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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Already in drought at the start of the water year, Nevada experienced worsening drought through July. Summer rains caused flooding and reduced drought severity in parts of the state, but the entire state remained in drought, with significant impacts on water resources, agriculture and recreation.
Key Points
- Drought began developing across Nevada during 2020. By the start of the 2021 water year (October 1, 2020) more than 95% of the state was in drought, and over half of the state was in D3 Extreme or D4 Exceptional Drought.
- Drought worsened through summer of 2021. In late July, more than three-quarters of the state was in D3 Extreme or D4 Exceptional Drought.
- Drought was widespread across the western US, with almost all areas west of the Rockies in drought this summer.
- Over the course of the water year, most of Nevada was both warmer and drier than normal. Spring and autumn were particularly dry.
- The already low Sierra snowpack melted rapidly during April and May, due to clear, sunny, warm weather.
- Rains during the summer reduced drought severity in southern and eastern Nevada and caused localized flooding but did not fully resolve drought.
- Low water levels in Lake Mead instigated a Tier 1 shortage declaration, reducing Colorado River water deliveries to Nevada by 7%.
- Lahontan and Rye Patch Reservoirs dropped to less than 5% of capacity.
- By the end of the water year, the US Department of Agriculture reported that 75% of Nevada pasture and range were in poor or very poor condition.
- Drought triggered restrictions on fire use and recreational activities.
- It is likely that drought contributed to wildfires in the Sierra Nevada and subsequent poor air quality in Nevada. It is possible that drought reduced vegetation growth in Nevada enough to reduce fire risk in lower elevations.
- Anecdotal reports of increased stock water hauling, feed purchases, hay prices and livestock sales suggest that the drought has impacted agriculture.
- Northern Nevada has had a wet start to the 2022 water year, but southern Nevada has not.
- La Niña conditions have developed for a second winter in a row. During La Niña winters, southern Nevada is typically drier than normal, but there is little relationship between La Niña and precipitation in northern Nevada or flow into Lake Mead.
US Drought Monitor Status
Most of Nevada was already in drought at the start of the 2021 water year (Fig. 1-2, Table 1). Drought developed early in 2020 and worsened steadily through the late summer and fall of that year. D4-Exceptional Drought developed first over east-central Nevada, and nearly half of the state was in D3-Extreme drought by September 2020. Only northern Elko County remained drought free.
Drought worsened during the first part of 2021 water year because of low precipitation and high temperatures (Fig. 3-5). Autumn and spring precipitation were particularly low (Fig. 4). High temperatures in the late spring and early summer drove high atmospheric demand that worsened drought (Fig. 5).
Drought was not limited to Nevada. Essentially all of the country west of the Rockies was in drought by the summer of 2021. The vast extent of the drought has likely worsened consequences of the drought by impacting national scale agricultural production and by reducing streamflows and reservoir storage in major systems like the Colorado River.
| Date | Sep 29 2020 | Jul 20 2021 | Sep 28 2021 |
|------------|-------------|-------------|-------------|
| None | 0.44 | 0 | 0 |
| Abnormally Dry-D0 | 2.43 | 0 | 0 |
| Moderate Drought-D1 | 17.75 | 5.11 | 4.82 |
| Severe Drought-D2 | 27.98 | 16.61 | 27.57 |
| Extreme Drought-D3 | 45.61 | 37.64 | 42.58 |
| Exceptional Drought-D4 | 5.80 | 40.63 | 25.02 |
Table 1. Percent of Nevada in each drought class from the US Drought Monitor.
Fig. 1. Time series of drought in Nevada from mid-2019 through 2021 from the US Drought Monitor.
Fig. 2. Drought Monitor maps for Nevada showing conditions on September 29, 2020, near the start of the 2021 water year, July 20, 2021, when drought severity in Nevada was most significant and September 28, 2021, near the end of the water year. Corresponding maps of the contiguous US are shown for context.
The 2021 water year was much drier than normal in most of the state (Fig. 3). Preliminary data indicate that parts of Elko and Nye Counties received record low precipitation. Most of the rest of the state had precipitation that was below normal for the water year and in all four seasons (Fig. 4). Parts of northern Nevada received relatively normal winter and late summer precipitation. Although the winter was very dry in southern Nevada, the summer monsoon was active, bringing sometimes heavy rain to the area.
Temperatures were far above normal over most of the state in the autumn, spring and summer, but winter temperatures were near normal (Fig. 5). Overall, the water-year average temperatures reached record highs in parts of Mineral and Esmeralda Counties. The vast majority of the state was much warmer than normal -- near the top 10% of the historical record (Fig 3).
Fig. 3. Water-year total precipitation (left) and average temperature (right) relative to the historical record. Record driest areas are the driest since the 1896 water year. Record warmest areas are the warmest since the 1896 water year. Top and bottom 10% and 33% refer to the range between 1896 and 2010. From the WestWide Drought Tracker.
Fig. 4. Percent of seasonal average precipitation. From the WestWide Drought Tracker.
Fig. 5. Difference from seasonal average temperatures (°F). From the WestWide Drought Tracker.
The April 1 snowpack was near or even a bit above normal in much of Nevada. The Sierra Nevada snowpack, however, was about three-quarters of normal (Fig. 6). April was generally warm and dry with many sunny days, leading to rapid snowmelt. More of the snow melted than is usual during April, so by the end of the month, the snowpack was lower, relative to what we expect for that time of year.
Most Nevada reservoirs started the 2021 water year with somewhat less water stored than usual, and many are now even lower. Water levels in Rye Patch, Lake Tahoe and Lahontan were at less than 5% of capacity by late September 2021 (Table 2). A few reservoirs, Boca and Independence Lake in the Truckee system and Lake Mohave in southern Nevada, are somewhat fuller than at the end of the last water year. Only Lake Mohave is close to average end-of water year capacity. Notably, the Lake Mead elevation fell below the Tier 1 cutoff (1075') and was expected to be there in January, triggering a shortage declaration (Fig. 7).
| Reservoir | Average % Capacity | Sep 2020 % Capacity | Sep 2021 % Capacity |
|---------------------------|--------------------|---------------------|---------------------|
| Lake Tahoe | 25 | 55 | 4 |
| Marlette Lk nr Carson City| 96 | 94 | 87 |
| Boca Reservoir | 50 | 34 | 52 |
| Donner Lake | 56 | 78 | 35 |
| Independence Lake | 87 | 71 | 73 |
| Prosser Reservoir | 45 | 44 | 35 |
| Stampede Reservoir | 68 | 51 | 35 |
| Lahontan Reservoir | 28 | 19 | 2 |
| Bridgeport Reservoir | 24 | 20 | 10 |
| Topaz Lk nr Topaz | 21 | 14 | 8 |
| Rye Patch Re nr Rye Patch| 15 | 39 | 3 |
| Wild Horse Reservoir | 43 | 72 | 49 |
| Lake Mead | 53 | 39 | 34 |
| Lake Mohave | 88 | 84 | 87 |
Table 2. Reservoir storage in Nevada at the end of September 2020 and September 2021. Data from the Natural Resources Conservation Service.
Fig. 6. Percent of normal snowpack in early (left) and late (right) April 2021. From the Natural Resources Conservation Service.
Fig. 7. End-of-month lake level elevations in Lake Mead through July 2021. Values for August 2021 through July 2022 are from the Bureau of Reclamation’s 24-Month study and show reservoir levels for minimum, maximum and most probable inflow amounts. From the Bureau of Reclamation.
Floods during a drought?
At the water-year scale -- even at the seasonal scale -- few parts of Nevada received above-normal precipitation. During this summer, parts of Nevada got very heavy rain over fairly short periods of time, leading to flash flooding in places like the Las Vegas Wash and Lamoille Canyon. We can see this situation in the Las Vegas Wash (Fig. 8) where there are short periods of very high flow through mid and late July. That floods don't always end a drought is even clearer on Lamoille Creek. In the early part of July, flow (in blue) is well below the usual flow (orange triangles). In late July and early August, high flows followed fairly intense storms. Once the storms tapered off, flows dropped back below normal, though not as far below normal as they had been. In both cases, the summer storms delivered welcome amounts of water that helped with drought conditions but didn't resolve them entirely.
Fig. 8. Streamflow in July - August 2021 (blue line) compared to expected daily flow (orange triangles) in Lamoille Creek (left) and Las Vegas Wash (right) [US Geological Survey](https://www.usgs.gov/).
If you're interested in learning more about how much -- or little -- the recent atmospheric river (AR) improved drought conditions in parts of the West, the National Integrated Drought Information System, has put together a Special Report. | 591917e6-3c0c-4286-8e22-ac5df9110ab2 | CC-MAIN-2024-38 | https://scholarwolf.unr.edu/server/api/core/bitstreams/7b52c647-52b7-4e86-8b15-bab3c530faa7/content | 2024-09-19T18:49:53+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700652055.62/warc/CC-MAIN-20240919162032-20240919192032-00661.warc.gz | 463,037,155 | 2,293 | eng_Latn | eng_Latn | 0.998067 | eng_Latn | 0.998476 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2332,
4380,
5790,
8885,
10263
] | [
2.703125
] | 1 | 0 |
Shoalhaven
SOUTH COAST - NSW
CANOEING & KAYAKING
Top 12 Paddling Destinations in Australasia
Shoalhaven River
Australian Geographic
MANY WATERWAYS - ONE DESTINATION
Acknowledgement of Country
We acknowledge all Aboriginal people of the Shoalhaven, the Bhuwerawerri, Budawang, Jerrinja, Murramarang, Tomikin, Wandiwandandian, Wodi wodi, Yuin and associated clans of which many are Dhurga and Dharawal language speakers. We value their long rich, cultural and spiritual connections to the Shoalhaven area.
As you journey through the Shoalhaven, absorb the beauty of the land, its magnificent landscapes, spectacular waterways and abundance of native flora and fauna. Travel thoughtfully and respectfully, remembering the footsteps of the ancestors who walked this land before you, and those who will follow.
Be prepared! Check for current conditions and warnings directly with the relevant authority before heading out.
learn more at Shoalhaven.com/kayak
Kangaroo Valley
1. SHOALHAVEN GORGE
Access from Tallowa Dam
Day paddle or overnight camping upstream along Shoalhaven Gorge (3 hrs still water paddling).
The towering sheer sandstone cliffs of the lower Shoalhaven Gorge are considered to be amongst the most beautiful places in Australia, especially after rain with many waterfalls tumbling over the majestic cliffs. Only accessible by watercraft, this remote area is tranquillity at its best with just the sounds of birds to wake you in the morning.
2. HAMPDEN BRIDGE to BENDEELA
Access from Hampden Bridge, a 7km one-way paddle to Bendeela along the Kangaroo River, with several small rapids. Hire a kayak or canoe locally to have your return shuttle included.
3. BENDEELA to TALLOWA DAM
Access from Bendeela Recreation Area, 6 hrs one-way paddle to Tallowa Dam.
A great multi-day paddle, camping in the bush. Lots of wildlife including wallabies, kangaroos, wombats as well as beautiful kingfishers and sea eagles.
3. BENDEELA
Access from Bendeela Recreation Area, explore as much of the river as you like, and return to car park.
From Mangroves to Sandstone cliffs, past paddocks, pastures and towns, the Shoalhaven River is full of hidden gems.
**Berry**
4 **Broughton Creek**
Access from Wharf Rd
Beautiful paddle up and down Broughton Creek with long reeds and pretty dragonflies, lovely views of the adjacent farm lands.
5 **Shoalhaven/Crookhaven**
Access from River Rd
Enjoy a paddle at the mouth of the river, or if your feeling adventurous paddle the 8km to Greenwell Point. Watch out for Comerong Island punt crossing – avoid underwater cable.
6 **Berrys Bay**
Access from Hay Ave Boat Ramp. Paddle amongst the mangroves at high tide.
**Back Forest**
7 **Broughton Creek**
Access from Back Forest Rd near Bolong Rd.
Paddle up Broughton Creek, or downstream out into the Shoalhaven River.
**Shoalhaven Heads**
5 **Shoalhaven/Crookhaven**
Access from River Rd
Enjoy a paddle at the mouth of the river, or if your feeling adventurous paddle the 8km to Greenwell Point. Watch out for Comerong Island punt crossing – avoid underwater cable.
6 **Berrys Bay**
Access from Hay Ave Boat Ramp. Paddle amongst the mangroves at high tide.
**Nowra**
9 **Greys Beach Boat Ramp**
Access from Fairway Dr north-west of the bridge for paddling up or downstream on the Shoalhaven River. Option to paddle upstream past the golf course and turn into the creek opposite Shoalhaven Zoo for a running waterfall in the right weather.
10 **Paringa Park**
Access from Scenic Dr south-west of Nowra Bridge.
Paddle from Shoalhaven River into Nowra Creek, (Bens Walk area) under the suspension bridge.
**West Nowra**
11 **Flat Rock Dam**
Access from Yalwal Rd, a gentle, freshwater, non-tidal paddle about 1km long.
**Bamarang**
12 **Shoalhaven River**
Access from Bamarang Rd
Dedicated launch site with off-road parking, a great spot to explore the quiet upper reaches of the Shoalhaven River.
Greenwell Point
CROOKHAVEN RIVER
Access from ramps at Greenwell Point Rd or West St
Very fast-flowing tide – caution needed for inexperienced paddlers. However, by paddling with the tide a couple of very nice 1 to 2 hour round-trip paddles through the channels of Comerong Island and Bay can be followed.
Orient Point
ORIENT POINT TO SALTWATER SWAMP
Access Orient Point Boat Ramp
Paddle around Goodnight, Crow and Billys Islands and up the Crookhaven River to Saltwater Swamp for birdwatching.
Callala Bay
JERVIS BAY NORTH
Access from boat ramp or end of Sheaffe St
Parking approx 10m from water’s edge at both locations.
Follow the shore past Red Point to eastern end of Hare Bay to access Caramra Inlet at high tide. Good chance of dolphin sightings.
Access from Coonemia Creek Rd off Currawong Rd. A majestic paddle on Coonemia Creek into Lake Wollumboola.
CURRAMBENE CREEK
Access from Catherine St carpark in Myola. Beach launch.
Stepping at Callala, you can walk in the shallows to find lots of hermit crabs and small stingrays. The water is an amazing aqua due to the white sands.
Huskisson
17 CURRAMBENE CREEK
Access from Woollamia Boat Ramp, Frank Lewis Way
Access from Dent St, Huskisson
Currambene Creek meanders through mangroves, saltmarshes, and waterside villages for 15km to meet Jervis Bay at Huskisson.
Vincentia
18 JERVIS BAY WEST
Access from Church St or Holden St off Elizabeth Dr
Beautiful views, paddle in the protected corner of the Bay.
19 PLANTATION POINT
Access from Plantation Point Pde
Option of paddling in the protected cove, or paddle out around the point in Jervis Bay.
See map on next page
Whales and Dolphins
From May through to November each year, our region bears witness to a wonderful, natural phenomenon. Whales can be spotted migrating along Australia’s East Coast during this period, when mother whales head north to breed and return slowly with their calves. October and late November are the best times for viewing mums and bubs relaxing in the waters of Jervis Bay. This is a halfway point in their migration and acts almost like an ocean ‘creche’ for essential rest and playtime. Dolphins can also be seen surfing the Shoalhaven waves all year round.
Important National Guidelines for whale and dolphin watching ensure that we can keep viewing these beautiful creatures whilst also keeping our impact minimal. Although it can be tempting to paddle out when you see a whale or pod of dolphins nearby, it’s important to refrain from this. These lovely animals may be feeding or have young ones in tow and should not be approached or chased. If whales or dolphins approach your kayak, make no sudden noise or movement and continue slowly on your way or out of their path. Encountering our stunning underwater residents can be an incredible and memorable experience if done peacefully and at a safe distance.
Basin View
20 ST GEORGES BASIN
Access Basin View Boat Ramp
Paddle on St Georges Basin and head up Wandandian Creek.
A large waterway with great paddling and fantastic birdlife (black swans, pelicans, sea eagles, herons, egrets, plovers, wrens and parrots) and turtles in summer along with the amazing fishing.
Wandandian
23 WANDANDIAN CREEK
Access Wandandian Creek picnic area in Corramy Regional Park.
A leisurely paddle to admire waterbirds in the casuarina trees or follow the creek downstream to St Georges Basin or upstream to beautiful rural scenery.
St Georges Basin
21 ST GEORGES BASIN
Access from Island Point Rd
Kayak on St Georges Basin and explore Sepulchre and Garden Islands.
Sussex Inlet
24 SUSSEX INLET
Access from Nielson Ln Boat Ramp, River Rd Boat Ramp or Lakehaven Dr Boat Ramp at Lions Park.
Sussex Inlet is a unique urban paddle winding through the town and waterway between St Georges Basin and Bherwerre Beach on the coast. Explore the canals of Sussex Inlet town or the shores of Booderee National Park.
Sanctuary Point
22 ST GEORGES BASIN
Access anywhere along the waterfront, try Sanctuary Point Boat Ramp, Palm Beach or Paradise Beach.
Lots of great spots for a paddle. Calm, clear, shallow waters.
Always plan ahead – check maps, weather, tides & river levels. Tell someone the plan & always wear a life jacket. shoalhaven.com/kayak
Some of the best paddles start at the top of a river, creek or lake then travel downstream into an estuary to finally end up at the ocean.
Swanhaven
25 SWAN LAKE
Access from Lake Dr or The Springs Rd
Swan Lake is adjacent to Conjola National Park, with sheltered creeks, soft sandy beaches, scores of black swans, and impressive sand dunes.
Fishermans Paradise
26 LAKE CONJOLA
Access Anglers Pde, paddle downstream into Lake Conjola.
Conjola Park
27 LAKE CONJOLA
Access from Valley Dr
More than just a lake paddle. Head up Conjola Creek to Fishermans Paradise or out to the ocean to catch a few waves.
Lake Conjola
28 LAKE CONJOLA
Access from Norman St Boat Ramp and paddle north east into Berringer Lake.
Follow kingfishers along creeks, take little known trails through mangrove stands at Narrawallee. If the timing is right make glow trails across black waters at night to watch fish darting by and stirring the glowing phosphorescent animals in the lakes.
**Narrawallee**
29 NARRAWALLEE INLET
Access from Normandy St Boat Ramp, only accessible at high tide.
Narrawallee Inlet peacefully meanders through a sandy lagoon, nature reserve and farmland. You may time your journey to paddle upstream and return on the outgoing tide. A good place to take your fishing rod. Option to paddle all the way upstream to Croobyar Creek under the bridge at the Princes Highway on high tide.
**Burrill Lake**
30 BURRILL LAKE
Access from Lions Park, Maria Ave or Moore St
Explore the beautiful estuary area and head upstream under the bridge into the lake. Follow the fresh waters of Stony Creek through farmland toward Milton.
**Kings Point**
31 BURRILL LAKE
Access from James Cr
Paddle for an hour or a day in various directions depending on prevailing winds.
**Lake Tabourie**
32 Access from Caravan Park Entrance Rd
A lovely coastal lagoon with glassy reflections of Dithul Pigeon House Mountain (Balgan) and five creeks to explore.
The Clyde is both beautiful and tough going at the same time. Fallen trees, small rapids, long still pools that mirror the surrounding rainforest, water dragons, platypus, glorious birdlife and so much more await those properly prepared.
Clyde River
The Clyde River, known as Bhundoo to the local Aboriginal people, flows from the Budawang Mountains through uninhabited forests and national parks where its pure, clean waters meet the coast at Batemans Bay.
33 CLYDE ESTUARY
Access from Shallow Crossing to explore the tidal estuary section of the river.
34 CLYDE RIDGE ROAD BRIDGE to SHALLOW CROSSING
Access from Clyde Ridge Rd Bridge for 10km downstream trip to Shallow Crossing. Some rapids and tricky sections for the adventurous.
35 YADBORO BRIDGE to CLYDE RIDGE ROAD BRIDGE
Access from Yadboro Bridge for a 17km downstream trip to Clyde Ridge Rd Bridge. Good camping at Yadboro. Great wilderness paddle, there can be blockages by fallen trees and tight manoeuvering.
Kioloa
36 KILOA TO BRUSH ISLAND
Access from Scerri Dr Boat Ramp
There is some great ocean paddling in Kioloa you can launch from the beach near the caravan park and paddle around Brush Island.
North Durras
37 DURRAS LAKE
Access from Flinders and Boyne St or Durras Rd Boat Ramp
Explore the pristine Lake Durras which can be intermittently closed to the sea. It’s popular for fishing, crabbing and swimming.
Help keep our beaches and waterways pristine by taking your rubbish with you.
shoalhaven.com/kayak
KANGAROO VALLEY ADVENTURE CO.
110 Moss Vale Rd, Kangaroo Valley
0415 429 502
kangaroovalleyadventurecompany.com.au
Celebrating 25 years of experienced guided and unguided eco-adventures in Kangaroo Valley. Activities include Kayaking, Canoeing, Mountain-biking, Hiking and Wildlife Immersions. Half-day, full-day and overnight adventures to suit all the family.
VALLEY OUTDOORS
2 Jenanter Dr, Kangaroo Valley 02 4465 1676
valleyoutdoors.com.au
Valley Outdoors is an experienced team of outdoor professionals offering a range of accessible, inclusive paddling adventures with experiences lasting from a few hours to a few days.
SEA KAYAK JERVIS BAY
0437 509 011 | seakayakjervisbay.com
Guided Sea Kayaking Trips for all experience levels. Operating for over 25 years in the Jervis Bay Marine Park, fully permitted and qualified professional operation.
KANGAROO VALLEY SAFARIS
2031 Moss Vale Rd, Kangaroo Valley
0418 221 169 | kangaroovalleycanoes.com.au
Enjoy a Canoe or Kayak Adventure. Kangaroo Valley Safaris are leaders in Self Guided Eco Safaris. Visit our shop on the north side of the bridge for expert advice, trip planning and the latest equipment.
JERVIS BAY KAYAK & PADDLESPORTS CO.
1/13 Hawke St Huskisson 02 4441 7157
jervisbaykayaks.com
Sea Kayak, Sit on Top Kayak or Paddle Board with our experienced team of paddlers in Jervis Bay. Whether you’re looking for a tour, hire or lessons, we’ve got you covered.
WALKING ON WATER & ULLADULLA SURF SCHOOLS
0417 360 791 | wow-watersports.com.au
Kayaking immerses you in nature. When you come along on our tours, there is no experience necessary, you’ll be guided by our kayak experts and go home with an experience you’ll cherish for years to come.
KAYAK HIRE (H), TOURS (T), EQUIPMENT SALES (S)
BOMADERRY
Nowra Kayak Hire
H 16 Meroo St
nowrakayakhire.com.au
0438 855 222
BURRIER
Coolendel
H 1100 Grassy Gully Rd
coolendel.com.au
1800 001 080
Grady’s Riverside Retreat
H 674 Burrier Rd
gradys.com.au
02 4421 3282
BURRILL LAKE
Discovery Parks Burrill Lake
H 123 Princes Hwy
discoveryholidayparks.com.au
02 4455 1621
DURRAS NORTH
Durras Lake North Holiday Park
H 57 Durras Rd
durrasnorthpark.com.au
02 4478 6072
EROWAL BAY
Jervis Bay Pedal Boat Hire
H 99 Naval Pd
www.dungowan.com.au
0419 294 550
JERVIS BAY
Jervis Bay Kayak & Paddlesports Co
H T S 1/13 Hawke St
jervisbaykayaks.com.au
02 4441 7157
Jervis Bay Wild
H 15 Field St
jervisbaywild.com.au
02 4441 7002
Sea Kayak Jervis Bay
H T
seakayakjervisbay.com
0437 509 011
Totally Immersed Watersports
S 14/11 Erina Rd
totallyimmersed.com.au
02 4421 5936
KANGAROO VALLEY
Kangaroo Valley Adventure Co
HT 110 Moss Vale Rd
kangaroovalleyadventurecompany.com.au
0415 429 502
Kangaroo Valley Kayaks
H 5 Moss Vale Rd
kangaroovalleykayaks.com.au
0428 999 426
Kangaroo Valley Safaris
H T S 2031 Moss Vale Rd
kangaroovalleycanoes.com.au
0418 221 169
Paddle & Portage Canoes
H S 2 Jenanter Dr
paddleportagecanoes.com.au
1300 122 663
Valley Outdoors
H T 2 Jenanter Dr
valleyoutdoors.com.au
02 4465 1676
LAKE CONJOLA
Lake Conjola Post Office Store
H 41 Carroll Ave
02 4456 1163
LAKE TABOURIE
Holiday Haven Lake Tabourie
H 595A Princes Hwy
holidayhaven.com.au/lake-tabourie 02 4406 3101
MYOLA
JB’s Myola
H Catherine St
jbsmyola.com.au
0409 787 139
SOUTH NOWRA
Anaconda
S 190-198 Princes Hwy
anacondastores.com
02 4430 0200
BCF Nowra
S 28 Central Ave
bcf.com.au
02 4421 2668
Boss Outdoor
S 1/142 Princes Hwy
bossoutdoor.com.au
02 4403 0650
Outdoors & Beyond
S 207 Princes Hwy
outdoorsandbeyond.com.au
02 4421 4388
SUSSEX INLET
Pelican Shores Cafe and Marina
H 28 Sussex Rd
pelicanshorescafemarina.com.au
02 4441 3099
Sussex Inlet Marine Centre
H Jacobs Dr
sussexinlet.info/marine
02 4441 2086
ULLADULLA
Walking On Water
H T
wow-watersports.com.au
0417 360 791
Ulladulla Ship Shape
S 150 Princes Hwy
02 4455 7200
Great Outdoors Outfitters
S 9/44 Deering St
greatoutdoorsoutfitters.com.au
02 4455 2526
South Coast Paddler
S Princes Hwy
southcoastpaddler.com
0411 383 337
KAYAKING CLUBS & GROUPS
Shoalhaven Canoe and Kayak Club
0431 702 703
Illawarra Ramblers
illawarraramblers.com.au
0490 963 180
Shoalhaven Bushwalkers Inc
shoalhavenbushwalkers.org.au
Culinary Yakers
culinaryyakers.com
USEFUL INFORMATION
Australian waterways resource
waterwaysguide.org.au
Bureau of Meteorology
bom.gov.au
Paddle NSW
paddlensw.org.au
Water NSW
waternsw.com.au
Shoalhaven
SOUTH COAST - NSW
@visitshoalhaven
shoalhaven.com/kayak
revised April 2023 | 5f2f0f45-e153-45e9-986e-5fa4c148ee2c | CC-MAIN-2024-26 | https://heartofgerroa.com/wp-content/uploads/2024/04/Shoalhaven-Canoeing-and-Kayaking.pdf | 2024-06-25T21:39:40+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198866422.9/warc/CC-MAIN-20240625202802-20240625232802-00748.warc.gz | 251,656,814 | 4,286 | eng_Latn | eng_Latn | 0.874709 | eng_Latn | 0.973715 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
167,
811,
960,
2049,
3909,
5004,
6776,
8149,
8864,
10098,
11588,
15993,
16082
] | [
2.25
] | 2 | 0 |
You will need
• Scissors, glue, ruler, dried-up ballpoint pen, rounded pencil (or similar object)
Assembly tips
• Begin by placing the ruler against the fold lines and drawing the empty ballpoint pen over them so that it is easy to make clean folds.
