of respective behaviours and adequate responses. One common, agreed chart was (and continues to be) developed.
Support workers could now recognize situations which regularly caused discomfort to Mathias. Based on observations, we recognized situations of discomfort as they were manifested by shouting and self-harming which could last almost two hours. In the past, people around him thought that “he was being very naughty”. This happened when Mathias was returning from school to the institution. As we began to understand Mathias, we could address the situation and together we found ways to help Mathias manage more easily his return from the school to the institution.
The next step in our work was to create for Mathias a system of communication which will strengthen his ability to express himself and to be understood, as well as to provide a means for both sides to initiate communication.
We decided to use communication objects. We had to take into account two important issues which affected the selection criteria:
| WHAT IS HAPPENING | MATHIAS IS DOING: | MATHIAS SAYS: | WE ARE DOING: |
|-------------------|-------------------|---------------|---------------|
| Anytime | He is sitting in a wheelchair and arches backwards | He wants to get out of the wheel chair | Help him climb to the place where he can lie down or crawl |
| We offer him an object | Pushes the object aside | I do not want it | We offer other objects he likes, we let him choose one of two |
| Anytime When choosing one option out of two | He is reaching for an object | I want it | We hand it to him |
| Anytime | He is reaching for a person | I want to be caressed | We embrace Mathias and caress him |
| Anytime | He is smacking his lips loudly and flailing his hands | I am in a bad mood | We take Mathias by his hand and we stroke alternately his face, and our own |
Step 3:
ONE PAGE PROFILE
Outcome:
A short, concise and positive description of what is important to Mathias, what kind of support he needs and what are his gifts. This was the preliminary material for setting up support in the mainstream school, which Mathias was to start attending the following school year.
Step 4:
COMMUNICATION CHARTS
Outcome:
Thanks to the communication charts, Mathias’ manifestations of behaviour started to be interpreted as a form of communication, i.e. he was clearly expressing what he does not like.
Step 5: COMMUNICATION OBJECTS
Outcome:
We developed the foundations for increasing the opportunities for Mathias to make the choice between more than two activities as the following scheme shows.
Step 6: SORTING OUT IMPORTANT TO THE CHILD AND FOR THE CHILD
Outcome:
The final decision regarding Mathias’ school placement was made by his guardian (public authorities). But for making this decision, information was taken into the account such as what Mathias loves in the school, which children, activities, etc.
1) We had to know what Mathias likes and what attracts his attention – sounds, light reflections, structure of a material, etc.
2) As Mathias learns about objects around him by putting them in his mouth, we had to ensure that objects were safe.
Several months later, based on exploring and testing, Mathias’ school assistant found a most suitable aid – small bottles of hard plastic which could be filled with different materials and make different sounds when being shaken. Several plastic bottles were filled with different materials and Mathias differentiates between them by listening to them. Each bottle represented a specific activity: Water means bathing, larger pebbles means staying outside, rice means music lessons, green peas mean exercising and physiotherapy.
We are starting at this moment to always use the appropriate aid before engaging Mathias in the activity, so that he can establish a link between the activity and the aid. Then it will be possible for Mathias to select out of two options and thus let us know about his preferences and decisions.
One year later, another important decision needed to be made: whether Mathias would stay in the same school for another school year, or whether he should continue in a different school with his schoolmates, who would be graduating out of the elementary school after grade five. The director of the institution requested to place Mathias in a special school.
To decide this with Mathias’ involvement, we gathered information about what was important to Mathias at the given moment. We interviewed the staff and other people and we observed Mathias at school and in the institution. Following this, a planning meeting was organised which included other people in Mathias’ life, not just professionals. At that time, there was a particular woman who was fond of Mathias and would frequently invite him over to visit her family, so she was involved.
The colleague who was responsible for gathering information was established as the voice of Mathias. She listed what she learned
about what was important to Mathias. Then, other people who loved Mathias and cared for him also listed what was important for Mathias. So we had two lists: “What is important to” and “What is important for” Mathias regarding the school.
We decided to start with a systematic recording of Mathias’ involvement in decision-making which affects him. There are quite a lot of people who support Mathias, especially in the institution. We wanted all people to know exactly how Mathias had to be involved.
We decided to use a specific “Decision making agreement” form, which consists of three columns, where we listed various different situations.
This structured way of thinking gave the support team a clearer view of the best approach in different decision making situations, and who should be involved in the respective decision. At the same time, it is a way of recording and sharing agreed-upon procedures.
There were three options: Remaining in the same school, continuing with peers to another mainstream school, or enrolling in a special school. It was decided that he would remain in his current school.
**EVALUATION OF THE WORK IN QUOTATIONS**
The guardian: “I am very glad that I was able to peek under the hood of how to work with a child who cannot communicate verbally.”
Using the tools you develop, you can find a lot of information, which replace the missing verbal language. It is then possible to decide how to take into account the child’s wishes.”
**EVALUATION OF THE WORK WITH MATHIAS**
**What worked well:**
- Finding a way for Mathias to participate in decision concerning his life.
- Connecting people who support Mathias in different surroundings (social services provider, school, and host family) in sharing communication systems and integrating them.
- Taking into consideration things which are important to Mathias in deciding about his further education.
- Letting Mathias’ voice be heard via an intermediary – a person who presents the views of another person who does not use words.
- Finding a system which supports Mathias in participating in decision making, instead of making decisions for him.
- Finding alternative, tailor-made communication elements for Mathias.
**What did not work well:**
- Making all persons who support Mathias in the institution utilise a communication system which allows Mathias to understand what is being said. Often they make decisions for him.
**Step 7: DECISION MAKING AGREEMENT**
**Outcome:**
This tool also directly helps children increase choice and control of their lives.
Decision making agreements support the child’s involvement in the decision making process, due to the increased attention paid by support staff to the child’s voice.
---
**IMPORTANT DECISIONS IN MY LIFE**
| Decision | How I must be involved | Who makes the final decision |
|----------|------------------------|------------------------------|
| Take a bath in the swimming pool. | We give Mathias two plastic bottles – one containing water (meaning I want to take a bath) and one with rice (meaning I do not want to go into the water, I want to play). The bottles are laid before Mathias at the same distance. Mathias chooses one of the bottles to choose the activity he wants to do. | Mathias. |
| Next decision regarding we to attend school. | The views of Mathias are mapped by systematic observation of his behaviour and interviews with support persons in advance of the decision. Mathias is involved through an advocate, who mediates Mathias’ voice based on the preliminary mapping. | Guardian. |
II. Mark’s story
Mark is an eleven year old boy who lives in a residential home together with about 75 adults with disabilities. He has lived in institutional care since his birth, moving between several different residential facilities. He has no real contact with his biological family. He doesn’t know his parents personally, despite the fact that he is placed in the institution on a signed agreement between the institution and his father.
Mark attends a special school in the town. After he gets home from school at noon, he spends the rest of the day among adults with nearly no possibility of being involved in activities fit for children. In fact, he has very limited contact with peers at all.
Mark keeps regular contact with the family of a former social worker from the institution. He calls her “mom”. They spend most of their weekends together. Mark goes for holidays and trips with them and he is unconditionally accepted by all members of the whole family – parents, siblings, their partners, grandparents, friends of parents.
We started our work with Mark by mapping important people in his life in four spheres: family, friends, paid services and school.
We used a form from a workbook for Person Centred Planning. Mark was specifying persons and places, while we made the figures of people.
Most importantly during this activity, we discovered that there is a woman whom Mark calls “mam”, who loves him and whose family also accepts Mark, as a host family.
The biological parents were not on the map, even though they exist.
We began to ask Mark what was important to him – what he likes and dislikes to do in the institution, at school, in the family and places where he spends time. We were interested in learning how and with whom he likes to spend his leisure time.
We tried to find out his wishes with the help of a “magic wand” and a set of pictures. First, we identified a real situation, and then we explored what he would like it to be. Questions were adapted to be more interesting for Mark: If you went to a magic island, whom would you bring with you? If you could change something now, what
would it be? What present would you like to receive? You meet a magic knight in a mysterious castle. He can fulfil three wishes - what would they be? What do you want to do on holidays and where? You can tell this teddy bear absolutely everything. What will you tell him?
We also used different forms from workbooks for learning what is important to Mark.
We also developed a short list of what Mark dislikes: Shouting, being on my own, and being beaten with a wooden spoon.
Based on the findings which showed deep differences between Mark’s real life and the life he wishes to have, we decided to hold a planning meeting. The goal was to bring more of what he loves into Mark’s life, through the planning of his future. Together with Mark, we chose who would be invited: Mum, sister (Mum’s daughter), a key staff worker and another direct care worker from the institution.
We decided to use PATH as we had a clear idea about Mark’s dreams and we needed to plan the steps for fulfilling the dream.
The meeting took almost two and half hours. Mark was present all the time and he was very active. He loved using the magic wand, which helped him stimulate creative thinking in all participants. We set up a list of goals: Mark will attend a hobby circle, will have at least one permanent friend, will have his own room, and will go for a trip at least once a month. He will start to learn cycling, line skating and skiing, he will read and write, he will get a motorcycle lift and finally he will live in a family.
When we were sure that Mark was interested in becoming a member of the camping club, we started our preparation.
We decided to prepare Mark’s one-page profile for becoming a member of the club. We included in the profile Mark’s photo and three parts of text focused on Mark’s gifts and strengths, supports which he needs for attending such a club, and information on what is important to him.
We involved Mark directly in the preparation of his profile. We asked him about what he likes and dislikes. We discussed the support which he will need in regular meetings and trips with other children and so on. We also used information collected through discussions with people who take care of Mark.
Outcome:
We created clear goals, which were set up with Mark’s direct involvement.
We have formulated a key objective: Mark will live in a family environment. In relation to this, the facilitator turned for help to the local child protection authorities.
Step 4:
DECISION MAKING AGREEMENT
Outcome:
Mark decided clearly that he wants to attend the club.
Other children are informed about how Mark needs to be supported (e.g. with reading).
We discovered effective types of support in decision making about daily activities.
Mark’s other important wish was to have friends and do typical child’s activities – play games, go for trips, play a musical instrument, spend time in nature, ride a bicycle, skate on inline skates, and ski.
To address this wish we found a hobby club (the camping club mentioned above), attended by about 20 children who meet once a week, play games, go for trips, organize explorations using bicycles, inline skates or skis. We needed to be sure that Mark would like to become a member of the club.
We knew that Mark frequently answered questions of choice by reacting to the last mentioned option which is offered to him. For example, if we ask him, “Do you prefer to go to the zoo, or to the cinema?” he will answer “cinema”, although we know that he doesn’t like the cinema, while he could spend all his time in the zoo.
Therefore we visualized the information on large sheets of paper and information connected with decision making was drawn and complemented with prepared pictures. When introducing all activities of the club we asked him various questions to see that he really understood the information. This type of support was useful: Mark was with us all the time, he was actively asking about things and it was clear that he was enjoying himself.
In the end Mark repeated his choice saying YES and he pointed his finger at the sheet describing activities he could do with the club.
We used this experience in preparing a decision making agreement, which is available for all support persons in Mark’s life.
**Step 5:**
**ONE PAGE PROFILE**
Outcome:
We had information for meeting with the leader of the club, which was portrayed in a positive manner and where all important issues were included in accordance with Mark’s will. Mark was accepted to be a member of the club and started to attend.
EVALUATION OF THE WORK IN QUOTATIONS
Host family mum: “If I hadn’t seen it, I would not have believed that Mark can be focused for such a long time. He liked it very much, he enjoyed being in the spotlight and he liked that everybody was here for him at any moment. He didn’t have to share a close person with anyone else.”
Host family sister: “When I saw Mark waving the magic wand, I really had a feeling that anything was possible… I was not thinking about reasons why things couldn’t be done, but I was thinking about ways how to proceed so that things went well”.
EVALUATION OF THE WORK WITH MARK
What worked well:
- Finding a way to pass information to Mark so that he can understand.
- Transferring these ways of communication to people who are close to him (his mum, his sister, key social worker) and upon whom Mark depends (they work with the information further on).
- Letting Mark decide how he wants to spend his leisure time on Thursday, and acting in accordance with his decision.
What did not work well:
- Including all persons who support Mark (staff of the institution, school teacher and teacher’s assistant) in the system of transferring understandable information to Mark. Often they make decisions for him.
III. Group story
One of the topics of this project was the participation of children in decision making at the level of public administration. International studies show that the right to participate in decision making is one of the most frequently denied rights to children with intellectual disability.
Therefore, we approached the local authority Prague 14 and began to work with them on involving children with intellectual disabilities in municipal policy through specific activities, e.g. Pupils’ Council and Children’s Forum.
First, we began attending meetings of the Pupils’ Council, which meets regularly every first Tuesday of the month. The Council discusses various matters which are of concern to children, and prepares interesting events to which other children are invited, where they systematically collect the participants’ opinions. The Council representatives acquire certain skills through “playing” at municipal policy. Such play is organized by the local authorities at the beginning of every term of office. The term of office for the Pupils’ Council is one school year.
One meeting of the Pupils’ Council focused on the life of a child with intellectual disabilities. First, each member of the Council reflected on their own interests, likes and dislikes and recorded all of their observations on paper. Second, we began to introduce children with intellectual disabilities into the group, using one page profiles which clearly indicate what the child likes and what support he/she needs. The pupils came to the conclusion that in fact there is no difference and that they do not understand why people make such a fuss about inclusion. The pupils voted to adopt several agreed steps and they unanimously decided to include two more children in their Council. Together we agreed that the Children’s Forum would be the first joint event. The next meeting of the local government focused on this topic only. In light of welcoming new members of the local government we prepared together with the Pupils’ Council (20 children aged 12 - 17) texts which could be easily understood by everybody. One of the topics for the Children’s Forum was leisure and sports. We needed to collect the opinions of participants concerning opportunities for spending leisure time and playing sports – whether the local authority provides space and places where young people can engage in activities which they really like.
WHAT TURNED OUT WELL?
Meeting with the mayor who clearly supported the idea.
Meeting with 3 people who support these children’s activities in Prague 14. One person was very positive about our proposal (“it’s a natural thing”), two other persons also positively approved, saying “let’s try it”.
Meeting with Pupils’ Council with a clear result - we don’t understand why these children did not join us a long time ago.
Together with councillors, preparing materials that would be easily understood by everybody.
Finding two families who supported their children to become members of the Pupils’ Council.
Arranging participation of Petr and Dasa during the next term of office.
“...To be different does not mean not to be a good friend. ...To be different is normal and he who does not consider it normal is not normal.” (Member of the Pupils’ Council).
It was the third year of joint meeting of about one hundred pupils and students to discuss problems of the district in various spheres of life (culture, sports and leisure, greenery, public space, system of education, transport, criminality and security).
The event was an example of good practice of engaging children and young people in municipal politics. This was an opportunity for children to influence future development and quality of life in their district.
“We approached nine families in Prague 14 with the help of social services operating in the district. We offered their child with intellectual disabilities to participate in Children’s Forum. However they all gave us an unexpected negative answer: they did not wish to send their child to an event which was organized for all children (children with and without disability). They did not want to expose their child to ridicule. Thus we saw a paradox. Children themselves were ready to accept individuals with intellectual disabilities. Barriers exist namely in our heads, that is in the heads of adults. The event took place, and although there had been preparations for involving young people with intellectual disabilities, none of them participated.
We also acted individually and in May we found two families who supported their children in the decision to participate in the meeting of the Pupils’ Council. The meeting took place in June 2014. Given that this was the last meeting before the summer holidays, the content of the meeting was to evaluate the past year and to prepare an event which was presented by the deputy mayor of Prague 14. She offered to the children to attend a meeting with Members of the Parliament which she had arranged. 8 children wished to attend, including Petr, who participated for the first time. Both young persons, Petr 15 years and Dasa 16 years, liked the meeting very much and they concluded that they would join the Pupils’ Council in September.
After the meeting, we spoke with Dasa’s mother, who came to pick her up and bring her home. She told us that she had not
believed in it (and that she had been one of those mothers who was offered the same thing by social service which her daughter visits), but as Dasa insisted, she finally supported her. When we asked her why she did not support Dasa, when her voice had been heard for the first time, she explained that she had had a bad experience. Several times she visited DDM (the Centre for children and youth), which helps organize the Pupils’ Council) to have her daughter enrolled in the flute course. She was rejected with an explanation that DDM is not able to provide services for children with intellectual disabilities, as their staff are not trained. Therefore she enrolled Dasa in a specialised institution which only children with intellectual disabilities attend.
A key change in the thinking of the whole DDM was that a children’s voice was respected by the staff. The voice was clearly saying: We do not understand why these children should be someplace else than we are. We want them here.
IV. Resources
This part of our publication includes a summary of tools which help involve children in the decision making process. We give a short description of each tool and also refer to Internet links where other sources can be accessed.
We based our work on Person Centred Planning. Techniques and tools resulting from this concept create – if correctly applied – a space for identifying and respecting the opinion of a person that is provided assistance and support. At the same time, the health, safety and acceptance of a person by their community is adequately taken into consideration. Specific cases of the application of tools listed below can be found in the previous chapters.
Person Centred Planning (PCP) is a specific approach to planning support and assistance which a person with disability or some other disadvantage needs in everyday life or in taking steps that lead to major changes in their life. It takes into account things that are important to them and thus extends opportunities for their self-determination. It is not limited to services provided by professional service only. Also the skills and gifts of a person, their family and friends, wealth of the local community, common public services are included among resources.
We used the following tools in the “Hear Our Voices!” project to strengthen the voice of children with intellectual disabilities.
One page profile
One page profile is a brief outline of major findings about the person. It needs to be developed for a purpose so that its preparation does not become mere formality. A One page profile is usually developed as a result of the first meeting with the child to summarize key findings important for further care and support. Other reasons for developing a one page profile can include the child’s enrolment in school, changing service provider or looking for a foster family.
Usually one page profile is composed of three parts:
1) What do people who know the child and who love him/her, like and admire about the child?
2) What is important to the child - what does he/she like to do, where and with whom does he/she like to go?
3) How can we provide the best support to the child?
It also includes his/her photo and possibly objects that tell something about his/her personality.
One page profile should give as many details as possible to enable maximum practical use (e.g. she likes doughnuts and honey cake instead of she likes sweet meals; he needs his backpack perfectly buckled, his belt tightly fastened, he hates to have things on his table moved instead of he likes his order). The section on support should contain a description of support/assistance, not a list of limitations (e.g. he needs advice on where to note the meetings in his diary and remind every morning, what he is supposed to do instead of he has problems with time).
If we want to involve a young person in decision making, we should know what is important to them. Often children need help when expressing their ideas and when making themselves
understood. The One page profile is a good tool which helps us understand the preferences of a young person and the ways to best help them.
To develop a One page profile it is good to use data collected by such tools as Gifts and Strengths, Relationship Circle/Map, sorting the important to/for, Staff Matching etc.
For further information about One Page Profile go to:
http://www.helensandersonassociates.co.uk/media/38428/onepageprofilesinschools.pdf
http://www.helensandersonassociates.co.uk/media/38450/oppinschlguide.pdf
http://onepageprofiles.wordpress.com/
http://www.google.cz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0CJYBEBYwDg&url=http%3A%2F%2Flibrary.teachingtimes.com%2Farticles%2Fwhyeverychildneedsaonepageprofile&ei=glUGGU6b9K_uT7Aa88IH4Cg&usg=AFQjCNEG9Ew4JDuYFIM7pEchO_RggIIFpA&sig2=NFhMOJhCXuq85gLlItSKyA&bvm=bv.67720277,d.ZGU
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-thinking/one-page-profiles.aspx
Gifts and Strengths
Mapping of a person’s strengths - gifts and talents - has at least three purposes in person centred planning. First, it compensates for numerous negative descriptions – medical, psychological, psychiatric and other diagnoses which are often used with a disabled person; they often stigmatize and represent a barrier for positive perception of a person. Second, gifts and talents can be practically used for building social bonds and relations, for finding one’s place in school or at work, as well as for inclusion in common life of society. And lastly:
Finding out what the young person is good at increases the probability that we help them plan activities they are interested in and they will like. This is especially important with young people with severe disabilities who are not capable of articulating verbally their likings. It is based on the assumption that one usually wishes to do things, at which he/she is already good.
To make thinking about gifts and talents easier, we can use a simple illustration which reminds us that gifts and talents are not only in one’s head, but they can be found in the arms, heart, roots (family history, faith etc.).
To get an idea about someone’s strengths, we ask members of the staff, family members, friends and other residents, etc. We can also organise an “art” workshop, where we draw a contour of the person on a large sheet of paper and then draw his/her talents to it.
For more information go to:
http://www.nes.scot.nhs.uk/media/435128/13875-nes-mental_health-module4.pdf (page. 100).
Relationships map/circle
A Relationship map is a graphic description of who the young person is in contact with, and how close the relationships are. The shorter the distance between people on the paper, the closer the relationship. The map helps discover who is important for the child, out of family members, schoolmates, friends and staff, including teachers and other paid persons.