• Shaping the stem by rounding it using the rounded pencil or similar object will make it easier to roll.
Lines and icons
• Scissors line _______________
• Mountain fold ---------------
• Valley fold ------------------
• Indicator line • • • • • • • •
• Cut out ✗
• Tips ★
Caution
*Glue, scissors and other tools and materials may be harmful to children.
Please keep your work out of the reach of children.
1. Cut out the parts
Cut out the parts shown below, along the scissors lines.
Stem
Pistils 1
Pistils 2
Sepal stopper tape
Leaf stopper tape
Cut out the parts below, along the lines of the squares around them, fold them in half and glue together. Then, cut out the parts themselves.
Sepal
Sepal stopper
Stamen 1
Stamen 2
Leaf (large)
Leaf (small)
2. Make the stem
Roll tightly, beginning from the end marked "Start rolling here."
Adjust so that the indicator line is just hidden when completely rolled then glue in place.
Rounding it first using the rounded pencil or similar object will make it easier to roll.
3. Make the pistils
Put glue on the back of the glue spot on pistils 1 and, without scoring along any of the lines, fold the piece in half and attach at the back. Then, cut away the part marked \( \times \).
Cut slots along the scissors lines of the part you folded over, cutting through both layers of paper at once.
Do the same for pistils 2, and attach point 1 to the spot marked "1" on pistils 1.
Tightly roll the part marked "Part to insert into stem," beginning at the spot marked "Start rolling here," and attach the points marked "2" together.
Roll up the pistils, keeping the bottoms aligned, and secure the "End rolling here" part with glue.
Apply glue to the underside so that the curved layers are secured together.
Put glue on the thin end of the stem.
If you stand the pistils upright and press down on them while you align the bottom edges, you will be able to make neat curves.
4 Make the stamen
Make a valley fold on pistils 1 to about 90° and curl the ends inwards.
Make a valley fold on pistils 2, and curl the ends outwards.
Attach 1 and 2 so that their fronds can be seen between each other.
5 Assemble the sepal and sepal stopper
Glue the sepal's glue tabs together.
Add curves to the sepal, and pull it into shape.
Curl outward
Indent
Mountain fold
Glue the sepal stopper's glue tabs together to create a cone.
6 Assemble the leaves
Glue the small leaves "glue tab 3" to the spots marked the same on the large leaf.
Glue the glue tabs together to create a cone.
Bend the large leaves up and the small ones down, and curl the edges of the small leaves as you like.
If you add fine curls to the leaves inwards and outwards, you can achieve a more realistic look.
Complete the Anemone
Put glue on the base of the pistils you made in step 3 as shown, and slide the stamen and the two sepals onto the stem from the bottom, until they reach the position marked "Stamen position" in the diagram below, and glue the sepals down.
*Layer the two sepals so that they overlap each other.
If the stem is too thick for the sepal stopper, cut small slots onto each triangle edge on the stopper to adjust its size. *Be careful not to cut too much!
Attach the leaves you made in 6 to the "Leaf position."
Finally, pull the sepals and leaves into shape. | a9b6017a-1708-4685-be4b-3873ce0b73ac | CC-MAIN-2023-40 | http://www.manualidadesaraudales.com/wp-content/uploads/2013/01/Anemona-morada-Instrucciones.pdf | 2023-10-01T14:34:29+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510903.85/warc/CC-MAIN-20231001141548-20231001171548-00110.warc.gz | 64,855,418 | 872 | eng_Latn | eng_Latn | 0.997249 | eng_Latn | 0.998717 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
664,
1024,
2196,
2993,
3574
] | [
2.421875
] | 1 | 0 |
All living creatures need to eat. Eating a variety of different healthy foods in moderate amounts is important. How do we know which foods are healthy? Researchers can compare the foods consumed by healthy and unhealthy people by asking what and how much they eat. Unfortunately, people cannot always remember what and how much they eat, which makes it difficult to figure out which foods are healthy. Recently, researchers discovered that a group of research tools called omics could help. When people eat, the building blocks of food are broken down into small compounds called metabolites. With laboratory equipment, researchers can measure these metabolites in food and in the body, to help them get a better idea of which foods are healthy or unhealthy. Researchers can also use omics tools to find the best foods for each unique person so that we can all stay healthy and happy.
MEASURING WHAT WE EAT
Food gives us the energy to move, and nutrients to help us grow. Nowadays, many people are interested in what they should eat to prevent disease and live long and healthy lives. But how do we know which foods are healthy? To tell people what they can eat to stay healthy, researchers must first understand what healthy and unhealthy people eat. Currently, we do this by asking people questions about what they eat, how much, and how often they eat various foods. We could ask them what they ate yesterday, or what they normally eat. We can also ask people to write down exactly what they eat, like a food diary. To find out about what people normally eat, we often use a questionnaire with questions like, “How many times do you eat fish in a month?” Collecting information about foods in a person’s diet over a certain period of time is called a dietary assessment [1]. Researchers link this information with food composition tables (which contain information about the types and amounts of nutrients inside a particular food, including carbohydrates, protein, fat, fiber, sugars, salt, vitamins, and minerals) to calculate the amount of energy and nutrients that person gets from his or her diet.
INVESTIGATING THE LINK BETWEEN FOOD AND HEALTH
After figuring out what and how much people eat, researchers who study nutritional epidemiology want to know if diet (or a certain food or nutrient in the diet) influences the chances of people getting sick. These researchers are like detectives: they ask the right questions to gather the evidence (data), and they use it to figure out if a food is linked to a crime scene (the disease) (Figure 1). Imagine that you are a researcher given the task of figuring out whether eating fish can help prevent heart attacks. What would you do? First, you might want to gather information from many people, asking them if they eat fish and how often (dietary assessment). Second, you would need to find out whether those people have had heart attacks (health assessment). You may also want to collect information on each person’s age, sex, and job, as this information could give you clues about the people’s health or which foods they tend to choose. You could also collect blood samples to measure early signs of a heart attack, like blood cholesterol levels. Then, you could analyze the data using math to see if there are differences in the health of people who eat a lot of fish and people who eat very little fish. If you do this, you are doing an observational study. Researchers in nutritional epidemiology look at data collected from lots of observational studies to make links between foods and health. The government can then use this information as evidence to help create dietary guidelines, which are a set of recommendations for the public on what they should eat if they want to be healthy.
MISTAKES AND MISSING INFORMATION LEAD TO CONFUSING EVIDENCE
This may sound like a straightforward path: collect information on what people eat and their health, see if there is a link between what people eat and whether they get a certain disease, and use this information to advise people on what to eat. But unfortunately, it is not so simple. Often the evidence researchers find does not seem to fit together very well, and it is difficult for researchers and the government to decide which type of diet to advise. One reason for this difficulty is that the dietary assessment used in these studies relies on people telling researchers what they ate, which is not always a good strategy. Can you remember exactly what you ate yesterday? How about last month? Sometimes, people simply forget what they ate. Estimating how much they eat can be even more difficult, because different people might have different ideas about what portion sizes of various foods should be. Your idea of one piece of fish may be much larger or smaller than someone else’s! Other times, people may lie about eating certain foods because they feel embarrassed about what they ate. We often underestimate how often we eat junk foods and overestimate how often we eat healthier foods like fruits and vegetables. In all these situations, scientists’ dietary data already contain a lot of mistakes, even before these data are linked to disease data.
Another reason for the confusing evidence about which foods to eat is that researchers actually know very little about what is inside of foods. Each food is made up of many different compounds that are like the building blocks of the food (Figure 2). When we digest food, some of these building blocks are further broken apart into small compounds called metabolites. Currently, food composition tables contain information on about 150 compounds that are important nutrients in the human diet, including carbohydrates, protein, fat, fiber, sugars, salt, vitamins, and minerals [2]. But there are over 26,000 compounds found in foods, and this number is still growing! Researchers also do not know very much about the many metabolites that are generated from the compounds in foods once they are eaten.
Each of these compounds and their metabolites can have its own effects on human health.
**NEW TOOLS THAT CAN IMPROVE OUR UNDERSTANDING OF BOTH FOODS AND HEALTH**
Recently, researchers have discovered some new ways to uncover more clues about how foods affect health. As a group, these are called omics tools (Figure 3A). One of these tools is called **metabolomics**. Using laboratory equipment, researchers can measure thousands of metabolites from a food at once! Metabolomics can help us to get a better idea of which foods are healthy or unhealthy. Researchers can also use metabolomics to measure metabolites in the human body, such as in the blood, urine, hair, or even toenails! Some of these metabolites can act as **biomarkers**, which is short for biological markers. Biomarkers are signals in the body that can help researchers understand both food intake and disease. Biomarkers of food intake can be used to help confirm what people ate, and correct mistakes in dietary assessment in our observational studies [1]. Docosapentaenoic acid (DHA) is an example of a food biomarker (Figure 2). It can be found in the fat tissues of people who eat fish [3].
**BUT IT IS COMPLICATED**
Sometimes, two people could eat the same things, but one person could be healthier than the other. How can this be? Since we are all unique, each person can have a different health response to the same foods. This is partly influenced by a person’s individual genes. Another tool called **nutrigenomics** can help researchers better understand how diet influences which genes are turned on or off, and also how genes can affect the way a person’s body reacts to foods and nutrients. Foods and genes are constantly playing a poking game—foods that “poke” a person’s genes can change which genes are turned on or off.
and impact health, while genes can “poke” back to influence the body’s response to a food.
Different people also have different microorganisms living in their bodies. After food is chewed and swallowed, it travels down the digestive tract to the gut. There, the food is greeted by millions of microorganisms that can help to further break down the food. The whole community of microorganisms in the gut is called the **gut microbiota**. Each person has a unique gut microbiota. Researchers can measure the microbiota (and their genes) using a new tool called **metagenomics**. Since these microbes break down foods, they can also produce metabolites, which can affect health. The gut microbiota can even affect a person’s risk of getting diseases such as a heart attack [4].
Every person is unique. Our uniqueness is why dietary recommendations for the public sometimes do not work for everybody. By using omics tools in research, researchers can find out how people respond differently to the foods they eat. Then, we can help individuals or groups of people who are at risk for certain diseases, such as heart attacks, by offering them **personalized nutrition** advice (Figure 3B) [5].
**THE FUTURE OF FOOD AND HEALTH IS PERSONALIZED!**
It is an exciting time for researchers! We have always known that the human body is unique and complex, and that finding the link between food and health is not simple task. But with new omics tools, we are starting to learn more about the role of various food components, as well as genes, microbiota, and metabolites, for preventing certain diseases. We still have a lot of work to do, especially in regards to how diets should be personalized and making sure that personalized...
nutrition is available to everyone, but there is a lot of promise. Imagine going into a grocery store in the future, where you can choose foods off the shelves based on your age, body weight, and maybe even your genes or gut microbiota—how cool would that be? The challenge in the future may be finding the right balance, so that we can eat the foods our bodies need to eat to stay healthy, but still have the joy of sharing a meal with our friends and family.
REFERENCES
1. Brouwer-Brolsma, E. M., Brennan, L., Drevon, C. A., van Kranen, H., Manach, C., Dragsted, L. O., et al. 2017. Combining traditional dietary assessment methods with novel metabolomics techniques: present efforts by the food biomarker alliance. *Proc. Nutr. Soc.* 76:619–27. doi: 10.1017/S0029665117003949
2. Barabási, A. L., Menichetti, G., and Loscalzo, J. 2020. The unmapped chemical complexity of our diet. *Nat. Food.* 1:33–7. doi: 10.1038/s43016-019-0005-1
3. Saadatian-Elahi, M., Slimani, N., Chajes, V., Jenab, M., Goudable, J., Biessy, C., et al. 2009. Plasma phospholipid fatty acid profiles and their association with food intakes: Results from a cross-sectional study within the European Prospective Investigation into Cancer and Nutrition. *Am. J. Clin. Nutr.* 89:331–46. doi: 10.3945/ajcn.2008.26834
4. Trøseid, M., Andersen, G. Ø., Broch, K., and Hov, J. R. 2020. The gut microbiome in coronary artery disease and heart failure: current knowledge and future directions. *EBioMedicine.* 52:102649. doi: 10.1016/j.ebiom.2020.102649
5. Mathers, J. C. 2019. Paving the way to better population health through personalised nutrition. *EFSA J.* 17:e170713. doi: 10.2903/j.efsa.2019.e170713
SUBMITTED: 09 July 2021; ACCEPTED: 22 March 2022; PUBLISHED ONLINE: 15 April 2022.
EDITOR: Jorge Galindo-Villegas, Nord University, Norway
SCIENCE MENTORS: Patricia Welch Saleeby and Karishma S. Kaushik
CITATION: Li KJ, Burton-Pimentel KJ, Brouwer-Brolsma EM, Vergères G and Feskens EJM (2022) How Can New Personalized Nutrition Tools Improve Health? Front. Young Minds 10:738922. doi: 10.3389/frym.2022.738922
CONFLICT OF INTEREST: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
COPYRIGHT © 2022 Li, Burton-Pimentel, Brouwer-Brolsma, Vergères and Feskens. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
YOUNG REVIEWERS
ABHAY, AGE: 10
I am a fourth-grader who loves movies and reading. I am a big fan of movie franchises such as Marvel and Star Wars and book collections such as Geronimo Stilton. You will almost always find me with a book. The favorite ways I like to spend my time doing are making family trees, drawing, reading, and watching tv. My ambition when I grow up is to become a fashion designer.
ELLE, AGE: 12
My name is Elle, and I just turned 12 years old. I love cats, and wish I had one of my own. I love to dance, write, sing, read, and draw. I would like to become a lawyer when I am older. My favorite subjects in school have always been ELA and history. I have participated in the science fair all of my life, and I enjoy watching videos and reading articles to better understand the world around me. Fashion is a passion of mine too.
JOSI, AGE: 9
My name is Josi. I love to read and write stories. My favorite animals are pigs because they are really cute. Pink is my favorite color. Science is one of my favorite subjects along with math. For my science project this year, I explored the physics of a scooter because riding my scooter is a favorite activity of mine.
KAVISH, AGE: 9
I am a curious, fun-loving, little fourth grader who is interested in various topics. I like to spend my time writing stories and poems, drawing, singing and dancing. But I love playing above all of them. I love Science and dogs, though my parents don’t allow pets. I enjoy observing, experimenting, and discussing all aspects of nature. I would like to become a scientist when I grow up and help the mankind.
AUTHORS
KATHERINE J. LI
Katherine Li is a Ph.D. candidate at Wageningen University & Research and Agroscope. Originally a food toxicologist from Canada, she was introduced to metabolomics during her graduate studies in Colorado and was fascinated with how this tool is able to capture the complexity of food, metabolism, and health. Currently, she is using metabolomics to identify and validate biomarkers of fermented food intake. She is particularly interested in how these biomarkers could eventually be used in personalized nutrition, as well as to improve our understanding of the impact of (fermented) foods on chronic diseases. *firstname.lastname@example.org
KATHRYN J. BURTON-PIMENTEL
Kathryn Burton-Pimentel is a registered dietitian and nutritional researcher who works at Agroscope (Switzerland). Her research uses nutrigenomic tools like metabolomics to help understand why foods can affect people differently. She is particularly interested in how microbes found in some foods (like fermented foods)
and microbes found in the gut interact to affect our health. When she is not behind a computer, she enjoys running, swimming, and hiking.
ELSKE M. BROUWER-BROLSMA
Elske Brouwer-Brolsma is an assistant professor at the Division of Human Nutrition and Health at Wageningen University in The Netherlands. Elske started her career as a dietitian, but soon realized she wanted to dive more into the theory and pursued an M.Sc., in nutritional epidemiology and Ph.D., in nutrition and aging. During that period, Elske became more aware of the caveats of research on nutrition and health, particularly in terms of dietary assessment. As a consequence, Elske decided to dedicate her work to the innovation of dietary assessment methods to improve the quality of research on nutrition and health.
GUY VERGÈRES
Guy Vergères is a Swiss researcher trained in biochemistry whose interest has always been on discovering molecules in foods and how they can promote health. His career path has naturally led him to investigate the interaction of nutrients and foods with the human body. Vergères is a research group leader at Agroscope in Bern, Switzerland. He also teaches nutrigenomics, the modern version of nutrition research, at the ETH in Zurich as well as at the University of Lausanne, Switzerland.
EDITH J. M. FESKENS
Edith Feskens is a professor in nutrition and health at Wageningen University in The Netherlands. She was trained in nutrition and epidemiology and worked for a long time at the National Institute of Public Health in The Netherlands. She is interested in the role of nutrition in the prevention of disease and also in the role of nutrition during pregnancy and growth of children. She is also interested in environmental aspects of nutrition. Her work includes research in South-East Asia and Africa, where both over-nutrition and under-nutrition occur. | 6b6c711f-9bbe-4745-8af9-806ec8dd0d57 | CC-MAIN-2022-33 | https://ira.agroscope.ch/de-CH/Page/Einzelpublikation/Download?einzelpublikationId=53185 | 2022-08-16T20:11:37+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572515.15/warc/CC-MAIN-20220816181215-20220816211215-00289.warc.gz | 306,990,443 | 3,703 | eng_Latn | eng_Latn | 0.983993 | eng_Latn | 0.99729 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
884,
3754,
5983,
7795,
9523,
12340,
14962,
16831
] | [
3.296875
] | 2 | 0 |
Summer Veggies... EARLY!
Did you know that veggies like cucumbers and tomatoes only grow when it’s really HOT? So how do we have them so early in May and June? Some of our farmers grow vegetables in HIGH TUNNELS: the sun shines through the clear plastic and heats up the ground inside, so the tomatoes can grow and ripen! It’s like how your car gets too hot when the sun shines on it. But veggies like tomatoes and cucumbers LOVE hot weather!
Zucchini is a great summer vegetable that is fun to grow in a garden. But watch out-- they grow REALLY FAST and like to hide under the big leaves of the plant! Sometimes you’ll go out to pick zucchini and find one that is bigger than your head!
When this happens, there’s only one thing to do… Make zucchini bread, or muffins! (A great way to eat your veggies. In your dessert!)
Where am I?
What can you find all around the store?
- Corn
- Watermelon
- Strawberries
- Garden tools for Kids
- Very tiny white flowers
- Very BIG pink flowers
Color Me! | e7e289af-db68-413b-9269-64c4a313f116 | CC-MAIN-2024-42 | https://wolffsapplehouse.com/wp-content/uploads/2016/03/June-2016.pdf | 2024-10-16T03:30:59+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944593236.96/warc/CC-MAIN-20241016030506-20241016060506-00614.warc.gz | 533,265,896 | 237 | eng_Latn | eng_Latn | 0.995653 | eng_Latn | 0.995653 | [
"eng_Latn"
] | true | rolmOCR | [
999
] | [
2.890625
] | 1 | 0 |
MISIAの森プロジェクト
01 「みんなで作る MISIAの森ガイド」イベント開催
The event of making of "MISIA FOREST Guide"
02 Love is Free Campaign 第3回配布事業報告
The third distribution of bet nets
03 学生ボランティアの参加
Student volunteers
04 アフリカリーフレット完成
Complete the leaflet about Africa in Yokohama-city
編集後記
Editor’s note
MDGsとは、2000年、189の国の人々が同意した、21世紀の国際社会が真っ先に取り組むべき課題。2015年までに国際社会が達成すべき8つの目標を掲げています。MDGs are comprehensive and specific development goals that were agreed by 189 member states in September 2000, addressing the issues that must be immediately tackled. The goals are expected to be accomplished by 2015.
GOAL1 貧困と飢えの撲滅
GOAL1 End poverty and hunger
GOAL2 初等教育の完全な普及
GOAL2 Achieve universal primary education
GOAL3 女性平等の推進と女性の地位向上
GOAL3 Promote gender equality and empower woman
GOAL4 子どもの死亡率の削減
GOAL4 Reduce child mortality
GOAL5 妊産婦の健康改善
GOAL5 Improve maternal health
GOAL6 マラリアなど感染症の蔓延を防止
GOAL6 Combat HIV/AIDS, malaria and other diseases
GOAL7 環境の持続可能性の確保
GOAL7 Ensure environmental sustainability
GOAL8 開発のための世界的なパートナーシップ構築
GOAL8 Develop a global partnership for development
MISIAの森プロジェクト (http://satoyamabasket.net/forest/)
mudefは、石川県森林公園（石川県河北郡津幡町）で森の保全活動を通じて生物多様性の保全の重要性を訴える、MISIAの森プロジェクトを2011年5月から実施しています。
同プロジェクトでは石川県、津幡町の全面的な協力を受けて森の保全活動を行う他、子どもたちが住む未来の地球への希望を込めて、子どもたち自身が未来を考えていくきっかけとなるような「豊かな森」作りを、アートを通じて行っています。
■主催：一般財団法人mudef
■協力：石川県、津幡町、金沢大学、国連大学、国連広報センター、国連生物多様性条約事務局
■期間：2011年5月22日～2016年3月31日（予定）
■会場：石川県森林公園内かも池付近5ha
mudef has implemented 'MISIA Forest' project in Ishikawa Forest Park. This project appeals the importance of biological conservation through conservation activities of forests and environmental education. Through the project, we promote to conserve the forest, organize environmental program mainly for kids, and introduce the harmony with human and nature through art project.
■Organizer: General Incorporated Foundation mudef
■Cooperation: Ishikawa Prefecture, Tsubata-cho, Kanazawa University, United Nations University, UN Information Center Tokyo, Secretariat of the Convention on Biological Diversity
■Schedule: from May 22, 2011 to March 31, 2016 (5 years project)
■Place: Around Kamo ike (pond) in Ishikawa Forest Park
「みんなで作るMISIAの森ガイド」イベント開催
The event of making of "MISIA FOREST Guide"
2011年5月の開設以来、四季を通じて森の整備及び森にすむ生きものの調査を通じて、森の保全状況を知る手掛かりとしています。これまでにもより広く、そして親子で森の整備や森を知る活動に参加することが可能な取り組みとして、下草刈など森林整備活動や、森の現状を知るためにゲーム機を用いた生きもの調査を実施してきました。
11月10日には、昨年に引き続きMISIAの森で、親子を対象に、MISIAの森に暮らす生きものは何か、森林インストラクターのガイダンスを受けながら、自分たちで「探す」イベントを開催しました。約40の方にご参加いただきました。
参加者は先生の説明を聞きながら、ゲーム機を使って発見した森の生きものを撮影。中には200枚以上を撮影した人も！
撮影後は、MISIAの森に隣接するインフォメーションセンターでガイド作りに挑戦。自分が撮影した写真の中から何枚かを選び、森林インストラクターから教わったことや、森で発見したことを、思い思いの言葉で紹介する音声を吹き込むことで、オリジナルのガイドを作っていきます。
参加した方からは、「面白かった」「また参加したい」「生きものがこんなに森にいると思わなかった」など、さまざまな意見をいただきました♪
参加者の皆さんによって造られた音声付ガイドは、1つにまとめて「MISIAの森のガイド」としてインフォメーションセンターで紹介されます。ガイドはセンターで試聴することができるほか、自分のゲーム機を持参すると、ダウンロードしてみることも可能です。
ガイドは後日石川県森林公園内インフォメーションセンターで展示されますのでお楽しみに！
Since mudef was launched in May 2011, MISIA Forest project appeals the necessity of biodiversity conservation through various conservation activities. So far mudef has held some events such as forest improvement and biological survey mainly for parent-and-child.
On November 10, mudef held the event for parents and children to research what kind of livings there are in the MISIA forest with forest instructors. This is 3rd time to organize this kind of event.
About 40 participants attended the event and took pictures by using the game software, Creating Your Own Nintendo DS Guide of Nintendo DSi.
After takes they challenged to make their original guide to select the pictures they took and record their voice to introduce what they took. Participants expressed positive comments such as, “It was interesting.”, “I want to come again.” and “I’m surprised to find so many livings in MISIA Forest.”, and so on.
We will release the final version of this guide at the information Center of the Ishikawa Forest Park. You may browse through explanations of lives made by the participants.
If you take your own Nintendo DSi, you can also see the results by using your own device.
○詳しくはこちら http://satoyamabasket.net/forest/2012/11/post-1.html
○For more detail, see http://satoyamabasket.net/forest/2012/11/post-1.html (Japanese Only)
Love is Free Campaign 第3回配布事業報告
The third distribution of bet nets
mudef が行う Love is Free Campaign の一環で、蚊帳の配布が10月末に行われました。3回目となる今回の蚊帳の配布では、mudef 事務局長が視察を兼ねてマラウイを訪問。コンソル・ホームズ・オルファン・ケアのチャボンバ先生や、Love is Free Campaign を始めるきっかけとなった少女エリナの家を訪れました。写真とともにレポートを掲載していますので、ぜひご一読ください！
The third distribution of bet nets was held at the end of October in Malawi. Executive Director of mudef inspected there with a view to check things out. Dr. Nagashima met Ms. Yacinta Chapomba, founder of Consol Homes Orphan Care and Erena, an AIDS orphan inspired us to start “Love Is Free Campaign”. We have posted report with photos, please check it.
〇 MDGs ブログはこちら http://loveisfree.mudef.net/report/2012/11/love-is-free-campaign3.php
〇 For more detail http://loveisfree.mudef.net/report/2012/11/love-is-free-campaign3.php (Japanese Only)
学生ボランティアの参加
Student volunteers
mudef では今、大妻女子大学の学生4名がボランティアに来てくれています。学生ならではの企画も立案中です。また後日発表させていただきますので、お楽しみに♪
mudef accept student volunteers now. They have a number of different activities going on. Please look forward future announcement.
アフリカリーフレット完成♪
Complete the leaflet about Africa in Yokohama-city
mudef は、横浜市が行っている、小中学生のアフリカ理解促進を図るためのリーフレット「知ってる？アフリカのこと」の制作に監修として参加しました。横浜市内の小中学校及び特別支援学校で配布されるそうです。PDFでダウンロードもできますのでご一読ください♪
mudef oversee the making of the leaflet "Do you know about Africa?" that was made to promote understanding toward Africa for children. The leaflet is mainly passed out in elementary and junior high schools students in the Yokohama area for free. You can be downloaded for free from website.
〇リーフレット「知ってる？アフリカのこと」 http://www.ticadyokohama.jp/pdf/20121107.pdf
〇The leaflet "Do you know about Africa?" http://www.ticadyokohama.jp/pdf/20121107.pdf (Japanese Only)
編集後記 / Editor's note
早くも今年も最後の月となってしまいました…皆さん、やり残したことはありませんか？寒さも一段と厳しくなってきましたので、風邪をひかないように気付けて師走を乗り切ってくださいね。
Is there anything that you missed doing going into the final month of 2012? Please take care not to catch a cold and tide over last month.
We are mudef.
mudefは、音楽(music)とデザイン(design)を組み合わせたコトバ。地球には、解決しなくてはならないコトが多くあります。様々な問題に取り組むためには、国境を超えて人びとが協力し合うことが大切。そのため生まれたのが、mudef(ミューデフ)。「地球と人類が個面すす宿題解決をちょっぴりでもお手伝いしたい。国境も言語も人種も超えるチカラを持つ音楽とデザインの特技を活かして！」そう考えるアーティストの集まりです。
We have so many issues to solve. To solve the problems, it is crucial that people cooperate with each other beyond borders.
We, mudef, was established for that purpose. The term mudef is a combination of the words music and design.
We want to contribute to solving the issues the Earth and human beings are facing, even if only slightly, through exploiting the special power of music and design that goes beyond borders, languages and races. mudef is a group of artists who share that principle.
一般財団法人mudef事務局 Secretariat of mudef TEL: +81.3.5414.7778 firstname.lastname@example.org | <urn:uuid:a3872477-125d-419e-a255-9f3876e4b0e0> | CC-MAIN-2019-09 | http://mudef.net/contents/mudefNEWS_Vol24.pdf | 2019-02-18T14:35:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247486936.35/warc/CC-MAIN-20190218135032-20190218161032-00585.warc.gz | 171,760,040 | 2,587 | eng_Latn | eng_Latn | 0.692963 | eng_Latn | 0.845574 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2153,
4257,
7024
] | [
2.296875
] | 1 | 1 |
University of Utah Bridging Borders Workshops
Ban Mai Nai Soi
Workshops Conducted – June 8 – 12, 2015
Summary Report – September 2015
Workshop Facilitators: Tom McFarland, Mailee Yang, Dane Hess, Yvette Melby & Rosemarie Hunter
Workshop Evaluation: Mary Beth Vogel-Ferguson & Ryan Burningham
Report submitted by Rosemarie Hunter & Trinh Mai
Day 1: Introductions and Assessment
Combined groups (total 74 participants)
- Introductions & Ice Breaker
- Assessment of Camp Community Priorities with all partners
- Lunch
- Trauma Sensitive Yoga
- Stories of Health, Healing, and Empowerment
Day 2 Learning Through Play
& Classroom Climate
(Divided Groups: 12 participants from KnED SE and HSLP)
- Introductions: Ball of Yarn Activity – Identification of Connections, Networks, Support Systems
- Learning through Play (Part 1 – younger students) – Activity: Self Portraits
- Learning through Play: (Part 2 – pre-teens and adolescents) – Activities: Team Work with Building a Tower; Rewarding Positive Behavior; Identifying Cultural Games.
- Classroom Climate & Practical Tips for Behavior Management
• Building Self-confidence & Self-motivation – Activities: Playdoh exercise; Childhood Reflection Exercise; Role Play exercise
• Engaging families
Day 3: Developing Education Plans for Children with Special Needs
(Divided Groups: 12 participants from KnED SE and HSLP)
• Morning Yoga
• Review of Main Concepts from the Previous Day – Time for questions
• Defining the Education Plan & Monitoring Progress for Children with Special Needs
• Parenting and Communication – Activity: Balloon Game
• Lunch
• Shifting the Community’s Views: Reducing the stigma around children with special needs in the community – Activities: Role Plays
• Dealing with Stress/Self Care (bio-psycho-social-spiritual assessments) – Activity: Development of Self Care Plans
Day 4: Engaging with Parents
(Divided Groups: 12 participants from KnED SE and HSLP)
• Relationships: How to build a friendly, trusting, close relationship between parents and children
• Parent Education Workshops: Games to Engage Parents – Activity: Charades
• Contracting with Students and Parents
• Evaluation and Suggestions for future workshops
• Graduation
Summary of Workshops
Presentations, activities, role-plays and discussions focused on the following five primary areas: *Learning through Play*, *Working with Children who have Special Needs*, *Communications Skills*, *Engaging with Parents*, and *Developing Plans for Self Care*. All activities focused on developing a team approach and incorporating peer supervision. Group activities included exercises focused on ways parents and teachers can work together to support youth. All activities were adaptable to work with youth and parents involved in special education and that could be adapted to do in the home.
Workshop materials and interactive exercises focused on skill building activities with regards to assessment, intervention, and educating and supporting families. Working as partners and in small groups, participants also discussed and performed role-play exercises focused on communication skills, working with parents, and empowering participants to develop solutions to common problems faced as HSLP or SE staff members.
In addition to these areas, activities were facilitated to encourage self-care of staff. The workshop facilitators provided trainings on bio-psycho-social-spiritual assessments.
Additionally, participants engaged in Yoga and learned how to do self-care by introducing beginner stretches, which targeted the lower back, but was not limited to it. Participants also developed personal self-care plans and shared strategies for implementation and consistency.
Participant engagement increased significantly over time. The group was quiet at first, however, as soon as the workshop facilitators began using active learning techniques (hands on activities, games, role plays), participants became animated and open to sharing. There was much fun and laughter throughout. Participants were active in providing group summaries and classroom presentations.
The most significant outcome we observed was participants’ ability to identify solutions to common problems and share these solutions with their peers. There was a strong exchange of strengths-based and solution focused ideas.
**Summary of Special Education Workshops and Consultations**
The workshop participants requested information and trainings on *Special Education*, included the development of *Educational Plans*, *Working Parents* and *Dealing with the Stigma in the Community*. Participants were engaged in all aspects of these topics and were particularly interested in learning techniques for working with parents and teaching parents activities and games that can be done at home. Participants shared that there is much stigma in the community regarding special education and also much that is not known about these conditions. Generally, many community members do not understand disabilities and in some cases there are still some superstitions about why a child has special needs. Children with special needs also tend to have difficulty connecting with peers and are often socially isolated. However, participants also shared that parent involvement and encouragement can make a big difference in how the child sees themselves and their success at school. In terms of recommendations, the participants shared that they think parents would benefit from a respite program and support networks. This led to discussing examples of respite programs and peer support networks.
When asked how people in the community react or respond to children with special needs. Educators provided some of the following insights.
*We have some people that respect and understand them and are willing to help; but there are also lots of people who make judgments, don’t want to talk with them and don’t like them; the people who know them like them but others don’t understand*
*In school they (children with special needs) have a problem and people then send them you must go to an SE school – you cannot see or you cannot learn. They are separated from their friends; you are an SE student so you should not be friends with us*
I know a family from my section that has 2 SE kids; one daughter is deaf – parents are embarrassed to take her out in public – the parents lock them in the home when they go to the farm don’t let them out.
I don’t believe this but some people think that if people are deaf and dumb it means they took advantage of other people in their past life. Maybe they cheated people out of things in the past.
A family where a kid’s fell from a tree and broke his leg, he forgot himself for 2 weeks; they send him to school, give him encouragement, parents know he needs more help so they stay by him all the time; they give him encouragement to read and study for his tests, he passed the test; has a lot of parent support.
Reflection and Feedback on Special Education Workshops: Tom McFarland
During the time I was leading or participating in the scheduled trainings, I offered to serve as a special education consultant to Yonal—the Program Manager of Special Education and the Home School Liaison Program—for Jesuit Refugee Service (JRS)—and Poe, the Program Manager of Special Education—for the Karenni Education Department (KnED).
We first met for two hours as scheduled with the three Coordinators of Special Education for the KnED who were participating in the training to discuss writing Individual
Education Plans (IEPs) and to examine some previously written IEPs. Because these Coordinators find IEP writing to be challenging, we later met for an hour to watch a SE class with four students. I provided suggestions on how to teach these students and feedback on their likely labels in the US. In addition, I modeled a lesson on how to teach colors, numbers and shapes to these students. I explained how an IEP teaching these concepts would be written focusing on the goals and ways of measuring. Yonal and I met together to discuss how to change some of the focus from academic to functional learning for the observed students.
Poe and I met occasionally while waiting for training, and I share several simple ideas with him about how to improve the SE Program in the camp. He shared that other consultants have indicated that the SE Program at Camp One is considered an exemplary program within the refugee camps in Thailand.
I would summarize my experiences as positive and interesting. I especially like the trainings led by others—and the Yoga.
Additional Topics Identified by Participants
At the end of the trainings, we spent some time identifying additional topics for future workshops. The participants provided the following feedback.
*How do we engage with the parents when they are neglecting their children and not taking care of them; maybe they are involved with substances and not paying attention to the needs of their children; what can we do?*
*Problem in the community – the community is not talking good to the kids – talking bad things to the kids the adults are teaching the kids bad words so kids*
don’t have respect for the adults and the adults don’t have respect for the kids and treat them as second class citizens.
Could we get some handouts in Burmese? Things that we could read at home and review anytime; put together a resource manual in Burmese; a place to write notes and make part of it in English as well so we can learn English as well
YOGA!!!! Learn to play games,
Gives us some idea if what to do if we see the parents beat their kids.
Trainers also provided feedback and identified the following additional topics
It would be helpful to bring a special education person next year to continue the work that the group started this year. Particularly, being available for classroom observation and working with teachers in the classroom, as well as home visits.
The participants did mention an interest in child welfare training for next time. They also expressed an ongoing interest in communication skills training.
Representatives from the host agencies (International Rescue Committee – IRC and Jesuit Refugee Services – JRS) were also asked to identify training needs for health care workers and educators. The representatives all indicated that turnover of personnel in the camp is very high and that reinforcing the same topics that had been presented would be fine, despite concerns that training might be repetitive or not as effective because of short time limits. Other suggestions included:
New staff replacements are often less trained and sometimes very young. It is hard for them to garner respect. Giving them tools to improve their skills is very helpful.
It is time for renewal training on why it is so helpful to have children in SE. This used to be higher and has gone down.
Cross training between groups; psycho social workers are really short staffed; so little between the groups; turnover is high everywhere.
Looking at opportunities for applied skills. Perhaps spending more time in the classroom. Do one-on-one training with individuals. Possibly provide a pediatric OT to be able to learn how to help an individual child. Perhaps get specific cases to us ahead a time and see what kind of a team or help from a team member could be added.
**Provide Written Material**
One of the most consistent requests was to have written materials available during the trainings and that could be left with participants. The trainers, the camp participants, and Camp NGO staff noted this. Additionally the translators wished for the material ahead of time to aid in translating.
It was commonly agreed that the materials needed to contain simple ideas but also the main points of the trainings so it would serve as an outline of things to remember. One
idea was to have the handouts in English on one side and Burmese on the other. Additionally, written materials would also support the “train the trainer” model so participants would have materials to use to pass on the knowledge to others.
**Increase Interaction with Participants in their Environment (Schools, Clinics)**
Several suggestions from both participants and facilitators focused on the desire to see the participants in action and hear their challenges in their place of work. This might involve asking participants to provide actual case studies to discuss and apply principles to a case. Additionally, participants suggested that workshop facilitators see them in the classroom and provide consultations afterwards. Below are a few examples.
*More classroom observations or home visits where appropriate. Maybe a half day training…and half day doing applied work in the classroom setting or in the clinic. Or perhaps alternate training and applied work.*
*Idea for next year doing some accompanying of people doing the training to support them and doing some case planning to help with specific situations.*
*A couple of topics explored and applied deeply and with hands activities where they work.*
---
**Camp Climate: Observations and Reflection**
The word “unsettled” is one way to describe what is happening as a result of several significant realities being experienced by camp residents at this time. Talk of repatriation is growing and resettlement is occurring at a slower pace than in the past. Some suggest this reality has increased feelings of being hemmed in with few opportunities and fear of the unknown future. Turnover in camp staff employed by the NGO’s is high due to resettlement or simply returning to Burma (Myanmar). Informally, camp residents and staff say they see more alcohol and other drug abuse, as sometimes happens when individuals experience extended periods of stress, uncertainty and the lack of ability to control their future. Some camp leaders worry that many people have no experience of a world outside the camp. The wonder if in their naïveté they could be taken advantage of and exploited.
Participants spoke of significant cultural shifts in the community, as some parents feel that the stress of camp living is taking a toll over time and some are less able to care for their children. As one participant noted about changes in some parents’ behaviors:
*A problem in the community; the community is not talking good to the kids; talking bad things to the kids the adults are teaching the kids bad words so kids don’t have respect for the adults and the adults don’t have respect for the kids and treat them as second class citizens.*
Many of those living in the camp are also resilient survivors of many forms of persecution. This shows through an expanding interest and drive towards employment certificates and personal development. There is also increasing freedom of movement, more opportunities for jobs outside the camp, leading to more money for some.
As the outside world continues to enter the camp through media sources, the desire for connecting with outside grows as well. Already resettled family members send back remittance money, and stories of life in more developed countries. Many expressed appreciation that someone from “outside” cares and wants to help. They liked asking us questions and learning about our world.
**Acknowledgements**
We greatly appreciate the opportunity to visit Ban Mai Nai Soi and want to thank the JRS and IRC staff members who supported our work with their time in staying in communication to identify workshop topics and guide the development of the training schedule. In addition, we send our heartfelt thanks to all the staff that supported us inside the camp; they were our constant companions and guides, providing high quality translation and cultural consultation in order that we could continually adapt our materials in ways that were culturally relevant. JRS and IRC staff members were extremely gracious with their time and support. Their knowledge, experience, and assistance were crucial to the success of these workshops. We greatly value their expertise and are inspired by their passion and commitment to the refugee community. We look forward to feedback from the staff and the participants regarding areas that were well received, as well as, suggestions for improvement. | c1ba450f-c4a7-40ca-970c-c9394ca90a42 | CC-MAIN-2022-21 | https://www.bridgingacrossborders.com/_files/ugd/f7f46f_1d8931e84f2f4f3889d14d51bb1f2c66.pdf | 2022-05-21T13:17:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662539101.40/warc/CC-MAIN-20220521112022-20220521142022-00003.warc.gz | 748,945,425 | 3,134 | eng_Latn | eng_Latn | 0.911097 | eng_Latn | 0.998055 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
346,
1105,
2045,
3445,
6250,
7554,
9186,
11883,
14911,
16291
] | [
2.15625
] | 1 | 1 |
Regular testing of well water for *Coliform* bacteria is an important part of ensuring a safe water supply. Ideally, your laboratory test results should be marked **SATISFACTORY**. This means that *Coliform* bacteria was not detected in your water. An **UNSATISFACTORY** result indicates bacterial contamination and disinfecting your home water system through chlorination is recommended.
**What is shock chlorination?**
Shock chlorination is the process by which home water systems are disinfected using household bleach (or chlorine). It is the most widely recommended means of treating bacterial contamination in home water systems.
**What type of bleach and how much to use?**
Use the plain (and generally least expensive) unscented household chlorine bleach with at least 5% sodium hypochlorite found in supermarkets; do NOT buy fresh scent, lemon, or other scented chlorine products.
Dilute the suggested amount of bleach to use as shown below in 5 gallons of water.
| Well Size | Bleach Amount |
|-------------|---------------|
| 40 foot | ½ quart |
| 50-150 foot | 1 quart |
| 150 + foot | 1-2 quarts |
The Shock Chlorination Process
PREPARE. Before you begin the chlorination process, store enough water to meet your household needs for a minimum of 24 hours. Remove or bypass aerators, filters, water conditioners, or any type of water treatment system.
POUR. Use the chart on the previous page to determine the amount of bleach solution needed. Pour the chlorine solution into your well.
MIX. Attach a clean garden hose to the outdoor faucet nearest the well and place the end of the hose inside the well. Turn the faucet on and let water run until you smell chlorine coming out of the hose.
CIRCULATE. Allow the solution to circulate throughout the system. Open each faucet, first outside, then inside the house (both hot and cold), one at a time, and let the water run. Close each faucet after a strong chlorine odor is detected. Flush the toilets one at a time.
FLUSH AND FINISH. Allow chlorinated water to remain in the system for at least 4 hours, preferably overnight. Rid the system of the remaining chlorine by turning on outside faucets, one at a time, and letting them run until you no longer smell chlorine. Finally, run the indoor faucets, one at a time, until water is clear and the chlorine smell is gone. | 307291ea-16b0-4866-b6f9-cbb9d3eb64d6 | CC-MAIN-2022-21 | https://www.matsutestlab.com/_files/ugd/bad325_dbec885718ee47b8ba7cda107ce2a62e.pdf | 2022-05-23T13:25:21+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662558030.43/warc/CC-MAIN-20220523132100-20220523162100-00224.warc.gz | 997,077,754 | 519 | eng_Latn | eng_Latn | 0.997193 | eng_Latn | 0.997691 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1138,
2364
] | [
3.59375
] | 1 | 0 |
Healthy Living Checklist
Print a fresh copy at the beginning of each week to help you stay on track with your healthy eating, living, and self-care goals.
| MON. | TUES. | WED. | THURS. | FRI. | SAT. | SUN. |
|------|-------|------|--------|-----|------|-----|
|  |  |  |  |  |  |
**WEEKLY REFLECTION**
How are you feeling after this week? Any major wins or learning experiences to carry into next week?
*Need self-care inspo? Download my free eBook [Self-Care Made Simple](#) today.* | 1641057d-535d-4a10-8a37-acfc8462afa1 | CC-MAIN-2021-43 | https://www.franceslargemanroth.com/wp-content/uploads/2020/01/FLR-Healthy-Living-Checklist-2020.pdf | 2021-10-27T12:44:58+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588153.7/warc/CC-MAIN-20211027115745-20211027145745-00435.warc.gz | 937,465,061 | 165 | eng_Latn | eng_Latn | 0.985798 | eng_Latn | 0.985798 | [
"eng_Latn"
] | true | rolmOCR | [
592
] | [
2.296875
] | 1 | 1 |
It's a new year, with new discoveries, new friendships, and new learning opportunities under the nurturing and caring watch of our teachers in the virtual learning sessions. The school year has begun, so good luck to you!
The Covid-19 Pandemic has brought much of the world to a virtual standstill. As a result of schools being shut all across the world, the educational system has been significantly impacted with over 1.2 billion children out of classrooms.
Information technology has been an integral part of the educational system at the New Horizon Public School. NHPS remains committed to its mission of empowering students with in-depth knowledge and upgrading the quality of learning. The online platform remained unaffected by the nationwide lockdown enforced from March 24, 2020. Counselling support provided by the NHEI counsellors was available online for students, parents and staff during the stressful times. Information on free learning websites to help kids at home was shared through the Edumerge portal. Students were provided with opportunities to participate in a plethora of online activities and competitions during the lockdown period. The EMUN sessions greatly enhanced the knowledge and skills of the participating students. Activities like short-film making and photography kept many of the students motivated and engaged. Interactive quizzes, creative writing and painting competitions conducted online helped students to discover their talents and potential. Many brought laurels to the school by winning numerous accolades. The results of the competition has been uploaded on page 4 of New Horizon Times.
As countries across the world take steps to control the virus and develop a vaccine, e-learning has distinctively risen, whereby teaching is undertaken remotely and on a digital platform. In pursuit of excellence, NHPS endeavours to create meaningful learning experiences for its students. With this paradigm shift, we aim to utilise interactive collaborative tools on a single platform.
As you begin your school, remember that change can be hard but it can create something beautiful, by taking charge of your happiness, surrounding yourself with wisdom, and moving ahead with determination. It's going to be great year as you take on something new, it can be intimidating for many of you right now considering the situation and your fears may be screaming but listen to those small whispers of hope and be encouraged because you have teachers hoping to have superheroes, so help with that transition as education is the gateway to the world of dreams and self-motivation is the key.
May this school year be the best.
NEW HORIZON EDUCATIONAL INSTITUTION’S GOLDEN JUBILEE CELEBRATION
The New Horizon Educational Institution celebrates 50 Golden Years of excellence in education. Let us celebrate our achievements and reminisce about the years gone by.
In the year 1970, we began with only one institution. Today, the New Horizon Educational Institution (NHEI) is a group of 9 high performing institutions spread across Bangalore. New Horizon Educational Institution provides educational services from pre-primary level to the professional level with the mission of imparting holistic education to the new generation. Established 50 years ago the New Horizon Educational Institution, is considered among the most popular institutes of Karnataka. New Horizon College of Engineering is ranked amongst the Top 100 Engineering colleges in India by NIRF(National Institutional Ranking Framework). It is ranked No. 9 in Karnataka and No. 4 in Bangalore. The New Horizon Public School was ranked the No.1 ICSE school in India in 2014, and New Horizon Gurukul was ranked the No.1 school in India for holistic development in 2019.
The New Horizon Educational Institution has rendered 50 years of munificent and glorious service to the cause of educational and social development. It has donated to numerous organizations across India to support various causes for the upliftment of society. It has adopted more than ten orphanages and supports more than a hundred villages today. It has provided furniture to more than two hundred government schools. In 2012, the New Horizon Educational Institution was honoured with the prestigious Karnataka Rajyotsava Award. The aspiring students of NHEI have won numerous National and International competitions during the past years and continue to bring laurels to the Institute. As we strive for excellence, may we continue to prosper and flourish in times to come. We would like to wholeheartedly thank each and everyone involved in this glorious journey! Your unconditional love, support and commitment towards New Horizon through the years, have motivated and inspired us to become one of the leading providers of the selfless service that education is.
Heartfelt Thanks to all our students, alumni, parents, teachers and staffs on this glorious occasion.
**FUN FACTS - OUR SOLAR SYSTEM**
1. Our Solar System is on the Orion Spur of the Milky Way Galaxy.
2. Our Sun is so huge that it could fit all 8 planets nearly 600 times!
3. The first four planets namely, Mercury, Venus, Earth and Mars are called ‘Terrestrial Planets’. The last four planets namely, Jupiter, Saturn, Uranus and Neptune are called ‘Jovian Planets’. Jupiter and Saturn are ‘Gas Giants’ while Uranus and Neptune are ‘Ice Giants’.
4. Venus is the hottest planet in the Solar system, because it consists mostly of carbon dioxide and has very high atmospheric pressure. To make it worse, it rains acid, most of which evaporates even before reaching the ground.
5. Jupiter and Saturn have a methane-rich atmosphere. When there are storms, the lightning can turn the methane in the clouds into soot or carbon. When the soot falls, it withstands a lot of pressure and temperature, resulting in chunks of graphite. The graphite gets compressed with further pressure. This might lead to diamonds being formed. Hence, scientists think this may result in ‘diamond rain’ on these gas giants.
6. Saturn is known for its beautiful rings. An asteroid or comet might have got too close to Saturn, ripped apart into pieces and slowly started to revolve around it, thus forming Saturn’s beautiful rings.
7. A Planet is a celestial body that is in orbit around the Sun, and is spherical in shape. It clears its neighbourhood, and keeps its orbit clean by knocking off the asteroids and dwarf planets out of its path using its gravity.
8. Pluto is also in orbit around the Sun and spherical in shape, but it does not clear its neighbourhood. Pluto’s orbit has lots of asteroids and dwarf planets. So, it is considered as a ‘Dwarf Planet’.
9. ‘Dwarf Planets’ are in orbit around the Sun, but do not keep their path/neighborhood clean. There are five Dwarf Planets in our Solar System, namely, Ceres, Pluto, Haumea, Makemake and Eris.
10. A band of asteroids located between Mars and Jupiter is called the ‘Asteroid Belt’. Ceres, the Dwarf planet, is a part of this asteroid group.
*Harini Sriram
IV E*
---
**RIDDLES**
1. I am green, I am small, I grow in a pod.
**WHO AM I?**
2. I am always on the dinner table, but you don’t get to eat me.
**WHO AM I?**
3. I am yellow, I have ears, but I cannot hear.
**WHO AM I?**
4. I have rivers, But no water. I have forests, But no trees. I have cities, but no people.
**WHO AM I?**
**Answers:**
1. Peas, 2. Plates, 3. Corn, 4. Map
*Anika Bishit
2D*
---
**MY SCHOOL**
What does a school give?
Education and values that help us live.
Many are the things, my school teaches me
She teaches me to love, to be joyous and free
To reach the heaven and skies above
To dream of eternity, and true love.
She holds my hand and leads me to God,
She shows me how to surrender my being to the lord.
She teaches me to laugh and smile
She inspires me to walk the extra mile.
She removes my tears too,
And helps me define all that is good and true.
She teaches me to celebrate life
To treat as a precious gift, my life.
My sacred altar, is the place I study and play
Beloved school, “YOU ARE THE BEST IN EVERY WAY!”
*Ved Jain
2 C*
---
**MY INDIA MY PRIDE – FACTS**
1. The world’s only floating post office is located on the Dal Lake in Srinagar, in the state of Jammu and Kashmir.
2. There is a day dedicated to Dr APJ Abdul Kalam in Switzerland called the Science Day!
3. A small village in the Jaunpur district of Uttar Pradesh, Madhopatti, is called the ‘Officers’ Village of India’, as it has created history by producing the most number of IAS officers.
4. India’s ISRO Chandrayaan-1 using its Moon Mineralogy Mapper detected water on the moon for the first time.
5. Shani Shingnapur is a village in Maharashtra, where the houses do not have doors. Can you believe it?
*Samruth R
2 B*
---
**JOKES**
1. Rohan: Father, can you sign in the dark?
Father: Yes, but why should I sign in the dark?
Rohan: I want your signature on my report card.
2. Peter: Ants really work hard. They work and work, and never play.
Henry: Then how come every time I go for a picnic they are there?!
3. Sammy: I am going to Bengaluru for my holiday and I want you to keep an eye on my car as it is very expensive.
Assistant Jonny: Ok Sir, but what will I do with my other eye?