The map can be divided into four sectors, each of them representing relationships with different groups of people: family, friends, professionals, and schoolmates and house mates. This graphic description of relationships also clearly shows who is missing in the child’s life, which relationships should be reinforced, who has not been used in providing support (and should be involved), and who should be invited to help develop the plan or be invited to a planning meeting.
When developing a map, the young person should be given the opportunity to give their idea about relationships. The child can draw the map himself/herself; he/she can place photos of people around his/her portrait, etc. In the case that the child cannot be involved directly, we need to read information from their behaviour or use other alternative methods.
*Relationships mapping can inform us on many things: with whom the young person wants to spend the most time, whose presence they are not interested in, who is missing in their relationships, etc. Respecting these findings strengthens the participation of children in decision making.*
**4+1 questions**
This simple tool gives a structured way for everyone to gather collective learning and to make this visible to everyone. It asks the following questions: What have you tried? What have you learned? What are you pleased about? What are you concerned about? The answers to the first four questions lead us to the ‘plus 1’ question: Based on what we know, what should we do next?
We can use 4+1 questions during meetings as the basic input for deciding on the next steps. We can post sheets of flip chart paper on the wall, each with a different question, while the facilitator asks people (including the child) to write on them. A child might need help from somebody else to be involved actively.
*4+1 questions can help us listen better to the child, if we include him in the process personally or if the appointed representative (in the case where the child cannot directly communicate) expresses the view of the child thanks to previous work with other tools, such as the Communication chart, Sorting important to and for, etc.*
For further information go to:
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-thinking/person-centred-thinking-tools/relationship-circle.aspx
http://trainingpack.personcentredplanning.eu/attachments/article/90/pct%20relationship%20circle.pdf
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Quad.RelationshipMap.pdf
https://www.realopportunities.org.uk/media/64285/relationship_circles.pdf
**Sorting Important to and for**
It is necessary to establish a balance between what is important to (what one likes and dislikes) and what is important for a young person. It is important that the care provided to a young person enables them to engage in favourite activities with favourite people at favourite places. At the same time, the young person needs to be kept healthy and safe; their positive mental and physical development needs to be ensured, as well as the opportunity to be raised in the family. In this case it is not about deciding “either - or”.
In children whose capability to phrase and express their ideas is reduced due to an intellectual disability, attention needs to be paid to mapping of what is important to them and differentiate it from what is important for
them. This is how we can enable children with disabilities to participate in decision making. A scale diagram IMPORTANT TO AND IMPORTANT FOR can be of great help.
When planning support, we focus on addressing items on the right side (important for), but we need also to take into consideration items on the left side (important to). Taking into account favourite activities, toys etc. can have an essential impact on the child’s motivation to participate in activities which are not very popular with them but which are important for their development.
Descriptions on the right side are meant to represent things which should be avoided when raising a child, and things which should be ensured (it cannot only be a list of medical or psychological diagnoses). The left side includes only the opinion of the child (important to).
Visualisation (drawings, pictures, photos etc.) or various playful and imaginative techniques - using for example the magic wand, or a teddy bear in which the child can confide a secret - help us gather information from the child (and also from adults).
Observations and interviews with people who know the child well in various situations can be used to identify what is important to children who do not use words, do not understand what is being said, and for whom there is no functioning two-way communication system.
Both sides of the diagram are developed depending on the provision of opportunities for the child to explore the world, and depending on how people around the child get to know him/her. If we know very little about what the child likes at the beginning, this should be a signal for us to engage in activities that will offer new opportunities. For example, nine-year-old Mathias was transported to the consultation about alternative communication in a car, at which point it was discovered that he loved riding in a car and he liked city traffic (as any other typical young boy).
For further information go to:
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-thinking/person-centred-thinking-tools/sorting-important-tofor.aspx
http://trainingpack.personcentredplanning.eu/index.php/en/person-centred-thinking-tools/important-to-for
PATH
PATH means Planning Alternative Tomorrows with Hope. PATH consists of 7 steps visualized in specific format which is used to facilitate a planning process. The basis of PATH is a template which reflects the process of discussion among people who are supposed to help a focus person plan a practical journey leading toward a future that makes sense to them.
The objective of PATH is to identify clear steps that lead to a desirable change for the better. PATH starts with dreams of the focus person and continues then with what the group considers it should be the first steps towards achieving positive changes.
7 steps of PATH:
1. Dreams
2. Goals
3. Now
4. People to enroll
5. Ways to build strength
6. First steps
7. Next actions
PATH is a great tool for setting out dreams, positive and possible goals of a child or a young person. The process results in a pictured time-lined action plan to achieve the goals.
The discussion is ideally moderated by a facilitator who guides the group and a person who records the discussion in a template.
| IMPORTANT DECISIONS IN MY LIFE | HOW I MUST BE INVOLVED | WHO MAKES THE FINAL DECISION |
|--------------------------------|------------------------|------------------------------|
| Description of the decision. | Description of the direct involvement and needed support. | Name of the person, who make the final decision. |
For further information go to:
http://www.inclusion.com/artcommonsense/tools.html
http://www.inclusion.com/path.html
**Decision making agreement**
This tool also directly helps children increase choice and control in their lives. It is a simple form which consists from three columns.
Such a structured method of thinking gives the support team a clearer view of the best approaches and who should be involved in respective decisions. At the same time it is a way of recording agreed-upon procedures, and means of communicating these procedures to others.
*Decision making agreement increases the child’s involvement in the decision making process due to an increased level of attention which support staff pays to the child’s voice.*
For further information go to:
http://www.helensandersonassociates.co.uk/media/75056/decisionmakingwithexamples.pdf
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-thinking/person-centred-thinking-tools/decision-making-agreement.aspx
**Communication charts**
Communication charts is an effective way of capturing what people are telling us through their behaviour, as well as a means of informing others what to do, should the person communicate with the specific behaviour. This tool help us especially when people do not communicate with words or other formalized communication systems (like sign language, pictures etc.) or when behaviours are a clearer method of communication than words.
Communication is a bilateral process; due to this we need two types of charts: 1) How we understand what the person is telling us and 2) How we will communicate with the person what we would like them to do.
1. **Chart of how the person communicates**
| And we should | We think it means | .....is doing | What is happening |
|---------------|------------------|--------------|-------------------|
The chart of how the person communicates can have two forms for two different situations. First, when we do not know what a specific behaviour means, we can try to explore the meaning in specific circumstances. The second approach addresses a situation where the meaning is known and we need to capture this knowledge for all support persons (serving like a dictionary).
2. **How we tell the person what we would like them to do**
This chart helps all support persons know what to say and what to do to make a person understand them.
| We say this | We do this | We want to tell |
|-------------|------------|-----------------|
*Communication charts give to children who communicate mainly through behaviours the possibility to express themselves and to be understood. This is central to them having adequate choice and control over their lives.*
For further information go to:
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-thinking/person-centred-thinking-tools/communication-chart.aspx
Objects communication
These are small objects or parts of objects which represent things, activities, or persons. Objects can be used to give individuals an idea of what is about to happen, e.g. a small shoe can mean going out, a spoon can symbolize food, etc.
This type of tool is used for enhancing understanding and expression especially for children who have severe intellectual disabilities. Visuals and objects are often easier to understand for some children than spoken words.
The selection of objects must conform to a specific person, and conform to the environment in which it is being utilized. There is no complete series of these objects. Objects are selected according to the needs and capabilities of the person.
For further information go to:
http://www.icommunicatetherapy.com/child-speech-language/children-special-needs-learning-difficulties/using-visuals-aids-objects-reference-enhance-communication/
CONCLUSIONS
What worked well:
- Using various Person Centred Planning tools.
- Connecting the work of the department of child protection, the institution, the school and after school activities, and the host family.
- Interconnecting communication tools and person planning tools.
- Including children with intellectual disability in Pupils’ Council.
What pleases us about the work completed?
- The people who are personally interested in the children worked with us and use the outcomes of the planning.
- In both cases we managed to link up professionals and non-professionals and involve them cooperatively.
- We managed to get the voices of the children heard by those who make decisions, and the children’s views were taken into consideration.
- We managed to find a system for persons who support the children which helps them participate in everyday decision making.
- We developed a functioning communication system which is used to help the children participate in decision making.
- We managed to exercise the inclusion of children in the community.
- Children without disability showed a great interest in including children with disability in the Pupils’ Council.
- The local authorities were willing to help.
What are we worried about?
- Uncertainty in the departments of child protection in relation to one of the children’s biological family, which needs to be taken into account.
- It is evident that the existing system provides for departments of child protection to use diverse approaches; however if there is no will to support a new approach, it is a big barrier.
- There is a certain percentage of children with intellectual disability about whom we have very little information; some of them cannot be approached at all because the department of child protection does not want to address the issue, or does not perceive a child as being at-risk.
- The negative attitude of parents of children with disability regarding the opportunity to involve their child in the Pupils’ Council.
What have we learned?
- It is worthwhile not to be content only with communication aids offered on the market, but also to rely on one’s own creativity and activity.
- It is useful to enter into contracts with parties (e.g. service providers) to enforce an approach which will ensure that the child will be taken seriously.
- Everything needs time because at all levels, there is always a risk that things will stop moving forward.
What are the next steps?
- Finding a way to incorporate this approach in the work of departments of child protection and institutions.
- Showing that children with intellectual disability have their own opinions and that they should be taken into consideration in decision making.
- Searching for a way to make children with intellectual disability contribute to the work of the Pupils’ Council.
Inclusion Europe is the European network of associations representing people with intellectual disabilities and their families in 36 European countries. Since 1988, Inclusion Europe seeks policy mainstreaming, equal opportunities and full participation of people with intellectual disabilities in all aspects of society. [www.inclusion-europe.org](http://www.inclusion-europe.org).
Eurochild is a network of organisations and individuals working in and across Europe to promote the rights and well-being of children and young people. Eurochild’s work is underpinned by the United Nations Convention on the Rights of the Child. [www.eurochild.org](http://www.eurochild.org).
The Cedar Foundation is a Bulgarian not-for-profit organisation registered in 2005 which focuses on de-institutionalisation: the process of closing down big specialized institutions for children and young adults with physical and intellectual difficulty and replacing them with family-type community services. [http://www.cedarfoundation.org/en/](http://www.cedarfoundation.org/en/).
The civic association Quip was founded in 2003 to support the development of quality and good practice in social services, promote education in this area and encourage awareness and rights of social service users, especially of people with intellectual disabilities and complex needs. [http://www.kvalitavpraxi.cz/en/](http://www.kvalitavpraxi.cz/en/).
Down Madrid is a non-profit organisation, whose mission is the pursuit of individual autonomy of persons with Down syndrome or other intellectual disabilities and their full social inclusion. [www.downmadrid.org](http://www.downmadrid.org).
In collaboration with Lumos: [www.wearelumos.org](http://www.wearelumos.org). Lumos works to support the 8 million children in institutions worldwide to regain their right to a family life and to end the institutionalisation of children.
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Illiteracy- The Threat of the World
Tran Huynh
ESL 33A
Instructor: Prof. Cheryl Alcorn
Illiteracy is the inability to read and write well, which has been one of the most serious issues of many countries all over the world for many years. No matter whether it is a rich or poor country, there are still people who do not have the chance to be educated and, thus, remain illiterate. This problem may lead to many serious consequences, such as poverty, poor living conditions, limiting the abilities to obtain and understand information, lacking the opportunities to get jobs, and affecting the economy of the countries.
First of all, the people who cannot read and write do not have many opportunities to get jobs because most jobs require those abilities. Therefore, they can only apply for manual labor. Jobs are the sources that provide money for our needs in life, so if we cannot have good jobs, we will not have good living conditions. Moreover, there are several studies showing that the higher rate of illiteracy a country has, the more people live in poverty. Generally, illiteracy may cause one problem and lead to many other consequences.
In addition, illiteracy affects the growing process of people. It limits their abilities to obtain and understand information. For example, when a person cannot read and write, he will be limited from knowing many things in the books, and he will not have enough knowledge to develop his abilities even though he was born smart. Furthermore, the inability to read and write affects people’s self-esteem and leads to isolation because it makes them feel ashamed and not have the confidence to communicate with other people. That is why illiteracy is a nightmare for many people.
One other important effect of illiteracy is making the economy decline. If a country has a high rate of people who are not able to read and write, it will not have many chances to develop new technology because there are not enough people who have the high education to contribute to the country. Besides that, there will be more poor and homeless people in that country because they do not know how to earn a living. Overall the consequences are related. Illiteracy causes people to not have jobs, and that leads to poverty, which affects the economy.
Education is one of the most significant factors in our lives. It is the beautiful road which leads us to a bright future and a wonderful life. Without education, our world might walk into a dark hole, and our Earth might be an empty sphere. After all, illiteracy is a scary issue that causes many bad results—poverty, declining economy, and limited human abilities.
The Monitor's Children
Reyna Vera
ESL 422
In my opinion, nowadays childhood is so busy. I can see people, teens and children that are distracted with superficial stuff. All of them have a commitment to vain things, and they cannot see it by themselves. Every day I see these people everywhere, but the worst part is that this kind of attitude has pushed our children to grow up faster. Therefore, the children are busy now with smart phones, advanced computers, tablets, videogames, and HD television. They are in front of any kind of screen almost all day. I cannot see children playing anymore.
I recognize that the technology has a lot of advantages; however, the people exceed the use and nobody pays attention to the small details of life. Technology is addictive and this spreads to the children, who right now prefer to ask Google for advice than ask to their own parents. I recommend that we should focus on this fact.
Before this time, childhood was simple and making friends was easier. We didn't care about getting wet with rain, or making mud cakes with plants or stones instead of a cherry on the top. We trusted in our parents and also we had more human contact with the natural world. By the way, we didn't have a lot of problems with people, who just exist on the network and want to damage our children. Be careful and the next time when you decide to stay at home to watch TV or get out and have a great time with your children, think twice which is the best choice.
Senna: Success on the Tracks of Life
Geisa Mourao
ESL 33B
In the soccer country, Brazil, a racing driver, Ayrton Senna da Silva, or just, Senna, shone at the end of the 1980’s and 1990’s. He was often voted one of the greatest formula one drivers of all time. He was fearless, bold, bright and precise like no other rider of his generation. Definitely Senna was experiencing devotion and passion on the tracks of his life. Like the Super Bowl, here in the United States, Brazilians stopped to watch Senna on TV every Sunday morning as he drove his race car all around the world. Senna was a genius on the racetracks and as many talent geniuses he taught us how important was the hardwork mixed with faith and passion. As Mozart, Beethoven or Michelangelo, Senna knew the importance of practicing, practicing and more practicing. He wasn’t paralyzed by challenge; maybe this characteristic can be the main feature of success. He said one time: “Fear is exciting for me.” Senna’s life was short but also extremely intense and leaves us a legacy of what is being a successful person who lives with determination, discipline and passion every second on this planet. (continued on page 3)
Senna took part in a multibillionaire sport and performed worldwide. Here in the United States, the Formula Indy was more popular. Central America, South America, Europe, Asia and Oceania, in all continents Senna played and showed his lifestyle with good values and professionalism that inspired many people. The performance of Senna in 1986 in the glamorous Monaco circuit, where the narrow winding streets made any overtaking almost impossible, made him the title: "King of overtaking." He started the race in 13th place and after 31 laps, when the race was canceled due to heavy rain, he was already in third place with a taste of victory.
On May, 1, 1994 with three titles of Formula One Champion, Senna died. It was a “Labor Day” in Brazil, and on that weekend all Brazilian families were prepared to watch Senna on TV in the San Marino Grand Prix at the Autodromo Enzo and Dino Ferrari in Italy. We couldn’t believe that “our Senna” inside his McLaren, was dead at 34 years old. Professor Sid Watkins, a neurosurgeon from Medical Delegate on Formula One reported after the crash: “He looked serene…As we did, he sighed and, although I am not religious, I felt his spirit depart at the moment.”
Professor Watkins was Senna’s friend and he wasn’t right. Only Senna’s body departed. As a real successful person, Senna’s legacy is present in spirit and works. With his sister, Viviane Senna, he shared his desire is to improve the education in Brazil. Senna believed that they needed to give at least basic opportunity for the world (Hilton 13). His family created a non-profit organization that became a benchmark in the development of public education. For production and teaching solutions to human development, the Institute was granted by UNESCO in 2004, a Chair in Education and Human Development to all children and young people up to 2015.
Although Brazil has one of the largest economies in the world, the country has among the highest levels of inequality and social exclusion in the world. Senna knew about this and he needed to change this scenario. He endlessly sought to extend his limits to go faster than he turned himself into a legend, not only in sports but also outside it. Today, his concerns with his country, Brazil, help thousands of children and inspire everyone to live with determination, discipline and passion whatever race that you have to experience in life.
Works Cited
Hilton, Christopher. *Ayrton Senna- uma Lenda a Toda Velocidade*. Sao Paulo: Global Publisher, 2009. Print.
Cyber Racism
Pegah Mozaffar Moghaddam
Although we no longer hear racial insults on the street these days, now we can find all kinds of discrimination on the Internet. Unfortunately, we still see racism among people in a new form called Cyber racism which is used to offend and abuse people.
The progress of digital media such as the internet has brought a new aspect to racism by giving people a new weapon to support discrimination. Unfortunately, Cyber racism would be offered in the attractive formats of music, videos, radio and audio files in many languages. When racism existed in the print-only time, it was easier to control, now anyone from a middle school student to an eighty year old man - can easily see racism online.
One form of Cyber Racism which can be easily found on websites is the contents of videos that everyone can freely post on YouTube, Facebook and MySpace. Another way to send hate speech to others is sending racist messages through emails.
The other form of Cyber racism on the Internet is the racial comments in the comment section of weblogs. These sections of websites are meant to get people closer and keep them engaged with the site; although with the presence of these online racist minds, it has been changed to a battle place which directly affects human relations and their rights.
Cyber Racism has many negative effects on human society. It may happen in somebody’s real life and lead to human rights violation, which has been condemned the Declaration of Human Rights. To avoid handing down racism from one generation to the next and having a society without racism, we should teach non racism to our children. Also supporting non-racist ideas and movements is the next step in the Declaration of Human Rights. According to this organization: “Everyone is entitled to all the rights and freedoms without distinction of any kind, such as race, color, sex, language, religion, political… or other status” (Articles 2 and 12).
The internet has changed the ways in which people communicate and exchange ideas all over the world. Now we have to be well aware of the websites, blogs, email and on-line comments and always criticize them if they cling to racist ideas. All people have the right to live without fear of abuse and they should live in a non racist society. This only can be achieved by unlearning racism beginning from school. We must not spread cyber bullying but keep expanding the non-racism organizations. It is time to grow up and grow out.
How I Feel As a Twin
Yinghong Lin
ESL 33B
Twins are amazing because they have similar faces and thoughts, but they are different individuals at the same time. People are always curious about twins. Indeed, it is hard for people to imagine how twins feel. In fact, twins’ lives are full of challenges. Even though the identity of twins brings some problems, there is still inexhaustible fun.
To be honest, being twins can be a torment. There are some standard questions that people will ask when they see a pair of twins: “Who is the older one?” “How can I distinguish you?” “What is the time difference when you were born?” and many others. I could not remember how many times I have answered those questions, and keep doing the same thing over and over again. It is boring. What makes me feel worse is they might compare us by asking who is smarter or performs better. I have to maintain my smile even though I am feeling depressed inside for admitting I am not as good as my sister in some areas. In addition, we quarrel a lot when supplies are not being distributed evenly. (continued on page 5)
(continued from page 4) Despite the fact that we have unfavorable issues to deal with, most of the time we enjoy the fun. If women and men in love are two halves of one soul that are seeking reunion, then twins are two halves of one soul that had already found each other back by the time they were born, and they have been and will always be together ever since. My sister is the person who knows me the best in the world. Whenever we are happy, angry or sad, we share. We spend most of the time together, so we always have same thought or reaction about one thing; thus, a look at each other is our tacit understanding that we are thinking of the same thing. Although we always fight or quarrel against each other, we will be reconciled after a while.
Sometimes, I am bothered by the identity of twins. We are bored by answering same questions repeatedly. Being compared forces me to admit my shortcomings by competing with my sister in some ways. Having quarrels too often is also a burden for us. Nevertheless, I always have my sister to talk to, and she can be trusted and understands me well. For this reason, we are the closest partners in the world and would not be lonely. Therefore, I am proud of being a twin.
Justice
Victor M. Rojas
ESL 33B
What is the real meaning of Justice, and where can we find it? Justice is like a giant ocean where human beings can take a part for themselves, but that fact is what creates problems in our society. What happens when someone takes their own justice and ignores the justice that belongs to others? Have you thought about the justice that belongs to other people? I don’t think so, but if we should mix the two kinds of justice, the one that belongs to us and the one that belongs to others, the world might change and it will be possible to live in a better society. However, I’m not talking about the justice that is written in law or in books; I’m not talking about the justice that everyone expects in criminal or civil courts. I’m talking about the justice that is inside all human beings. The justice I’m speaking of is the human right to life, the right to live without discrimination and to have everything that everyone needs to survive and be a part of society.