4. Michael was a funny boy. One day at school, the teacher taught them the formula for water.
Teacher: Michael, what is the formula for water?
Michael: h, i, j, k, l, m, n, o.
Teacher: What!
Michael: Miss you only taught us that the formula for water is “H to O”.
*Anika Bishit
2D*
---
**A BITTER TALE**
There once lived a sapien like us,
Only that he had a purpose to live.
Night and day, he yearned to know,
‘O, why is the world so cruel?’
A fool he was, I have to admit.
For an answer to his query, a prayer hall, he visited
The line was long, his patience short
Well, he waited!
Second only to a sadistic person, in line, he stood
And did not budge, even for a lady ailing.
‘It seems long enough,’ he said, ‘I cannot let you pass.’
Alas! In anguish and pain, sadly, she passed away.
Unbothered he asked Him, ‘O, why is the world so cruel?’
He met the sage to know the answer.
Unaware of the evils imparted by the fraud,
On his way home, a happy man, he was.
Hardly able to contain his glee,
He stopped to buy a meal, worth a pound
Unlike the miser he was.
A homeless child, while crossing the street,
To him, with open hands, forward came.
Gulping down his meal, he looked at him and laughed.
He had asked the sage why the world was so cruel.
Never did he hear the right answer
And of ignorance, died.
It is left for a few good people to know
What would have happened,
If only the Truth, he knew!
*Saanvi Tara
IX C*
Advantages of washing hands, wearing mask and things to have while going out
First step of washing hand
We need to make our hands wet
Second step of washing hands
We need to apply soap
Third and fourth step to wash our hands
Then rinse your hands for 20 sec
Dry
Wash
Rinse
and dry it.
Steps to wash our hands!
Masks protect us from floating viruses and bacteria in air. There are different types of masks like N series masks and etc. We need to wear masks as it protects us from COVID-19 the deadly disease.
Things to be carried while going out
1. ALCOHOLIC HAND SANITISER
We should use at least 10 times while out
2. MASK
We should wear surgical mask. We should wear at least 2
3. GLOVES
We should wear surgical mask. We should at least carry 2 pairs of gloves.
Why we should follow social distance?
We should follow social distancing so that the virus doesn’t spread easier and it’s airborne. Social distancing is leaving 3 feet distance between us. It is told to be followed in all the places by the Government. It is not followed by all the citizens of India. This is the reason of increase in the number COVID-19.
Measures taken to prevent COVID-19
Wash your hands frequently. Always wear mask and gloves while going out.
THINGS WE CAN DO DURING LOCKDOWN!
There are a lot of things to do during this period:-
https://bgi.lfejournal.com/blogs/blog/stay-at-home-printable-pack-family/
Click here for free books:-
1: https://www.gutenberg.org/
2: http://en.childrenlibrary.org/
3: https://archive.org/
Gowtham
6D
LOCKDOWN, A BLESSING IN DISGUISE
There is a saying ‘Life always catches you unawares’ which is very true. I was preparing for my Annual Examinations in the month of March. Late in the evening on 9th March, my school announced that the Academic Year had ended due to the Covid-19 situation. So, it meant that my examinations were cancelled. I did not anticipate this announcement. As soon as I heard it, my mind was filled with thoughts of not bidding a proper farewell to my teachers. I would also miss my friends and relatives. Since the pandemic situation has started becoming serious, we have to stay at home. I wondered how I would spend my holidays without going out. After some time, I realised I could do so much during the holidays. I started preparing myself for the holidays. I drafted a schedule. The activities included studying, dancing, exercising, drawing, painting, playing and cooking. During the lockdown, I read many storybooks and novels. The authors whose books I read included Enid Blyton, Anne Frank, Christopher Paolini and Roald Dahl. I watched many YouTube videos and learned new songs and dances. I am very fond of dancing and enjoy it very much. I like to participate in dance competitions whenever I get an opportunity. One should not forget school studies, so I began completing my home assignments. It made me feel like I was back at school. I also played many games during the lockdown with my family. I played mini-cricket with my father, cards with my grandmother and a few board games with my mom. I did aerobics with my father as exercising is very important. Like dancing, I am very interested in arts and doodling. I tried shading, and origami apart from drawing. I tried many experiments, magic tricks and also learnt many hacks.
Nature and wildlife had started reclaiming their spaces because of no human intervention. The videos and pictures; I saw brought a huge smile to my face. This lockdown is indeed a blessing in disguise. Besides learning many new things and developing my skills, the lockdown has helped me to bond with my family.
Keerthana S
5 C
LOCKED AWAY
He scanned the horizon, hoping to catch sight of another bird, and click its picture as it flew home; its hunt of the day over. Taking with it the remains of whatever grass or animal it had managed to pick up during the day. As he captured a picture of a parrot in flight, he heard his mother’s call for dinner. He realised that it would soon be dark enough, for his bare flesh to appear enticing to the swarm of mosquitoes that appeared around the building every evening, waiting to sneak upon some poor unsuspecting person, and enjoy a meal. He went inside, and his mother told her that he would have to cook a meal. The sight of many birds going home after a day of hunting, was almost irresistible to anyone who wanted to see a decent number of pictures of nature that included the sky and birds. He saw a little mynah flutter too fast before him, to click its picture. He had been in such situations before, and knew how to manage it. He quickly set eyes on the little mynah, and tried to follow the direction it was flying in. He wanted to trace it next. But, more often, we would arrive at a dead end and try to pick up the trail. You would lose the bird out of sight, and take a right turn down the next building. As he turned away from the balcony, shaking his head sadly at having lost sight of the bird, he remembered the way things were, before the lockdown. Earlier, he could view the beautiful blue sky. But now, when he searched for birds, all he could see were the grills that appeared to hold him back, to block him, and to counter every move of his …
Deep in contemplation, he walked back in, wondering if there was any way he could shake off the horrible feeling of being kept a prisoner in his own home. A little later, he realised that he was one of the lucky ones. In fact, there were people in a worse condition than him. For instance, the migrant workers who lost their jobs because of no work coming in. As he thought of them, he realised that most of them were construction workers who lived in small huts on the construction site itself. When the lockdown was announced, the developers who owned the site would have shut down the place, leaving the livelihoods of the construction workers in jeopardy.
He suddenly felt a warm rush of gratitude towards his parents who provided him the love, nourishment and shelter, he needed as a child.
He thought of the reason, the virus had appeared. Maybe it wanted to teach us to respect people and nature around us. Maybe we were not appreciating the wonderful world. Maybe the virus had bestowed upon us. Maybe it was reprimanding us for not enjoying the beauty of the morning a day at work. We may have ignored a bright sunny summer day, because the latest video game had released. We had probably forgotten to plant the tulsi seeds that we had plucked off the plant when it was blooming. Maybe we had deliberately kept throwing away the vegetable peels, instead of responsibly buying them to create compost. Probably, we were trying to concentrate on a piece of work that we knew that would have no positive results.
His head swirled with thoughts, he went back into the house, having lost the irksome feeling that he was locked away.
Aadya Raj
7C
LOCKDOWN - A BLESSING IN DISGUISE FOR MOTHER NATURE
The forced lockdown due to the corona virus pandemic, has had a huge impact on people’s lives. Even though the lockdown seems to have a negative effect on our lives, it is actually a huge blessing in disguise to Mother Nature. The environment is actually benefitting from the restricted movement of humans and their activity. The condition of the environment has improved so drastically, that the severity of global warming has drastically reduced. The lockdown is not limited to India but it is almost 100 percent global, which bodes very well for the environment.
All vehicles have required movement causing CO2and particulate matter levels (PM 2.5) to drop. Usually during this time of the year, in Delhi, the Air Quality Index records the air quality as poor or severe but on April 21, 2020, it was satisfactory. The air over industrial hubs and crowded cities has improved drastically as a result of the lockdown.
When we stay at home, we close out our homes, zoos and public places. In the process, wildlife is suddenly not awarmed by motor vehicles. Studies have showed a sudden spike in bird population after the lockdown was enforced. There have been reports of penguins walking in the middle of Paris, and kangaroos jumping on an Australian main road.
The water quality has also improved. As the factories and industries are not working, no chemical water is being emptied into the rivers. The river Ganges, one of the most polluted rivers in the world, had murky water until now but is clearer. The water quality not just in India, but around the world has improved significantly due to the lockdown. The once crowded beaches of Chennai and Mumbai, are now home to thousands of baby sea turtles.
There is no more plastic littering the beaches, and the sea water is much cleaner. Again, due to the shutdown of industries, there is no dumping of harmful wastes in landfills. The transport of oil and other goods via sea has also decreased. There is less emission of oil and other carbon based fuels into the atmosphere. Oil that is spilled, settles on water, and does not allow oxygen to mix with water causing sea creatures to die. The water becomes toxic, and all microorganisms die in the area blanketed by the toxic crude oil.
The lockdown is a positive sign that shows us that all the damage we have done is repairable. The lockdown will have a lasting impact as life after the pandemic will change. More people are going to prefer to work from home rather than office. This is really a blessing for Mother Nature. Dropping pollution levels, improvement in water quality, and cleaner land all around the world, makes it an equally shared planet for all living creatures.
Tejas Nagesh
6
LOCKDOWN – A BLESSING IN DISGUISE FOR MOTHER EARTH
Experiencing a mixed emotion of fear of the virus, and excitement of living during a pandemic? Too bad! But if you ask Mother Earth this…She would say that she’s happy as all of us are staying in lockdown and she’s able to heal. A good thing is that the air quality is improving, the smog is reducing, and global warming is reducing. COVID-19 is teaching us to not trouble our mother earth. I believe we should continue this even after the virus has gone. It is time to learn from nature and learn about the various ways the earth tries to convey to us through hurricanes, earthquakes, tsunamis, etc. that it has to be cared for. We did not learn the lesson the earth was trying to teach us. So, I imagined that mother earth would have sent a message from space called COVID-19.
So here is the scene:
(In space)
EARTH: My life is so miserable…
COVID-19: What has happened Earth?
EARTH: The earthlings (Humans) are troubling me!
COVID-19: Oh, they are you?
(Covid-19 imitates the earthlings like they troubled the earth)
COVID-19: Earth, I have put them in lockdown so you can heal…
EARTH: Thanks a lot!
COVID-19: I will stay for some more time. Then I will go…If you ever need me just call!
Now, at least we must correct ourselves and treat nature the same we would treat ourselves. Otherwise, we might have to go through many more of these in the years to come.
So far now,
STAY HOME…STAY SAFE…
Udayaranyan Suresh
VI
LOCKDOWN — A BLESSING IN DISGUISE FOR MOTHER EARTH
Well, like all the other children, I was very bored at the beginning of the lockdown. One day while I was watching ‘The Amazing Triple Spiral’, a YouTube video on dominoes, I liked it so much that I decided to do it myself. Then I began, I told my dad about it, and in a few days, I had three hundred dominoes ready to stay in the house. I started to make a triple spiral formation. Then the best thing happened when I made a triple spiral formation. My parents were amazed as I was making dominoes that were not only made by dominoes but also by the bricks of the house. I was walking on the floor, but play my dominoes so interestingly, in dominoes that I did not even get bored. My journey of dominoes started with nothing but a mere video and ended with a passion for dominoes. By the end of summer, I kept getting better. My mom surprised me with 800 dominoes. My dominoes were getting more and more complex, and the photos you see above are the outcome of one small video. I quote Lemony Snicket, “At many times the doesn’t give what you expect, but I guarantee I will never disappoint you in the long run.”
Ankan T R
SE
CONGRATULATIONS!!
Results of the competitions conducted during the lock down period
Winners of the ‘Dialogue Writing with Cartoon Competition’ for the students of grades 1 and 2
| POSITION | NAME OF THE STUDENT | GRADE |
|----------|---------------------|-------|
| 1st | Ishan B | I |
| 2nd | Shaurya Sinha | I |
| 3rd | Avyaan Jain | I |
| 1st | Shreyansh Pal | II |
| 2nd | Vihaan Vutha | II |
| 3rd | Ved Jain | II |
Winners of the ‘Creative Writing Competition’ for the students of grades 5 and 6
| POSITION | NAME OF THE STUDENT | GRADE |
|----------|---------------------|-------|
| 1st | Sanvi Ghanekar | V |
| 2nd | Ashwini Abhyankar | V |
| 3rd | Anushka Tormekar | VI |
Winners of the ‘Doodling Competition’ for the students of grade 9
| POSITION | NAME OF THE STUDENT | GRADE |
|----------|---------------------|-------|
| 1st | Hariharan | IX |
| 2nd | Siddharth Setlur | IX |
| Special mention | Urvashi Shaju - M/O Pratyush | V |
Winners of the ‘Create a poster using MS Paint Competition’ for the students of grades 3 and 4
| POSITION | NAME OF THE STUDENT | GRADE |
|----------|---------------------|-------|
| 1st | Rishi C | III |
| 2nd | Arohee | III |
| 3rd | Samvrit Rayana | III |
| 1st | Atharva | IV |
| 2nd | Eeshan Prushty | IV |
| 3rd | Parikshit N Bhade | IV |
Winners of the ‘Short-film Making Competition’ for the students of grades 7 and 8
| POSITION | NAME OF THE STUDENT | GRADE |
|----------|---------------------|-------|
| 1st | Pranav Kedar | VII |
| | Pranav Rajan | VII |
| 2nd | Raghav Srinivas | VII |
| | Shreyas Pai | VII |
| 3rd | Sindhoora R | VII |
Congratulations to Aluvi Subramanian!!
105 students from 35 schools across 15 cities in India took part in the All India Jagrata Quiz Competition conducted online. Four students were selected for the Grand Finale. Aluvi Subramanian of 7 E was one among the finalists. He made us all proud by securing the second position in this online Quiz Competition.
Congratulations to Harish R Bhat Science Foundation (HRBSF) conducted an online painting competition – ‘Wonders Of Wildlife’ with the theme ‘Indian Biodiversity’. The winners and runners in all categories.
STUDENTS’ CREATIVE CORNER
BEHIND THE SCENE
Publisher: Dr. Mohan Manghnani
Chief Editor: Mrs. Anupama Sethi
Editor: Ms. Sylvia, Ms. Roopashree
Design and Layout: Mr. Rajavel N
Editorial Assistant: Ms. Uma M
Photography: Mr. Lakshmikanth
The contents are written, edited by the students and teachers of NHEI. Disclaimer, Utmost care has been taken while selecting the articles of NEW HORIZON TIMES. However, the Editor and Publisher shall not be directly responsible for any inadvertent misrepresentation of facts/facts or bloomers, which might have crept in despite our best efforts. | 9b9d75fa-9849-4ac2-a97b-ecfa6c054b2f | CC-MAIN-2021-25 | https://newhorizon-nhps.s3.ap-south-1.amazonaws.com/wp-content/uploads/2020/07/13084531/Newsletter_compressed.pdf | 2021-06-20T04:14:48+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487655418.58/warc/CC-MAIN-20210620024206-20210620054206-00578.warc.gz | 375,706,529 | 6,075 | eng_Latn | eng_Latn | 0.998198 | eng_Latn | 0.99915 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
4934,
10924,
23214,
26309
] | [
2.71875,
3.0625
] | 1 | 0 |
1. Run off enough copies of “Observe, Wonder, Discover” for each student to have one for all three sections of the center. (In These Hills, Out of Carolina, The Turning Road) These can be run front to back.
2. Discuss with students what it means to observe, wonder, discover, speculate and investigate.
3. Tell students they will be doing all of this as they explore through the Earl Scruggs Center.
4. Before coming to the center, allow students to fill in the “speculate” portion of their sheets.
5. Allow students to carry their sheets through the center and fill in each section as they go.
6. Back in the classroom, as a whole group or in small groups, allow students to share what they observed, wondered and discovered. Ask them to share if their speculation was correct.
7. Give students the opportunity to investigate further one topic they wanted to learn more about.
Speculate
Try the Common Threads table. Describe what you are doing.
__________________________________________________________
__________________________________________________________
__________________________________________________________
Speculate what will happen at the table that’s like an iPad.
Speculate… predict, educated guess
Was your speculation correct? Why or why not?
__________________________________________________________
__________________________________________________________
Draw a picture of what happened.
Investigate
What is one thing you want to investigate further after visiting “In These Hills”? Why?
Investigate… find out or learn more things about
Back in the Classroom
Draw something you observe, wonder about, discover, speculate about, or investigate everyday.
Out of Carolina
Journal Pages
Name
Instructions: Cut pages, put in order, staple booklet.
Observe
Draw and explain something you observe in “Out of Carolina”.
Observe...
to see, watch, notice
Wonder
What is one part of this exhibit you like?
__________________________________________________________________________
__________________________________________________________________________
What do you wonder about that part?
__________________________________________________________________________
__________________________________________________________________________
Discover
What is one thing you discovered in “Out of Carolina”? Draw a picture and label it.
Discover...
learn, find out something new
Speculate
How do you think someone plays the banjo?
__________________________________________________________________________
__________________________________________________________________________
What is a different way someone could play a banjo?
__________________________________________________________________________
Was your speculation correct? Why or why not?
__________________________________________________________________________
__________________________________________________________________________
Draw a picture of a banjo and tell how to play it.
Investigate
What is one thing you want to investigate further after visiting “The Turning Road”? Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Back in the Classroom
Draw something you observe, wonder about, discover, speculate about, or investigate everyday. | <urn:uuid:0d530711-cd6d-4480-b1fb-dfb867ec51ca> | CC-MAIN-2018-47 | http://www.earlscruggscenter.org/wp-content/uploads/2014/09/Observe-and-Wonder.pdf | 2018-11-19T23:44:42Z | crawl-data/CC-MAIN-2018-47/segments/1542039746171.27/warc/CC-MAIN-20181119233342-20181120015342-00483.warc.gz | 408,061,305 | 563 | eng_Latn | eng_Latn | 0.950599 | eng_Latn | 0.993638 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
883,
1699,
2423,
3454
] | [
4.5
] | 2 | 0 |
Journal
Spend some time thinking about the question below and journal your thoughts or share them with a parent.
WHY DO PEOPLE FORGET TO SAY THANK YOU?
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 Luke 17:11-19
In Luke 17, Jesus heals 10 men who are very sick with a skin disease. This disease would have not only impacted their health, but their families, their jobs, everything in their lives. You would think that being instantly healed from such a terrible disease, their first instinct would have been to go back and thank the One who healed them.
But only one man did. One man out of 10.
In fact, this man took four steps to thank Jesus. Read verses 15 and 16 and write out the four things he did.
1.
2.
3.
4.
We can learn something really important from the one man’s responses: Say thank you.
Day 3
1 Thessalonians 5:18, the memory verse this month says:
Give thanks no matter what happens. God wants you to thank him because you believe in Christ Jesus. (NIV) But back up a verse and read verse 17 too: “Never stop praying.”
It’s fitting that those two verses are right next to each other, because praying is one of the best ways we can give thanks! We can thank God in our prayers for the things He has done. We can thank God for others in our prayers. We can thank God simply for making us and loving us.
Pray a prayer of thankfulness now—thanking God for who He is and what He’s done, and expressing thankfulness for the people He has put in your life. Try to have every sentence in your prayer to start out with the words, “Thank You.” Even if you have specific needs to pray about, start out that sentence by thanking God. (Like, thank you, God, for giving me a loving grandma, and please heal her quickly.)
Never stop praying, and give thanks no matter what happens.
Day 4
On day two, you wrote out the four things the man did to thank Jesus for healing him.
It should have looked something like this:
1. He stopped what he was doing and came back to Jesus.
2. He praised God in a loud voice.
3. He threw himself at Jesus’ feet.
4. He thanked Jesus.
If we interpret this for our lives, we need to:
1. Take the time to thank others.
2. Thank God for what He has done.
3. Humble ourselves to see what others have done for us.
4. Simply, thank others.
Today, set a timer for morning, afternoon and evening. When your timer goes off, stop what you are doing and thank God for something He has done. Then, think about what others have done for you as well, and before you resume whatever you were doing, take a minute to thank them. You can call them, write a thank you note or email, shoot a text . . . the method doesn’t matter, but make sure you take time to thank God and others today!
Day 5
We don’t know exactly why the other nine men didn’t stop, go back and thank Jesus.
We assume they were overjoyed to be healed, and if you were to interview the men, they probably would say they were very thankful to Jesus. So why didn’t they say it?
Most likely? They simply forgot. They were probably so anxious to get to the priest and be declared healthy and able to return to their families, their work, and their lives, that it just didn’t occur to them to turn back and say thank you.
How many times do you think you are like the nine? During times like Thanksgiving, or Mother’s or Father’s Day, we might take time out to think about how thankful we are for the people in our lives, and the blessings God has given us. But during our daily lives, sometimes we simply are too busy and too caught up in our own plans and activities to take the time to say thank you.
Get a pen or marker and write these letters/numbers on each of your fingers. B the I.
Every time you look at your hand today, remember the goal to “be the one.” The one who takes time to say thank you. The one who stops what you’re doing to recognize what others have done for you. The one who remembers to show gratitude. Be the one. | 91cf5ab7-63da-438f-9fcd-7ed5201b08ee | CC-MAIN-2024-30 | https://www.trinitycamphill.org/wp-content/uploads/2020/11/252Kids_DailyDevotional_PreTeen_November15.pdf | 2024-07-22T13:37:59+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517878.80/warc/CC-MAIN-20240722125447-20240722155447-00760.warc.gz | 881,944,831 | 1,014 | eng_Latn | eng_Latn | 0.998533 | eng_Latn | 0.998943 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
539,
4297
] | [
2.53125
] | 2 | 2 |
Bigger and Better
How Minerals Local Plans can help give nature a home on a landscape scale in the Trent and Tame River Valleys
Our 2050 vision
The Trent and Tame River Valleys will once again be one of Britain’s greatest wetlands, providing a wetland artery for wildlife, flowing from source to sea in an attractive, multi-functional and inspiring landscape loved and valued by all.
The challenge
The Trent and Tame River Valleys once contained a wealth of wetlands. However, over the last hundred years or so, most have been lost or degraded due to drainage, agricultural improvement, built development or neglect. Few wetlands of high nature value remain and most of those that survive are fragmented and isolated. The wildlife that depends on them is now more vulnerable than ever. If we significantly extended the area covered by wetland habitats (eg, by doubling the area of reedbed) we could secure the future of the most threatened species.
The opportunity
Current mineral sites and proposed mineral allocations in the Trent and Tame River Valleys cover approximately 8,000 hectares (ha) – roughly equivalent to the area covered by the City of Nottingham.
The restoration of these sites provides the most significant opportunity to halt and reverse the decline in wetlands in the Trent and Tame and to create some of the best wetland areas in Britain. The scale and location of this opportunity is clearly shown on the map overleaf.
A new approach
Mineral site restoration in the Trent and Tame River Valleys has already resulted in the creation of some high-quality wetlands.
However, most of these restorations are planned on a site-by-site basis. To halt and reverse the ongoing decline in wetlands and associated wildlife, we need to move towards a more strategic, co-ordinated and landscape-scale approach to wetland habitat creation.
In this way, mineral sites can collectively deliver more for wildlife than they could individually. In other words, “the whole will be greater than the sum of its parts”.
By taking this approach, we can realise a wide range of additional benefits and achieve better integration with economic growth and development.
Why now?
All six Mineral Local Plans (MLPs) covering the area – Derbyshire, Leicestershire, Lincolnshire, Nottinghamshire, Staffordshire and Warwickshire – are being reviewed over a similar timeframe. Consultations on draft plans are taking place now (2015–16).
This offers us a unique opportunity to develop minerals planning policies that promote the strategic, co-ordinated and landscape-scale approach consistently across county boundaries. This, in turn, will help to establish a coherent and resilient network of wetlands across the whole of the Trent and Tame River Valleys.
What are wetlands?
A wetland is any area of land that is wet or damp for periods of time. In the Trent and Tame River Valleys, the priority wetland habitats are reedbeds, floodplain grazing marsh (wet grassland), wet woodland, lowland fen, lowland meadows and rivers. At a smaller scale, ponds and ditches also provide important wetland features within the wider landscape.
These habitats are preferable to large lakes as they are a higher priority for nature conservation and because large areas of open water already exist.
Rivers are a vital part of wetland habitats in the valley. All the rivers here have been heavily dredged and straightened and are now largely isolated from their floodplains.
We need to find ways to re-naturalise existing river channels, create new channels and features like ox-bow lakes, and re-connect the river to the floodplain and new wetlands. In this way, rivers can once again provide an artery linking all the wetlands in the Trent and Tame.
What do we mean by landscape scale?
“Landscape scale” means considering the whole landscape of an area, in order to make it more ecologically coherent. It is about delivering **more** places for nature that are **bigger**, **better** and **joined up**.
Small wetlands can have high value for many species like amphibians and dragonflies, and the opportunity for creating these should not be ignored. However, **bigger** wetlands (ie, wetlands larger than 100 ha, or even 200 ha):
- Can accommodate healthy populations of all the species associated with wetland habitat;
- Are more resilient to climate change;
- Are usually cheaper and easier to manage – hectare for hectare – than smaller, more fragmented sites; and
- Are more likely to attract newly-colonising species (eg, purple heron and spoonbill).
In many cases, creating wetlands at this scale will require a co-ordinated approach across clusters of mineral sites, for example, through the creation of “masterplans”.
This co-ordinated approach can deliver larger blocks of a smaller variety of wetland habitats on individual sites, whilst still providing the full suite of wetland habitats across the cluster. Small-scale habitat variety and transitional habitats would still be important components within these larger blocks of wetland habitat.
A key component in delivering **better** (ie, higher quality) wetlands will be for mineral operators, landowners and Mineral Planning Authorities to find long-term solutions for funding habitat management. A co-ordinated approach can help to provide the most appropriate combination of habitat management with complimentary, revenue-generating after-uses.
Mineral site restoration can also help to deliver more wetlands, helping to make the ecological network of the Trent and Tame River Valleys more **joined up**.
Bigger and Better
The scale of the opportunity in the Trent and Tame
Water voles
Water voles can do well in a wide range of wetland habitats, including ditches in wet grasslands and reedbeds. They need only relatively small areas of habitat, but the right sort of management is crucial.
Wading birds
Breeding numbers of lapwings, curlews, snipe and redshanks in this landscape have crashed since the 1970s. Large wet grasslands (>200 ha) stand the best chance of attracting all four species back again.
Floodplain grasslands on the Idle Washlands
Floodplain grasslands and wetlands can support flood mitigation and sustainable farming for communities, as well as benefits for wetland wildlife.