I’d like you to understand that this kind of justice comes from nature and belongs to all mankind. I compared justice before to a giant ocean, but if you take only the justice that is yours, this will cause an imbalance to our society. Did you read the story of King Salomon, the story of two women that claimed each of them to be the mother of a child? Salomon, who was known as the wisest man in the ancient world, had made the most awful decision, and ordered to cut the child in two and give one half to each woman to resolve the dispute. The child’s true mother, horrified with the King’s decision, asked that the child be given to the other woman instead. Salomon knew then that she was the child’s true mother. That was an impressive solution, but not because the King was a just man, but the love of a mother who preferred to lose her child instead of letting him be harmed.
Justice represents compassion, love to mankind, giving others what belongs to them; justice is not a selfish feeling; what’s more, justice means to take the rights that belong to us and share them with others.
Don’t try to find justice inside law books or inside a court room, you have to see inside yourself and when you find it there, you’ll find the real justice and you’ll find a new world.
Interview with UCLA Student, Hanna Chu
Yu Lin Wang (Arlene), Onyx Dubon, Iris Yap, Kevin-Zhang, Zhuoyi Chen
ESL 422
Professor Potter’s ESL 422 class interviewed a former PCC ESL student who has just graduated from UCLA. She had some great advice for us. We met a new friend who is about to graduate from UCLA. Her name is Hannah Chu. It was interesting that she was a student at PCC, and she started ESL the same as we did. We interviewed her during a friendly conversation in our classroom. We asked her some questions about her student life, transferring and her major. She gave some helpful suggestions for current students.
Q: Hi, Hannah! First at all, welcome back to PCC.
A: Thanks!
Q: When did you move to the United States?
A: I moved to the United States when I was seventeen years old.
Q: Have you ever attended any high school here?
A: Yes, I studied at Arcadia High School one year and a half, and I started college at PCC. After three years I transferred to UCLA.
Q: How is your UC life?
A: It is cool, and the courses can make you crazy! My major is Linguistics, which means you need to study at least two or more foreign languages. Foreign languages are hard, especially if it is a language you never know about. I took Japanese, French, Mandarin, and English classes.
Q: Wow, that’s a lot!
A: Yeah, and do you know what is crazy about UCLA? During the finals week, some students even take their toothbrushes and blankets to the libraries! They have eight libraries in UCLA, and they are open for 24 hours 7 days. Some students just live there for a whole week.
Q: Interesting! What was your G.P.A. to transfer to UCLA?
A: Well, my G.P.A was low when I transferred. It was 3.5.
Q: What? 3.5 is not high enough!
A: (Laughing…) I didn’t think UCLA would have accepted me. I applied to four different UCs, and UCLA was the last one to send me their letter. I didn’t believe it. I even told my brother to read it for me about ten times.
Q: What are the differences between PCC and UCLA?
A: At UCLA, we have three quarters a year. Compared to other colleges, they only have two semesters. It’s a rush at UCLA. Usually, a quarter only has 10-11 weeks. However, a PCC semester has 16 weeks. It’s kind of challenging at UCLA, so be prepared to suffer!
Q: What’s the fastest way to transfer from PCC to UC?
A: Well, first of all, you need to talk to a counselor as soon as you decide your major. You need to know what your interests are. Don’t waste time on classes that do not match your major. Also, try to join A.G.S. for some volunteer work. It will help you to transfer.
We finished our interview feeling excited and pressured. Hannah is a successful example for PCC students. There is not an easy way to succeed; however, if we work hard, we will be successful.
Nina Revoyr has good ability not only in handling letters and sentences, but also in speaking words and connecting with her audience. Last week on the PCC campus, she showed those skills talking about her book but, first, conquering the audience chattering about her hobbies, one of them, basketball. The subliminal message was: I’m like you, so, you can trust me! Actually she has great similarity with the audience. Born in Japan, the little Nina arrived here in the United States when she was 5, and lived with her grandparents, after her parents split up. Her book, *Southland*, was selected by PCC and her reading led several studies and research in the school community. Revoyr’s creativity started in her childhood when she began writing and could remake her heavy feelings to something positive, not only for her, but she awakens in readers a desire to learn more and more, also, to develop the ability to observe the world through different ways.
Nina moved to L.A. when she was 9 years old with her daddy and immediately she fell in love with this new land. Here, in LA people didn’t watch her as if she were a circus attraction or something bizarre. In LA she was another different part among ethnic groups in the city. In this diverse environment, Revoyr started to reduce the “outsider” sensation that was the first reason she had begun writing. In that time her sense of observation led Nina to pay close attention to the rich cultural universe that she had around. Blacks, Latinos and Asians were a great family community, where helping others was not politically correct practice, but only, it was simply a way of belonging. Examples of this sense of community are present in her character’s life, when Frank Sakai (*Southland*) went to Manzanar camp during the second war and his black friend, Victor Conway, took care of his home. These things actually happened in real life and Nina heard and experienced these stories in her day to day life.
One of the many purposes in her writing is to show the facts that we don’t find in history books. In some of the typical research which she did, she discovered how racist Santa Monica’s area was. The segregation was faithfully represented by signs on the beach indicating different places for “colored” and “whites”. Such information had not been studied by her in high school, so the public probably is also unaware of that dark side of the LA history. According to Revoyr, this kind of knowledge about the past, gives us the chance to build a more equitable and better future. This practical result represents another goal achieved in her writing.
When she received feedback about her writing which show how people have been touched by their stories or influenced by her characters, her greater purpose as a writer is accomplished again. She points out that people do not change with new information, but they only change when they are touched intimately. She feels fulfilled when she can deeply touch readers. *Southland* helps us to understand a different Los Angeles. The readers begin to discover a LA beyond the Hollywood sign and the luxury of Rodeo Drive.
Revoyr contributes to develop our empathy and help us put on the shoes of the other. Her writing helps us increase our perspective on the observation of facts, additionally encourages me to share my own experience with other expatriate immigrants, especially women, who exchanged their independence to follow their families. As Revoyr said in her final message: “Do what you want to do, regardless of who speaks otherwise. Follow and work for your dreams.” A good reading frees us to great flights and Nina contributes much to do it.
If I Were an Asian American
Ching-Cheng Chuang (Jerry)
ESL 33B
Sometimes I was confused about why my mom kept forcing me to learn Chinese. This annoyed me and made me uncomfortable. I, Jerry, am an Asian American, and I was born and raised in America. However my parents are Chinese. Therefore, having the background issue often makes me want to keep my distance from it. Fortunately, I appreciate our professor. She asked us to do a project to clarify our own roots. Instead of making me want to keep the distance from my background, doing this project helps me understand my cultural heritage.
Even though my appearance is Asian, I have American spirit in my heart. I do exactly the same things as my American classmates, eating hamburgers and drinking soda for most of my meals. However, I don’t really understand why my parents ask me to drink tea and to eat orange chicken. In addition, they force me to go to Chinese class after school. Although I do not really hate Chinese culture, I am just not familiar with it. For example, one time when we ate noodles at home, I was using a fork to eat it, but my mom said that I needed to use chopsticks. Thus, I used chopsticks just like my mom said; however, I gave up when I had just eaten a quarter of the plate.
Last Wednesday morning in the class, our teacher asked us to do a project about our background history because when she taught another class about the Vietnam War, there was a student crying because her grandfather was killed in that war. Consequently, our teacher found out she needed to know about our background, and also she wanted us to understand our own roots. I did the research about Chinese culture. Now I try to accept orange chicken and tea, instead of hamburger and soda. Then I finally figured out why my parents kept asking me to learn about Chinese culture. They use chopsticks because they found out this was the easiest way to eat the food, and it has scientific proof. They drink tea because tea has a lot of advantages; such as preventing many kinds of cancer, and it tastes good. Moreover I found out the Chinese words come from the appearance of objects, and it is incredible and amazing. After doing this project, I finally understand my cultural heritage. When I was unfamiliar with Chinese culture, I wanted to keep my distance from it. Nevertheless, I am proud of it now, and I feel happy and enjoy it when I learn Chinese. Also sometimes I invite my American friends to the Chinese restaurant to eat Chinese food. These things would not happen before I did this project.
Important Dates
Monday, 12/2 Begin accepting applications for summer-online
Begin accepting admissions applications-online
New & returning in district student registration
Monday, 12/9 New international student registration
New in district & returning students registration
Final exams administered: 12/9-12/13
Mon, 12/16- 12/23 Classes faculty grades are due
Monday, January 13--Spring Semester begins.
Editors:
Chief: Jiajun Yang
Yanhai Zhao
Hayk Avalyan
Luan Diep
Jerry Chuang
Layout Team:
Chief: David Chen
Jerry Chuang
Yinghong Lin
Lisa Han
Theresa Inn
Journalists:
Jerry Chuang
Myriam Cubides,
Reyna Vera
Pegah M.Moghaddam
Onyx Dubon
Geisa Mourao
Iris Yap
Luan Diep
Kevin Zhuyi Chen
May Ma
Wing Hei
Chan,Karine
Yinghong Lin
Lisa Han
Victor Rojas | 7e86e378-514a-491f-8fd4-38d992efcdec | CC-MAIN-2024-33 | https://pasadena.edu/academics/divisions/english-languages-esl/esl/documents/The-Globe-November-2013.pdf | 2024-08-04T05:27:31+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640389685.8/warc/CC-MAIN-20240804041019-20240804071019-00543.warc.gz | 361,047,405 | 5,364 | eng_Latn | eng_Latn | 0.998669 | eng_Latn | 0.998949 | [
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The Internet is one of the greatest liberating forces of our age: information and global communication have never been as accessible as today. The Internet has created new opportunities for strengthening democracy. Unfortunately it is also a space or a tool that can be used to restrict democratic freedoms or to perpetrate crimes.
The Council of Europe is working with its 47 member states to make sure that the Internet provides a safe and open environment where freedom of expression, freedom of assembly, democracy, diversity, education and knowledge can flourish.
We promote an Internet with a maximum of rights and services subject to a minimum of restrictions and a level of security which users are entitled to expect. Our ultimate aim is to enhance the protection of human rights, democracy and the rule of law in the online environment.
The use of the Internet raises issues related to the protection of rights and freedoms enshrined in the most important Council of Europe treaty, the European Convention on Human Rights, notably the rights to privacy and freedom of expression. The European Court of Human Rights, which rules on applications alleging violations of the Convention, has already delivered judgments in cases involving the Internet.
In March 2012 the Organisation adopted its first Internet Governance strategy, which contains more than 40 lines of action, including the creation of a compendium of rights of Internet users.
**Internet access: a means for enhancing human rights**
People rely on the Internet to obtain information, communicate and associate with each other, and for many of their other everyday activities. They have a legitimate expectation that the Internet will be up and running. Improving access to the Internet is the only way more people will benefit from the opportunities provided by the Web. So there needs to be both affordable and safe access to the net.
The Council of Europe recognises and promotes the public service value of the Internet. Creating access opportunities for all will help develop true democracy where every citizen can express himself or herself freely without discrimination.
Therefore, the Council of Europe is encouraging its member states to ensure equal Internet access for everyone.
Making the Internet more accessible can help people with disabilities, and underprivileged or elderly people to connect more easily with the world – from voting in elections to buying goods and filling in tax returns.
The Council of Europe’s disability action plan (2006-15) includes a set of actions for member states, ranging from improving participation in public life to increasing educational opportunities and involving users with disabilities in the development of new technologies.
**Freedom of expression: new challenges**
The Internet acts as a catalyst for freedom of expression and information. Blogs, search engines, content aggregators and social networks have dramatically transformed the media landscape, allowing people to participate in content creation and interact on a massive scale in unprecedented ways.
Article 10 of the European Convention on Human Rights states that everyone should have the right to freedom of expression and access to information, and this applies equally to offline and online environments. This right is increasingly challenged by the blocking, filtering and censoring of Internet content.
The stability and openness of the Internet are pre-conditions for the full enjoyment of freedom of expression and access to information online. The Council of Europe is working on standards to protect free cross-border Internet traffic and the resources critical for the functioning of the Internet. In 2011 the Organisation adopted 10 Internet governance principles from the perspective of human rights, rule of law and democracy, and recommended states to protect and promote the universality, integrity and openness of the Internet.
**Personal data: how can we protect privacy online?**
The Internet has changed how we handle our personal data and share personal information with others – for example through social networks or in our business transactions. This is creating new opportunities but also risks.
Article 8 of the European Convention on Human Rights states that everyone has the right to respect for his or her private and family life.
The Council of Europe is currently modernising its 1981 data protection convention ('Convention 108') – the first international treaty in this field - by ensuring that its principles are still in line with today's needs. Internet knows no borders, and Convention 108, which is open to any other country throughout the world, has the potential to become a global standard.
The Council of Europe recently adopted the first international text recommending states to establish minimum privacy standards for profiling, a practice which allows observing, collecting and matching people's personal data online.
Millions of people use search engines and social networks every day to access and share information. Many of them are concerned about the protection of their privacy or the right to access information. In reply to this challenge, the Council of Europe has asked its members states to work with operators to safeguard human rights, for example by empowering users to protect their privacy, and by increasing the transparency of how search engines select and rank information.
**Stopping crime on the web**
The Internet provides a huge potential for learning and communication – but also a huge potential for criminal acts. The Council of Europe is working in some very specific areas to combat cybercrime. In 2001 it adopted the Budapest Convention on Cybercrime, which lays out a framework for guiding state policies in this area. It also describes the minimum legal standards necessary for states to successfully prosecute cybercriminals and tackle child pornography. An additional protocol criminalises racist and xenophobic acts committed through computer systems.
The Convention on the Prevention of Terrorism (2005) also covers the online world, asking states to establish criminal offences for public provocation to commit a terrorist offence, recruitment and training of terrorists.
Protecting and empowering children
The Internet is also being used to harm and exploit people, in particular children and other vulnerable groups. The Convention on the Protection of Children against Sexual Exploitation and Sexual Abuse criminalises certain types of conduct, for example the use of new technologies to sexually harm children, in particular “grooming”, which is the online sexual solicitation of a child by an adult in order to meet offline.
However, children’s well-being when using the Internet is not only about the need to protect them, it is also about empowering them to use it safely for learning, communicating and playing.
Gender equality
Gender stereotypes are the root of inequality between men and women and of gender violence, and they are also present in the online world. The Council of Europe is committed to promoting gender equality on the Internet and to combating gender stereotypes in the media.
A convention adopted in 2011 which combats violence against women, highlights the role of the communication technologies sector and the media in contributing to prevent violence and to enhance respect for the dignity of women.
Counterfeit medicines: protecting health online
Medicines and health care products may be marketed via the net in a legitimate way, but also illegally. In the latter case, they can be counterfeit or of poor quality and be dangerous.
The Council of Europe has adopted the first international treaty on counterfeiting of medical products and similar crimes involving threats to public health, the MEDICRIME Convention, which aims to stop counterfeit medicines being sold offline but also over the net.
Working with Internet actors
The Council of Europe cooperates closely with governments, the private sector and other organisations involved in the Internet. In recent years it has launched human rights guidelines for the European Internet Service Providers (ISPs) and for the providers of online games. It has also prepared guidelines to strengthen co-operation between the police and criminal justice authorities and ISPs in the investigation of cybercrime.
The Organisation promotes and supports the global Internet Governance Forum (IGF), the European Dialogue on Internet Governance (EuroDIG), and is an observer to the Governmental Advisory Committee (GAC) of the Internet Corporation for Assigned Names and Numbers (ICANN).
The Council of Europe is an intergovernmental organisation that brings together 47 states, covering almost the whole European continent, for promoting human rights, the rule of law and democracy. Its headquarters are in Strasbourg (France).
Member states: Albania, Andorra, Armenia, Austria, Azerbaijan, Belgium, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Republic of Moldova, Monaco, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, San Marino, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, “The former Yugoslav Republic of Macedonia”, Turkey, Ukraine, United Kingdom.
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DE MOND NATURE RESERVE
VEGETATION IN DE MOND NATURE RESERVE
- Dunes
- Tidal flats
- Salt marsh
- Dune forest
- Dune fynbos
- Riverine vegetation
- Stabilised dunes
- Limestone fynbos & dune thicket
- Developed area
LEGEND
- Reserve boundary
- Sterna Trail (6.7km)
- Road
Die Maggie:
An old wreck site that only opens up during heavy winter storms
CapeNature
www.capenature.co.za
De Mond Nature Reserve is located 26km south-east of Bredasdorp on the south-western Cape coast. The reserve lies at the mouth of the Heuningnes River, between the coastal villages of Arniston (Waenhuiskrans) and Struisbaai. It is 954ha in size and comprises former sections of the farms Zoetendals Vallei and Bushy Park. De Mond was proclaimed a Nature Reserve in 1986.
**Plants**
Before becoming a nature reserve, De Mond’s naturally shifting sand dunes were stabilised with indigenous vegetation by the Department of Forestry - adding to the already varied flora of the area. The vegetation here is mainly coastal, ranging from dune milkwood forests to teeming saltmarshes that sustain the estuarine environment. Further inland, dune fynbos borders limestone fynbos heathlands, creating a fascinating composition.
**Animals**
De Mond supports several species of small mammals such as grysbok, steenbok and grey duiker. The only notable predator is the caracal which is seldom seen. Reptiles and amphibians are well represented and visitors should be on the alert for puff adders - particularly in spring.
**Birds**
The reserve has a rich and varied birdlife, making it popular among bird enthusiasts. De Mond plays a particularly important role in the protection of breeding colonies of the threatened Damara and Caspian terns. The rare African black oystercatcher also favours the reserve, where human disturbance is limited. Blue cranes, another rare and endangered species, occasionally breed in this area.
**Activities**
The 7km Sterna Trail passes through riverine vegetation, dune forest and stabilised dunes before following the coast to the river mouth and saltmarshes. Mountain biking is also permitted on this trail.
Both freshwater and marine angling is permitted. Angling licenses are available from CapeNature or the gate office at De Mond. Anglers may not remove or disturb bait anywhere along the Heuningnes River, the estuary, or within the boundaries of the De Mond Nature Reserve. Visitors should take care not to disturb nesting birds, and keep to specified paths to avoid trampling vegetation.
No canoeing is permitted.
**Facilities**
Overnight accommodation is available in a fully equipped three-bedroom cottage that sleeps six. Bedding is included but guests must bring their own towels. Electricity provides hot water and lights. Picnic sites are available for day visitors, although no open fires are allowed and gas braais are recommended. Vehicles are allowed only as far as the parking area. The reserve is open daily from 07h00–16h00 (Office hours: 07h00–16h00).
**DISCLAIMER OF LIABILITY**
All persons entering this conservation area and using its facilities, do so entirely at their own risk. The Western Cape Nature Conservation Board and/or its employees and/or agents and/or its successors in title shall not be liable for any damage, loss, theft, injury, accident or death suffered by any person, howsoever caused.
Right of Admission Reserved.
**ENQUIRIES**
Tel: (028) 425 1242/ (028) 424 2170
**RESERVATIONS**
Tel: 086 I CAPE NATURE (227 362 8873)
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How can my job affect me and my family?
Media staff regularly experience potentially traumatic events, either directly as a witness or by proxy through the media process (e.g. reading about, discussing, watching or editing footage of the event, etc.). It can be very challenging to bear witness to these events and can leave you emotionally and physically ‘worn out’, which is known as ‘compassion fatigue’. Over time, compassion fatigue may combine with other traumatic symptoms to create ‘secondary traumatic stress’, which can lead to negative outcomes not only for you, but for your family and loved ones.
Why is self-care important for journalists?
Evidence shows that workers who look after themselves and manage their stress levels are not only better equipped to do their job, but are more effective in the work they do. Looking after yourself (self-care) and managing stress levels will also leave you better equipped to look after the needs of your children and family.
Self-care includes:
- Monitoring your own reactions, emotions and needs.
- Avoiding over-identifying with the people who you are interviewing, or those who have experienced disaster or trauma.
- Identifying and engaging with your emotional support system.
- Seeking help for any trauma-related distress.
- Maintaining a healthy lifestyle and using positive coping strategies to manage stress.
- Maintaining a work/life balance with a focus on self-care for you and your family.
Supporting my family during and after a disaster or community trauma event
While children are often full of pride for the role their parents or family members play in reporting on a disaster or community trauma event, they are usually also very aware of the dangers involved. It is important to provide children with information and support so that they don’t have to deal with their feelings about these events on their own.
Tips for talking with your children about your work and what they can expect
On departure
When you are called upon to report a disaster or community trauma event, give your children age-appropriate information about:
- care arrangements (who will be caring for them, where that will be, and when you expect to return)
- your role – answer any questions they have and reassure them that the adults involved (including yourself and other media staff) are trained to respond to these situations
- ways of coping with anxiety and worries during your absence. This may include reminding children of things they like to do when they are feeling worried or overwhelmed (e.g. calming activities such as deep breathing, listening to music, colouring in, etc.).
On return
When you return from covering a disaster or community trauma event:
- check in with your children and try to take some time to answer any questions they have
- help them if they are feeling worried or overwhelmed, using age-appropriate ‘calming’ activities (e.g. deep breathing, listening to music, reading a story together, colouring in, playing with blocks)
- be aware of your own emotional state and how it might affect your children. You don’t have to pretend everything is fine; just be mindful that children can often pick up on underlying tension and may need extra reassurance.
REMEMBER: It is very important for journalists and media staff who are parents to be aware of their children when discussing the disaster with their partner or other adults.
Children can be traumatised by an event even if they have not witnessed it. Avoid discussing incidents of death, destruction or loss within their hearing.
If children do hear or see any information that may be distressing, take time to check in with them, clarify the context, and reassure them they are safe.
Ongoing reporting
As the stages of covering a disaster or community trauma event tend to require ongoing work, you may need to repeat these steps with your children every time you depart and return, and regularly check in with them during longer periods at home together.
This fact sheet is part of a suite of guidelines for journalists and media professionals. Find more resources in the Emerging Minds Community Trauma Toolkit.
Additional resources available on the Emerging Minds web hub include:
- Self-care plan
- How to talk to children about trauma and disasters
Visit our web hub today!
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Mike Sears will be ushering in the New Year at the NEOCWRT on Tuesday January 13th, 2009 with a special talk entitled “Reconstruction and its Impact on the Nation, 1865-1877.” Although Mike retired from his marketing and supply management position at General Electric, he still lives an active life devoting much of his time to the St. Vincent de Paul project at St. John Vianney’s Church in Mentor, Ohio. Mr. Sears is a past president of the NEOCWRT and has been chairman of a number of Fall Field Trips. He is a graduate of Western Kentucky University and served with the U.S. Army in Vietnam. He reached the rank of captain. Mike Sears is an avid reader of history and has spent many hours researching his family history. Two of his great uncles fought for the South in the War of Northern Aggression. Mike and his wife Donna have two children: Michelle and Michael P.
Our January speaker will examine the aftermath of the American Civil War and its impact on both the people of the South and the North. He will further analyze the impact of the 13th and 14th Amendments to the U.S. Constitution and the Federal government’s efforts to enforce them. The assassination of President Lincoln only served to intensify the Radical Republicans’ desire to punish the South with harsh measures of reconstruction. Many historians see the election of Barak Obama as evidence that all Americans are finally free and equal not just by Federal law, but also in the minds and hearts of its citizens. Has Reconstruction finally ended?
Dale Fellows entertained 30 members and 15 guests on a special Ladies night to coincide with our annual holiday season gathering on December 9, 2008. Dale’s topic was the American Constitution of 1787. Following the Revolutionary War the southern states argued for their individual rights. The Founding Fathers recognized the cultural and economic differences between North and South and structured the articles of the Constitution to help achieve their identity. In 1787, the Constitutional Convention met in Philadelphia. Delegates representing the commercial interest of the North clashed on a number of issues with the delegates representing the planter interest of the South. The regulation of commerce and the slave trade were at the forefront. Dale energized his talk by offering a media slide show with the assistance of his wife Nancy. Judging by the ten or so questions that his talk provoked, Dale may be asked to give another presentation sooner than he thinks. Great job fellow member!
The executive committee is meeting on January 6th, to discuss plans and activities for 2009. We encourage our members to contact President Arlan Byrne for fun raising ideas; Joe Tirpak Speaker/Program Director for presentations; John Sandy News letter Editor for articles and Franco for planning special events to be arranged. It is not too early to think about what our group will explore in spring 2009 for our one day excursion. Your ideas are welcomed and appreciated. One idea I would like to see brought back is to have a presentation on either the American Revolution as Dale just did or the two World Wars and Korean War. I recently visited a veteran of WWII at the Cleveland Clinic who served and fought in the Bastogne Campaign. His stories were fascinating to me and could be insightful for our group.
We want to extend a special get well soon wish to John Krouse who is recovering from a recent operation. We all enjoyed his article in the Courier and look forward to future efforts.
Remember our modest dues increase of $55.00 covering our 10 scheduled months of 2009. Either mail to Bill Wilson, Treasurer, at 9772 Willow Lane, Concord Ohio, 44060, or bring a check at our January 13th meeting. Due to illness our February program will feature George Grim. He will discuss “Retreat of the Confederate Government April – May 1865”. We look forward to our Youngstown representation, and wish George the best of health and a speedy recovery from his unexpected set back. In January, member J. Michael Sears will flip flop to discuss the complex matter of Civil War reconstruction. Mike did an excellent job on this subject in 2005 at the Borders Book Club. I am confident he will demonstrate his organizational skills for this presentation. Arguably the best book on this period may be “A Short History of Reconstruction 1863-1877” by author Eric Foner.
Finally and sadly Carol Baucher wife of 54 years to founder Bob Baucher passed away during the holidays after a long illness. Carol was instrumental in assisting over 2000 Mentor High school students preparing for College and financial aid. A meaningful eulogy profiling Carol’s life was offered in the Lake County News Herald the weekend of December 26 and 27th. Our thoughts and prayers are with Bob and his family during this difficult time. Contributions may be made in Carol’s memory to the Hospice of the Western Reserve. Captain Franco!
The Courier is the monthly newsletter of the Northeast Ohio Civil War Round Table
John Sandy……Editor
Staff writers: Ted Karle Franco Sperrazzo Joe Tirpak Norton London Bob Baucher Tom Horvath
Richmond Virginia Correspondent: Brent Morgan
Feature writers: Carl Dodaro John Krouse
Please submit all articles by e-mail to: firstname.lastname@example.org
SCOTT DORSEY’S BOUNTY
By Theodore J. Karle
The inauguration of Barack Obama, our first bi-racial President, is an opportunity to relate an older, less conspicuous story about the pursuit of racial justice in America. The stakes in this Civil War drama involve issues of advancement, death, and compensation.
Scott Dorsey was a colored Union soldier who fought in our great national conflict. Other participants in his story were his mother, Milky and Robert Davey of Somerset County, Maryland. Their accounts were cobbled from documents that survived apart for more than a century. The story of the quest for his bounty shows the impact of the War upon the slave and the slave owner. When combined with Obama’s achievement, it demonstrates the strides America has made towards achieving its ideals.
In July of 1866, Milky Dorsey, a widow aged 56, hired a Baltimore attorney to assist her in executing an affidavit attesting that she was the mother of Scott Dorsey who had died childless while serving in the Army. As Scott’s heir, she believed that she was entitled to apply for the unpaid bounty due to him from Maryland. Two individuals attested to her veracity by signing that they had known her for the past 30 years. The document was notarized and filed with Maryland’s Attorney General. That office soon affixed to the form a separate notation that Scott Dorsey was “…missing in action July 30th 1864 at Petersburg, Va.”
What is known of Dorsey’s mother, the widow Milky? Like our new President, she had a name that Americans would find unusual. An “Alex Haleyest” type of name from our Black community not unlike “Chicken George” from “Roots”. Was she called Milky because she been fond of milk as an infant? Was she of light complexion? Worked as a milkmaid or a wet nurse? Her name might have had no special meaning, just an unusual name by today’s standards. What is known from the document is that she could not sign it. She marked her “Request for Bounty” form with an “X” indicating her illiteracy.
The witnesses that attested to the mother’s statements regarding her missing son must have been friends or neighbors, or perhaps, her former owner. She had been a slave. The witnesses stated
(The photograph above left is of the District of Columbia Company E. 4th US Colored Infantry. Library of Congress)
that they knew her for 30 years, so it can be assumed they were aware of her loss. By their kindness, they endeavored to help an illiterate black woman qualify for a benefit due her under the law. Altruistic, as well as political motivations, assisted citizens registering to vote in our recent election.
Scott Dorsey’s home state of Maryland was a slave-holding border state with a considerable population of pro-slavery advocates. At the start of the War, the Lincoln Administration coerced the State into remaining loyal to the Union. The Administration always handled border state politics very carefully. In March of 1864, Congress passed a law that paid a $300 bounty to loyal owners of slaves (primarily in Border States) who were drafted or had volunteered for United States service. By joining the U.S. Army, the slave would be free; this is simply just. Scott Dorsey, a slave, that same month took advantage of the new law; he enlisted in the 30th Regiment of U.S. Colored Volunteers being
raised in Baltimore. His enlistment was to gain freedom, but it was fraught with the risks inherent in military service during an on-going war as well as potential Confederate retribution for his being Black.
At stake was his life for his personal freedom and an opportunity to advance the cause of others of his race. Dorsey accepted the hazards in exchange for his emancipation.
Barack Obama accepted career risk by striving for his party’s nomination. While not a life and death decision, it showed that he was correct in believing that the American system was ready to support him. He sought the top prize of the Presidency for himself. His success, he knew, although he is bi-racial, would also advance the Negro race in America in which he is identified.
Milky Dorsey’s affidavit bears the troubling notation by Maryland’s Attorney General, “Scott Dorsey…was missing in action July 30th 1864 at Petersburg, Va.” The notation indicates how quickly (within four months of muster) that the 30th U.S. Colored Regiment was in the field. The fighting at Petersburg had devolved into trench warfare. To break the stalemate, General Grant approved a plan whereby, Pennsylvania coal miners secretly tunneled and placed explosives under a Confederate bastion. Colored troops were to lead the assault following the explosion of the mine. The Union generals, unsure of the outcome and afraid of potential criticism should the plan fail, decided to depend upon white troops to lead the charge. Colored brigades, along with the 30th Regiment of U.S. Colored Volunteers were held in reserve. Upon the explosion of the mine, the white units advanced to become trapped in the crater left in the blasted and breached Confederate line. The Colored troops were sent forth to their aid, only to be mauled by the recovering Confederate forces. The day, known as the Battle of the Crater, was a fiasco for the Union forces. Five thousand Union casualties to 300 Confederate dead. General Grant called it “the saddest affair I have witnessed in this war…a stupendous failure.”
(Troops filling canteens at Fredericksburg, Va. Library of Congress photo)
The Union setback at the Battle of the Crater did not alter the outcome at Petersburg nor of the War. Scott Dorsey’s life of limited opportunity demonstrated in 1864, as we know today, that liberty often comes at an unjust price. Dorsey rode the 30th U.S. Colored Regiment as a vehicle to freedom. His enlistment papers were his tickets to a new life. It is ironic that had he remained a slave until April of 1865, he would have been both alive and free along with his mother. Soon she would be an illiterate, elderly free black woman for the first time facing life on her own. Her son’s unpaid bounty was the only thing he in death had unwittingly provided for her.
Service records at the National Archives divulge that Milky Dorsey was not alone in seeking benefits from her son’s enlistment. Under the 1864 Federal law, his former owner was entitled to up to $300 compensation for his slave enlisting in the 30th U.S Colored Regiment. A Robert Davey of Somerset County, Maryland came forward with a signed affidavit titled "Claim for Compensation for Enlisted Slave". Davey swore that Scott Dorsey was his “slave for life” from birth until his enlistment. As a result, he was entitled to compensation for the loss of his property through enlistment, distinct from Dorsey’s loss of his own life. The law presented a method whereby the slave owner could be compensated for the loss of slaves before success of Union arms compelled emancipation. Davey may have insisted that Dorsey volunteer for service. To perfect his compensation claim, Davey submitted an "Oath of Allegiance to the U.S. Constitution" and another form called
"Evidence of Title" to Scott Dorsey. form demeaning human dignity to the status of a chattel once permitted by the Constitution. Davey's statements were attested to by two loyal citizens of Maryland and duly notarized.
Did Robert Davey’s “Claim for Compensation of an Enlisted Slave” preclude Milky Dorsey from receiving her missing in action son’s unpaid bounty? No, because these were different entitlements: hers under Maryland law ($100) and Davey’s under Federal law ($300). Interestingly, more compensation was offered for the loss of a chattel, than for the enlistee facing the enemy. The Federal law states that the owner of the slave is entitled to bounty provided that the owner is loyal to the U.S. Government. Davey met the requirements and was undoubtedly compensated. Justice was served.
Justice was served again, when Milky received her son’s unpaid Maryland bounty. The payment was, perhaps, the largest sum she ever had. It came at a terribly high price. Freedom is indeed a costly asset. It is not surprising that both Milky and Davey knew their rights and applied for the unpaid bounties. Human nature was not changed by the War. Justice was not served if mothers of 30th U.S. Colored troops went uncompensated for their losses out of ignorance of their rights?
The story of Scott Dorsey’s bounty, gleaned from separated documents, shows the gritty aspects of race relations at the end of the Civil War. The changing institutions impacted the lives of those involved. Scott Dorsey was the loser in the drama. His mother and former owner took steps to gain their respective entitlements from a system that recognized some obligations to rectify injustice. Slowly, racial relations in America improved by such recognition. Small steps lead to larger leaps. The system is not perfect, the inauguration of the new President, once deemed impossibility, is evidence that sacrifices like those of Scott and Milky Dorsey did eventually contribute in some small measure to improving racial justice in this land of opportunity.
---
**The Summer of 1787 by David O. Stewart**
**Book Review by Tom Horvath**
If Dale Fellows’ talk on the work and politics that went into the creation of our Constitution piqued your interest in the subject, you may want to pick up *The Summer of 1787* by David O. Stewart. At 347 pages, the book provides more information than is possible to relate in an hour-long talk. At the same time, it is short enough to provide a good introduction to what seems to be a very deep subject.
The volume begins by describing the problems created or ignored by the original Confederation of States and enumerates the steps that led to the Constitutional Convention. The author proceeds to explain deals and politics that went into the creation of the Constitution. He attempts to bring understanding to how enlightened men, some belonging to abolitionist societies, could agree to a document that extended and protected slave trade. Linked with that is the battle of smaller states to maintain some clout in the new government.
As the story progresses, Mr. Stewart also gives a brief background of key figures as they impact the process. This would have been extraneous had Washington, Franklin, and Madison been the key players, as common lore would have it. But as Dale Fellows pointed out, there were a number of other people who played very important roles, many of whom are relatively or completely unknown to our generation. Mr. Stewart describes all of the participants, famous, less famous, and unknown, with an even hand. Their strengths and faults are all examined, and we are left realizing that our government was created by talented, but mortal, men. The resulting story is all the more interesting, and the idiosyncrasies of our Constitution all the more understandable because of it.
Mr. Stewart completes the story with a brief history of ratification and the lives of the main characters following the convention. To round things out, the second appendix is the text of the Constitution. I probably have not read the entire Constitution since grade school and, for the first time, some of the euphemistic language, such as “other persons”, carries much more meaning and emotion. It is worth reading.
On the negative side, the author’s sentence structure, in a few instances, required a second reading. It interrupts what is otherwise a smooth flowing story. Nor does the author shrink from sprinkling his own opinions in with the text. An obvious example is the first appendix. In it, he takes a one-sided stance against the Electoral College. A more fair-minded author would at least enumerate the arguments on the other side. Finally, I was somehow left with the impression that there is much more to be known about the Constitutional Convention. There was a paucity of humorous incidents and comments, which could have added more humanity to the players (and made for a more enjoyable book). I find it difficult to believe there weren’t more than were contained here. All in all, the book is a good follow-on to Dale Fellow’s presentation. The book has an index. There are no footnotes, but a “Notes” section lists page-by-page references. The hardback edition retails for $27.00, but a paperback version can be purchased new on Amazon for $10.95. The Mentor Public Library has one copy and the Clevnet system has more than 30.
UNION HARDTACK & CONFEDERATE JOHNNIE CAKE
THE SOLDIER'S FOOD OF THE CIVIL WAR
COMPILED BY CARL DODARO
Civil War food kept the soldiers fed and not much else. Let's take a look at the diet that comprised the typical Civil War food ration.
There were several issues that affected the food that was supplied to the Civil War soldier. These included the organization of the Commissary Department - which was tasked with the acquisition and distribution of food to the soldiers in the field, the season which determined if fresh food was available or if it was to be preserved in some way and the ability of the food to stay good for long term storage and transportation.
Prior to the war, the concentration of Commissaries was in the North, so when the Civil War began, the North had a great advantage as they already had an existing Commissary Department that was already trained in how to acquire and transport food to soldiers in the field. Their job was to work with troop numbers and schedules and keep a constant supply of foods going to each area where troops were stationed so that soldiers could keep on fighting without worrying about where their next meal would be coming from. It took the Confederacy several years to develop a working Commissary so being a soldier in the South was more difficult. It required real dedication to be fighting when you didn't know when or where your next meal was coming from. Because of this lack of infrastructure, the South had to do a lot of foraging for food between battles until the supply lines were up and operational.
(This photograph shows what a temporary Union Commissary depot looked like during the war. Large wooden barrels containing salted meat, coffee, beans and sugar are stacked next to crates of hardtack. It took a great amount of food to feed the army even for one day.)
Civil War soldier food was typically very simple fare - often consisting of meat, coffee, sugar and hardtack - a type of dried biscuit. The meat was often salted or smoked while other items such as fruits and vegetables were dried or canned. They did not understand proper nutrition so often there was a lack of certain foods necessary for good health. Each side did what they could to provide the basics for the soldiers to survive. Because it was so difficult to store for any length of time, the food soldiers received during the Civil War was not very fancy and they did not get a great variety of items.
The daily allowance of food issued to soldiers was called rations. Everything was given out uncooked so the soldiers were left up to their own ingenuity to prepare meals. Small groups would often gather together to cook and share their rations and they called the group a "mess", referring to each other as "messmates". Others prided themselves in their individual taste and prepared their meals alone. If a march was imminent, the men would cook everything at once and store it in their haversack, a canvas bag made with a sling to hang over the shoulder. Haversacks had an inner cloth bag that could be removed and washed, though it did not prevent the bag from becoming a greasy, foul-smelling container after several weeks of use.
Union soldiers and Confederate soldiers typically had a different mix of rations. A Union soldier might have salt pork, fresh or salted beef, coffee, sugar, salt, vinegar, dried fruits and vegetables. And if they were in season, they might have fresh carrots, onions, turnips and potatoes. A Confederate soldier typically had bacon, corn meal, tea, sugar, molasses and the very occasional fresh vegetable. If a Confederate soldier needed a quick dish while on a march, bacon would be cooked in a frying pan with some water and corn meal added to make a thick, brown gravy similar in consistency to oatmeal. The soldiers called it "coosh" and though it doesn't sound too appetizing, it was a filling meal and easy to fix.
The other difference in the Civil War food between the Union and Confederate armies was the type of bread product they had available to them. Confederate soldiers had something called "Johnnie Cake" that they made in the field (see recipe below) while Union soldiers had hardtack (also see recipe below).
Hardtack is a thick cracker made of flour, water, salt and sometimes fat. When properly stored, it will last for years. Before the Civil War soldiers called it biscuit or hard bread, sailors referred to it as sea biscuit or pilot's bread, but to the Army of the Potomac during the Civil War it was known as hardtack, a name that stuck and spread to other units, including the Confederacy. Because it could be prepared cheaply and last so long, hardtack was the most convenient food for soldiers, explorers, pioneers or anyone else who needed to be able to pack light and move fast. While hardtack was furnished to the army by weight, the biscuits were doled out by number. In some units, a ration of hardtack was nine, while in others it was ten, but usually there was enough to go around because some soldiers refused to eat it. Although it was nutritious, soldiers complained that they could eat ten of them in a short time and still be hungry. But the most common complaint was that they were often so hard that they couldn't be bitten into, that it took a very strong blow to even break them. Another common problem with hardtack was when they were moldy or wet, as sometimes happened. Sometimes they became infested with maggots or weevils during storage, conditions that seldom afflicted the hardest hardtack. According to accounts, it was not uncommon for a soldier to find his coffee swimming with weevils after the hardtack was broken up in it, but they were easily skimmed off. Hardtack was eaten by itself, or crumbled into coffee, which seemed to be the most preferred way. Some soldiers soften them with water and fried the hardtack with some bacon grease or salted pork and this was called "skillygallee".
**CONFEDERATE JOHNNIE CAKE RECIPE** - 2 cups of cornmeal, 2/3 cup of milk, 2 tablespoons vegetable oil, 2 teaspoons baking soda, 1/2 teaspoon of salt. -- Mix ingredients together into a stiff batter and form eight biscuit-sized "dodgers". Bake on a lightly greased sheet at 350 degrees for 20 to 25 minutes or until brown - **OR** - spoon the batter into hot cooking oil in a frying pan over a low flame. Remove the corn dodgers and let cool on a paper towel, spread with a little butter or molasses, and you have a real southern treat!
**UNION HARDTACK RECIPE** - 2 cups of flour, 1/2 to 3/4 cup of water, 1 tablespoon of vegetable fat (Crisco), 6 pinches of salt. -- Mix the ingredients together into a stiff batter, knead several times, and spread the dough out flat to a thickness of 1/2 inch on a non-greased cookie sheet. Bake for one-half an hour at 400 degrees. Remove from oven, cut dough into 3-inch squares, and punch four rows of holes, four holes per row into the dough. Turn dough over, return to oven and bake another one-half hour. Turn oven off and leave the door closed. Leave the hardtack in the oven until cooled. Remove and enjoy!