Reedbeds at Langford Lowfields
Reedbeds provide essential habitat for some of our rarest wildlife, such as bitterns, water voles and eels. Trails and viewing sites offer local people new opportunities to enjoy the restored landscape.
Wet woodland at Attenborough Lakes
Willows can be home to more species than oak trees. Wet woodland can help reduce flood peaks. It offers water quality and carbon storage benefits, as well as wildlife and landscape value.
Channel braiding on the River Tame
In-channel embankments to ‘tidy’ bring landscape, fishery and wildlife benefits and can help avoid sterilising mineral resources.
Bitterns
Bitterns need large (>50 ha) wet reedbeds full of fish and amphibians to breed successfully. What’s good for bitterns is great for hundreds of other species too.
Key:
Each square equals 100 ha. Clusters of sites have been defined based on mineral sites and existing habitats less than 1 km from each other.
- Existing wetlands and semi-natural habitat.
- Current workings, comprising operational sites and permitted reserves.
- Potential future resource, based on proposed and potential allocations as at December 2014.
- Site boundaries corresponding to the area data.
- Trent and Tame River Valleys.
What are the wider benefits of wetland creation?
A landscape-scale approach to wetland habitat creation provides significant benefits for wildlife. But people benefit too. Habitat creation provides an important range of economic, social and cultural advantages, including:
- **Flood mitigation**: wetlands in floodplains provide valuable floodwater storage, which can reduce downstream peak flood flows and the need for hard flood defences in urban areas downstream.
- **Water quality**: wetlands can help to reduce the cost of water treatment by removing impurities and pollution.
- **Health and wellbeing**: spending time around, or looking at, a wetland landscape can significantly increase your feelings of self-esteem, improve your mood and reduce your blood pressure.
- **Access and recreation**: wetland creation can provide new and improved opportunities for access to greenspace and informal recreation.
- **Local economy**: wetlands can provide a focal point for tourism and economic regeneration, bringing in money, investment and creating new jobs – please see the following case study.
Taking a co-ordinated approach to wetland creation can help to deliver win-win outcomes for all of these issues.
Again, bigger is better. For example, creating bigger wetlands in the floodplain will have a more significant impact on reducing downstream peak flood flows. Bigger wetlands can also offer a greater wildlife spectacle for visitors all year round, as well as a greater variety of recreational opportunities, providing the potential for larger tourism revenues.
**Case study**
**Attenborough nature reserve**
Nottinghamshire Wildlife Trust’s Attenborough nature reserve provides a good example of the direct economic benefits that can be brought to the Trent and Tame River Valleys by creating and managing wetland habitat for nature and for people:
- 250,000 annual visitors to the Nature Centre and an estimated 600,000 using the nature reserves for leisure and commuting;
- £625,000 annual visitor spend at the Nature Centre;
- 12 FTE jobs supported by the Wildlife Trust and trading company.
How can the MLPs help?
The six MLPs can help to deliver our 2050 vision for the Trent and Tame River Valleys in the following ways:
- Referring to this document;
- Promoting a **strategic, co-ordinated and landscape-scale approach** to the creation of wetlands at all levels of the MLP;
- Promoting a co-ordinated approach to wetland creation and other after-uses **across clusters of mineral sites** (eg, through commissioning masterplans for all key clusters);
- Identifying how wetland habitat creation in the MLP area can contribute to **establishing a coherent and resilient ecological network** across the whole of the Trent and Tame;
- Developing a **biodiversity-led restoration strategy** by making biodiversity the primary consideration for mineral site restoration;
- Identifying how the Mineral Planning Authority (MPA) will work with other stakeholders to ensure that wetland habitat creation **delivers the wider range of strategic benefits** identified in this document.
- Implementing these existing best-practice biodiversity principles consistently across all MLPs:
- Delivering a **net gain in biodiversity** for all mineral developments;
- Contributing to the delivery of **national and local biodiversity targets** and landscape-scale conservation projects.
- Protecting what we’ve got by providing an appropriate level of protection for designated sites and priority habitat;
- Securing the **long-term management** of new wetlands;
- **Avoiding habitat packing**, where small areas of lots of habitats are packed into a site;
- **Making the best use of available inert fill**, especially across clusters of mineral sites, to maximise the area of wetland habitats and minimise the area of open water.
Some of the MPAs are already leading the way in these areas – if we could achieve more consistency across the whole of the Trent and Tame, nature and communities will benefit.
**Working in partnership**
There is a strong network of existing partnerships and partners in the Trent and Tame. Between us we have a wealth of local knowledge, expertise, experience and time to help MPAs deliver the new approach – and achieve the vision – set out in this document.
Summary
This document sets out a vision for the Trent and Tame River Valleys to become one of Britain’s greatest wetlands, providing a wetland artery for wildlife, flowing from source to sea in an attractive, multi-functional and inspiring landscape loved and valued by all.
It highlights the scale of opportunity provided by minerals planning and mineral site restoration to help deliver this vision and the multiple benefits that this can bring, for both people and wildlife.
The purpose of this document is to influence all of the developing MLPs that cover the Trent and Tame – Derbyshire, Leicestershire, Lincolnshire, Nottinghamshire, Staffordshire and Warwickshire – so that they support the delivery of this vision. In particular, it promotes a strategic, co-ordinated and landscape-scale approach to wetland habitat creation through mineral site restoration, across MPA boundaries.
It is intended that the document will be referred to in all of these MLPs and help the MPAs to set appropriate objectives, policies and supporting text. In this way, we hope that the MLPs will collectively help to deliver more for people and for wildlife, through wetland habitat creation on mineral sites, than they would individually – the whole will be greater than the sum of its parts.
We also hope to gain support for the suggested vision and approach amongst all relevant stakeholders, including mineral operators, landowners, local communities, local authorities, NGOs and statutory agencies.
Where has this come from?
This document summarises the joint vision and approach developed by stakeholder organisations through two minerals planning workshops for the Trent and Tame, in 2013 and 2014.
This document is generously supported by the EU Life+ Communications Programme, through the RSPB’s Futurescapes programme.
For more information and references used in compiling this document, please contact:
Colin Wilkinson,
Senior Conservation Planner
E-mail: email@example.com
Phone: 01295 676463
IMAGES: Pond dipping by Rahul Thanki; Langford Lowfields reedbed and RSPB officer with workman by Ben Hall; River Tame, wet woodland and sunset over lagoon by Colin Wilkinson (all rspb-images.com); Washland by Carl Cornish; Attentborough nature reserve by Mike Pollard; Illustrations by Michael Warren.
The Royal Society for the Protection of Birds (RSPB) is a registered charity: England and Wales no. 207076, Scotland no. SC037654. 220-1402-14-15 | <urn:uuid:9baf2df3-c2d4-4676-9de2-8b4a768bca95> | CC-MAIN-2018-43 | https://www.ukmineralsforum.org.uk/downloads/Meeting31-BiggerAndBetter.pdf | 2018-10-17T08:07:31Z | crawl-data/CC-MAIN-2018-43/segments/1539583511063.10/warc/CC-MAIN-20181017065354-20181017090854-00403.warc.gz | 1,135,216,913 | 2,909 | eng_Latn | eng_Latn | 0.9962 | eng_Latn | 0.997387 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
128,
2761,
5574,
7512,
9631,
11824,
14289
] | [
2.453125
] | 2 | 1 |
Organization is a key element of both learning skills and executive functioning skills. There are two main types of organization that are important for student success, both in school, and in their lives outside of school: cognitive (thought organization) and physical (organization of person, materials and space). When students demonstrate lagging skills in the area of organization, there can be a widespread impact. This is what you might see when organizational skills are lagging:
(https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/organization-issues/understanding-your-childs-trouble-with-organization-and-time-management)
Fortunately, there are some effective strategies that can be used to address poor organization, planning, and problem-solving in our students. This module will focus on 3 strategies (Match the Picture, Match the Picture + Block and Box, Same but Different) for getting organized, staying organized, initiating tasks, following through, and managing time, as well as how to transfer learning from one situation to another. The importance of gradually transferring responsibility from adult to child or student will also be highlighted. The strategies presented here are based on the work of Sarah Ward and Kristen Jacobsen of Cognitive Connections Therapy.
**STRATEGY A: MATCH THE PICTURE**
- ME in the picture → facilitates future picture thinking and mental rehearsal; makes it concrete and personally relevant
- Use for organization of space, materials and body
- Reduces demand on auditory and working memory. Encourages the development of “thinking in pictures” to reduce the load on verbal memory and processing.
Some students may be able to start with mental imagery; others may require a concrete picture and work toward mental imagery (see sample pictures below)
**Possible Organizing Body and Materials Examples -- Match the Picture Strategy**
![Images of people in various activities]
**Possible Organizing Space and Materials Examples -- Match the Picture Strategy**
![Images of organized spaces and materials]
Possible Organizing Task Example with Checklist Generated from Picture
Note; Child / student actively participates in the creation of the checklist from the picture.
SAMPLE CONSOLIDATION ACTIVITY
To consolidate learning about the strategy, consider doing an activity like the following: Using a familiar example of a Match the Picture visual, work with students to develop an annotated/info-graphic that explains the purpose of Match the Picture, and Match the Picture with Checklist, and how to use it.
Possible Examples of Student Generated Annotated Graphics
Match the Picture
1. I look at the picture so I know what should be on my desk.
2. I put everything else out of sight.
Match the Picture + Checklist for GEOMETRY (Math)
- Math binder with graph paper
- Pencil case in Math binder with;
- Pencils
- Ruler
- Eraser
- Ruler
- Protractor
- Compass
- Calculator
1. I use the picture to make sure I have everything I need for Geometry in my pencil case.
2. I use the picture to create a list of the things I need for Geometry.
3. I keep the picture and list on the Geometry divider in my binder.
4. I also keep my Math Pencil Case in my Math binder.
STRATEGY B: MATCH THE PICTURE + BLOCK AND BOX → allows student to see features of the space as well as details within the features in order to organize thoughts and materials
- What is it? Superimposing an organizer over a picture to identify main topic/big picture → features → details in the picture.
- Use for organization of space, materials and body
- Why should you use this strategy?
- Some individuals pay attention to minor details, but fail to see how these details fit into a bigger picture. This strategy teaches students to view space and tasks from a big picture/gestalt point of view before focusing on categories and details → this improves speed of processing by employing top-down processing
- Reduces working memory load by grouping by feature/category
The goal is to work toward forming a mental picture in place of using a physical picture.
Possible Organizing Space Example of Match the Picture with Block and Box Added
SAMPLE CONSOLIDATION ACTIVITY
To consolidate learning about the strategy, consider doing an activity like the following: Using a familiar example of a Match the Picture visual with Block and Box applied to it, work with students to have them develop an annotated/info-graphic that explains the purpose of Block and Box, and how to use it.
Match the Picture + Block and Box Strategy
Purpose; The boxes reduce the number of things I have to hold in my memory from 10 items to 3 categories.
How To Use Block and Box
1. The Purple Box shows me ready - The Big Picture.
2. Each Blue Box shows a group of things I need.
3. I can look at the BOOKS Box and remember all the books that go into the BOOKS category.
4. I look at the TECH Box, and I can remember the items (details) that belong in that category.
5. I do this again for the Gym Clothes Box.
STRATEGY C: SAME BUT DIFFERENT (Making Connections to Transfer Strategy Use)
- Tapping into nonverbal working memory / use of mental imagery
- Use pictorial examples from Match the Picture + Block and Box to explain how you generalize/transfer your thinking process from a familiar task to a novel or problematic one
SAME BUT DIFFERENT NOTES/GUIDING QUESTIONS/EXAMPLES
| Strategy to be Transferred | Possible Guiding Questions | Possible Student Answers |
|----------------------------|-------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|
| Match the Picture (My Body or My Space) | 1. How is using a picture more helpful/powerful than using a list of items to help me remember what I need?
2. How do you use the picture to make sure you are ready to … (e.g., go to school)?
3. Describe another time when you have to gather a bunch of things to be ready to go? | • I can see the future picture (the big, completed picture) of ME or my space, instead of having to remember a long list of (possibly) unrelated items.
• I look at the picture and make sure that I match it/have everything in the picture.
• Hockey practice
• Soccer practice
• Swimming lessons |
Match the Picture + Block and Box
1. How does the picture with Block and Box help you get ready for ___?
2. Why are the boxes important?
4. How can you use a picture to help you get ready for ____? What would be in that picture? Let’s get ready to take that picture.
5. I notice you are not using your picture of ___ anymore, but you are still arriving prepared and on time. What strategy are you using now?
- I could take a picture of me wearing all my _____ gear.
- I could take a picture of my space (like my locker or desk) with the things I need, in the place they should be.
- I could actually assemble things and take picture.
- I could take a picture of just the stuff, without me in the picture.
- I use a list instead of the picture now
- I have a small picture on my phone/ on a luggage tag on my bag that I can look at..
- I can picture everything in my head now.
- The picture helps me see the whole completed picture and the boxes help me to see the categories of items I need to gather.
- If I can see the boxes/categories/features, I can remember what belongs in each box.
SAMPLE ACTIVITY TO TRANSFER LEARNING
- Apply Match the Picture + Block and Box to other visual structures such as Get Ready, Do, Done (GRDD) and graphic organizers
- Use the annotated graphics of Match the Picture + Block and Box to a GRDD template and ask students to show and explain;
- How and where the big idea/ main learning goal is represented in each
- What features are included in each format and how they are represented
- Examples of details shown in each and how they are represented
- When Match the Picture+ Block and Box would be an effective strategy to use (i.e., when you have to…)
- When GRDD would be an effective strategy to use (i.e., when you have to…)
- Record student responses to the questions above on a Venn Diagram (see example below)
Match the Picture + Block & Box
Both
Helps me know;
- Main Goal;
- Features;
- Details;
- What to do;
- What it should look like;
- Materials I need;
- The big picture
GRDD
Chart with columns, words and pictures
Plan how to do a task
- Photograph with boxes
- Helps me organize my body and space
Have students summarize the discussion by forming a statement such as;
“Both Match the Picture + Block & Box and GRDD help me remember things and know what to do. Match the Picture + Block & Box would be more helpful when I have to…, GRDD would be more helpful when I have to…”
Over time, do the same kind of analysis of Venn Diagram, hierarchical graphic organizers used for outlining paragraphs and essays, etc. to show how they are the Same But Different to Match the Picture + Block & Box and GRDD.
* For more information on the Get Ready, Do, Done Strategy and how to use it, please refer to the work of Sarah Ward and Kristen Jacobsen of Cognitive Connections (www.efpractice.com).
At each step, encourage students to be asking themselves questions.
- Jointly examine the picture -- "To match the picture I need my..." and "Do I match the picture? Do I have everything I need?"
- Jointly form a list from the picture -- "What are the names of the items that I need? Are all of the items in the picture included on my list?"
- Student individually creates a list from the picture -- "I need to put ... on my list."
- Student individually creates a list from a mental image -- "I need to put ... on my list."
- consider the student’s familiarity with using pictures/imagery to determine which stage in the process is an appropriate starting point
- The educator may go through each stage of gradual release of responsibility for each of the starting points above, but sometimes students don’t need you to start at modelling; they may be ready to start with shared or guided implementation | 973e1fd2-30a1-42b8-93b4-fd6a35ed160c | CC-MAIN-2025-08 | https://resources.finalsite.net/images/v1725017410/jeffcopublicschoolsorg/j4dvgxqvzoujegq0pjvh/visual-strategies-for-improving--organization-and-planning-outline.pdf | 2025-02-14T05:43:11+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951840.44/warc/CC-MAIN-20250214034103-20250214064103-00418.warc.gz | 457,226,193 | 2,147 | eng_Latn | eng_Latn | 0.989774 | eng_Latn | 0.996944 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1686,
2095,
3274,
4227,
6510,
8394,
9388,
10296
] | [
4.46875
] | 1 | 0 |
Warning: The interactivity in this PDF file is enabled by Javascript. For full functionality you have to use the Javascript capable PDF browser. Currently only Adobe Reader is available.
TABLE-SELECTION GAME
Select one correct answer for each of the questions in the test and press the Finish button at the end. The answers will be validated automatically.
For each given limit of a sequence decide whether its value is 0, $\infty$, $-\infty$, 1, or $-1$.
| | | | | | |
|---|---|---|---|---|---|
| 1. $\lim_{n \to \infty} \sin \pi n$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
| 2. $\lim_{n \to \infty} \log n$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
| 3. $\lim_{n \to \infty} \frac{1}{\log \frac{1}{n}}$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
| 4. $\lim_{n \to \infty} \frac{\sqrt{n}}{4 + \sqrt{n}}$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
| 5. $\lim_{n \to \infty} \frac{1 - 3^{2n}}{3^n}$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
| 6. $\lim_{n \to \infty} \frac{\pi}{n^2}$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
| 7. $\lim_{n \to \infty} \frac{n^2}{n - n^2}$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
| 8. $\lim_{n \to \infty} 2^n$ | 0 | $\infty$ | $-\infty$ | 1 | $-1$ |
\[
\begin{align*}
\text{Total number of students} &= 10 \\
\text{Number of students who like basketball} &= 6 \\
\text{Number of students who like football} &= 4 \\
\text{Number of students who like volleyball} &= 2 \\
\end{align*}
\] | 267ebcfa-211d-4ea3-add3-c91e410dbf6e | CC-MAIN-2024-18 | https://msr-latex.vsb.cz/math4you/games/files/5000000065_en.pdf | 2024-04-17T20:11:33+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817171.53/warc/CC-MAIN-20240417173445-20240417203445-00166.warc.gz | 371,099,966 | 572 | eng_Latn | eng_Latn | 0.940233 | eng_Latn | 0.99197 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
358,
1185,
1421
] | [
2.78125
] | 1 | 0 |
BY THE GOVERNOR OF THE STATE OF GEORGIA
A PROCLAMATION
CYBERBULLYING PREVENTION AND AWARENESS WEEK
WHEREAS: Cyberbullying is unwanted, aggressive behavior that involves a real or perceived power imbalance and is directed at a person or group of people through electronic communication, such as text messages, communication apps, or social media; and
WHEREAS: Cyberbullying primarily involves verbal aggression, including threatening or harassing electronic communications, and relational aggression, including the spreading of false information; and
WHEREAS: Cyberbullying can cause substantial emotional distress to the victim and may lead to anxiety, depression, or suicide among young people; and
WHEREAS: Approximately nine percent of students in grades 6–12 have experienced cyberbullying, and 1 in 3 young people have received a cyber threat. Yet only 1 in 10 teens tell a parent if he or she has been the victim of cyberbullying; and
WHEREAS: If a child is the victim of cyberbullying, he or she may avoid technological devices, appear stressed when receiving emails, text messages, or other forms of electronic communication, withdraw from family or friends, appear reluctant to attend school or social events, demonstrate signs of depression or low self-esteem, experience a decline in academic performance, or engage in poor eating or sleeping habits; and
WHEREAS: Some bullying actions are classified as criminal and are therefore punishable by law; and
WHEREAS: During Cyberbullying Prevention and Awareness Week, students, parents, teachers, and community leaders are encouraged to participate in activities intended to raise awareness of and offer solutions to cyberbullying in order to provide all children with a safe and welcoming environment in which to live, learn, and grow; now
THEREFORE: I, NATHAN DEAL, Governor of the State of Georgia, do hereby proclaim August 19–25, 2018, as CYBERBULLYING PREVENTION AND AWARENESS WEEK in Georgia.
In witness thereof, I have hereunto set my hand and caused the Seal of the Executive Department to be affixed this 7th day of June in the year of our Lord two thousand eighteen.
Nathan Deal
GOVERNOR
ATTEST
Chris W. Riley
CHIEF OF STAFF | <urn:uuid:d709a36e-5778-4d4e-8f4e-a8c0ccec2346> | CC-MAIN-2019-43 | https://nathandeal.georgia.gov/sites/nathandeal.georgia.gov/files/related_files/site_page/Cyberbullying%20Prevention%20and%20Awareness%20Week%202018.pdf | 2019-10-15T11:51:39Z | crawl-data/CC-MAIN-2019-43/segments/1570986658566.9/warc/CC-MAIN-20191015104838-20191015132338-00386.warc.gz | 619,336,848 | 476 | eng_Latn | eng_Latn | 0.996776 | eng_Latn | 0.996776 | [
"eng_Latn"
] | true | rolmOCR | [
2207
] | [
2.640625
] | 1 | 0 |
A Strategic Plan for commemorating the Civil War’s important places and compelling stories within the National Park Service’s Southeast Region
150 Years
A Nation Divided, A Nation Reunited; and the first steps on the path to full citizenship for all Americans
FALL, 2010
The United States as we know it today began not with the Revolution of 1776, but rather with the new nation that emerged from the American Civil War.
Southeast Region
Civil War Sesquicentennial Steering Committee
Woody Harrell Superintendent, Shiloh National Military Park
Kathleen Jenkins Superintendent, Natchez National Historical Park
Steve McCoy Superintendent, Fort Donelson National Battlefield
Dawn Davis Chief of Interpretation and Education, Fort Sumter National Monument
Terry Winschel Historian, Vicksburg National Military Park
Don Wollenhaupt Chief of Interpretation and Education, Southeast Regional Office
Carol Shively Communications Coordinator, Civil War Sesquicentennial, Southeast Regional Office
Fort Donelson National Battlefield
photo courtesy of Francis Kowal Ross
"The Civil War Sesquicentennial marks a critical anniversary in our nation's history. Let's seize this special opportunity to engage our visitors to reflect and discover the war's meaning and relevance in their lives today!"
David Vela, Regional Director
As steward of significant Civil War era battlefields and related sites, the National Park Service must be the leader in commemorating one of America’s most defining national struggles and the impact of that struggle on present day America.
The National Park Service is highly regarded for skillfully telling the story of the war itself; the battles and tactics; who succeeded and who failed. In keeping with the principles of Holding the High Ground, NPS stories must also address the war’s causes and consequences.
In particular, the NPS will address the institution of slavery as the principal cause of the Civil War, as well as the transition from slavery to freedom—after the war—for the 4 million previously enslaved African Americans. The Service must introduce the people of the battlefront and homefront, who they were, and how they lived.
Through the commemoration, the National Park Service will provide the nation an opportunity to reflect upon this momentous event within an environment that is inclusive and contemplative. Collaborating with partners and communities, the NPS has a great opportunity to touch millions of Americans including those who, with a little help, can find meaning where they thought there was none.
The Southeast Region proposes the following goal:
How can we make the Civil War Sesquicentennial relevant to today’s audiences?
The issues at the heart of the war 150 years ago remain relevant today: legal and social equality, the role of the federal government, how divergent views are reconciled in a democracy, preservation of the Union, new birth of freedom, and the question of attaining equal rights for African Americans and all other citizens.
Move Beyond The Battlefield
- Continue to broaden the story to address these larger economic, social, and political issues and offer parallels to the issues of today.
- Include civilian experience and perspectives.
- Provide a more complete context for the war and its aftermath, from Reconstruction through the present day.
Reach Out
- Engage multiple and diverse audiences through a broad range of media and learning opportunities.
- Serve as a respected, reliable source of diverse perspectives on the war and its lasting effects.
Create A Lasting Legacy
- Invest in the interpretation, acquisition and preservation of these treasured landscapes important to the Civil War broader story and the scholarship and technology to share the story and its lessons worldwide.
- Increase Americans’ awareness of their National Parks, the work of the NPS in their communities, and instill a lifelong desire to experience these special places.
Offer Unmatched Visitor Experiences
- Invite people to the best places to understand the war – where it happened. Deliver meaningful opportunities to debate the events of the Civil War, the Reconstruction Era, the Civil Rights Movement, and their significance today.
- Ensure all visitor media are up-to-date.
- Create new approaches to help audiences connect to the story.
STRATEGIES:
How will we achieve our goal?
PARK AND PARTNER OPERATIONS/ENLIGHTENMENT
- Get back to basics in interpreting our mission. Reinforce solid interpretive skills with increased training and evaluation.
- Ensure that each park has well developed interpretive themes and plans that are reviewed periodically.
- Use social science and demographic studies as a means to establish relevancy with our visitors and constituents. One example is linking with AARP, taking advantage of expertise and marketing potential.
- Partner actively with National Heritage Areas in conducting and promoting interpretive programs and events. Share information, ideas and resources.
- Encourage our historians, interpreters and partners to seek out collaborative inclusion of untold or hidden stories.
- Seek support of Regional Leadership Team to prioritize OFS requests for Civil War-related parks throughout the 150th.
TECHNOLOGY/MEDIA
- Develop a traveling exhibit to be used across parks, perhaps multiple copies.
- Establish a task force including representation from IT, historians, interpretation and cultural resource management to aggressively expand web and social media efforts.
- Work with WASO Office of Information to develop an interactive, user-friendly website linking parks with Civil War themes.
- Establish a Civil War heritage-type trail linking involved parks. Promote this with a publication and through the NPS web.
- Add server capacity where necessary to handle huge digital needs associated with 150th data sharing.
EDUCATION
- Create a shared OFS request for Education Coordinator positions to be placed in several parks.
- Develop and/or partner on scholarly symposia hosted in our parks.
- Establish a region-wide or even nationwide Civil War Teacher-Ranger-Teach program.
- Link educational standards in civics, government, citizenship, women's studies, social policy and the Constitution with Civil War themes.
LANDS
- Create PMIS projects for landscape restoration at our battlefields.
- Identify Civil War lands and sites and prioritize for acquisition through a Civil War Sites Survey.
- Establish a process to quickly update existing Special Resource Studies, amend General Management Plans and provide boundary adjustments.
- Work boldly with the Civil War Preservation Trust, the Trust for Public Lands, and the American Battlefield Protection Program to identify and market the most critical lands and sites that need protection. Acquire lands aggressively.
ACTION ITEMS:
WHAT ACTIVITIES WILL WE SUPPORT TOGETHER REGIONWIDE AND SERVICEWIDE?
SPECIAL PROGRAMMING
Special events will take place almost daily during the Sesquicentennial. These include reenactments, theatrical events, concerts, TV documentaries, symposia, focus groups, cell phone tours, GPS touring, history camps and additional ranger-led activities, etc.
SIGNATURE EVENTS
Some special events will be larger in scale and feature dignitary involvement, reaching higher numbers of visitors. These will be considered Signature Events. The National Committee has identified 13 Signature Events which will happen in the course of the Commemoration. Several will occur during each of the four years, hosted by various parks. The National Heritage Areas will also conduct a series of Signature Events throughout the Commemoration.