*ALL THIS INFORMATION WAS FOUND ON THE INTERNET, WITH THE MOST COMMON CONNECTION BEING WWW.NPS.GOV/ARCHIVE SITE RUN BY THE NATIONAL PARK SERVICE*
WHAT A YEAR IT WAS!
I hope everyone enjoyed 2008 as much as I did.
*January* began with a celebration of our club’s tenth year of existence. Our founders revisited some of the events, trips, and people that brought us so far.
In *February* Dan Cudnick gave us an update on the state of medicine, surgery, and wound treatment of battle injuries during the Civil War. It made us all thankful that we are living in the twenty-first century.
The *March* program gave us all many laughs as ‘Professor’ Brain Kowell and his able ‘sidekick’ Peter Holman presented, “Who Wants to be a Millionaire?” on a Civil War theme.
Our own Ted Karle in *April* used a classic short film, “An Occurrence at Owl Creek” from a short story by Ambrose Bierce that had each of us thinking about mortality.
*May* was a busy month for NEOCWRT with a Ladies Night Dinner at Dino’s II, a field trip with them to Fort LeBoeuf and Erie to tour the ship Niagara and the naval museum there.
Those who attended Arlan and Pat Byrne’s summer picnic in *July* enjoyed wonderful food and fellowship. A demonstration provided by the members of the 51st Ohio Volunteers Infantry (51st O.V.I.) Co. B made the day a memorable one.
In *September* Mike Gorman our guide on our fall field trip to Richmond gave a talk on George B. McClellan that prepared us for the trip south. The Richmond trip, thanks to Brent and Sharon Morgan, was one of our best. The twenty or so members were joined by several local people who helped with tour and guide expenses.
Tom Horvath, in *October*, gave us an entertaining and informative presentation with films and displays on the Anderson Raid (also known as The Great Locomotive Chase).
*November* saw Joe Tirpak and Norty London in ‘costume’ leading us in a discussion of how to view generals Grant and Lee in perspective, rather than in contrast. This was a true roundtable discussion and a model for future meetings.
Member Dale Fellows enlightened our members, wives and guests in *December*, discoursing on our Founding Fathers and how the question of slavery was constantly in their thoughts as they drew up our country’s constitution.
**All were wonderful meetings!**
My year serving as your president was a privilege. I would like to thank the Executive Committee and club members and all who contributed so much to making NEOCWRT the cohesive group it is. No one officer or member could go it alone. We can be proud that our club is truly a group effort with all contributing to its success. My grateful appreciation to each of you.
Sincerely,
Bill Meissner | 3716cfc8-93fa-4d54-82f8-ef54cd22c7aa | CC-MAIN-2025-08 | https://neocwrt.org/wordpress/wp-content/newsletters/CourierJan2009.pdf | 2025-02-09T20:55:50+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951624.70/warc/CC-MAIN-20250209195033-20250209225033-00251.warc.gz | 394,624,730 | 5,871 | eng_Latn | eng_Latn | 0.998534 | eng_Latn | 0.998874 | [
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Developments in the growing of tree or top-fruit and fruit production in the 17th century can be summarised under several themes.
Continually, throughout the period, new country estates were established with walled-gardens (an idea from ancient Persia and Roman times), and professional gardeners. Proud landowners vied to collect and display new, exotic varieties, which could be grown and protected against sheltering walls.
To meet this considerable demand, a second theme would be the search for and collection of new varieties. Collectors were sent all over Europe, while traders brought specimens from the East and the New World. Foremost of these were the Tradescants; father, John, (1570-1638), gardener to Robert Cecil, Earl of Salisbury at Hatfield and, from 1630, to King Charles I, followed by his son, also John, (1608-1662), gardener to King Charles II. John Parkinson in 1640 mentions 3800 plants then available. By 1700, John Ray had catalogued 18,600. As well as describing and cataloguing, growing the new plants was imperative. Nurseries developed, such as John Rea’s at Kinlet, specialist collections became popular along with botanic gardens, the first at Padua, 1545; Leyden, 1587, Montpellier, 1593 and Oxford, 1621. Charles I and his wife Henrietta Maria developed Wimbledon Manor in 1639. A thousand fruit trees were planted, 150 apples and pears in the pleasure garden, 119 large cherries, 53 rare fruits along the walls, in addition to a ten acre walled orchard.
The Civil War and the Commonwealth, 1642-1660 create another theme during the middle of the century. ‘Our long winter’ as John Rea of Kinlet described those times. Agriculture, horticulture and forestry were neglected, leading people like Samuel Hartlib and Ralph Austen, both widely influential, to advocate the compulsory planting of orchards and cider apples to encourage the national economy. Ralph Austen (1612-1676), with orchards and nurseries near Oxford,
experimented and wrote extensively on methods of fruit culture and orchard management. His book, ‘A Treatise on Fruit Trees’ was widely read. Samuel Hartlib (1600-1662) was an influential essayist with a wide circle of contacts. His book ‘A Designe for Plentie by an Universal Planting of Fruit Trees’ complimented Austen’s ideas. The Rev. Dr. John Beale, FRS, (1608-1683), Rector of Yeovil and with an estate at Backbury in Herefordshire, was one correspondent with Hartlib, and also John Evelyn. In an article in 1657 for Hartlib entitled ‘Herefordshire Orchards’ he wrote;
‘This County (Hereford)....the Orchard of England. ....all habitations are encompassed with orchards and gardens .....our hedges with rows of Fruit-Trees, Pears or Apples, Gennet-Moyles or CrabTrees. ....Wocestershire is more proper for Pears and Cherries and Herefordshire more proper for apples.’ He went on to regret that the River Wye was not navigable to transport cider to other parts.
Thus cherries were considered well suited in Worcestershire (not stated where), before 1650.
Following the Restoration in 1660, John Evelyn was appointed ‘for the retrieving the calamities of England’. Evelyn translated works by French authors. One of these, by Le Gendre was published in England in 1660 as ‘The Manner of Ordering Fruit Trees’. This was followed, in 1664 by Evelyn’s own book ‘Sylva’. This was mainly on forestry, but there was an extra section or Pomona, devoted to orchards and cider production detailing ideas which he had gathered during his self imposed exile in France. Following the building of Versailles and its great gardens, (Louis XIV and his wife Maria Theresa moved in on October 25, 1660,) there was renewed interest in cultivation, especially in growing pears. Most influential was Evelyn’s translation of ‘Compleat Gardiner’ by Jean de la Quintinye, (1693), Director of the gardens at Versailles and friend of Evelyn. These three significant books alongside that of John Rea at Kinlet in 1665, helped set the pattern for our modern orchards and tree fruit cultivation, a distinct phase of development.
The importance of Le Gendre’s book was the re-introduction of dwarf and semi-dwarf rootstocks for apples and pears. This may be considered a final theme of development in the 17th century. Hartlib and Austen had earlier suggested a more careful selection of rootstocks. The so called French ‘Paradise’ rootstock (Malus pumila, now known as M8), was brought from Armenia, the area thought, in the 17th century, to have been the Garden of Eden. Smaller growing apple trees had been known since Alexander the Great and Theophrastus and in Tudor times, but their use as rootstocks was an innovation instead of the wild Malus silvestris. M. pumila is a large gene pool of great variation. A semi-dwarf form used as the stock ‘Doucins’ (now Maling 2), also for apples, is still in use. Similarly, the Quince, Cydonia oblonga (Miller), is used for pears. Langford in 1681, promoted dwarf trees for table fruit and gardens. Worldrige in 1691 referring to orchards, advocated standard trees where cattle were to graze, and dwarf trees, low grafted, for hay or under-planting. ‘This way of planting dwarf Trees is but lately in use, deriving its original from France.’ The five reasons which he gave to justify using dwarf stocks still apply to-day.
1. More trees per acre,
2. Trees start cropping earlier,
3. Lower and spreading trees are less exposed to frost and wind,
4. Easier harvesting,
5. Trees healthier, yielding better quality fruit.
There was a shortage of timber and fire wood for many years after the Civil war so cider production was preferred to ale production as not needing fuel to malt the barley. Soldiers had developed a taste for cider and spread their influence widely. Transport was always a problem and usually cider was produced and drunk locally. Many dwellings all over the country grew enough apples for their own use and some to sell. One difficulty was contact with air as cider was drawn from the barrel turning the liquid to vinegar.
Again, as a consequence of timber shortage, coal rather than wood was used for glass-making permitting higher temperatures and tougher glass. As a result it was possible to put cider in bottles rendering transport and use more convenient. Lord Scudamore (1601-71), in Hereford, pioneered the use of bottles in the 1640s. A further benefit was the minute secondary fermentation in the bottles producing carbon dioxide which not only acted as a preservative, but also when released, created bubbles like the newly invented champagne. During the 17th century cider production was widespread at domestic and commercial levels. By trial and error and improved hygiene, cider making became a refined technique and certain districts became famous for their products.
References
Hoare, A.H., 1928, *The English Grass Orchard* (Earnest Benn Ltd.)
Juniper, B.E. and Mabberley, D.J., 2006, *The Story of the Apple* (Timber Press)
Morgan, Joan and Richards, Alison, 1993, *The Book of Apples* (Ebury Press)
Roach, F.A., 1985, *Cultivated Fruits of Britain* (Blackwell)
Stephens, B.M., 2014, *Cherry Varieties in the 17th Century.* (Wyre Forest Study Group Review 2014) | 6f28244a-ea19-45da-8491-5e7071873f07 | CC-MAIN-2023-06 | http://wyreforest.net/wp-content/uploads/Historical_Articles/2016-Tree-Fruit-growing-in-Britain-17th-century-Copy_optimize.pdf | 2023-01-31T19:35:38+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499890.39/warc/CC-MAIN-20230131190543-20230131220543-00838.warc.gz | 88,843,511 | 1,674 | eng_Latn | eng_Latn | 0.995889 | eng_Latn | 0.996324 | [
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Easy read information about:
Adult abuse (types of abuse)
This document tells you about different types of abuse. You should read this document with the Easy Read Safeguarding Adults and the Easy Read Safeguarding Adults Process.
If you have concerns or think someone is being abused.
Report it.
Emotional abuse
This is when people say bad things to hurt your feelings, shout or threaten you.
This could be when someone:
- Calls you names
- Ignores you or blames you when it is not your fault
- Laughs at you
- Treats you like a child
- Says mean things to you and then pretends that they didn’t
Physical abuse
This is when someone hurts you.
This could be when someone:
- Hits you
- Kicks you
- Pinches or scratches you
- Grabs or pulls you
- Burns you
- Gives you the wrong medication
Sexual abuse
This is when someone touches your body or private parts in ways you do not like or want. Your private parts are where your underpants or bra cover.
People should always have your permission to touch you.
It is also when someone makes you do sexual things that make you sad, angry or frightened.
This can be when someone:
- Touches your private parts like your penis, vagina or bottom
- Touches your breasts
- Makes you touch other people in these places
- Forces you to have sex when you didn’t want to
- Makes you take pictures or watch films of a sexual nature
Sexual exploitation
This is when someone uses sex or making someone do sexual acts so they can get other things. This can be for things like drugs, food, money, somewhere to stay and/or for protection.
In the beginning, things are nice and you might feel very special. They might buy you nice gifts.
It then changes and you might start to feel confused and uncomfortable.
This can be when someone:
- Pretends to be your girlfriend or boyfriend
- Keeps you locked up
- Gives you drugs
- Forces you have sex with other people
Modern Slavery
This is when you are unable to leave or make choices because a person or a group is forcing you to work for them.
This can be when someone:
- Forces you to work for no pay, or little pay
- Threatens or hurts if you do not do the work
- Forces you to stay at home to do all the cleaning and cooking for everyone else
- Keeps you in a locked room
- Keeps your passport and money and never lets you have them back
Domestic abuse
This is when someone in a romantic relationship tries to control their partner.
This can be when someone:
Never lets you see family, friends or people who support you.
Always makes you feel stupid and small.
Threatens to hurt or to kill you.
Makes you do things that you don’t want to do.
Some abuse can be done by family members.
People can say they are doing it for religious or cultural reasons. They can also say that it will be better for the family.
This can be when someone:
- Takes you to another country without your permission.
- Forces you to get married.
- Harms or cuts a woman’s vagina.
- Threatens to hurt or kill you for not following the family rules.
Financial abuse
This is when people take your money or belongings without asking or without your permission.
This can be when someone:
- Steals your money
- Takes control of your money
- Makes you pay for other people’s things
- Takes things that belong to you
- Makes you buy them lots of expensive things
Discrimination
This is when people treat you badly or unfairly because you are different to them.
This can be when someone:
- Has a different coloured skin
- Has a different religious belief
- Is disabled
- Is lesbian, gay or bisexual
- Is transgender
- Speaks a different language
Neglect
This is when people who are there to help you do not look after you properly.
This can be when someone:
- Doesn’t feed you
- Doesn’t help you stay clean
- Doesn’t get you medical help
- Doesn’t give you your medicine
- Doesn’t help you have clean clothes to wear
Organisational abuse
This is when paid staff in a hospital, care home or a care provider do not support you properly or respect your rights.
This can be when:
- All of the staff treat you badly and have bad attitudes
- Staff don’t let you do what you want to do in your own home
- Staff make all the rules and routines without involving you
- Staff don’t let you have any choice in what you want to do. Like having to always go to bed early.
- Staff miss your home visits a lot of the time and this causes you to get hurt
Cyber Bullying
This is when someone sends you messages or emails that are not nice. The bullying takes place online and can be through smart phones, tablets or computers.
This is usually done through online social media and gaming.
This can be things like:
Someone keeps sending you messages or emails that make you upset.
Someone sends out information that is fake and untrue to spread rumours about you.
Someone uses your email or social media account to send embarrassing things about other people.
Someone tricks you into revealing secrets, pictures or videos.
Reporting it
Nottinghamshire County Council
Phone 0300 500 80 80
Nottinghamshire Police
Phone 101
Emergencies
Phone 999 | <urn:uuid:4372312c-a423-477f-afe3-50d9cb082db7> | CC-MAIN-2019-26 | https://www.nottinghamshire.gov.uk/media/120980/adult-abuse-types-of-abuse-easy-read-guide.pdf | 2019-06-19T18:44:00Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00447.warc.gz | 862,519,810 | 1,134 | eng_Latn | eng_Latn | 0.991752 | eng_Latn | 0.998339 | [
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Juniperus thurifera, Spanish juniper
General information: Junipers are evergreen conifers in the cypress family. They vary from tall trees to low, trailing shrubs. All Junipers have distinctive seed cones that look like berries but are actually 2 to 3 pairs of incurved bracts fused to form a very small cone. Junipers can be monoecious or dioecious.
*Juniperus thurifera* is dioecious. On female trees the 7-10mm cones, which are terminal, begin as green, spend most of their life as dark blue with a whitish waxy bloom and mature to dark purple in about 18 months. Each cone contains up to 3 seeds which are dispersed by animals and birds, particularly thrushes. (Male cones on male trees are 3-4 mm long, yellow-green maturing to light brown and shed pollen in early Spring.)
*Juniperus thurifera* var. *africana* is threatened in the wild, but *Juniperus thurifera* var. *gallica* remains a stable woodland species and there are famous, old-growth *Juniperus thurifera* forests in Spain (eg in the Sierra di Solonco) in which the juniper grows among oak species.
GBG specimen: Our *Juniperus thurifera* is a female tree with dark blue berry-like cones. It is one of GBG’s Heritage Listed trees. It is listed as the only confirmed member of the species in Victoria. It is estimated to have been planted in the first decade of the 20th century and thus to be over 100 years old. The species can live for 500 years. I like the placement of our *Juniperus thurifera* near the *Cedrus atlantica*, one of its companion plants in the wild in the Atlas Mountains.
Once, when small, our tree would have had juvenile needle-like leaves. It now has adult scale-leaves of blue-green. Once it had thin, dark brown bark. With age that has weathered to grey-brown, and has exfoliated in strips. *Juniperus thurifera* trees do not normally exceed 8 metres in height, so ours is on the tall side. It has grown beyond being an attractive pyramid shape to the more irregular shape of older age.
Family: Cupressaceae
Genus: *Juniperus*
Species: *Juniperus thurifera*
Common names: Spanish Juniper, Incense Juniper
Origin: Western Mediterranean: Spain and Southern France (*Juniperus thurifera* var. *gallica*); Morocco (*Juniperus thurifera* var. *africana*)
Location in GBG: In the Oak Lawn, between the Tea House and the Perennial Border, in the 19th Century Garden.
**Uses:** The aromatic foliage of *Juniperus thurifera* has long been used for incense in religious ceremonies (See ‘Meanings of its name’). It was also used as fodder for donkeys and goats. The wood was used for construction, fencing and tools. The juniper ‘berries’ used to flavour gin (‘gin’ is a shortening of the Dutch word for juniper: ‘genever’) come from a different Juniper species, *Juniperus communis*.
**Meanings of its name:** *Juniperus* comes from combining *parere* and *junio* meaning ‘to produce’ and ‘youth’ ie. evergreen. *Thurifera* comes from *turifer* meaning ‘incense bearer’.
**Other species (Roger Spencer)**
**Eastern Park:**
- *J. excelsa* Grecian Juniper is Heritage listed. It is the only one known in SE Australia.
- *J. oxycedrus* subsp. *oxycedrus* Prickly Juniper.
**Geelong Botanic Gardens:**
- *J. rigida* is the only one known in Victoria.
- *J. chinensis* Chinese Juniper
- *J. communis* Common Juniper
*Juniperus thurifera* Segovia, Spain
Luis Fernández wikimedia.org CC BY-SA 2.1 es
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ALEXANDRIA’S FALL COMPOSTING!
Take advantage of the City’s composting programs this fall. Whether its curbside collection or drop-off, we have plenty of options available.
SIGN UP FOR THE CURBSIDE FOOD WASTE COMPOSTING PILOT 2023-2025
The City of Alexandria launched a new curbside food waste composting collection pilot for residents receiving City trash and recycling services. Residents approved for the pilot will be able to place items such as fruit and vegetable scraps, meat, and bones in a dedicated bin for food waste collection instead of putting food waste in the trash.
Sign up today. Space is limited. Visit alexandriava.gov/FoodWaste to register.
PUMPKIN AND JACK-O-LANTERN RECOVERY AT FARMERS MARKETS
Your Halloween jack-o-lanterns and other pumpkins are compostable!
If yours hasn’t been painted or shelledack, take the candle out, and bring it to one of the City’s farmers’ market Food Waste Drop-Off Stations. Visit alexandriava.gov/go/4299 for locations and hours.
OPEN FOR LEAF INFORMATION
REDUCE FOOD WASTE ALEXANDRIA!
When food is wasted, it also wastes the resources. We’re not just creating a problem, we’re also missing an opportunity to save businesses and residents money: Waste Less and Spend Less – You can spend less and waste less by buying only the food you will use.
SMART SHOPPING
Buy only what you need and shop your kitchen first. Think about how many meals you’ll eat at home this week and how long before your next shopping trip.
SMART PREP
Prepare perishable foods soon after shopping. It will be easier to whip up meals later in the week, saving time, effort, and money.
SMART STORAGE
Know which fruits and vegetables stay fresh longer inside or outside the fridge. By storing them for maximum freshness, they will taste better and last longer.
SMART SAVINGS
Eat what you buy. Be mindful of leftovers and old ingredients. Households are encouraged to designate an area in the refrigerator for food that should be eaten relatively soon to prevent spoiling, and posting the prompt as a visual reminder.
DONATE FOOD
Donate excess food to the ALIVE! Food Hubs which offers free food to residents of the City of Alexandria, regardless of age, citizenship status, background, or income.
Visit alexandriava.gov/go/4260 for more tips and resources to help reduce food waste at home.
LEAF COLLECTION
From the end of October through January, City crews operate leaf vacuum trucks and collect paper leaf bags.
**Leaf Vacuuming**
Alexandria is sectioned into five collection zones, each with a specific start date. Residents who receive City trash collection will receive three passes during leaf season. Crews will post signs listing the earliest dates of the second and third passes in your zone, but inclement weather may cause schedule delays. It will take crews several dates to complete vacuuming in one zone, so do not be concerned if you do not see a truck on your street on the first date of collection.
**How to prepare:**
- Rake leaves out the day before your collection date.
- Rake leaves into piles at the street curb. This enables crews to move quickly and efficiently.
- Remove stones, litter, branches, and other debris. These items can damage equipment and injure our workers.
- Avoid placing leaves in front of storm drains or water meter covers.
- Move parked cars from atop leaf piles.
- Do not rake leaves into alleys or service roads. Neither loose leaves nor bagged leaves are collected from alleys.
**First Pass Dates**
| Date | Zone |
|------------|---------------|
| October 30 | ZONE 2 |
| November 3 | ZONE 3 |
| November 9 | ZONE 4 |
| November 13| ZONE 1 |
| October 30 | ZONE 5 (OLD TOWN) Section 5A |
| November 6 | Section 5B |
| November 13| Section 5C |
| November 17| Section 5D |
Scan the QR code to access the Residential Leaf Collection Viewer and look up assigned leaf collection dates based on the home address.