Kennesaw Mountain National Battlefield Park
WEBSITE
The WASO Office of Information will create and maintain a website for the Sesquicentennial, www.nps.gov/civilwar, which will be a powerful means of sharing NPS and partner efforts with the public and the education community.
It will feature a Master Calendar of Events, Special Exhibits, links to National Park Sites, National Heritage Areas, State and partner sites and other valuable references. It will include podcasts, vodcasts, and other tools to tell both the well known and the untold stories of the Civil War. Related tourism strategies will be addressed at www.nps.gov/tourism.
“Let’s all stay involved and make this Sesquicentennial relevant, fun and memorable for us employees and volunteers as well as the visiting public.”
Don Wollenhaught
Chief of Interpretation and Education
PUBLICATIONS AND EXHIBITS
Individual parks and partners will create a number of publications and exhibits for the commemoration. However, the following will be available to all.
The National Committee will produce a Civil War Handbook for the Sesquicentennial written by Civil War authors and NPS historians. Each region will contribute funds to this effort and the handbook will be available as a sales item through Eastern National.
The Southeast Region will create two publications. One will address the military history of the Civil War in the South and the other will investigate the issue of Slavery and the Civil War.
The Southeast Region will produce a portable exhibit panel announcing the Sesquicentennial for each of the Civil War-related sites. Each park will have the opportunity to produce a companion panel specific to their sites.
Kennesaw Mountain National Battlefield Park
LEGACY:
What do we want to leave behind when the commemoration is over?
At its most fundamental level, when the Sesquicentennial is complete, the citizens of this nation should have been challenged to consider how their lives, and their own American Experience, have been shaped by this signature period of American history. Thus, we have the opportunity for the Civil War-related parks to continue and to be preserved for future generations.
The Southeast Region has a special responsibility to interpret serious messages, including slavery, due to the purpose, significance, and primary themes of so many of its parks. Over 20 of the sites in the region are Civil War related.
- Keep the battlefields as sacred ground and honor the memory of those who served and died there.
- Identify the importance of the war in the path of our nation’s development to date.
- Discuss the issue of slavery and the concept of liberty.
- Tell the untold stories of the home front.
- Enlighten Park Operations
- Use Emerging Technologies
- Develop and Uphold Education Standards
- Provide Outreach through Education Coordinator Positions
- Preserve as many Civil War lands as possible | 31eb7e54-217b-46e1-be58-f0b5fbb034fa | CC-MAIN-2024-46 | http://www.npshistory.com/publications/battlefield/civil-war-150-se.pdf | 2024-11-10T08:01:01+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028179.55/warc/CC-MAIN-20241110072033-20241110102033-00882.warc.gz | 45,358,382 | 2,047 | eng_Latn | eng_Latn | 0.984943 | eng_Latn | 0.995635 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
273,
1338,
2579,
4352,
6860,
9443,
10617
] | [
2.9375
] | 1 | 2 |
12 MYTHS ABOUT HUNGER
WHY SO MUCH HUNGER?
WHAT CAN WE DO ABOUT IT?
To answer these questions we must unlearn much of what we have been taught.
Only by freeing ourselves from the grip of widely held myths can we grasp the roots of hunger and see what we can do to end it.
MYTH 1
NOT ENOUGH FOOD TO GO AROUND
REALITY: Abundance, not scarcity, best describes the world's food supply. Enough wheat, rice and other grains are produced to provide every human being with 3,500 calories a day. That doesn't even count many other commonly eaten foods—vegetables, beans, nuts, root crops, fruits, grass-fed meats, and fish. Enough food is available to provide at least 4.3 pounds of food per person a day worldwide: two and half pounds of grain, beans and nuts, about a pound of fruits and vegetables, and nearly another pound of meat, milk and eggs—enough to make most people fat! The problem is that many people are too poor to buy readily available food. Even most "hungry countries" have enough food for all their people right now. Many are net exporters of food and other agricultural products.
MYTH 2
NATURE'S TO BLAME FOR FAMINE
REALITY: It's too easy to blame nature. Human-made forces are making people increasingly vulnerable to nature's vagaries. Food is always available for...
those who can afford it—starvation during hard times hits only the poorest. Millions live on the brink of disaster in south Asia, Africa and elsewhere, because they are deprived of land by a powerful few, trapped in the unremitting grip of debt, or miserably paid. Natural events rarely explain deaths; they are simply the final push over the brink. Human institutions and policies determine who eats and who starves during hard times. Likewise, in America many homeless die from the cold every winter, yet ultimate responsibility doesn’t lie with the weather. The real culprits are an economy that fails to offer everyone opportunities, and a society that places economic efficiency over compassion.
**MYTH 3**
**TOO MANY PEOPLE**
**REALITY:** Birth rates are falling rapidly worldwide as remaining regions of the Third World begin the demographic transition—when birth rates drop in response to an earlier decline in death rates. Although rapid population growth remains a serious concern in many countries, nowhere does population density explain hunger. For every Bangladesh, a densely populated and hungry country, we find a Nigeria, Brazil or Bolivia, where abundant food resources coexist with hunger. Costa Rica, with only half of Honduras’ cropped acres per person, boasts a life expectancy—one indicator of nutrition—11 years longer than that of Honduras and close to that of developed countries.
Rapid population growth is not the root cause of hunger. Like hunger itself, it results from underlying inequities that deprive people, especially poor women, of economic opportunity and security. Rapid population growth and hunger are endemic to societies where land ownership, jobs, education, health care, and old age security are beyond the reach of most people. Those Third World societies with dramatically successful early and rapid reductions of population growth rates—China, Sri Lanka, Colombia, Cuba and the Indian state of Kerala—prove that the lives of the poor, especially poor women, must improve before they can choose to have fewer children.
**MYTH 4**
**THE ENVIRONMENT VS. MORE FOOD?**
**REALITY:** We should be alarmed that an environmental crisis is undercutting our food-production resources, but a tradeoff between our environment and the world’s need for food is not inevitable. Efforts to feed the hungry are not causing the environmental crisis. Large corporations are mainly responsible for deforestation—creating and profiting from developed-country consumer demand for tropical hardwoods and exotic or out-of-season food items. Most pesticides used in the Third World are applied to export crops, playing little role in feeding the hungry, while in the U.S. they are used to give a blemish-free cosmetic appearance to produce, with no improvement in nutritional value.
Alternatives exist now and many more are possible. The success of organic farmers in the U.S. gives a glimpse of the possibilities. Cuba’s recent success in overcoming a food crisis through self-reliance and sustainable, virtually pesticide-free agriculture is another good example. Indeed, environmentally sound agricultural alternatives can be more productive than environmentally destructive ones.
**MYTH 5**
**THE GREEN REVOLUTION IS THE ANSWER**
**REALITY:** The production advances of the Green Revolution are no myth. Thanks to the new seeds, millions of tons more grain a year are being harvested. But focusing narrowly on increasing production cannot alleviate hunger because it fails to alter the tightly concentrated distribution of economic power that determines who can buy the additional food. That’s why in several of the biggest Green Revolution successes—India, Mexico, and the Philippines—grain production and in some cases, exports, have climbed, while hunger has persisted.
and the long-term productive capacity of the soil is degraded. Now we must fight the prospect of a 'New Green Revolution' based on biotechnology, which threatens to further accentuate inequality.
**MYTH 6**
**WE NEED LARGE FARMS**
**REALITY:** Large landowners who control most of the best land often leave much of it idle. Unjust farming systems leave farmland in the hands of the most inefficient producers. By contrast, small farmers typically achieve at least four to five times greater output per acre, in part because they work their land more intensively and use integrated, and often more sustainable, production systems. Without secure tenure, the many millions of tenant farmers in the Third World have little incentive to invest in land improvements, to rotate crops, or to leave land fallow for the sake of long-term soil fertility. Future food production is undermined. On the other hand, redistribution of land can favor production. Comprehensive land reform has markedly increased production in countries as diverse as Japan, Zimbabwe, and Taiwan. A World Bank study of northeast Brazil estimates that redistributing farmland into smaller holdings would raise output an astonishing 80 percent.
**MYTH 7**
**THE FREE MARKET CAN END HUNGER**
**REALITY:** Unfortunately, such a "market-is-good, government-is-bad" formula can never help address the causes of hunger. Such a dogmatic stance misleads us that a society can opt for one or the other, when in fact every economy on earth combines the market and government in allocating resources and distributing goods. The market's marvelous efficiencies can only work to eliminate hunger, however, when purchasing power is widely dispersed. So all those who believe in the usefulness of the market and the necessity of ending hunger must concentrate on promoting not the market, but the consumers! In this task, government has a vital role to play in countering the tendency toward economic concentration, through genuine tax, credit, and land reforms to disperse buying power toward the poor. Recent trends toward privatization and de-regulation are most definitely not the answer.
**MYTH 9**
**TOO HUNGRY TO FIGHT FOR THEIR RIGHTS**
**REALITY:** Bombarded with images of poor people as weak and hungry, we lose sight of the obvious: for those with few resources, mere survival requires tremendous effort. If the poor were truly passive, few of them could even survive. Around the world, from the Zapatistas in Chiapas, Mexico, to the farmers' movement in India, wherever people are suffering needlessly, movements for change are underway. People will feed themselves, if allowed to do so. It's not our job to 'set things right' for others. Our responsibility is to remove the obstacles in their paths, obstacles often created by large corporations and U.S. government, World Bank and IMF policies.
**MYTH 10**
**MORE U.S. AID WILL HELP THE HUNGRY**
**REALITY:** Most U.S. aid works directly against the hungry. Foreign aid can only reinforce, not change, the status quo. Where governments answer only to elites, our aid not only fails to reach hungry people, it shores up the very forces working against them. Our aid is used to impose free trade and free market policies, to promote exports at the expense of food production, and to provide the armaments that repressive governments use to stay in power. Even emergency, or humanitarian aid, which makes up only five percent of the total, often ends up enriching American grain companies while failing to reach the hungry, and it can dangerously undercut local food production in the recipient country. It would be better to use our foreign aid budget for unconditional debt relief, as it is the foreign debt burden
*continued on page 4*
that forces most Third World countries to cut back on basic health, education and anti-poverty programs.
**MYTH 11**
**WE BENEFIT FROM THEIR POVERTY**
**REALITY:** The biggest threat to the well-being of the vast majority of Americans is not the advancement but the continued deprivation of the hungry. Low wages—both abroad and in inner cities at home—may mean cheaper bananas, shirts, computers and fast food for most Americans, but in other ways we pay heavily for hunger and poverty. Enforced poverty in the Third World jeopardizes U.S. jobs, wages and working conditions as corporations seek cheaper labor abroad. In a global economy, what American workers have achieved in employment, wage levels, and working conditions can be protected only when working people in every country are freed from economic desperation.
Here at home, policies like welfare reform throw more people into the job market than can be absorbed—at below minimum wage levels in the case of ‘workfare’—which puts downward pressure on the wages of those on higher rungs of the employment ladder. The growing numbers of ‘working poor’ are those who have part- or full-time low wage jobs yet cannot afford adequate nutrition or housing for their families. Educating ourselves about the common interests most Americans share with the poor in the Third World and at home allows us to be compassionate without sliding into pity. In working to clear the way for the poor to free themselves from economic oppression, we free ourselves as well.
---
**MYTH 12**
**CURTAIL FREEDOM TO END HUNGER?**
**REALITY:** There is no theoretical or practical reason why freedom, taken to mean civil liberties, should be incompatible with ending hunger. Surveying the globe, we see no correlation between hunger and civil liberties. However, one narrow definition of freedom—the right to unlimited accumulation of wealth-producing property and the right to use that property however one sees fit—is in fundamental conflict with ending hunger. By contrast, a definition of freedom more consistent with our nation’s dominant founding vision holds that economic security for all is the guarantor of our liberty. Such an understanding of freedom is essential to ending hunger.
---
**SELECTED RESOURCES ORDER / MEMBERSHIP FORM**
**SUPPORT THE HUMAN RIGHT TO FEED ONESELF**
**JOIN FOOD FIRST AND TELL YOUR FRIENDS**
**Member Benefits Include:**
- 20% discount on most Food First resources
- Timely *Backgrounders* on important issues
- FIAN-USA membership includes hotlines, urgent actions and *Hungry* magazine
**O Yes! I want to join Food First—Enclosed is my tax-deductible gift of:**
- $100*
- $50*
- $40*
- $30
- $_____________________
- Food First Forum
- $140/year* or
- $13/month
- $500 Patron
- $1,000 Major Donor
- $30.00 (additional) FoodFirst Information & Action Network membership
*New members giving $40 or more receive one-year subscription to *New Internationalist Magazine.*
**O Check** (Make checks payable to Food First) **Charge my:** O Visa O MC
Account Number: ___________________________Exp. Date: _______________
Name: ______________________________________
Address: ____________________________________
City/State/Zip: _______________________________
E-mail Address: ______________________________
O Please send a Free catalog of publications. O Please do not trade my name with other organizations.
**Tear this coupon off and return to:**
**Food First/ Institute for Food & Development Policy**
398 60th Street, Oakland, CA 94618 USA
http://www.foodfirst.org email: firstname.lastname@example.org
**or phone:**
800-274-7826
510-654-4400
---
**BOOK ORDER FORM**
**Please send me:**
- **World Hunger: 12 Myths, 2nd Ed.**
by Frances Moore Lappé, Joseph Collins, and Peter Rosset, with Luis Esparza
Available 10/98 ISBN 0-8021-5041-4 $13.00
- **Backgrounders/Action Alerts**
- 5/$3.00
- 20/$10
- 50/$25
- 100/$45
- **12 Myths About Hunger** by Frances Moore Lappé, Joseph Collins, & Peter Rosset, with Luis Esparza (1998)
- **The Myth—Scarcity: The Reality—There Is Enough Food!** by Frances Moore Lappé, Joseph Collins, & Peter Rosset (1998)
- **New Food Aid: Same As Old Food Aid** by Li Kheng Poh with Peter Rosset (1995)
- **Hunger Myths Fact Sheet**
- $1 each
- 5/$4
- 20/$12
- 100/$40
**SHIPPING DOMESTIC:**
$4.50 for the first book,
$1.50 for each add'l book $ ___________
**SHIPPING FOREIGN:**
$4.50 for the first book,
$2.50 for each add'l book $ ___________
**MEMBERSHIP/DONATION** $ ___________
**SPECIAL GIFT** $ ___________
**TOTAL ENCLOSED** $ ___________ | 017d8ef7-4d52-44bf-ae9a-06368faff3d6 | CC-MAIN-2021-21 | https://foodfirst.org/wp-content/uploads/2015/01/BK5_3-Summer-1998-Vol-5-3-12-Myths-About-Hunger.pdf | 2021-05-18T10:33:31+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00203.warc.gz | 286,268,174 | 2,905 | eng_Latn | eng_Latn | 0.997647 | eng_Latn | 0.998167 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1286,
5097,
8862,
13459
] | [
2.890625
] | 1 | 0 |
A Teacher Call to Action for Environmental Literacy
CREATED BY THE
California Environmental Literacy Initiative’s County Office of Education Innovation Hub
# TABLE OF CONTENTS
About the Authors .......................................................................................................................... 1
Introduction to the Teacher Call to Action .................................................................................... 2
Part 1: The Imperatives for Environmental Literacy ................................................................. 2
I. What Is Environmental Literacy? ............................................................................................. 2
II. Why Do We Need Environmental Literacy? ........................................................................... 2
III. What Does Research Say About Environmental Literacy? .................................................. 6
Part 2: Voices from the Field ....................................................................................................... 8
Case Studies: Solutionary Teacher Fellowships ........................................................................ 9
Case Studies: Citizen and Community Science ....................................................................... 10
Part 3: Roadmap for Environmental Literacy Instruction ....................................................... 12
Step 1: Identify Your Comfort Zone ......................................................................................... 12
Step 2: Identify Connections and Get Inspired ......................................................................... 13
Step 3: Identify Partnerships ...................................................................................................... 15
Step 4: Identify Trauma Informed Practices and Social and Emotional Learning .................. 16
Step 5: Identify the Campus as a Laboratory for Learning ...................................................... 16
Step 6: Identify Ways of Getting Involved Beyond the Classroom .......................................... 17
## About the Authors
This resource was created by the California Environmental Literacy Initiative’s County Office of Education Innovation Hub. (2022) Contributors include: Tamara Basepayne (San Joaquin County Office of Education), Katie Beck (Orange County Department of Education), Amy Frame (Ten Strands), Peggy Harte (UC Davis), Crystal Howe (San Diego County Office of Education), Jennifer Mutch (Santa Clara County Office of Education), and Andra Yeghoian (San Mateo County Office of Education).
Introduction to the Teacher Call to Action
Youth around the world are voicing their sense of urgency to protect the natural systems upon which all of our lives depend. As educators, it is our responsibility to empower students with the knowledge, support, and skills they need to face their future. All of California’s students deserve equitable access to these learning experiences both inside and outside of the classroom. We must work to shift our educational system to promote the importance of access to clean air and water, healthy food, and safe schools in every community. Our schools must be models of sustainable and inclusive practices, and our educational programs must be action- and solution-oriented.
This three-part publication developed for educators by educators can be used either as stand-alone documents or together as an entire series. These are meant to be used by teachers of all grades and subjects either individually, with coaches, in small groups, or as part of larger professional learning programs.
Part 1: The Imperatives for Environmental Literacy
I. WHAT IS ENVIRONMENTAL LITERACY?
California’s education system formally defines environmental literacy via Environmental Principles and Concepts (EP&Cs) that were approved by the CA State Board of Education in 2004. The EP&Cs help students deeply understand the interdependence of natural systems and human social systems. They are integrated into a number of our frameworks, e.g., science, history-social science, health, arts, and math.
“Environmental literacy is a key component in our children’s education. By meeting our school communities where they’re at, environmental literacy integrates the diversity of California’s people and places with engaging, impactful learning that begins early and continues throughout a student’s life. Interacting with their local environments, students experience learning across core subjects in a way that supports academic achievement, equity of access, cultural relevance, and the health of our students and communities.”
Tony Thurmond, State Superintendent of Public Instruction
Additionally, there are a number of related terms that fall under the umbrella of environmental literacy. A few of these terms are included in the table below.
| TERM | DEFINITION |
|-------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Environmental Literacy in California | An environmentally literate person has the capacity to act individually and with others to support ecologically sound, economically prosperous, and equitable communities for present and future generations. Through lived experiences and education programs that include classroom-based lessons, experiential education, and outdoor learning, students will become environmentally literate, developing the knowledge, skills, and dispositions to analyze environmental issues and make informed decisions. – CA Blueprint for Environmental Literacy (2015) |
| Environmental Sustainability Education | Environmental and sustainability education (E&SE) is about healthy relationships between humans and the Earth’s living systems. It includes the many and varied forms of education that help us appreciate and maintain the integrity of the biosphere and the transmission, growth, and application of environmental knowledge across all sectors of society. – University of Toronto |
| Environmental Education | Environmental education is a process that helps individuals, communities, and organizations learn more about the environment, develop skills to investigate their environment and to make intelligent, informed decisions about how they can help take care of it. – North American Association for Environmental Education |
| Environmental Justice & Equity | Environmental equity describes a country, or world, in which no single group or community faces disadvantages in dealing with environmental hazards, disasters, or pollution. Therefore, environmental justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. – U.S. Environmental Protection Agency |
| Climate Literacy | Climate literacy is an understanding of human impacts on climate and the impacts of climate on human systems. People are able to make informed and responsible decisions with regard to actions that will affect the climate. – The Essential Principles of Climate Literacy by NOAA |
| Outdoor Learning and Outdoor Education | Outdoor learning is a broad term that includes discovery, experimentation, learning about and connecting to the natural world, and engaging in adventure activities. This learning can happen on school campuses, in communities, or farther away in natural settings. The National Outdoor Learning Initiative provides a library of ideas and resources to accomplish this. Outdoor Education involves the transformation of knowledge, skills, attitudes, and behaviors through direct engagement with the outdoor environment for the personal and social benefit of individuals, families, society, and the planet. – Institute for Outdoor Learning |
| Solutionary Teaching and Learning | Solutionary teaching and learning involves the process of students analyzing “wicked” problems, identifying the inhumane and unsustainable systems that perpetuate them, and then developing solutions that do the most good and least harm for all. – Institute for Humane Education |
II. WHY DO WE NEED ENVIRONMENTAL LITERACY?
Teachers are called to action on environmental literacy by a number of imperatives: a moral imperative; standards, frameworks, and curriculum requirements; connections to the California Multi-Tiered System of Support (CA-MTSS); and shifts in college and career readiness toward environmental sustainability. Perhaps most importantly, we must act because climate-related disasters, such as school closures due to wildfire, are increasingly disruptive to learning.
The Moral Imperative
Environmental degradation and the climate crisis disproportionately affect the health, economic opportunity, and fundamental rights of children and youth—especially Black and Latinx students and those from low-income families. This makes taking environmental action a generational justice and equity issue. Educators and school boards are uniquely positioned to address environmental injustices in their classrooms and in their communities as they are responsible for the well-being and education of children and youth. Furthermore, they are charged with preparing future leaders and decision-makers who are stepping into an increasingly volatile, uncertain, complex, and ambiguous world.
The Curricular Imperative
Over the past 20 years, there has been an increasing number of policies and guidelines for integrating environmental literacy into curriculum and instruction at all grade levels, and in multiple subject areas. California has created a supportive context for environmental literacy by incrementally infusing California’s Environmental Principles & Concepts into its various curriculum frameworks. Currently, not everyone has access to environment-based learning opportunities. It is critical that classroom teachers are a part of the process of providing every student equitable access to experiences that lead to environmental literacy. Highlights of California’s environmental literacy policies are below.
“I don’t know how to balance out my emotions around the climate crisis and this chaotic unknown future with the everyday stress of homework and daily life. I really wish we were better prepared at school for understanding climate change and developing solutions for a more sustainable future. It is so hard to really know what is going on when none of our teachers are talking about it.”
10th Grade Student,
Mills High School, California
2003 – 2010
Assembly Bill (AB) 1548 called for the creation of Environmental Principles and Concepts (EP&Cs) and a model curriculum designed to demonstrate how to integrate the EP&Cs into standards-based instruction in science and history-social science. The EP&Cs illustrate the interdependence of human social systems and natural systems.
2015
California’s Blueprint for Environmental Literacy laid out a vision of expanding environmental literacy based on the guiding principles of:
1. Equity of Access;
2. Sustainability and Scalability of Systems;
3. Collaborative Solutions;
4. Commitment to Quality;
5. Cultural Relevance and Competence; and
6. Variety of Learning Experiences.
2016
The EP&Cs were integrated into California’s Science Framework and the California History-Social Science Framework.
2016 – Present
California launched the California Environmental Literacy Initiative (CAELI), a statewide public-private partnership to advocate for and implement the ideas in the state’s Blueprint for Environmental Literacy. CAELI has a three-pronged theory of action focused on continuing to provide a supportive context for environmental literacy in the state; incrementally infusing environmental literacy into initiatives focused on curriculum and instruction, professional learning, and assessment; and cultivating and highlighting leading-edge exemplars at different levels of the system of support for education—with a particular emphasis on school districts.
2018
Senate Bill (SB) 720 further codified the EP&Cs into California’s Education Code, requiring their integration into frameworks, and instructional materials adoption criteria. It also added climate change and environmental justice to the list of topics to cover.
2019 – 2021
The EP&Cs were integrated into the California Health Framework, the Arts Education Framework, and drafts of the Math Framework.
The Student-Centered Instruction Imperative Connections to CA MTSS
California’s Multi-Tiered System of Support (CA MTSS) is a framework that aligns academic, behavioral, and social-emotional learning to support the whole child. Environmental literacy provides research-based practices that align with the core tenets of CA MTSS by supporting ALL students as a part of core instruction in all three domains. CA MTSS is a coordinated system that includes the supports such as Universal Design for Learning (UDL) and Culturally and Linguistically Responsive Teaching. In considering instruction for the whole child, the physical world that children live in needs to be considered as part of their context. School grounds have the potential to be an inclusive learning environment for all children. Learning in and about the environment applied to all students in the CA MTSS system allows for relevant learning experiences and culturally sustaining instruction for students. Outdoor learning can be an intervention strategy at moments when students need to manage their emotions. More information about this alignment can be found in Educating Every California Student In, About, and For the Environment: A Call to Action for County, District, and Educational Leaders.
The College and Career Readiness Imperative
Shifts in standards have focused on helping students to become college and career ready, and this mission has remained a core objective of the K–12 educational system. In the past decade, the existential threat of environmental degradation and the climate crisis has ushered in an era of transformation toward environmental sustainability in college and career pathways. The business case for sustainability has created a shift in the economy toward green operations and practices. This green economy effect is taking place in nearly every sector, which means students in the K–12 system today need environmental literacy built into their education to better prepare them for future careers. Furthermore, it is critical that green Career Technical Education (CTE) be further integrated into K–12 curricular offerings at every grade level.
Additionally, leaders in colleges and universities have embraced comprehensive sustainability initiatives in their institutions, with the University of California (UC) System and the California State University (CSU) System leading the way. The Environmental and Climate Change Literacy Projects (ECCLPs), a collaborative effort between UC and CSU, highlights the need to advance environmental literacy education for pre-service and in-service teachers and through curriculum development in K–12, higher education, and community partnerships.
The Emergency Preparedness and Disaster Imperative
The impact of climate change on California communities, such as heat waves, drought, fire, floods, and sea-level rise, is intensifying both in magnitude and frequency, which means today’s students are facing a world that includes climate-related disasters on a scale unimaginable to past generations. These disasters are disruptive to all aspects of school, from facilities and operations, to curriculum and instruction, to mental health and well-being. School facilities are unprepared for climate change in many ways, for example: lacking air conditioning on high-heat days, playgrounds without tree canopy and shade, air filtration systems unprepared for multiple days of wild-fire smoke, systems unprepared for public power shut-off days, and insufficient understanding of vulnerability to flooding and sea-level rise. Research shows that all of these issues disrupt learning in the short-term and sometimes in the long-term, such as the effects of flood damage. Additionally, schools are unprepared for how these ongoing disasters impact student and staff mental health, and the challenges that this collective climate trauma has on the ability to teach and learn. The content we teach students, as well as the way we teach students, needs to undergo a significant transition in order to become more climate resilient.