LEAF BAG PICK UP
Leaf bags are collected curbside on your regular trash collection day. Leaf bag collection will run from October 30 through early January.
Using biodegradable paper bags allows the City to recycle leaves into mulch. Leaves in plastic bags, including biodegradable plastic bags, will be thrown away as trash at the Covanta Energy-from-Waste plant.
For more information:
Visit alexandriava.gov/LeafCollection or call Alex311 at 703.746.4311 for the most up-to-date information.
Free City leaf bags are available on a first come, first serve basis, while supplies last. **Limit: 15 bags per resident, per visit.** Bags will be available starting October 16 at the following locations:
- **City Hall – Main Lobby**
301 KING ST
Monday - Friday, 7 a.m. – 8 p.m.
- **Charles Houston Recreation Center**
901 WYTHE ST.
Monday - Saturday, 9 a.m. – 9 p.m.
Sunday, 1 p.m. – 5 p.m.
- **Mount Vernon Recreation Center**
2701 COMMONWEALTH AVE.
Monday - Friday, 9 a.m. – 9 p.m.
Saturday, 9 a.m. – 6 p.m.
- **Patrick Henry Recreation Center**
4653 TANEY AVE.
Monday - Friday, 9 a.m. – 9 p.m.
Saturday, 9 a.m. – 6 p.m.
- **Chinquapin Recreation Center**
3210 KING ST.
Monday - Thursday, 6 a.m. – 9 p.m.
Friday, 6 a.m. – 6 p.m.
Saturday and Sunday, 8 a.m. – 6 p.m.
- **City of Alexandria Self-Serve Shed**
ROTH ST. & BUSINESS CENTER DR.
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Day 1: As we often did: Let’s start out with a song Tour The States
https://www.youtube.com/watch?v=_E2CNZlIVIg
If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra
https://online.seterra.com/en
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
Day 1. While America was growing, Big Business, Immigration and New Inventions the nation still struggled with discrimination. Read through these notes; please notice additional input via the italic font. If you have the ability, take a look at the videos that I have added that help explain the information.
Here is a short video refreshing us on the Jim Crow Laws made by a middle school student.
- https://www.youtube.com/watch?v=CSq1r2hi9uU
USII.4c. Page 1.
Racial Segregation and the Rise of “Jim Crow”
During Reconstruction, African Americans began to enjoy some new rights. For the first time in many states, blacks and whites held government positions, ate in the same restaurants, rode in the same railway cars, used the same public facilities, and voted in the same elections. However, this did not last for long. White citizens became concerned as they found themselves in competition with African Americans for jobs and housing and there was more social interaction than ever before. Many white citizens wanted things to return to the way they had been before Reconstruction.
Because of the growing concerns of white citizens, the freedoms and rights promised to African Americans were slowly taken away after Reconstruction. By the late 1800s and early 1900s, discrimination against African Americans was widespread throughout the South.
Other groups, like poor whites and American Indians, also experienced discrimination. In fact, American Indians were not considered citizens until 1924!
- Remember, people didn’t think the same way as we do now.
“Jim Crow” Laws
During this time, special laws, which became known as Jim Crow laws, were passed by Southern legislatures to discriminate primarily against African Americans. These laws made racial segregation (the separation of people, usually based on race or religion) legal in many communities and states. They affected African Americans by enforcing unequal opportunities in housing, education, employment, and government.
The Effect of “Jim Crow” Laws
Housing: Laws were passed that upheld segregation of housing and neighborhoods.
- The owners of apartment buildings were not allowed to rent space to African-Americans in buildings where white families lived.
- Landlords signed legal agreements with other landlords promising not to rent or sell real estate to African-Americans.
*This had nothing to do with money, even if a person had a truckload of money; they still would not sell/rent to them.*
Education: Laws were passed that made it illegal for African American children and white children to attend the same schools.
- Separate free schools were built for the education of African-Americans.
- Textbooks used by African-American children could not be used later by white children.
*Our old school (Windsor Middle School) was a serrated school.*
Employment: Laws were passed enforcing the hiring and treatment of African-American employees.
- Many employers kept African Americans confined to menial, unskilled positions.
- Employers were required to have separate bathroom and lunchroom facilities for African-American employees.
- Even if a person were qualified (they had the education & experience) they would not be hired. Has anyone seen the movie: Hidden Figures? It takes place here in our
area – Hampton. If you can watch it, it is entertaining and helps explain how people lived and worked in this time frame.
**Government:** Laws were passed that made it almost impossible for African Americans and poor whites to vote or hold public office.
- All voters had to pay a poll tax of $6.00
- Election officials were allowed to give voters a test that they had to pass in order to vote (Literacy Test).
Remember talking about how important voting is. Representatives who get voted into office make laws. They pass laws that their voters want, and if you can’t vote, you are not necessarily represented. The Poll Taxes forced poor/African Americans to choose between voting and helping their families.
Literacy Tests: Remember that a lot of children had to work and didn’t get educations. Also, even if they were able to answer the test questions, people who didn’t necessarily want them to pass graded the tests.
**Name the four key areas that Jim Crow laws affected people.**
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
Day 2: As we often did: Let’s start out with a song Tour The States
https://www.youtube.com/watch?v=_E2CNZllVlg
If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra:
https://online.seterra.com/en
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
Day 2
USII.4c
Okay, now we’ll look at two key people who were fighting for civil rights (Rights of Citizens) during this time.
https://www.youtube.com/watch?v=MLkyCAcizdk
Racial Segregation and the Rise of “Jim Crow” The African American Response to Racial Segregation and “Jim Crow” Laws
Although Jim Crow laws angered African Americans, some prominent African American leaders differed in their responses to discrimination.
These two people both were trying to get equal civil rights for all Americans, but they went at it from different directions. Remember about how we’ve discussed “Different Perspectives.”
Booker T. Washington, a former slave, accepted the social separation of the races. He believed that African Americans should live, work, and learn separately from White Americans. He also believed that African Americans could achieve equality through vocational education and he encouraged them to attend trade schools instead of colleges. He saw the opportunity to earn a living and own property as more important than acquiring civil rights. As a result, he founded the Tuskegee Institute, which today is a prestigious Southern university. Although academic subjects were taught at the school, the emphasis was on the learning of practical skills such as farming, carpentry, brickmaking, shoemaking, printing, and cabinetmaking.
https://www.youtube.com/watch?v=5XBqPKI9EGw
https://www.youtube.com/watch?v=PfOcKn9BVuc
Short Videos on Booker T. Washington.
Booker T. Washington was older, a former slave and had to fight his way up from slavery. His perspective was FRIST to get equality by being able to make money and take care of your family. THEN worry about having the same social rights. He was willing to put up with discrimination while they got economical abilities.
W.E.B. DuBois, another prominent African American leader, opposed Booker T. Washington’s views. He believed that Washington’s views supported a view held by many White Americans that the African American race was inferior. As a result, he became an advocate for the full political, civil, and social rights of African Americans. His meetings with other promoters of equal rights led to the foundation of the National Association for the Advancement of Colored People (NAACP) in the early 1900s.
* W.E.B. DuBois was from a wealthy Northern family and highly educated. He had a different perspective than that of B.T. Washington and wanted full civil rights immediately!
Many African Americans were angered by the discrimination and segregation they faced after Reconstruction. As a result they formed groups to fight against Jim Crow laws. They wrote letters, held meetings, and organized protests. They also began to start their own businesses, print their own newspapers, and train to become doctors, lawyers, and teachers. Jim Crow laws caused many African Americans to work together to improve their lives and their communities.
1. How do you think Booker T. Washington and W.E. B. DuBois’ backgrounds impacted their views on fighting discrimination?
2. Which of the two do you think was had the better approach and why?
Day 3: As we often did: Let’s start out with a song Tour The States
https://www.youtube.com/watch?v=E2CNZlIV1g
If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra https://online.seterra.com/en
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
Day 3. Now we move into how America moved from being mostly an agricultural country, where most of the people in the U.S. lived in the country, to became a huge business country, where more people lived in the cities than in the country. We’ll look at some of the biggest and most impactful big businesses and what helped them grow so big and fast. We’ll look at who the leaders of these industries were.
BUT FIRST, A SONG https://www.youtube.com/watch?v=kc-zU9WHVO0
An Industrial Nation is Born
Following the Civil War, the United States was transformed, or changed from a largely agricultural society into a powerful industrial nation. The rise of big business and the growth of industry began to impact (change) where Americans lived and how they made their livings.
There were several factors that led to the rise of big business after the Civil War. One of these factors was the beginning of national markets. These markets were created by advances in transportation. Before railroads began to crisscross the country, small businessmen could only afford to transport and sell their products to local markets. (You guys know this stuff about the RRs pretty well) The growth of railroads, however, made it possible for businesses to sell and ship their products to markets all across the nation. National markets quickly turned small businesses into big businesses. Some of the first big businesses in America were in the fields of oil production, steel manufacturing, and railroad building. We’re going to add the Automobile too.
Remember how we had someone in class making stoves in Windsor, VA? They went from having a little shop, with 4 or 5 employees to making 100’s of stoves a month, by 100s of employees. They used catalogs and advertisements to get customers (markets) all around the country. Stoves were delivered by the RR. Creating the Stove Queen/King with $$$$$$$
As the national market grew, powerful men called captains of industry began to appear and impact the rise of big business. These men built and became the leaders of prosperous industrial organizations. Some of these captains of industry included John D. Rockefeller, who
dominated and controlled much of the nation’s oil industry; Andrew Carnegie, who built the largest steel business in the United States; and Cornelius Vanderbilt, an entrepreneur who made his fortune in the shipping and railroad industries. Henry Ford did not invent the automobile, but he came up with a way to make them affordable. “Back in the day” cars were only for the very wealthy. They cost as ore that a house. He used an assembly line, where the frame of the car moved slowly down the line and many people would put one part on it. He built a large plant in Dearborn, Michigan where he made thousands of affordable cars and put a lot of people to work.
A man named J.P. Morgan was a very important banker. He was in charge of powerful banks that could loan the other Captains of Industry huge amounts of money to fund their industries.
I should add that many people called these CAPTAINS OF INDUSTRY – Robber Barons. Some people saw them as ruthless and coldhearted men who used their wealth to rob smaller businesses and crush competitions. They didn’t have much regard for their workers and treated them poorly. They used an old term for medieval royalty who took advantage of people.
We were supposed to go through this graphic organizer/CLOZE exercise together so here are the answers, you can write them in.
Carnegie – Steel- Pittsburgh, PA- controlled – 25%
Rockefeller – Oil – company – trust or monopoly – 95%
Ford – Automobiles – assembly line – Dearborn, Michigan
Vanderbilt – Railroads – Markets – transportation – Railroads – miles of tracks – Captains of Industry
Robber Barrons
The Rise of Big Business
Captain’s of Industry or Robber Barons, you decide!
Andrew Carnegie
Andrew Carnegie found a cheaper way to make ________________.
His 1st mill was located in _________________________.
Carnegie _______ every step of the steel making process.
Carnegie’s Steel Company produced _____ of the nation’s steel mill. He gave much of his fortune away.
John D. Rockefeller
Rockefeller earned his fortune in _________________________.
Rockefeller’s __________________ had formed a __________________________ in the Oil Industry.
By 1880 Standard Oil controlled _______ of the nation’s oil business.
Henry Ford
Henry Ford mass produced __________________________ and sold them cheaper than anyone else.
In 1913 Ford began to use the __________________________ which made it faster and cheaper to make cars.
Ford’s plant was located in _____________________________________________.
Automobile related industries began to boom:
Cornelius Vanderbilt
Vanderbilt controlled most the _________________________________.
This was important because national _________________________ were created by advances in ______________________ like the railroad.
________________________ grew so did the wealth of their owners. By 1890 there were more than 4,000 __________________________ in US. Rockefeller, Carnegie, Vanderbilt, and Ford were referred to as _________________________________.
Many people called them __________________________ for making their fortunes by driving competitors out of business.
Day 4: As we often did: Let’s start out with a song Tour The States
https://www.youtube.com/watch?v=_E2CNZIIIVg
If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra https://online.seterra.com/en
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
Day 4. Many Businesses that started as little places were becoming larger and larger. They became larger and bought up smaller companies. As they grew they started using techniques to assist in that growth:
BUT FIRST, A Different SONG https://www.youtube.com/watch?v=nMG4xwX8DsI - RAP
An Industrial Nation is Born
Advertising also played a part in the rise of big business. As national markets grew, businesses began to brand, (Remember how the cowboys used heated iron to make a mark – or brand – on their cows in order to tell which cow belonged to which ranch?) or name their goods in order to distinguish them from the competition. Growing companies soon began to pay for announcements that would draw public attention to their products and services. These early ads appeared on theater programs, maps, calendars, and in newspapers and magazines.
Lower production costs also contributed to the rise of big business in the United States. As companies began to expand and compete, they needed to produce larger amounts of their product at a price that consumers would like. Because hiring skilled craftsmen was expensive, more and more businesses began to use new, efficient factories and machines to produce their products. This new method of production called for the hiring of less expensive, unskilled workers. As a result, products could be produced in mass quantity at lower costs.
Here is a video of the Ford Plant that shows an assembly line – and how Ford was able to make cars affordable for the average person. https://www.youtube.com/watch?v=S4KrIMZpwCY
This is a good overview of the way some people saw the “Captains” https://www.youtube.com/watch?v=st3_8LEQvck
Day 5: As we often did: Let’s start out with a song Tour The States
https://www.youtube.com/watch?v=_E2CNZlIVIg If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra https://online.seterra.com/en
You can take them regions at a time or all 50. Go for the Midwest and West and South. If you don’t have access to the interweb, look back at our U.S. Map and do your best.
Day 5. There are a few things that allowed American businesses to grow so big – these things are what made us the most powerful industrialized nation in the world. Many Businesses that started as little places were becoming larger and larger. They became larger and bought up smaller companies. As they grew they started using techniques to assist in that growth:
BUT FIRST, A SONG https://www.youtube.com/watch?v=nMG4xwX8DsI - RAP
An Industrial Nation is Born (cont’d)
A number of factors led to the growth of industry in the United States. Some of these factors included access to raw materials and energy, an available work force, new inventions, and financial resources.
The tremendous growth of the railroad system greatly impacted the growth of other industries. In addition to shipping manufactured goods across the country, railroads gave growing businesses and industries access to the raw materials and energy they needed. Railroads connected factories with raw materials like iron-ore, coal, oil, and wood needed to run their machines and produce their products.
Industrial growth was also impacted by an available work force. As industries grew, so did their need for workers. Due to the huge number of immigrants arriving in the United States during the late 1800s, a large work force was readily available. These immigrants rushed to the new industrial cities in search of jobs and a chance for a better life.
New inventions also affected the growth of industry in the United States. Some inventions like the steam engine, electricity, and the light bulb made factories safer and more productive. Other inventions, like the blast furnace, revolutionized an already prosperous steel industry. Cheaper, stronger steel would advance the transportation and construction industries.
The availability of financial resources also helped industries expand and prosper. As industries grew, owners found that they needed more and more money to keep their businesses running. To raise money they encouraged people to invest in their companies. Americans began
to buy shares of stocks from businesses. As a stockholder, a person was part owner in the business and received part of the profit from the business.
**An Industrial Nation is Born (cont’d)**
The **rise of industry and big business** also influenced life on American farms. **Mechanical inventions such as the reaper** reduced the number of farm laborers needed to produce and harvest crops. By the early 1900s, one farmer could do the work of 30 men. This mechanization also increased the amount of land that a farmer could work from about a hundred acres to over five hundred acres. As a result, productivity increased. However, as the number of farming jobs decreased due to new labor-saving inventions, farm laborers and small farmers moved to the new industrial cities where jobs were plentiful.
Americans who remained in rural areas also benefited from **industrialization**. Consumer goods not easily obtained in the past were now available through **mail order companies** like Sears, Roebuck and Montgomery Ward. Mail order catalogues brought the city department stores to small towns and farming communities all across the nation. Cities, too, benefited from industrialization. Industrial development created **increased labor needs** which made jobs plentiful in American cities.
Part 1
Reasons for Rise and Prosperity of Big Business
Part 2 Lists
Which factors resulted in industrial growth?
What 3 Big Businesses existed after 1877?
Part 3
How did industrialization and the rise in big business influence life on American farms?
Day 6: *As we often did:* Let’s start out with a song **Tour The States**
https://www.youtube.com/watch?v=_E2CNZIIIVg
If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra https://online.seterra.com/en
See if you can keep track of your best times to fill in each section of the country – Compare them to your friends on social media.
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
**Day 6.**
**The Impact of the Progressive Movement on the Nation**
With the rise of big business and industrialization came new problems for the nation and calls for reform. This period in American history, known as the **Progressive Movement**, marked a shift from an agricultural society to an urban society. With this shift came new concerns about the negative effects of industrialization, the rise of organized labor, workplace reforms, women’s rights, and the Temperance Movement.
*This era was known as the progressive era, where people fought for better lives for working people.*
Mr. Betts - https://www.youtube.com/watch?v=ddce6KWpcGg
**Negative Effects of Industrialization** – So the country is growing, more people, more industry, new inventions, growing cities and…people’s lives are not getting very much better.
As industries grew, so did their need for workers. As a result, thousands of American citizens and immigrants rushed to the new industrial cities in search of new jobs and a chance for a better life. With so many people looking for work, factory owners could hire workers who were willing to put in long hours for very **low wages**. Wages were so low that it became impossible for a worker to support his family. In order to pay the rent and put food on the table, many parents were forced to **send their children to work (child labor)** instead of school. Children as young as eight worked six days a week, eight to twelve hours a day for less than a dollar a day. They worked in factories, mills, coal mines, picked fruit, shined shoes, and sold newspapers.
Child Labor Videos: https://www.youtube.com/watch?v=U2M9i1Wy6IU https://www.youtube.com/watch?v=_tY1gk6J6zc
* If children don’t get an education, like children back then, because they started working at age 10, How could they get a better job and earn enough money so their children didn’t have to work at such a young age?
________________________
In addition to low wages and long hours, Americans also had to deal with **unsafe working conditions**. Factories and mills were filled with new machines that were very dangerous to operate. As a result, thousands of workers were injured and hundreds more were killed each year. In addition, many Americans worked in crowded, unsanitary buildings where exit doors were locked to keep workers in and fresh air out. Locked doors also resulted in hundreds of worker deaths when fires broke out and escape was impossible.
[https://www.youtube.com/watch?v=FguWSsW21CQ](https://www.youtube.com/watch?v=FguWSsW21CQ) – THE TRIANGLE SHIRTWAIST FACTORY FIRE
*This fire was New York City’s worst accident until 9/11! It upset so many people that demanded laws be made to protect workers.*
[https://www.youtube.com/watch?v=SILpcE7wffo&list=PLD80F568A1EFD1C6E](https://www.youtube.com/watch?v=SILpcE7wffo&list=PLD80F568A1EFD1C6E) - A good “old time” style video on how dangerous it was to work back then.
The owners of the factories, mills and mines didn’t care too much about their workers. They know that there were a lot of immigrants and other workers that they could use, so if you got hurt that was your concern. There were no laws that protected workers. They didn’t have to spend money for protective equipment, safety guards on machinery and safety training.
* What safety equipment can you think of around your house, the school, public buildings? ________________________________
Day 7: As we often did: Let’s start out with a song Tour The States
https://www.youtube.com/watch?v=_E2CNZlIVIg If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra https://online.seterra.com/en
See if you can keep track of your best times to fill in each section of the country – Compare them to your friends on social media.
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
Day 7.
This era also was known as the “Gilded Age” because on the outside, America was looking wonderful! There were new inventions, electric lights and telephones, but the average working family was barely getting by, they were working long hours with little pay and often in dangerous conditions. So little pay that they had to send their children to work (Not so they could get a nicer car, but so they could EAT!
So people started looking for ways to get the owners of the companies to treat them better. One way that they came up with something called a UNION.
https://youtu.be/ISNYstqOET8
The Impact of the Progressive Movement on the Nation - The Rise of Organized Labor
As Americans became more and more concerned about their working conditions, some began to join together against the unfair practices of the powerful industries and big businesses. Together they formed organized labor unions. A labor union is an organization that protects a worker’s rights to fair wages, a shorter work day, and safe working conditions.
One such labor union was the American Federation of Labor or AFL. Organized in 1886, this labor union represented skilled workers such as cigar makers, plumbers, carpenters, bricklayers and machinists. Its president and founder, a cigar maker by the name of Samuel Gompers, organized many different skilled labor unions into one large federation of unions. He knew that in order to fight back against big business, he would need a big labor union. By 1920 the AFL had over four million members. Because of its size, many business leaders began to listen to the AFL’s demands for a better American workplace.
In some cases, however, wealthy owners ignored the demands of unions for better treatment of workers. As a result, workers would stop working, or strike, until their demands were met. Some strikes were peaceful but some had deadly consequences. The Homestead Strike was one of the most violent strikes during the Progressive Movement. It took place at the Carnegie Steel Mill in Homestead, Pennsylvania after a manager announced an eighteen percent pay cut. During the strike, a gun battle erupted. Sixteen people died and many others were injured.
Most workers left the union and returned to work after the strike. It took over thirty years for steel unions to regain their power to represent steel workers.
https://www.youtube.com/watch?v=ewu-v36szlE The Labor Movement in the United States
The average work day back then was 12 – 14 hours per day, 6 days per week = 78 hour week.
How long is the **average** work day today? ________ for _____ days a week = ______ hours per week.
**No, they did not get paid “overtime” back then.**
**Progressive Movement Workplace Reforms**
During the late 1800s and the early 1900s, more and more Americans realized that **drastic reforms were needed in the workplace**. These **Progressives**, as they were called, wanted to expose the many problems facing the American worker and make life better for all Americans. They fought for improved safety conditions, reduced work hours, and restrictions on child labor. As a result of their efforts, the American workplace began to change. New laws set safety standards for the workplace and businesses had to contribute money to the government to help pay workers who were injured on the job. Laws were also passed to limit the number of hours in a workday. Other laws restricted the number of hours children could work and set a minimum age for employment.
**The Impact of the Progressive Movement on the Nation**
**The Temperance Movement**
The reforms of the Progressive Movement did not stop in the work place. Many reformers were **opposed to the making and consuming of alcohol** in the United States. Members of this group called the **Temperance Movement** believed that if alcohol was prohibited, or not allowed, it would lower crime rates, reduce poverty, and increase the overall quality of American life. On January 16, 1919, their cause was strengthened when the **18th Amendment** to the Constitution ended the legal manufacture, transportation, and sale of alcoholic beverages in the United States. Fourteen years later, however, the 18th Amendment was repealed and prohibition ended. In addition to being hard to enforce, it had actually supported an increase in criminal activities and the amount of alcohol that was being consumed.
*Some very well meaning people looked for a way to solve a lot of society’s problems. They came up with PROHIBITION.* We’ll learn how this “solution” had unintended consequences.
Another way people tried to make progress, or make society better was to fight for women to have civil rights – especially the right to VOTE. And as we have covered, our government representatives get elected by voters. If you don’t or can’t vote, they may not represent you as much as they represent those voters who got them their jobs.
During this time there were other reformers, like Susan B. Anthony and Elizabeth Cady Stanton, who worked for women’s suffrage, or women’s rights.
In the area of education, Susan B. Anthony called for equal opportunities for all. She campaigned for the equal treatment of boys and girls. As a result, women’s colleges opened their doors all across the nation. By the late 1800s, over forty thousand women were enrolled in colleges or institutes of higher learning. Due to these reforms, women now had more educational opportunities.
In the mid-1800s, Susan B. Anthony met Elizabeth Cady Stanton. Stanton organized the first women’s rights convention in Seneca Falls, New York in 1848. During the convention a statement of women’s rights called the “Declaration of Sentiments” was drafted. Together, Stanton and Anthony led the struggle for a woman’s right to vote. Anthony also wrote books and lectured to spread her beliefs. She devoted fifty years of her life to the woman’s suffrage movement. Finally in 1920, fourteen years after her death, the 19th Amendment to the Constitution of the United States was passed. Women now had the right to vote.
Womens Suffrage Video: https://www.pbs.org/video/womens-suffrage-7neirw/
- What things in society do you think women have a different perspective of than men?
Did women have the same rights as men back in the early 1900s? ______________________
How do you think that changed? Explain ___________________________________________
Day 8: As we often did: Let’s start out with a song Tour The States
https://www.youtube.com/watch?v=_E2CNZlIV1g If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra https://online.seterra.com/en
See if you can keep track of your best times to fill in each section of the country – Compare them to your friends on social media.
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
Day 8
As America was growing and becoming industrialized, the world was also changing. Back in the age of exploration, Spain “discovered” America, and the islands in the Caribbean Sea (Southeast of Florida) and South and Central America. One of the islands in the Caribbean Sea is called Cuba. The Spanish used this island a large plantation to grow sugar $$$$$$$.
Thanks Mr. Betts for this video-
https://www.youtube.com/watch?v=zjv-SS8FXNE
The Spanish American War: Reasons and Results
As the citizens of the United States emerged from the Civil War, the people of Cuba began a struggle of their own. In 1868 Cubans began to demand their independence from Spain. At first the United States chose not to get involved. The U.S. had just gotten out of the Civil War and didn’t want to start fighting again… This changed when fighting erupted again in the 1890s.
As renewed fighting spread across the island nation in 1895, Spain forced the citizens of Cuba to move to central locations where they would be under the control of the Spanish army. Unfortunately, these crowded living conditions resulted in thousands of deaths due to lack of food and medicine and unsanitary living conditions. (The Spanish couldn’t tell who were the peaceful citizens and who were the rebels, so they built camps and told everyone to be in the camp by nightfall. Anyone outside the camps were assumed to be rebels and killed. Unfortunately, the Spanish didn’t have enough food and sanitation facilities in the camps, which caused many citizens to get sick and die! Of course this treatment turned many more citizens against the Spanish…) Americans became sympathetic and called for government support of Cuban rebels who were fighting for their independence from Spain.
Eagerness for war increased as some U.S. newspapers published exaggerated news reports of the events taking place in Cuba. (The job of newspapers is to MAKE MONEY and Inform the public. The more people that they could get to read their newspapers, the more money they could make.) Deceitful or dishonest publishers saw the conflict as a chance to increase newspaper sales. They used enormous black headlines, colored paper, and graphic illustrations of the alleged brutality of the Spanish. This yellow journalism caused Americans to demand that the United States government get involved. (The papers took small incidents and wrote them into super exaggerated stories in order to catch reader’s attention. It worked, and with the aid of exaggerated drawings (they didn’t have photos in newspapers yet) the “brutal Spanish overlords in Cuba were hated in America.)
By the late 1890s, America had also become a big investor in Cuban sugar and tobacco crops. (American businessmen would pay farmers in Cuba to grow sugar and then they would sell the sugar for a lot of $$$) Many of these investors became concerned as they saw American property and interests being destroyed as the fighting increased. (The rebels couldn’t attack the Spanish straight forward, so they hurt their businesses – like sugar farms) Anxious to protect American business interests in Cuba, they urged the government to intervene.
Early in 1898, President William McKinley sent an American battleship, to Cuba to protect American lives and interests. The U.S.S. Maine mysteriously exploded in Havana Harbor on February 15 killing over 200 American sailors. Although Spain denied involvement, tensions between the two countries increased. Two months later the United States declared war on Spain.
Within four months, the Spanish American War was over. The war ended 400 years of Spanish rule over the island of Cuba. Cuba became an independent country. The United States’ main goal had been accomplished. In addition, the United States emerged as a new world power and gained possession of the Spanish territories of Guam, Puerto Rico, and the Philippine Islands.
The Spanish – American War in 3 minutes:
https://www.youtube.com/watch?v=SmamZOAAJ0M
USII.5a. Day 9.
If you have the ability to print these papers out, do so and use our notes and reading the “Remember the Main” worksheet.
If you can’t print them out, answer them on a separate piece of paper.
The answers will be in the next lesson for you to compare with.
In addition, here is a short video on how the U.S. got Hawaii:
https://www.youtube.com/watch?v=as7Hw0uuYeY
Here is one on how we got Alaska: https://www.youtube.com/watch?v=qUTDYFNjNkI
Remember The Maine!
The role of the United States in international affairs changed during the late 1800s. The United States emerged as a world power after the victory over Spain in the Spanish American War. The conflict lasted from April through August 1898.
In the 1800s, some Americans wanted to acquire Cuba, a country under Spanish rule. Following the Civil War, interest in acquiring Cuba declined, but the United States was still unhappy with the way Spain ruled Cuba.
Map Skill Builder
Name the two countries that fought over Cuban independence and circle them on the map:
Causes of the Spanish American War include:
- Protection of American business interests in Cuba
- American support of Cuban rebels to gain independence from Spain
- Rising tensions because of the sinking of the USS Maine in Havana Harbor
- Exaggerated news reports of events, called yellow journalism
yellow journalism: a style of journalism that uses news stories sensationalistically or unethically to attract readers
Name the harbor where the U.S. battleship USS Maine sank and circle it on the map:
---
"Remember the Maine" became a popular slogan that echoed across the nation. War was officially declared against Spain in April 1898. The fighting lasted only a few months. By August, the war was over. More than 5,000 soldiers and sailors had lost their lives, but fewer than 400 were actually killed in battle—over 90% of the casualties were due to disease!
The Treaty of Paris was signed in December 1898. Spain granted Cuba its freedom and ceded Guam, Puerto Rico, and the Philippines to the United States.
Write each of the following statements in the correct box - either causes or results of the Spanish American War. Some of the statements will not apply to either box and therefore will not be used.
1. Protection of American business interests in Cuba
2. U.S. became a world power
3. Desire to take control of sugar industry
4. Support of Cuban rebels' fight for independence
5. Tensions caused by sinking of USS Maine
6. Cuba gained independence
7. U.S. took control of Cuba
8. U.S. got Philippines
9. U.S. got Guam & Puerto Rico
10. Exaggerated news reports
| Causes for Spanish American War | Results of Spanish American War |
|---------------------------------|---------------------------------|
| | |
Results of the United States’ victory in the Spanish American War included:
- The United States emerged as a world power.
- Cuba gained independence from Spain.
- The United States gained possession of the Philippines, Guam, and Puerto Rico.
Fill in the blanks and circle the missing territories on the map.
The territories the United States gained through the 1898 Treaty of Paris were Puerto Rico, ____________________________, and ____________________________.
Day 10: As we often did: Let’s start out with a song
https://www.youtube.com/watch?v=_E2CNZIIIVg
Tour The States
If you don’t have access to the interweb, try to remember the song from class and hum along…
Try and name the states on Seterra
https://online.seterra.com/en
See if you can keep track of your best times to fill in each section of the country – Compare them to your friends on social media.
You can take them regions at a time or all 50. Go for the Midwest and West and South.
If you don’t have access to the interweb, look back at our U.S. Map and do your best.
usii.5b
Day 10
So here is the work with answers from Day 9. Take a moment and see what you got correct and what/why you didn’t.
This Man’s Biography Reads Like An Action-Adventure Novel!
But First:
https://www.youtube.com/watch?v=N4hV1OBeC4g
The Impact of President Theodore Roosevelt’s Foreign Policies
With the assassination of President McKinley in 1901, Theodore Roosevelt became the youngest man to ever serve as President of the United States. He brought new excitement and power to the Presidency as he led the country for the next eight years. During this period, Roosevelt’s strong foreign policy moved America out of its traditional isolationism of the 19th century and into a position of global power for the 20th century.
Theodore Roosevelt’s motto was “speak softly and carry a big stick; you will go far.” He believed that a president should attempt to solve international matters in a peaceful way but must be willing to use force when necessary. He felt that if the United States made a show of force to the rest of the world, other nations would think again before challenging America militarily. As a result of Roosevelt’s motto, the press described Roosevelt’s style of foreign policy as Big Stick Diplomacy. Many political cartoons of the time show the president swinging a big club to make others do as he wished.
Roosevelt demonstrated his strong foreign policy by declaring the Roosevelt Corollary to the Monroe Doctrine in 1904. This addition to the Monroe Doctrine stated that the United States had the right to interfere in the economic matters of Latin American, South American, and Caribbean nations. This corollary also kept foreign governments from setting up military bases in these areas. It claimed the right of the United States to exercise international police power. According to the corollary, that meant that the United States would serve as the “policeman” of the Western Hemisphere.
One of the greatest accomplishments of Roosevelt’s foreign policy was the building of the Panama Canal. After enlarging the U.S. Navy by adding 10 battleships and 4 armored cruisers, Roosevelt decided it was now time to create a shorter passage between the Atlantic and Pacific Oceans to minimize the time it took to sail from coast to coast. Roosevelt began negotiating with the country of Colombia for the right to build a canal across the Isthmus of Panama. When the Colombian Senate refused, Roosevelt supported a Panamanian revolution in 1904. This revolution succeeded in establishing the free nation of Panama. Less than two weeks later, the United States and Panama signed a treaty which gave the United States the use and control of a strip of land across Panama for the price of $10 million and an annual payment of $250,000. It took ten years to build the $400,000 million canal. When the Panama Canal opened in 1914, it shortened the voyage from New York to San Francisco by more than 8,000 miles!
Why dig the canal? https://www.youtube.com/watch?v=WR_hCMR2Xvc
The Impact of President Theodore Roosevelt’s Foreign Policies (cont’d)
During Roosevelt’s years in office, he transformed the United States into a nation with influence around the world. He worked to strengthen the armed forces and make them more modern. Due to the establishment and control of the Panama Canal, the United States became the dominant power in Central America. Roosevelt’s foreign policies brought the country international recognition and established him as a role model for later 20th century presidents.
A MAN
A PLAN What is unique about this?
A CANAL
PANAMA
Remember The Maine!
The role of the United States in international affairs changed during the late 1800s. The United States emerged as a world power after the victory over Spain in the Spanish American War. The conflict lasted from April through August 1898.
In the 1800s, some Americans wanted to acquire Cuba, a country under Spanish rule. Following the Civil War, interest in acquiring Cuba declined, but the United States was still unhappy with the way Spain ruled Cuba.
Map Skill Builder
Name the two countries that fought over Cuban independence and circle them on the map:
Causes of the Spanish American War include:
- Protection of American business interests in Cuba
- American support of Cuban rebels to gain independence from Spain
- Rising tensions because of the sinking of the USS Maine in Havana Harbor
- Exaggerated news reports of events, called yellow journalism
Name the harbor where the U.S. battleship USS Maine sank and circle it on the map.
Havana
"Remember the Maine" became a popular slogan that echoed across the nation. War was officially declared against Spain in April 1898. The fighting lasted only a few months. By August, the war was over. More than 5,000 soldiers and sailors had lost their lives, but fewer than 400 were actually killed in battle—over 90% of the casualties were due to disease!
The Treaty of Paris was signed in December 1898. Spain granted Cuba its freedom and ceded Guam, Puerto Rico, and the Philippines to the United States.
Results of the United States’ victory in the Spanish American War included:
- The United States emerged as a world power.
- Cuba gained independence from Spain.
- The United States gained possession of the Philippines, Guam, and Puerto Rico.
Fill in the blanks and circle the missing territories on the map.
The territories the United States gained through the 1898 Treaty of Paris were Puerto Rico, Guam, Philippines, and ____________________________.
Causes & Results - Spanish American War - USII 4a
Name ___________________________________________ Date ________________
Write each of the following statements in the correct box - either causes or results of the Spanish American War. Some of the statements will not apply to either box and therefore will not be used.
1. Protection of American business interests in Cuba
2. U.S. became a world power
3. Desire to take control of sugar industry
4. Support of Cuban rebels' fight for independence
5. Tensions caused by sinking of USS Maine
6. Cuba gained independence
7. U.S. took control of Cuba
8. U.S. got Philippines
9. U.S. got Guam & Puerto Rico
10. Exaggerated news reports
| Causes for Spanish American War | Results of Spanish American War |
|---------------------------------|---------------------------------|
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Creative Drama in the Teaching of Education for Sustainable Development: Sample Activity about Sustainability and Sustainable Production
Özgül KELEŞ
Aksaray University, Turkey, email@example.com
Follow this and additional works at: https://repository.rit.edu/jes
Part of the Teacher Education and Professional Development Commons
Recommended Citation
KELEŞ, Özgül (2015) "Creative Drama in the Teaching of Education for Sustainable Development: Sample Activity about Sustainability and Sustainable Production," Journal of Environmental Sustainability: Vol. 4: Iss. 4, Article 4.
Available at: https://repository.rit.edu/jes/vol4/iss4/4
This Article is brought to you for free and open access by the RIT Libraries. For more information, please contact firstname.lastname@example.org.
Creative Drama in the Teaching of Education for Sustainable Development: Sample Activity about Sustainability and Sustainable Production
Cover Page Footnote
Özgül Keleş is an Associate Professor at the Faculty of Education at the Aksaray University in Turkey. Dr. Keleş's research areas include increasing sustainability literacy among pre-service teachers, education for sustainable development, teaching strategies/methods about sustainability and science teaching and ecological footprint.
This article is available in Journal of Environmental Sustainability: https://repository.rit.edu/jes/vol4/iss4/4
Creative Drama in the Teaching of Education for Sustainable Development: Sample Activity about Sustainability and Sustainable Production
Özgül Keleş
Aksaray University, Turkey
email@example.com
ABSTRACT: Creative drama can be adapted to the education for sustainable development and it can be used as an effective instructional strategy. The use of creative drama can be an effective teaching method for students to acquire new information and raise their awareness of the education for sustainable development. Though the number and severity of the local, national and global problems are rapidly increasing, the number of materials to be used to help students to achieve sustainable living gains in the class is limited. Thus, the present study aims to develop sample creative drama activity that can be used by teachers while teaching sustainability issues. The creative drama activity developed within the framework of the present study are believed to be sample for the practitioners who want to teach basic concepts related to sustainable living and sustainable production.
KEYWORDS: Creative drama, education for sustainable development, sustainability, sustainable production
INTRODUCTION
Our interactions with our environment have become increasingly unsustainable. It would seem that in every corner of the planet we can find nature threatened by human consumption. A general human tendency to disregard the needs and limits of the planet has evolved insistently the world over. The scale of the damage we do is beyond the comprehension of most, yet the immediacy of our wants, the vastness of our planet, and the deep, intransigent nature of our habits meld together to inhibit change (Fernandes, 2012).
Education is essential to both the production and consumption aspects of globalization. We are reminded that the educational systems the world over have reoriented their priorities towards productivity and competitiveness (Lindhal, 2006). We are not told that the consumer way of life will have to be rethought and redesigned to exist within the limits of natural systems and better fitted to our human limitations (Orr, 2007).
It would be unwise to underestimate the power of consumption in our schools and in society at large. Education forms a clear correlation with consumption. Numerous statistical indicators show that the richer, more educated (as against global norms) minority of the world consume and waste the overwhelming majority of the Earth’s resources. In sober terms: “The most educated nations leave the deepest ecological footprints, meaning they have the highest per-capita rates of consumption” (UNESCO, 2006). Nowadays, people who are the most educated are the ones who are harming the planet because of their unsustainable lifestyles (Gadotti, 2008; Fernandes, 2012).
Educating the next generation on pathways toward a more sustainable way of life is of paramount importance. In order to accomplish this goal, teachers are a vital population with whom to work, and sustainability topics must be woven into teacher education and preparation programs (Nolet, 2009; Warren, Archambault & Foley, 2014).
Stephen Sterling clearly states: “Time is short and, it must be said, the caliber and extent of current debate on the interface between environmental survival and the role of education is disappointing. Whether education as a whole can be bold enough to develop an adequate response, on a scale commensurate with the issues that have to be addressed over the next decade, remains a crucial question” (Sterling 1992; Layton, 2013).
Our Common Future, the Report of the World Commission on Environment and Development (1987) states that, “The world’s teachers have a crucial role to play” in helping to bring about “the changes in attitudes, in social values, and in aspirations” related to and required for the longevity of our planet (p.8). Furthermore, Our Common Future highlights that these changes will play out in the public sector through deliberate education and public engagement. Teacher preparation programs must answer this call and work toward a grander vision of preparing educators both as citizens and future leaders to enter a changing world and civic space where problems and solutions related to sustainability are seen as essential (United Nations Education, Scientific, and Cultural Organization, 2004; Warren, Archambault & Foley, 2014).
Backed with the results above, it can be said that, as far as the suitable conditions are provided, creative drama is an effective instructional method which can be used in courses at all levels of formal education (San, 1990). Creative drama is an instructional method that makes individuals learn both by living in the process and having fun. So we suggest teachers to use creative drama as an active instructional means. The best way to facilitate this task is to introduce drama both to teachers and teacher candidates on short notice (San 1991; Adigüzel & Timuçin, 2010).
Creative drama requires the participation of the group members. Members of the group should be open to create ideas, to share, to interrogate, to criticize and to judge. One of the most critical skills gained in drama is to establish empathy for understanding others’ feelings, ideas and behaviors while recognizing both themselves and other members of the group. Another aim of creative drama is to create individuals who interrogate, express themselves well physically and linguistically. All these experiences serve to a natural learning (Anderson-Poston, 2008).
Creative drama is a type of creative plays consisting of acting many types of plays, a universal art and an improvisation required for human being (Cottrell, 1987; McCaslin, 1990; Taşkin-Can, 2013). From the perspective of education, it can be described as a method of teaching and learning that involves students in spontaneous and unscripted learning sustainable living. Students are active learners in creative drama based learning environments so the students have to get a chance to construct their knowledge in their minds through meaningful learning activities. Fundamentally, the value of drama comes from simulating real life situations and experiences so that students can think that the learning atmosphere is familiar. The classroom environment of creative drama provides a framework that actually engages students in the learning process. Students are active participants in the learning environment in creative drama based instruction (Courtney, 1990; Heinig, 1988; Wilhelm, 1998; Taşkın-Can, 2013).