III. WHAT DOES RESEARCH SAY ABOUT ENVIRONMENTAL LITERACY?
Public Opinion
The Yale program on Climate Communication has been surveying public opinion on climate change, and its Global Warming’s Six Americas report in 2020 shows that nearly 60% of Americans are now “alarmed” or “concerned” about climate change. Furthermore, the doubtful and dismissive segments have both decreased since 2014. A survey conducted by NPR in 2019 shows the vast majority of parents
(over 80%) and teachers (over 86%) believe that climate change and environmental issues should be taught in schools. Furthermore, in September 2021, a global study was released that documented how when youth are surveyed about climate change, three-quarters said they thought the future was frightening. Over half (56%) say they think humanity is doomed. Many of those questioned feel betrayed, ignored, and abandoned by politicians and adults. The authors of the study say the young are confused by governments’ [and other decision makers] failure to act. They say environmental fears are “profoundly affecting huge numbers of young people.”
**Environmental Education Research**
There is also a significant amount of research that demonstrates the impact and value of environmental education. One important project, “eeWORKS” was a partnership with the North American Association for Environmental Education (NAAEE), Stanford University, University of California, Davis, and University of Florida. Studies in the review demonstrated that environmental education has led to a number of positive impacts, from improving academic performance, to enhancing critical thinking skills, to developing personal growth and life-building skills, including confidence, autonomy, and leadership. In addition, a number of the studies showed that environmental education increased civic engagement and positive environmental behaviors. The Children and Nature Network maintains a Research Library that contains a searchable database of studies organized by population, method, outcomes, barriers, and themes.
**Reflection and Discussion Questions**
Consider the following questions to identify next steps:
1. Which of these imperatives resonates with you most, given the needs, challenges, and assets of your students and their communities?
2. How far along are you in your journey toward integrating environmental literacy into your teaching practice—beginner, intermediate, advanced, ready to lead others?
3. How might you be able to connect environmental literacy to other change initiatives taking place in your school—equity, social-emotional learning, community schools? How might you advocate for additional planning time to make this transformation?
4. What colleagues might be interested in joining you on this journey? Who are your allies, even if they are outside your department or grade level? Can you build a critical mass of support to help integrate environmental literacy into curriculum and instruction in your department or school? How can our familiarity with meeting virtually help?
5. What community-based partners are eager to help you? Are there regional or county programs, networks, or communities of practice you could join? Can your county office of education help?
Part 2: Voices from the Field
Introduction
This section is designed to help you engage with stories from the field, showing how teachers are responding to this imperative and integrating environmental literacy into their classrooms. These case studies demonstrate that there are many varied entry points to bring environmental literacy into curriculum and instruction and that teachers of all backgrounds and experience levels can be successful. The examples also show that environmental literacy can be achieved at every grade level and with every subject area.
Reflection and Discussion Questions
As you look at the case studies below, some questions to consider are:
1. Where do you see your teaching or students in these case studies?
2. What local phenomena or action steps might be culturally relevant to your students?
3. How did these case studies bring in community-based partners or others in the community?
4. How might your students give back to the classroom, school, or community as seen in these case studies?
5. If you were to create a case study of your work, what unique characteristics of your students, school, or community would you want to highlight?
CASE STUDIES:
Solutionary Teacher Fellowships
For the past seven years, San Mateo County Office of Education has hosted a series of teacher fellowships that build teacher capacity for designing and delivering learning experiences that are student-centered, project-based, solutions-oriented, and integrate real-world environmental justice issues. See stories from San Mateo County Teacher Changemakers as well as some of their case studies below:
| GRADE BAND | DETAILS AND LINKS |
|------------|-------------------|
| K–2 | • Kindergarten from Portola Valley School District: Kimber Trefero’s [Interview](#) (including video) and case studies [Energy](#) and [Food](#)
• Kindergarten from San Mateo and Foster City School District: Jadelyn Chang’s [Interview](#) (including video) and case study [Energy](#)
• 2nd Grade from Redwood City School District: Sarah Hartman’s [Interview](#) (including video) and case studies [Land Ecosystems](#) and [Transportation](#) |
| 3–5 | • 3rd Grade Librarian from Hillsborough School District: Sally James’ [interview](#) (including video) case study [Waste](#)
• 4th Grade from San Mateo-Foster City: Jennifer Young’s [Interview](#) (including video) and case study [Energy](#)
• 4th and 5th Grade Science: Sonia Myers’ [Teacher Changemaker Interview](#) (including video) and case study [Clean Energy](#) |
| 6–8 | • Middle School Science from San Carlos School District: Charu Gulati’s [Interview](#) (including video) and case study [Land Based Ecosystem](#)
• 7th Grade Science from South San Francisco USD: Corinna Low’s [Interview](#) (including video) and Case Studies [Energy](#) and [Food](#)
• 8th Grade History from Ravenswood School District: Joshua Morse’s case study [Waste](#) |
| 9–12 | • 9–12th Grade from County Court School “Camp Kemp”: Beth Kassler’s [Interview](#) (including video) and case studies [Energy](#) and [Food](#)
• 12th Grade English from South San Francisco Unified School District: Matthew Clemens’ [Interview](#) (including video) and case study [Food](#)
• 9–12th Grade Geography and History from South San Francisco Unified School District: Rhonda Clements’ [Interview](#) (including video)
• 9–12th Grade from San Mateo Union High School District: Heather Johnson’s case study [Land Based Ecosystems](#) |
CASE STUDIES:
Citizen and Community Science
Since 2013, the UC Davis Center for Community and Citizen Science (part of the UC Davis School of Education) has been studying Youth-focused Citizen and Community Science (YCCS) in a variety of contexts to generate and share knowledge of when and how YCCS works best for learning, identity, and agency. Case studies from the YCCS focus on three key practices for youth and educators:
1. Deepening understanding of environmental science content and practice.
2. Identifying an area of their own expertise in environmental science.
3. Using experiences in community and citizen science (CCS) as a foundation for change.
| GRADE BAND | DETAILS AND LINKS |
|------------|-------------------|
| K–2 | **School Garden: Lost Ladybug Project**
Students in 3rd grade participate in the Lost Ladybug Project, working in their classroom, school garden, and science lab to: (1) collect and identify ladybug species on their school campus in Northern California; and (2) modify their school garden to attract more ladybugs. |
| 3–5 | **Bird Monitoring: Community Engagement and Advocacy**
This year-long bird monitoring project engages a class of 4th graders in the collection, analysis, and submission of local bird species data. In so doing, the project connects them to their local government and to a global dataset and community of contributors. |
| 6–8 | **Hillview Creek Project: East Bay Academy for Young Scientists Creek Monitoring**
In the Hillview Creek project, organized by the East Bay Academy for Young Scientists (EBAYS), students meet daily during the summer to monitor water quality at a local urban creek. |
| 9–12 | **Museum Internship: Crab Monitoring**
As part of a multi-year museum internship, high school interns meet weekly during the summer at their local beach to monitor the abundance and distribution of sand crabs. |
| GRADE BAND | DETAILS AND LINKS |
|------------|-------------------|
| 9–12 | **Aerial Mapping: Youth Participatory Action Research Supported by CCS Engagement**
High school students at a rural school use low-cost aerial mapping tools to answer questions about their school and the surrounding area to develop questions, identify research sites, and assemble balloon-mounted cameras using open-source plans available at the Public Laboratory for Open Technology and Science (Public Lab). |
**Career and Technical Education**
- **In the Field and Online: Tracking Sage Grouse**
This sage-grouse monitoring project engages Eastern Sierra high school-aged youth to collect and analyze camera trap data documenting greater sage-grouse breeding season behavior.
- **Summer Internship: The Monitoring Milkweed-Monarch Interactions for Learning and Conservation Project**
The Monitoring Milkweed-Monarch Interactions for Learning and Conservation Project is a long-term ecological monitoring research project run out of UC Davis.
---
**ADDITIONAL VOICES FROM THE FIELD**
For more first-hand accounts from educators and partners across California, check out these blogs:
- California Environmental Literacy Initiative’s Stories
- Ten Strands News
- Green Guardians Blog
PHOTO CREDIT | Crystal Starr Howe
Part 3: Roadmap for Environmental Literacy Instruction
Introduction
Every student deserves access to instruction that builds their environmental literacy. This roadmap is a way for any teacher to get started or to deepen their integration of environmental literacy into their classrooms no matter the grade or subject. It includes resources for teachers to evolve their practice along with reflection questions for use individually or in collaboration with colleagues.
STEP 1: IDENTIFY YOUR COMFORT ZONE
Integrating environmental literacy or environmental sustainability education (ESE) can be done through a variety of pathways that range from enhancing the education experience to empowering students through knowledge-to-action environmental education opportunities. This continuum of environmental literacy integration (below) shows that there is no right or wrong entry point for teachers to get started, just levels of depth, knowledge, and skills.
The degree to which a teacher integrates environmental literacy into their curriculum will often depend on a number of variables, for example: subject area, school culture, grading policies, instructional materials, etc. For some teachers, these variables will be viewed more as constraints, but in other situations, they might be opportunities, in particular when these variables already integrate or align with environmental sustainability issues in a school or community.
Below is an example of how the San Mateo County Office of Education describes a range of approaches to environmental literacy that it supports through its Environmental Solutionary Teacher Fellowship.
Environmental Literacy Integration Continuum
Developed by Andra Yeghoian in 2016-2018 - Last Updated in 2021
Enhance
Supplement
Connect Topics and Issues through Supplemental Tasks:
Current Events, Videos, Field and Online Research, Extension Activities, etc.
Environmental Literacy Education
Focus
Central Focus of One Unit
Learn About an Environmental Problem or Issue In-Depth
Learn About Solutions
Integrate
Routine Integrative Awareness
Using the Triple Bottom Line (TBL) of sustainability and systems thinking, and environmental justice as analysis lenses
Ongoing Inquiry and research
Empower
Transform
Ongoing Immersive Opportunities to be the change
Knowledge to Action in Solutionary PBL
Simulations and Field Experiences
Integrating Environmental Literacy Requires Attention to:
Classroom Culture
Trauma Informed Practices
Local Context
Inspired by the SAMR Model, which was popularized by Dr. Ruben Puentedura
Step 1: Reflection and Discussion Questions
1. Where do you self-identify on the Environmental Literacy Integration Continuum?
2. What are some of the constraints and opportunities in your current role?
3. What are your goals regarding integrating Environmental Literacy into your curriculum or programs?
STEP 2: IDENTIFY CONNECTIONS AND GET INSPIRED
Another important consideration for teachers is determining which environmental topics and issues are most relevant and important to their students. There are a number of ways for teachers to make these decisions, including: subject area and grade level, content standards and frameworks (see example California Curriculum Framework Connections), adopted instructional materials, local environmental phenomena, or valuable community-based partner relationships.
An essential resource is California’s Environmental Principles and Concepts (EP&Cs). The EP&Cs highlight the interdependence between human social systems and natural systems. These big environment-based ideas are intended to be integrated into standards-based instruction and drive student inquiry across all disciplines.
SB 720 delineates 14 environmental topics that students are expected to explore through the EP&Cs. These might serve as an entry point for lessons and units: air, climate change, energy, environmental justice, environmental sustainability, fish and wildlife resources, forestry, integrated pest management, oceans, pollution prevention, public health and the environment, resource conservation, waste reduction and recycling, toxics and hazardous waste, and water.
California’s EP&Cs have been integrated into California’s curriculum frameworks in Science, History-Social Science, Health, and Arts. They will also be integrated into the upcoming Mathematics and English Language Arts & English Language Development frameworks. Each framework provides guidance and vignettes that illustrate how environmental literacy can be integrated into standards-based instruction. The table below highlights how many of the frameworks outline pedagogical shifts toward instructional approaches focused on student inquiry and action. Environmental phenomena and issues can provide the perfect context for this type of teaching and learning.
California Content Frameworks Instructional Approaches to Support Environmental Literacy
Adapted from Dr. Gerald Lieberman, State Education and Environment Roundtable
| INSTRUCTIONAL APPROACH | STUDENT INQUIRY | STUDENT ACTION |
|------------------------|-----------------|---------------|
| SCIENCE FRAMEWORK | Students investigate the communities where they live. Phenomenon-based science inquiries based on the interests and needs of students and their communities. | Students collaborate to resolve problems and issues in their local communities. Students engage in exploring societal and environmental challenges and contribute to designing and implementing solutions to these problems. |
| HISTORY-SOCIAL SCIENCE FRAMEWORK | Students develop inquiry-based critical thinking skills to improve their ability to make reasoned decisions based on evidence. Students explore their local community to make contact with the past and with the people whose activities have left their mark behind on the land. | Promote civic engagement and deepen student understanding and the rights and responsibilities of citizenship. Supports students taking informed action on issues after applying lenses of geography, history, economics, and political science to analyze sources. |
| HEALTH FRAMEWORK | Analyze internal and external influences that affect health in students’ communities, e.g., environmental justice issues. | Students use what they have learned to enhance individual and community health and resolve local health and environmental justice problems. |
Another resource is the set of 17 Sustainable Development Goals (SDGs). These goals were developed and adopted by world leaders at the UN Sustainable Development Summit in September 2015. The goals call on all countries to mobilize efforts over the next 15 years to end all forms of poverty, fight inequalities, tackle climate change, and ensure that no one is left behind.
There are a wide variety of resources to support teachers with integrating environmental literacy. These resources have been developed by supplemental curriculum partners and include model units, lessons, and activities. To see a list of curriculum partners visit the Resource Center for Sustainable and Climate Resilient Schools Changemakers.
Step 2: Reflection and Discussion Questions
1. In general, what topics and themes are you (and your students) passionate about teaching (and learning)?
2. How do you see issues relevant to your community represented in the environmental topics and content frameworks?
3. Do any of the curriculum resources connect to a unit you teach or an ecosystem in your community?
4. How can you select or adapt curriculum to allow for student choice, voice, and empowerment?
5. How might principles and practices related to culturally sustaining pedagogy show up in the topics selected, as well as how students learn about the content?
STEP 3: IDENTIFY PARTNERSHIPS
Environmental literacy extends beyond the classroom; there are partners in every community for teachers and students to work with. High-quality environmental education experiences can include field trips (in-person and virtual), guest speakers, residential outdoor education, and other similar activities. Partners in your area may include:
- Non-profit Environmental Education Organizations
- Museums, Aquariums, and Zoos
- Residential Outdoor Science Schools
- Municipal, County, and District Natural Resource Management Agencies
- Open Spaces, Parks, and Recreation
- Youth Development and Expanded Learning Programs
- Higher Education
- Industry and Business
- Environmental Justice Community Organizers
To find more resources for identifying local community-based partners, visit the CAELI Community Based Partner Hub. This is an online platform for connecting the K–12 school system with community-based partners and their grade-level programs. Through this platform, county offices of education and other backbone agencies establish network microsites that help identify and promote community-based partners and programs. Teachers visit the platform and network microsites to identify and connect with partners and programs that meet their needs based on location, environmental topics covered, standards addressed, and more.
The California Regional Environmental Education Community (CREEC) Network is a program of the California Department of Education. The CREEC Network website for each of the 11 regions provides professional learning opportunities and resources to educators; it also fosters communications among schools and organizations interested in supporting the environmental literacy of California's teachers and students.
Step 3: Reflection and Discussion Questions
1. Which community-based partners have you worked with in your region?
2. How can you expand your relationship with the community-based partners in your region?
3. What are some common goals that you share with community partners?
STEP 4: IDENTIFY TRAUMA INFORMED PRACTICES AND SOCIAL AND EMOTIONAL LEARNING
When integrating environmental topics and issues, it is critical that educators understand, recognize, and respond to the impact of content and situations that might cause trauma for students. Educators can anticipate this and plan activities that will reduce trauma and support social-emotional learning for students. Family, community, and global trauma (such as a pandemic or climate change) may impact student responses to these topics. It is important to approach these topics with a focus on building resilience. To explore how environmental issues and climate change connect to social and emotional health, and how to develop resilient practices in your classroom, review the following Environmental Literacy and Trauma guide.
Sample strategies include mindfulness practices, interacting with nature, journaling and reflection, and processing emotions through visual and performing arts. Grow Outside’s SEL Competencies – Outdoor Environment Considerations connects outdoor learning with California’s Social-Emotional Learning frameworks.
Step 4: Reflection and Discussion Questions
1. How might environmental literacy connect with social-emotional learning initiatives at your school?
2. How can you support students in discussing and planning for action with regard to community-level environmental topics and systemic issues that have led to environmental threats and injustices?
3. What tools do you already have or need to support the development of student agency and resilience?
Perhaps most importantly, these programs foster student agency so students do not feel overwhelmed with the current issues. California’s State Seal of Civic Engagement recognizes students for completing projects that address real-world problems and require students to identify and inquire into civic needs or problems, consider varied responses, take action, and reflect on their efforts.
STEP 5: IDENTIFY THE CAMPUS AS A LABORATORY FOR LEARNING
Global issues such as climate change and environmental degradation can often be best understood through a local, place-based lens. It is recommended that educators integrate the school’s campus—grounds, facilities, and operations—into lessons and units about the environment. This brings the campus to life as a real-world setting for learning and allows students to explore everyday systems that play an important role in student health and well-being. Research shows that the specific location of learning is important and can produce more engaged students (Place-Based Education David Sobel – 2004).
One critical asset for using the campus as a laboratory for learning is having a living schoolyard with outdoor classrooms. The National Outdoor Learning Initiative has a comprehensive library of free resources for teachers and administrators focused on designing outdoors spaces, teaching and learning in them, and student health and well-being. Students can participate in instruction across the curricula in outdoor spaces. This might include literature circles, authentic tasks in mathematics, management, and history of the land, an area for free expression, or an exploration of local phenomena. Living schoolyards are also an environmental justice strategy, as they support environmental sustainability and climate mitigation by creating ecologically beneficial spaces, and they help with climate resiliency efforts related to urban heat island effect, stormwater, etc. The U.S. Green Building Council’s Green Strides website provides resources integrating buildings and school grounds into curriculum.
California’s Green Ribbon Schools award program provides a framework for school and district recognition based on its interrelated criteria:
Pillar I: Reduce environmental impact and costs
Pillar II: Improve the health and wellness of schools, students, and staff
Pillar III: Provide effective environmental education, which teaches many disciplines, and is especially good at effectively incorporating STEM, civic skills, and green career pathways
**Step 5: Reflection and Discussion Questions**
1. What spaces does your school campus or neighborhood have that you could use for instruction?
2. What is the history of your school site? How can exploring community history with your students infuse cultural relevance and culturally sustaining pedagogy into your curriculum?
3. How have human and natural systems evolved over time? What evidence can you find through observation and mapping?
4. What relevant phenomena might students observe on campus?
5. How might students take action in a positive way on campus?
Environmental Literacy Curriculum Connections from the Lawrence Hall of Science identifies Next Generation Science Standards curriculum units from FOSS, Amplify, and others, that emphasize environmental concepts and add outdoor learning experiences to classroom routines.
**STEP 6: IDENTIFY WAYS TO GET INVOLVED BEYOND THE CLASSROOM**
Integrating environmental topics and issues into curriculum and instruction usually involves a certain level of changemaking. This might include supporting co-curricular activities, such as environmental or green clubs, garden clubs, service-learning projects, or leading local participation in national or international movements. It also might include a pathway to awards that recognize the efforts of students and schools alike.
Examples of Co-curricular Activities
Eco Calendar: This Eco Calendar provides a sample of different times of year when environmental and social justice efforts can be included into ongoing awareness efforts and activities.
Garden Clubs: The UC Davis Center for Community and Citizen Science runs a program called the Citizen Science on the Student Farm which connects school gardens and student interns.
Step 6: Reflection and Discussion Questions
1. How are you currently engaged in environmental literacy activities beyond the classroom?
2. How might working toward the common goals for an award support the growth of environmental literacy in your community?
3. How might you leverage your school or community-based partners to support co-curricular activities?
Examples of Awards
The California Green Ribbon Schools recognition program awards schools, districts, and institutes of higher education for reduced environmental impacts and costs, health and wellness for students and staff (including outdoor learning), and interdisciplinary, civically engaged curricula.
The California State Seal of Civic Engagement is awarded to students who demonstrate excellence in civics education, an understanding of the United States and California Constitutions, and the democratic system of government. Students must document how they lead or participate in civic engagement projects in their schools or communities, as well as reflect on their learning and impact.
ADDITIONAL INFORMATION AND SUPPORT
- California Associations of Science Educators (CASE)
- California Environmental Literacy Initiative
- History-Social Science CLIC Project
- North American Association of Environmental Education
- UC California Naturalist Program
- Contact your local County Office of Education | d48b7f83-6886-4fe8-8729-c6060851a1b9 | CC-MAIN-2022-27 | https://ca-eli.org/wp-content/uploads/2022/03/211221-Teacher-Call-to-Action_03.01.22-1-1-1.pdf | 2022-07-02T23:33:37+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104205534.63/warc/CC-MAIN-20220702222819-20220703012819-00299.warc.gz | 197,154,955 | 7,964 | eng_Latn | eng_Latn | 0.938895 | eng_Latn | 0.993463 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
156,
2670,
4783,
8947,
11342,
14501,
17772,
20562,
21745,
24080,
25999,
27317,
29881,
32151,
34440,
37122,
39750,
42551,
44335
] | [
3.734375,
3.625
] | 1 | 0 |
Summer heat can be more than uncomfortable - It can be a threat to your health, especially in older adults & children!
Whatever your age, don’t let the heat beat you!
Stay Hydrated!! Feeling thirsty means that your body is already on the verge of dehydration- so don’t wait until you are thirsty to take a drink! Especially if you’re working out of outside in the elements!
**HEAT CRAMPS**
| SIGNS | WHAT TO DO |
|-------|------------|
| • Muscle cramps, pain, or spasms in abs, arms, or legs
• Cool, moist skin
• Dilated pupils
• Thirst
• Tiredness or weakness | • Rest for a few hours
• Drink plenty of water, eat a snack or have a sports drink
• Call medical help if cramps persist for more than 1 hour |
**HEAT STROKE**
| SIGNS | WHAT TO DO |
|-------|------------|
| • Red, hot, or damp skin
• Confusion, slurred speech, altered mental state
• Unconsciousness
• Very high body temperature | • Call 911 immediately. This is an emergency!
• Move to a cooler place
• Do everything to cool down: Remove outer clothing, get wet, apply cold compresses or ice packs to the head, neck, armpits, and groin.
• Have someone stay with you until medical help arrives |
**HEAT EXHAUSTION**
| SIGNS | WHAT TO DO |
|-------|------------|
| • Headache, nausea
• Irritability, high body temperature
• Extreme thirst
• Dizziness, weakness | • Use ice packs and cold compresses to cool down
• Loosen clothes, remove socks, shoes, etc.
• Drink plenty of water or other cool beverages
• Call medical help or go to a health facility |
Bacon-wrapped Mac & Cheese Bites
Ingredients
1 cup macaroni
1 cup cheddar cheese
2 Tablespoons milk
1 Tablespoon cream cheese
2 Tablespoons parmesan cheese
12 bacon slices, optional
Salt, to taste
Paprika, to taste
Instructions
Preheat oven to 400F.
In a pot, boil salted water and cook the macaroni according to package instructions. Remove from heat, drain, and place the cooked macaroni in a bowl. Stir in the cheddar cheese, milk, butter, cream cheese, and parmesan cheese. Spray non-stick cooking spray over a muffin tin. If using bacon, wrap it around the inside of the muffin indentations now. Fill with the macaroni cheesy mix, and place it in the oven for about 15 – 20 minutes. Remove from the oven, serve, and enjoy.
Total Body Father's Day Workout
Do each exercise for 30 seconds.
Sets: Beginner 1. Intermediate 2-3. Advanced 3-4.
Warm Up 5 Minutes
PUSH-UP TO SIDE PLANK
2-ARM TRICEP KICKBACK
LUNGES WITH UPRIGHT ROW
BUTT KICKS
BICYCLE CRUNCH
BRIDGE
WALL SIT
PRISONER SQUAT
STEP UPS
SCISSOR ABS
BACK LUNGE WITH BICEP CURL
PUSH-UP TO SIDE PLANK
BENT OVER ROW
MOUNTAIN CLIMBERS
PLANK HIP DIPS
Rest 30 Seconds
REPEAT
Cool Down 5 Minutes
Sparkling Hibiscus Cooler
Ingredients
10 cups water
1 cup dried hibiscus petals
1 cinnamon stick
1 whole clove
1 whole allspice berry
1/8 teaspoon freshly grated nutmeg
1 ½ cups raw sugar
ice cubes
2 ½ (32 ounce) bottles sparkling water
2 limes, cut into wedges
Directions
Combine water, hibiscus petals, cinnamon, clove, allspice, and nutmeg in a medium pot. Bring to a boil over high heat. Reduce heat and simmer for 1 1/2 hours.
Remove from heat and stir in sugar until dissolved, about 1 minute. Cool syrup to room temperature, about 1 hour. Refrigerate until ready to use.
Make hibiscus coolers by filling 10 glasses with ice. Pour 3 fluid ounces hibiscus syrup into each glass; top with 8 fluid ounces sparkling water. Squeeze 1 lime wedge into each glass.
Brain Teaser!
Turn me on my side and I am everything. Cut me in half and I am nothing. What am I?
Solve this riddle!
First correct response WINS a prize!
Email your answers to firstname.lastname@example.org
Pop-Up Class!
6pm-7pm
Intro to Yoga
6/5 & 6/12
June 16th
Bad Dad Jokes!
Classic lines only a Dad could find funny!
**Juneteenth Word Search**
Find the hidden words within the grid of letters.
- Abolished
- Emancipation
- Homage
- Juneteenth
- Nina Simone
- Perseverance
- Agriculture
- Enforce
- Legislation
- Obama
- Seceded
- Celebration
- Freedom
- Observance
- Speculation
---
**Summer Activities for Families**
- Have everyone pick age appropriate classic books that they’ve never read to enjoy this summer.
(Like such varied options as *Seamstress Moon* or *A Tale of Two Cities*)
- Go on a photo walk. Try to make sure everyone has some sort of camera to use.
- Run around outside in a gentle summer rain.
(Never do this during a lightning storm though, of course!)
- Go to a Farmer’s Market to taste locally grown foods and to learn from the vendors participating.
- Get away from city lights and watch the stars on a warm, cloudless night.
- Grow a garden!
Whether your garden is huge and will feed your throughout the year or you just try out a single pot of herbs, it’s good to have a chance to grow something that you can eat.
- Learn how to make a new recipe.
Have your kids help.