Creative drama is one of the most successful group working methods providing to learn by interaction and living (San 1996), it can be said that individuals’ experiencing these positive contributions of creative drama could only be possible by correct guiding of this process by effective leaders (Taşkın-Can, 2013). Creative drama method contains cognitive, effective and psycho-motor behavioral objectives together and in this way it appeals to different characteristics and abilities of students. It also covers various learning types such as learning through experience, learning by acting, learning through interaction and collaboration, learning by discovery and discussion, active learning and finally emotional, social and conceptual learning (Alibeyoğlu et al, 2008; Çetingöz & Cantürk Günhan, 2010).
The framework for implementation of the UN-DESD (UNESCO, 2005) includes recommendations that focus on all levels of education, including the preparation of teachers. The document specifies that education for sustainable development will aim to demonstrate the following features: interdisciplinary and holistic approach, critical thinking and problem solving, using multi-methods (word, art, drama, debate, experience, different pedagogies which model the processes), participatory decision-making. All of those highlighted here directly coincides with that equip students with the creative drama method. For this reason, teachers should use the method of creative drama to teach sustainability.
PURPOSE OF THE STUDY
For students who will be our future to be individuals who can find solutions to the sustainable development and discuss the possible outcomes of sustainable living, teachers need sample materials to be used to help their students to achieve the target sustainable living gains. Though the number and severity of the local, national and global problems are rapidly increasing, the number of materials to be used to help students to achieve sustainable living gains in the class is limited. The use of creative drama in the classroom is a powerful tool to help combat the inertia that has crept into our classrooms. Creative drama in the classroom can help to develop divergent thinking skills, inventive creativity, cognitive thinking skills (Annarella, 1992).
The purpose of the present study is to develop a course plan that will enable undergraduate students to learn sustainable life and sustainable production by doing and experiencing. Teachers play an important role in teaching sustainable life. Teachers need instructional materials that will facilitate the task of teaching during learning-teaching processes. Therefore, the purpose of the current study was set to be to develop a course plan to teach sustainability on the basis of creative drama. Such materials are believed to make both teachers and students more hopeful about the possibility of sustainable life. In the current study, by using creative drama method, it is aimed to discuss the reasons making our world not sustainable, give some information about sustainable production and help students to develop their opinions about the life-cycle analysis.
Thus, the present study aims to develop sample creative drama activity that can be used by teachers while teaching sustainability issues. The creative drama activity developed within the framework of the present study are believed to be sample for the practitioners who want to teach basic concepts related to sustainable living and sustainable production.
**METHODOLOGY**
Creative drama based instruction should follow three stages: Introduction, Development, and Evaluation (Heining, 1988). In Turkey, the stages were determined on the basis of obtained creative drama experiences as: Warming-up, Improvisation and Evaluation-Discussion.
In the warming up part, participants are adopted to the process. Warming up activities are preparation activities that are used to adjust students for working together and encourage their concentration to the subject. Warm-up activities are the basic activities by which getting familiar with the group members (Adıgüzel, 1994). These activities can contain basic movement patterns to settle the group down and make them feeling relaxed. Also, some activities provide participants opportunities to trust each other and construct a group dynamic. In this part, participants are more directed by leader compared to other part of the lesson. The aim of this process is not only to make participants enjoy from the process but also prepare participants to the rest of the lesson (Adıgüzel, 2007; Randal, 1967).
Improvisation is a part that constructs a subject through process. In this process, some drama techniques such as improvisation and role playing are used according to the subject and objectives. Role playing stage composed of pandomime and role playing is based on freely play set up and progress under determined rules and creativity and imaginary plays role in here. According to Blatner (2002) role play is a method for exploring the issues involved in complex social situations. McCaslin (1990) concurs with this viewpoint by contending that the focus is on the value that the assumption of the role has for the participant rather than for the development of an art. In role play the participants are assigned roles which they act out in a given scenario. Role playing provides students to accept and understand different characters, different identities and functions of others through improvisation of a different character or identity (Adıgüzel, 2010; Debreli, 2011). And this encourages students and gives enhance to them for reflecting and creating their truths about real life in different perspectives (Öztürk, 2007).
Improvisation works have less certain determinations; you start with a determined subject, separate or group creativeness stand in the forefront. Improvisations constitute the most significant part of creative drama activities. This stage must include relations with the aims of the study and be relevant with the warm-up and the other stages of creative drama. Landy (1982) defines improvisation as an unscripted, unrehearsed, spontaneous set of actions in response to minimal directions from a leader, usually including statements of whom one is, where one is and what one is doing there. It is in effect the creation of a situation where the players first achieve a sense of security in movement before they are ready to add dialogue. The dialogue that emerges from the situation is created spontaneously by the participants as the various scenes unfold and develop. According to McCaslin (1990) the focus of improvisation is on helping learners to discover their own resources from which their most imaginative ideas and strongest feelings flow. The facilitator merely provides the context and then the participants act out their roles spontaneously without any planning (Athiemoolam, 2004; Arieli, 2007).
In the evaluation part, all of the activities are expected to be discussed in this stage. The evaluation is about self assessment of the drama leader and participants within the group (Adığüzel, 1994). The evaluation-discussion part is a synthesis of objectives and acquisitions. Feelings, ideas about activities are shared and key points of the activities are summarized in this part.
In creative drama, group work is the major component for all of the stages. The teacher role is facilitator for developing the ideas for students, encouraging students in creative drama activities and leading them to effective interactions within the group and the students’ role is active participant at the each stage of creative drama.
In the current study, the instruction was planned on the basis of three main stages of creative drama, warm-up, games and improvisations and evaluation. In this study, the lessons began with warm-up activities to make students adapted to the process. Played games in the warm up part related to the objectives of the lesson introduced the subject matter to students. Secondly, improvisation phase continued with improvisations and role playing. Students provided opportunities to make connections between daily life and sustainability and sustainable production topics by taking roles. Finally, activities in the evaluation phase provided feedback and review of what they learned. During the process, the teacher act as a guide.
**RESEARCH DESIGN**
Below, one can see the each stage of the course plan designed on the basis of creative drama to teach undergraduate students sustainable life and sustainable production;
**Suggestions for the practitioner:**
- During the Improvisations part the music to be listened by students should be selected. While selecting the music, you need to find the music to be enjoyed by your students and that will make them active.
- Before the onset of the Improviations, the terms “Ignorance, advertisements, injustice to women, rapid population growth, use and throw, unequal and unfair distribution of natural resources and indifference to future” are written on colorful cardboards. Depending on the number of students in class, some other terms can be added or some of the existing ones can be discarded.
**Table 1. Sample Drama Course Plan about Sustainable Living and Sustainable Production**
| Group | Undergraduate 3 grade |
|-------|------------------------|
| Name of the study | Sustainable Living and Sustainable Production |
| Material | • Magnifier
• White Tissues
• Rope
• Music CD
• Coloured cartons
• Crayons
• T-Shirts |
| Age Group | 20-... |
| Teaching Aims | • To increase the student’s awareness of the social, economic and environmental impact of unsustainable lifestyles,
• To develop the student’s skills for necessary for education for sustainable development,
• The specific objectives of the research are to:
a) develop an creative drama activity for the teaching of sustainable production and sustainability concepts. |
| Learning Outcomes | In this activity;
1. To discuss the reasons why the world is not sustainable,
2. To have knowledge about the concept of sustainable production,
3. Aims to provide the students to develop ideas about the life cycle analysis. |
**Stages of Implementation:**
The following stages are followed to conduct the activity;
Warming up Part
This activity can be done for students to create a group dynamic, warm-up, adjust students for working together and encourage their concentration to the subject. A big circle inside the class is formed by using a long rope. This circle specifies the borders of the game. A volunteer is selected from among the students. He/she is told that he/she is an environmental detective now. He is given a magnifying glass. The goal of the environment detective is to identify the elements causing environmental pollution, to catch and eliminate them from nature. The task of the detective is to grasp the tissues in the hands of destructors. He/she moves slowly around pretending to be a detective. The other students pretend to be environmental destructors (like unplanned urbanization, destruction of green areas, air pollution, water and solid pollution, illegal hunting, pesticides, the use of fossil fuels, over-consumption, deforestation and so forth). They act as agents that damage the environment. The destructors move fast and join their hands at their back. They hold a white tissue between their hands. Tissues are used to represent one of the elements destroying environment. On each tissue, the environmental destruction it represents will be written with colorful pens. The game starts with the placement of the environment detective in the center of the circle and of the environmental destructors in the periphery of the circle. Environmental destructors start to move forward and backward freely towards the environment detective. The environment detective tries to catch the tissues hidden by the environmental destructors in their hands on the back. In this way, the environment detective destroys the destructors of environment. When the tissue of each environment destructor is caught by the environment detective, the destructor becomes an environment detective and thus the number of environment destructors protecting environment will continuously increase. The student whose tissue is caught by the detective becomes the new detective, and the first detective leaves the game. When all the destructors are converted into detectives, the game is over. Following this warm-up activity, students are directed to the improvisation activity through which they can raise awareness of what the factors affecting sustainable life are.
Improvisations
The improvisation part students were separated as a group of four-five. Each group chooses one of the terms written in the cardboards. Improvisation cards were given to students. Improvisation part began with a music. All the students start to move freely in the middle of the classroom along with the music. Suddenly music stops. When the music stops, the teacher tells the name of a group and the group members are asked to act out the term and how it negatively affects the sustainability of the word. Five minutes were given to their acting. After they have completed their acting, the music starts again and stops. Then another group is selected and asked to enact their term and how it affects sustainability.
Ignorance: “Between the walls of the school, education is given in isolation from the nature and such education is not very conducive to the protection of the environment.
There are no educated people; there are people everywhere insensitive and disrespectful to the environment…..”
Advertisements: “It is a wonderful perfume; it is such wonderful fragrance that you will be mistaken for a top model. It is an incredible watch, when I wear it, all girls look at me. Why do not we buy more? I must……….”
Injustice to women: “Nearly 70% of 1.3 billion people living in developing countries trying to have access to natural resources to meet the needs of their
families are women. The negative effects of environmental problems such as water shortage and arid lands are more severely felt by women than men. So, why don’t you improve the educational and professional conditions for us?
Social justice…..”
**Rapid population growth:** “Human population is rapidly increasing. Millions of people do not have access to clean water and live in poverty.”
**Use and throw:** “Hurray! Today is “use and throw day”. I love this day. I feel relaxed while shopping. I want all the goods I have bought to be put into packages or boxes with wonderful decorations. I do not need but I want, no problem, I wear it once and throw away…….”
**Unequal and unjustified distribution of natural resources:** “Only 22% of all the world population consume 70% all the energy produced in the world, 85% of all the trees fallen and 60% of all the foods produced.
Giant corporations hold the richness of the world…..”
**Indifference to future:** “Our ancestors left this world to us, so Why should be responsible for future generations. Why should I care about the next generation? Plants, animals and resources are all for us. I do not care about future…….”
The students are made to use the words written in the improvisation cards as group names. The groups desiring to give different names to their groups are allowed to do so. Following the improvisation performances of the groups, the teacher informs them about the importance of education, rapid population growth, equality, equality of gender, the role of advertisements in the determination of consumption
patterns, the role of leaders, bad politics, unconscious consumption and unequal and unjust distribution of natural resources for sustainable life. The students are asked what other factors, besides the above-mentioned ones, can affect the sustainability of our world; thus, a question mark is created in their minds. This may result in the students’ changing their viewpoints. Through this activity, students’ attention is drawn to the fact that there is not only one factor preventing our world from being sustainable; yet, among these factors, the factors having the greatest influence on sustainability are: unequal and unjustified distribution of the world resources; and our negative attitudes towards the nature.
**Role-playing and Improvisations**
The students are given the following information about the concept of life-cycle approach for them to internalize the importance of the concept of sustainable production in sustainable life.
A system, or life cycle can begin with extracting raw materials from the ground and generating energy. Materials and energy are then part of manufacturing, transportation, use (wearing and washing the t-shirt, for instance), and eventually recycling, reuse, or disposal. A life cycle approach means we recognize how our choices influence what happens at each of these points so we can balance trade-offs and positively impact the economy, the environment, and society. A life cycle approach is a way of thinking which helps us recognize how our selections – such as buying electricity or a new t-shirt – are one part of a whole system of events. A life cycle approach identifies both opportunities and risks of a product or technology, all the way from raw materials to disposal. To do this there is a continuum of life cycle approaches from qualitative (life cycle thinking) to comprehensive quantitative approaches (life cycle assessment studies). People, companies and governments use these various life cycle approaches in anything from day to day shopping, selecting office supplies for the workplace, engineering a new product design, or developing a new government policy (UNEP, 2004). A Life Cycle Approach Promotes;
- **Awareness that our selections are not isolated**, but influence a larger system. Buying office paper is a good example. If you knew that it takes 24 trees to create 50,000 sheets of office paper and 2.3 cubic meters of landfill space to dispose of it, you might choose paper made
from recycled material and elect to support paper producers that source from sustainably managed forests (UNEP, 2004).
• **Making choices for the longer term** and considering all environmental and social issues associated with those. Life cycle thinking helps us avoid short term decisions that lead to environmental degradation – such as over-fishing or polluting our air with mercury (UNEP, 2004).
• **Improving entire systems**, not single parts of systems, by avoiding decisions that fix one environmental problem but cause another unexpected or costly environmental problem (like mitigating air pollution yet increasing water pollution, highlight b). Life cycle thinking helps avoid shifting problems from one life cycle stage to another, from one geographic region to another and from one environmental medium (air, water or soil) to another (UNEP, 2004).
• **Informed selections**, but not necessarily ‘right’ or ‘wrong’ ones. Life cycle thinking simply helps us put our decisions in context with facts from all parts of the system or life cycle. It means we look for unintentional impacts of our actions (such as damaging a natural eco-system or inadvertently supporting unfair labour conditions and wages) and take some action to prevent those impacts (such as purchasing office paper from sustainably managed forests or coffee certified “fair trade”). For instance, if the shop around the block from your office sells coffee grown by workers who receive a fair wage on the world market, cultivated without pesticides that harm people planting or harvesting the beans and from a plantation that did not cause an endangered forests to be chopped down, you might choose to purchase your daily cup from that shop (UNEP, 2004).
Overall, life cycle thinking can promote a more sustainable rate of production and consumption and help us use our limited financial and natural resources more effectively (UNEP, 2004). For sustainable production, not from cradle to grave but from cradle to cradle perception should be adopted. McDonough and Braungart (2002) and Braungart et al. (2007) describe the “Cradle to Cradle” approach as “the next industrial revolution” and suggest that industry needs a new paradigm that effectively and seamlessly addresses issues associated with over-consumption and waste. Central to Cradle to Cradle is the critique of the use of “eco-efficiency” as a driver for developing environmentally benign products and systems. They argue the ultimate goal of eco-efficiency, zero emission, which aims for maximum economic output with zero environmental impacts, is the ultimate endpoint of such an approach and represents a breakdown of the economic and ecological relationship. The eco-effective approach starts with a vision that industry is 100 percent good, the concept of waste does not exist (as all outputs from one process become inputs for another), supports and regenerates ecological systems and enables long-term prosperity and is the basis for “triple top line” objectives (Braungart et al. 2007; Reay, McCool, Withell, 2011).
After the presentation of the above information, the students are divided into groups. The teacher shows his/her t-shirt. Each group is provided with cardboard and colorful pens. The students are asked to design a poster illustrating the life-cycle of the t-shirt on the teacher (cotton in the field, thread from cotton and all the process it goes through until it becomes a t-shirt) and the negative effects it causes during its life-cycle (energy and water consumption, wastes, penetration of chemical substance into soil). After the completion of the posters, the posters are hung on the board in the class and the groups are asked to introduce their posters.
The students explain that this process is not sustainable based on the conception of from cradle to grave. It is explained that t-shirts will be wastes for the environment after they have been used for a while.
Then, the students are asked to go on working in their groups. The students are told that they are now designers who can produce these t-shirts based on the conception of from cradle to cradle so that they can minimize the harmful effects on environment. Then they are asked to redesign this product. They are asked to improvise all the stages of their productions ranging from field to the consumer.
Then, the students are reminded that the idea of sustainable development started to be disputed in 1970 as a result of the realization that there should be a balance between the formation period of natural resources and consumption speed of these resources. It is pointed out that scientists started to focus on the issue because of the fast depletion of resources resulting from industrial production increase. As consumers, we can look for life cycle information about the products and services we buy – do they entail the use of energy, the production of hazardous waste, the destruction of an endangered ecosystem, or the pollution of air and water? We can also look for information that tells us how we should use, care for, recycle or discard products effectively. All of this information is becoming increasingly available for products, and services ranging from foods such as fish and other meats to washing powder, hotels, cars, paper products and computers, among many others. Sometimes a simple label can tell us whether the mobile telephone we are buying has fewer fewer environmental impacts than certain alternatives. Overall, life cycle thinking can promote a more sustainable rate of production and consumption and help us use our limited financial and natural resources more effectively.
In light of the above-mentioned procedures in the current study, the students were encouraged to think profoundly about life cycle approach and the concept of sustainable production. Following this activity, the last stage of the creative drama activity, evaluation state is initiated.
EVALUATION
All the students are seated in the shape of a circle. The teacher sits in the center of the circle and then the following questions are asked to them and then the application is completed. The world countries come together and make shared decisions. Assume that you are one of these important decision makers. What would be the first decision you would make for your country to adopt the principle of sustainable production? Do you think that the world provides us with some examples of sustainable production in its natural life-cycle? Can you give some examples?
After receiving the students’ responses to the questions, the teacher gets the students to discuss about these issues and the activity plan designed for the creative drama activity is ended. Through this creative drama activity, it is believed that the students are enabled to learn and understand the role of sustainable living and sustainable production preferences in creating a better world.
DISCUSSION AND CONCLUSION
The Sustainability Education Framework for Teachers (SEFT) articulates teaching strategies for linking pedagogy and learning to the goals of sustainability literacy. SEFT can provide a rich insight into key elements that should be infused into education for sustainability. It can also serve as a guide for meaningful assessment and evaluation of sustainability units, lesson plans, and activities (Warren, Archambault & Foley, 2014).
The Sustainability Education Framework for Teachers embraces four ways of thinking—futures, values, systems, and strategic—which are more than just a list of steps or sets of knowledge that must be acquired. These specific four ways of thinking were identified after reviewing the existing literature, and considering how to prepare teachers meaningfully to take on the role of educating for sustainability (Wiek et al., 2011; Stibbe & Luna, 2009; Bollmann-Zuberbuhler et al., 2014). The current research supports The Sustainability Education Framework for Teachers SEFT. At least three of the four stages proposed by SEFT are supported with the creative drama activity presented in the present study. It is clear that the activity developed in the present study is congruent with the teaching methods and techniques recommended in the stages of SEFT.
Sustainability requires future thinking (Wiek, et al., 2011). Futures thinking can be used in the classroom by beginning to engage students with multiple possible outcomes of decisions and actions. Students can journal about the variety consequences associated with the choices they make, and teachers can push students to engage beyond the obvious first choice answers. Another idea is to make use of scenarios in the classroom. Scenarios are a tool that teachers can implement to help students think about how the future might unfold. Scenarios can take many forms beyond a written format such as visual, auditory, embodied, kinesthetic and/or verbal. Students can work in groups developing alternative ends to stories they are currently reading or discuss and map out a range of possible outcomes (Warren, Archambault & Foley, 2014). During the Warm-up task II of the study, the students are provided with an opportunity to enact the reasons for the world not to be sustainable; thus, they were encouraged to ponder about present and future.
To explore values thinking in the classroom, teachers can help students seek different points of view, as well as explore their own feelings and values on various issues. Teachers can also engage students in values thinking through the use of debates and discussions in the classroom. In addition to role-playing and debates, students should be able to ask clarifying questions and explore how values operate in a range of contexts that might not be initially transparent. One of the implementation stages of creative drama method is role-playing. During the game and improvisation section of the present study, the students can find opportunities to discover their own opinions and values about the conception of sustainable production in different fields.
To support systems thinking in the classroom, teachers can help students explore how things might change under different circumstances. Teachers should encourage students to look at possible associations and connections beyond what is specifically being studied. This is so they can seek possible explanations of these relationships, and realize how these systems often directly impact one another. For example, a classroom project might be unpacking and exploring how food gets to the local grocery store or how specific products relatable to students are produced. Students should actively share findings with their peers and discuss as a class both hidden and visible flows. Teachers should move between local and global examples as a way to highlight the interconnected nature of the world around us. This is also supported by assigning the role of a designer to the students in which they are required to design a t-shirt with minimum harm to the nature. This can be followed by a project work in which they would design a sustainable t-shirt with their friends in a group.
The number of the materials to be used by teachers to encourage their students to adopt sustainable living styles should be increased. Academicians working in the field of instructional methods and techniques can produce materials to support teachers in education for sustainable development.
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