- Have a family game night.
- Attend a county fair or a local parade.
Enroll your whole family in your library’s summer reading program.
© 2013 The Homeschool Classroom - http://www.hsclassroom.net
---
**Equipment Orientation**
Monday June 10th
1PM-2PM
Come drop in and familiarize yourself with our machines and equipment!
---
**Pop-Up Class!**
6:00am-6:45am
Hi-Low Step
6/3, 6/5, 6/6 & 6/24
• Hi/Low Step — (Hi/Low impact step aerobics) – is an energetic, upbeat aerobics class that is sure to get your body moving. A great workout for all levels of fitness enthusiasts, this class combines cardiovascular training through basic step routines that incorporates high and low impact moves as well as toning exercises, for a superior total body workout!
CONWAY SPORTS & FITNESS CENTER
JUNETEENTH DAY
CELEBRATE FREEDOM!
19 JUNE | FACILITY CLOSED IN OBSERVANCE OF JUNETEENTH
1515 MILL POND RD., CONWAY SC 29527
City of Conway Parks & Recreation presents
Join the Juneteenth Community Celebration
SAT 15 JUN 10-2PM
SMITH JONES PARK
1710 SMITH JONES ST
FREE FOOD, GUEST SPEAKERS, AFRICAN DANCERS, MUSIC, STORYTELLERS, FREE KIDS PACKET, INFLATABLES, STORY WALK, DOOR PRIZES
FREE MOVIE JUNE 16TH 8:00 PM “MISS JUNETEENTH”
DR. HANK SINGLETON III
THEOLOGIAN AND PROFESSOR OF AFRICAN AMERICAN STUDIES
FOR MORE INFORMATION, CONTACT CONWAY PARKS AND RECREATION AT 488-1950
HAPPY Father’s Day
JUNETEENTH FREEDOM DAY
JUNE 19
#1 DAD
HEARTS
FIST POWER
FLOWERS
THE OASIS AT SMITH JONES PARK
POOL HOURS
(JUNE 1ST-SEPTEMBER 8TH)
MONDAY: 1:00PM-8:00PM
TUESDAY: 10:00AM-8:00PM
WEDNESDAY: 1:00PM-8:00PM
THURSDAY: 10:00AM-8:00PM
FRIDAY: 1:00PM-6:00PM
SATURDAY: 1:00PM-6:00PM
SUNDAY: 1:00PM-6:00PM
$2/PER PERSON
719 Smith Jones St, Conway, SC 29527
www.conwayparksandrecreation.net
Conway Tennis Summer Schedule
| MONTH | WEEKS |
|---------|---------------|
| June | 10th - 13th |
| June | 17th - 20th |
| June | 24th - 27th |
Ages 8 - 12
Mon. - Thur. 9am - 12pm
$120 per week
Daily Drop-In Fee $45
email@example.com for more information and registration.
Location:
Collins Park
16th Ave., Conway, SC
Bring a Racket, Water & Snacks
Agenda
- Drop Off at 8:50am
- Camp Begins at 9am
- Snack Break around 10:30am
- Game Time 11am - 11:50am
- Pick Up at 12pm
NEW
2024 PICKLEBALL SUMMER HOURS
STARTING JUNE 10TH
Mondays - Fridays
COURT 1
12:15PM - 2:30PM
COURT 1 & 2
5:30AM - 7:00AM
Saturdays
9:00am - 1:00pm
JUNIOR DISC GOLF Tournament
SUNDAY, JUNE 2ND, 2024
8:45AM CHECK-IN
Smith Jones Park/Sherwood Forest Park
https://www.discgolfscene.com/tournaments/The_2nd_Annual_Conway_Junior_Disc_Golf_Championship_2024_presents_by_Discmania
Rockin' on the River
FREE
BYO FLOAT
- Live Music
- Vendors/Food Trucks
- Kayak & Paddle Board Races
- Float Parade
- Inflatables
- Log Roll...and more!
MAIN STAGE BANDS
(STARTING AT 3PM)
Waccamaw Stage: Badlander
Bonfire Stage: TBD
SATURDAY, AUGUST 3RD
10:00AM-7:00PM
RIVERFRONT/WACCAMAW OUTFITTERS/BONFIRE/WACCAMAW SHRINE CLUB
www.conwayparksandrecreation.net
2024 Summer Sports Camp
Baseball
June 10th - 13th
Billy Gardner Complex
Field B
Volleyball
June 17th - 20th
Location: Conway High School
Softball
June 24th - 27th
Location: Conway High School
Basketball
July 8th - 11th
Location: Conway High School
Disc Golf
July 15th - 18th
Location: Smith Jones
Track
Aug. 5th - 7th
5pm - 7pm
Location: Conway High School
Camp Days & Times
Monday - Thursday
9:00am - 12:00 noon
For ages 6 - 13 yrs.
Cost:
$60 per camp
(Includes Camp Shirt)
PRE-REGISTRATION REQUIRED
Deadline to register is each Friday before camp.
Unless Otherwise noted, all camps will be held at the Conway High School
Participants should bring their own snacks, water, sunscreen if outdoors and equipment. (gloves, bats, etc...) Participants should also dress appropriately for the sport of interest.
For more information, please call the Conway Recreation Center at 843-248-1740 or visit our website at www.ConwayParksandRecreation.net
2024 Summer Slam
Pickleball Mixed Doubles Tournament
$20.00 MEMBERS $25.00 NON-MEMBERS
JUNE 29TH | SATURDAY
9AM ONWARDS
16TH AVE., CONWAY SC
COLLINS PARK
LEVEL 4.0+
Bracket pairing determined June 25th
MUST HAVE A PARTNER TO REGISTER
Tonka Hemingway Youth Football Camp
June 8th 8:30AM - 11:30AM
Location: Conway High School
Open to all Rising 3rd - 8th Graders
Cost: FREE
All participants will receive lunch and a t-shirt
Pictures and Autographs with Gamecock Players
11:30AM - 12:00PM
Registration Link:
https://conwaysc.activityreg.com/selectactivity_t2.wcs
QR Code for Registration:
# Fitness Class Schedule June 1st - June 29th
**Monday**
- **6:00am-6:45am**
- H.I.C.T Bootcamp
- Randy
- 2nd Level
- Class Held Only 6/17 & 6/24
- **7:00am-7:45am**
- Strong by Zumba
- Pam
- Fitness Room
- **8:00am-8:45am**
- Barre Blend & Extend
- Nadine
- Fitness Room
- **9:00am-9:45am**
- Chair Aerobics
- Nadine
- Fitness Room
- **9:00am-9:45am**
- Strength & Core
- Daniel
- Court #1
- **10:00am – 11:00am**
- Zumba
- Marissa
- Court #1
- **11:00am-12:00pm**
- Tai Chi
- Ben
- Fitness Room
- **11:15am-12:00pm**
- Chair Aerobics
- Brigette
- Court#1
- **4:30pm-5:00pm**
- I.C.T
- Eric
- Meet Upstairs
- **5:05pm-5:45pm**
- Strength & Core
- Amy
- Fitness Room
- **6:00pm-6:45pm**
- Yoga Stretch
- Fitness Room
- **4:30pm-5:00pm**
- I.C.T
- Eric
- 2nd Level
- Meet Upstairs
- **5:05pm-5:45pm**
- Strength & Core
- Amy
- Fitness Room
- **6:00pm-6:45pm**
- Yoga Stretch
- Fitness Room
**Tuesday**
- **6:00am-6:45am**
- Cardio Kick & Abs
- Amy
- Court#1
- **7:00am-7:45am**
- Functional Strength
- Nick
- Fitness Room
- **8:00am-8:45am**
- Functional Strength
- June
- Court#1
- **9:00am-9:45am**
- Step & Sculpt
- Jessica
- Fitness Room
- **9:00am-9:45am**
- Cardio Dance Combo
- Linda D.
- Court #1
- **10:00am-11:00am**
- Line Dancing
- Roger
- Court #1
- **10:05am-11:00am**
- Silver Sneakers
- Classic
- Brigette
- Fitness Room
- **11:10am-12:00pm**
- Chair Yoga
- Brigette – Fitness Room
- **4:30pm-5:00pm**
- I.C.T
- Eric
- 2nd Level
- Cycle Room
- **5:30pm-6:30pm**
- Indoor Cycle
- Tina Y.
- 2nd Level
- Cycle Room
- **5:15pm-6:00pm**
- Strong By Zumba
- Marissa
- Fitness Room
- **6:10pm-7:10pm**
- Zumba
- Marissa
- Fitness Room
**Wednesday**
- **6:00am-6:45am**
- Strength & Core
- Amy
- No Class 6/5 & 6/19
- Court #1
- **7:00am-7:45am**
- Indoor Cycle
- Tina Y.
- No Class 6/19
- 2nd Level Cycle Room
- **7:00am-7:45am**
- Strength & Core
- Amy
- Court #1
- No Class 6/5 & 6/19
- **8:00am-8:45am**
- Strong By Zumba
- Pam
- Court #1
- No Class 6/19
- **9:05am-9:35am**
- Circuit Abs
- Daniel
- Fitness Room
- No Class 6/19
- **9:00am - 9:45am**
- Zumba
- Pam
- Court #1
- No Class 619
- **10:00am – 10:45am**
- Strength & Core
- Tina C.
- Court #1
- No Class 6/19
- **10:00am-10:45am**
- Indoor Cycle
- June
- 2nd Level Cycle Room
- No Class 6/19
- **11:00am-12:00pm**
- Tai Chi
- Ben
- Fitness Room
- No Class 6/19
- **11:15am-12:00pm**
- Chair Aerobics
- June
- Court#1
- No Class 6/5 & 6/19
- **6:05pm-7:00pm**
- Zumba
- Kerri
- Fitness Room
- Class Held 6/26 Only
- **Jessica Stalvey:**
- Fitness Coordinator
- firstname.lastname@example.org
- 843-488-7685
- www.conwayparksandrecreation.net
**Thursday**
- **6:00am - 6:45am**
- Step & Sculpt
- Amy
- Fitness Room
- **7:00am - 7:45am**
- Functional Strength
- Nick
- Fitness Room
- **8:00am-8:45am**
- Instructor Choice
- Daniel-
- June-
- Upper Body Training
- Court#1
- **9:00am-9:45am**
- Step & Sculpt
- Tina C.
- Fitness Room
- **10:00am-11:00am**
- Line Dancing
- Roger
- Court#1
- **10:05am-11:00am**
- Silver Sneakers
- Circuit
- Brigette
- Fitness Room
- 11:10am-12:00pm
- Chair Yoga
- Pam/Linda
- Fitness Room
- **4:30pm-5:15pm/**
- I.C.T – 2nd Level
- Eric
- **5:30pm-6:30pm**
- Beginners Line Dancing
- Roger
- Fitness Room
- **6:00pm-6:30pm**
- I.C.T – 2nd Level
- Eric
**Friday**
- **6:00am-6:45am**
- H.I.C.T Boot Camp
- Randy – 2nd Level
- Class Only 6/21 & 6/28
- **6:45am-7:15am**
- Booty Blast
- Morgan-
- Fitness Room
- **7:15am-7:50am**
- Step& Sculpt
- Autumn
- Fitness Room
- **8:00am – 8:45am**
- Barre
- Nadine
- Court#1
- **9:00am-9:45am**
- Strength & Core
- Autumnn/Beverley/Tina
- Court #1
- **10:00am-10:45am**
- Indoor Cycle
- Autumn -
- 2nd level Cycle Room
- **10:00am – 10:50am**
- Cardio Dance Combo
- Tina
- Fitness Room
- **10:00am-11:00am**
- Zumba
- Pam
- Court #1
- **11:15am- 12:00pm**
- Chair Aerobics
- Nadine – Fitness Room
**Saturday**
- **Circuit Abs**
- 8:30am-9:00am
- Fitness Room
- Kassidi-1st & 8th
- **Cardio Kick & Abs**
- 8:30am-9:15am
- Fitness Room
- Amy 15th /Autumn 29th
- **Indoor Cycle**
- 9:30am-10:15am
- Fitness Room
- June- 15th & 22nd
- Autumn-29th
- **Zumba**
- 9:20am-10:20am
- Fitness Room
- Kerri-22nd
- **I.C.T**
- 2nd Level
- 11:00am-11:30am
- Eric- 1st-8th-15th-22nd-29th
YOGA Schedule
June 2024
June 1st - June 29th
Please Join Us & Try A Class!
Yoga Classes Are Included in Membership/$5 Drop-In Fee Non-Members
Jessica Stalvey, Fitness Coordinator
email@example.com/843/488-7685
Monday
10:00am-10:55am Gentle Yoga Pam R. Fitness Room
6:00pm-6:45pm Yoga Stretch Amy Fitness Room
Tuesday
11:10am-12:00pm Chair Yoga Brigitte Fitness Room
5:15pm-6:00pm Circi Mobility Demos Marissa Fitness Room Class Held 6/25
Wednesday
8:00am-8:50am Morning Gentle Yoga Pam – 6/5 Evita-6/12 & 6/26 Fitness Room No Class 6/19
10:00am-10:50am Gentle Yoga Pam R. Fitness Room No Class 6/19
6:00pm-7:00pm Intro To Yoga Pam Fitness Room 6/5 & 6/12
Thursday
8:00am-8:50am Vigorous Yoga Pam R. – 6/6 & 6/20 Evita -6/13 & 6/27 Fitness Room
11:10am-12:00pm Chair Yoga Pam R. - 6/6 & 6/13 Linda G. – 6/20 & 6/27 Fitness Room
Friday
8:00am-9:00am Yogalates Autumn Fitness Room
Saturday
10:30am-11:25am Saturday Yoga Fitness Room Pam R. 6/1, 6/8, 6/15, & 6/22
Yogalates Fitness Room Autumn 6/29 Only
CIRCI MOBILITY™
hello SUMMER
Aquatic Class Descriptions:
**Deep Water:** This class is designed to burn fat and increase cardiovascular fitness, range of motion and muscle tone. This class is taught in the 5ft depth but can be accommodated in the shallow end.
**Stick Mobility/Aerobics:** This class focuses on improving mobility, allowing you to move more freely while adding a strength component to stretches. As you pull or push the stick through the water, you engage muscles, promoting strength development alongside flexibility with increased cardio stamina.
**Arthritis Range of Motion (R.O.M)/Strength:** Developed especially for people with arthritis, this program helps you stay fit while reducing arthritis pain. Take control of your arthritis and minimize your pain with our low impact stretches. Movements improve strength for daily living tasks.
**Aqua Aerobics:** This is a class focused on helping you take a step towards an energetic day! Different style workouts offered variety of exercises and intervals, all in one class!
**Aqua Yoga:** Aqua Yoga is a low-impact aquatic exercise, performing Yoga poses in water. The goal is to provide strength, balance, and range of motion. Yoga in the pool is an amazing place to experience the many benefits of yoga. The feeling of weightlessness in the water takes the stress out of challenged joints.
**Aqua Zumba:** This is a class focused on helping you take a step towards an energetic day! Different style workouts offered variety of exercises and intervals, all in one class!
**Water Volleyball:** We have a floating net, Noodle-formed “back lines”, and a beach ball (for better reaction time)! Come and bring your “A” game! (Game played in average depth of 4 ft., no swimming skills needed)
Stay Updated...Stay Connected...
Conway Sports & Fitness Center
1515 Mill Pond Rd. | Conway, SC
Facility Hours:
Monday - Friday: 5:30am - 8:00pm
Saturday: 8:00am - 6:00pm
Sunday: Closed
{Hours Subject to Change}
ONLINE
www.ConwayParksandRecreation.net
PHONE
(843)488.1950
EMAIL
firstname.lastname@example.org
MAIL/WALK
1515 Mill Pond Road
Conway, SC 29526
SOCIAL MEDIA
Conway Parks & Recreation is on social media and it is a quick way to stay connected with what's happening throughout our Parks and Facilities. We want to keep our Member sand Residents informed on important events happening throughout our community. Make sure to "Like", "Tweet", or "Follow" our Social Media pages on Facebook, Twitter, & Instagram.
LET'S CONNECT!
FOLLOW &
LIKE US!
@ConwayPRT @conway_prt @CofConway | 40650904-5c17-4fd0-9810-6ddd44b7455c | CC-MAIN-2024-26 | https://www.conwayparksandrecreation.net/_files/ugd/ec804c_3ed3132d5f49487186c6447eb8780c71.pdf | 2024-06-12T21:12:06+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861261.53/warc/CC-MAIN-20240612203157-20240612233157-00202.warc.gz | 687,749,527 | 5,796 | eng_Latn | eng_Latn | 0.831783 | eng_Latn | 0.964675 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1560,
2713,
3798,
5655,
6365,
7581,
9499,
14380,
15423,
17159,
17954
] | [
2.4375
] | 1 | 0 |
At a special meal, Jesus asked his disciples to remember him.
Use playdough to make a cup and some bread in these shapes.
What is your special meal?
Use play dough to make it on this plate. | 343b8f4b-daaa-4cea-b8e0-14f6fd496d52 | CC-MAIN-2021-21 | https://growingfaithathome.org/wp-content/uploads/2020/04/fpca-holy-week-at-home-26.pdf | 2021-05-14T00:58:47+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989616.38/warc/CC-MAIN-20210513234920-20210514024920-00134.warc.gz | 325,033,420 | 44 | eng_Latn | eng_Latn | 0.996475 | eng_Latn | 0.996475 | [
"eng_Latn"
] | true | rolmOCR | [
192
] | [
2.234375
] | 1 | 0 |
5.2 Nets of Three-Dimensional Objects
MathLinks 8, pages 170–175
Key Ideas Review
1. Complete each statement.
a) A ___________ is a 2-D figure that creates a 3-D object when it is folded.
b) Different nets can be folded into the same ___________.
Practise and Apply
2. Draw a net for each object.
a)
b)
c)
3. Using the grid box, draw a net for a rectangular prism with a length of 8 units, width of 2 units and height of 3 units.
4. Draw at least four possible nets for a cube. (Each net must fold to create a cube.)
5. Jocelyn is creating a piece of art for her room, using this object as her base. Draw a net of her object so she can do a draft of her design.
6. A company that manufactures pencils decides to shorten the length of their pencils by 5 cm. A regular pencil measures 19 cm in length.
a) Draw a net of the new pencil with all measurements labelled.
b) Draw a net for a new box that holds ten pencils of the new length. Label your net with all measurements. | <urn:uuid:200ad41d-7ceb-455a-98db-6ade57bae547> | CC-MAIN-2019-39 | http://keepitisquared.weebly.com/uploads/8/7/7/8/87782184/ws_5.2_-_key.docx.pdf | 2019-09-20T04:31:02Z | crawl-data/CC-MAIN-2019-39/segments/1568514573827.2/warc/CC-MAIN-20190920030357-20190920052357-00426.warc.gz | 96,211,479 | 283 | eng_Latn | eng_Latn | 0.987698 | eng_Latn | 0.995403 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
410,
1086
] | [
3.953125
] | 1 | 0 |
Roman Conquest: Iceni Revolt!
Will you have what it takes to help the *Iceni* people get rid of the *Romans* and win back their freedom?
Here’s a short introduction to some of the people you will meet when you visit.
Titus
Roman Centurion.
Age: 30
Titus is a Roman soldier.
Titus hates the local Iceni tribe. He considers them to be uncivilised barbarians, inferior to the Romans.
Titus enjoys mocking the Iceni & forcing them to pay taxes to the Roman Empire. The Iceni people hate Titus.
Titus also enjoys training new soldier recruits to his army so hard that they collapse from exhaustion!
Prepare! Titus will be putting you through your paces to see whether you have what it takes to join the Roman Army!
Top tip: Mandata Captate means ‘Stand to Attention’ (feet together, arms by your side, chest pushed up & out) in Latin, the language of the Roman Army.
Lady Livia
Roman Lady.
Age: A Roman lady does not reveal her age to anyone!
Lady Livia is the wife of a retired Roman general. She lives in a large villa outside the local Roman fort. Livia enjoys all the good things in life: good food & wine, make-up, fine clothes & anything pretty or shiny.
However, Livia is not interested in doing anything which requires hard work. Work, Lady Livia believes, is what slaves are for.
Livia has a reputation for being rude & cruel, especially towards her slaves.
Prepare! Lady Livia will treat you as one of her slaves. If you know what’s good for you, you’ll do as she says & be very respectful. Practice your best manners before entering her home & she may treat you like a human being.
Top tip: Lady Livia is on the lookout for a new wig. She often uses the hair of her slaves. Best not to flaunt your luscious locks when in her villa.
Cata
Name: Cata, The Iceni Warrior.
Age: Unknown
Cata is a member of the **Iceni** tribe. Her family are very skilled metal workers and make beautiful items, including **torcs**, which are sacred to the Iceni people.
Cata has a torc which she wears around her neck during special ceremonies.
Cata dislikes the Romans and the way they treat her people. She has trained as a warrior her entire life; she’s now ready to put that training to good use & rid her land of the rotten Romans!
**Prepare!** Cata is preparing to help Queen Boudica revolt against the Romans. They will need your help! Practice your Iceni war cry to pump you up for battle; **BOU-DI-CA! BOU-DI-CA! BOU-DI-CA!**
**Top tip:** Look at the blue paint the Iceni people wear on their faces. Do you know what the paint is made from? Maybe you could study some Iceni patterns to paint on your own face when you become a warrior.
The Druid
Name: The Druid
Age: “As old as time itself..”
The Druids were the priests, teachers & judges of the native tribes in Britannia.
Many Britons believed that Druids were magic!
The Druid you will meet lives in a dark, mysterious place where they collect ingredients for their mystical potions.
The Druid is hiding from the Romans; the Romans hate the Druids because they cause trouble & encourage native tribes to rebel against Roman rule.
But the Druids are very important to the Iceni & the other tribes people in Britannia, and their treatment at the hands of the Romans has made the call for rebellion even stronger!
Prepare! The Druid will need your help to create a potion for the upcoming rebellion. You will need a strong stomach; some of the ingredients include human teeth, bones & blood!
Top tip: Wash your hands afterwards!
PREPARE TO REBEL!
SEE YOU SOON!
TIME AND TIDE
MUSEUM OF GREAT YARMOUTH LIFE | 82d0789a-f40b-4c29-9660-31a71fe4f387 | CC-MAIN-2020-40 | https://www.museums.norfolk.gov.uk/-/media/museums/downloads/learning/great-yarmouth/pre-visit-roman-iceni-resources-for-the-classroom.pdf?la=en | 2020-09-23T19:21:50+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400212039.16/warc/CC-MAIN-20200923175652-20200923205652-00558.warc.gz | 937,502,536 | 851 | eng_Latn | eng_Latn | 0.903168 | eng_Latn | 0.997585 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
218,
869,
1753,
2652,
3505,
3584
] | [
2.546875
] | 1 | 0 |
Key System Features of Tier II/III Supports Within a School-wide Positive Behavior Support Continuum
Tim Lewis, Ph.D.
Outcomes
Define readiness criteria for Tier II & III
Plan to address universal pre-requisites
Identify key systems and practices within Tier II & III
Poll 1: Who is here today?
A. SEA Grant Coordinator
B. LEA Grant Coordinator
C. Building Administrator
D. School/District Faculty
E. Coach
Starting Point….
• We cannot “make” students learn or behave
• We can create environments to increase the likelihood students learn and behave
• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
Designing School-Wide Systems for Student Success
**Academic Systems**
- **Intensive, Individual Interventions**
- 1.5%
- *Assessment-based
- *Evidence
- *Teaching
- **Targeted Group Interventions**
- 5-10%
- *Some students (at-risk)
- *High efficiency
- *Right response
- **Universal Interventions**
- 80-85%
- *All students
- *Preventive, proactive
**Behavioral Systems**
- **Intensive, Individual Interventions**
- 1.5%
- *Assessment-based
- *Evidence, flexible procedures
- **Targeted Group Interventions**
- 5-10%
- *Some students (at-risk)
- *High efficiency
- *Right response
- **Universal Interventions**
- 80-95%
- *All settings, all students
- *Preventive, proactive
Essential Features at the School Level
- Teams of educators within the school (administrator)
- Data-based decision making
- Instructional Focus
- Teach & Practice
- Acknowledge student mastery of social skills
- Positive Feedback
- Apply logic of SW-PBS to correct problem behavior
- Readiness across Tiers (universals always a priority)
Tier II
- Efficient and effective way to identify at-risk students
- Screen
- Data decision rules
- Teacher referral
- Informal assessment process to match intervention to student need
- Small group Social Skill Instruction
- Self-management
- Academic Support
- Progress Monitoring
- Part of a continuum – must link to universal school-wide PBS system
Tier III
- Non response to Tier II
- When problem intense and chronic
- Driven by Functional Behavioral Assessment & other individualized assessments
- Connections to Mental Health and Community Agencies (Integrated Framework Monograph)
- Part of a continuum – must link to universal school-wide PBS system
Data Determine When Your SWPBS Team is Ready to Build Supports Beyond Universals
Readiness for Tier 2
- SWPBS universal systems are consistently implemented with fidelity
- School-wide
- Non-Classroom
- Classroom
- SWPBS Universal System Outcomes
- SET or BoQ score of 80% or higher; TFI score or 70% or higher within past 18 months
- SAS: 80% of staff report that School-wide, Non-Classroom & Classroom Systems are in place
Readiness for Tier 2
- SWPBS Universal System Outcomes
- Data indicating 80% of students with 0-1 ODR or within national average for the school’s grade levels
- Consistent use of school-wide data for making decisions as evidenced by monthly Big 5 Data Reports
- System in place to collect classroom minor referrals
Baseline Behavior Data Spring
57 students with 9+ Referrals
- 15% Tier 3 Goal 5%
- 16% Tier 2 Goal 15%
- 69% Tier 1 Goal 80%
1712 referrals
Post Intensifying Tier I + Classrooms
16 Students with 9+ Referrals
- 7% Tier 3 Goal 5%
- 10% Tier 2 Goal 15%
- 83% Tier 1 Goal 80%
516 Referrals
Classroom Universal Essential Practices
1. Classroom expectations & rules defined and taught (all use school-wide, create classroom examples)
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
5. Students are actively supervised (pre-corrects and positive feedback)
6. Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement
7. Activity sequence promotes optimal instruction time and student engaged time
8. Instruction is differentiated based on student need
Challenge: How to Insure All Staff Are Using Effective Practices
Start with Self-Assessment
ENVIRONMENTAL INVENTORY
Rate each feature using the following scale:
1 = inconsistent or unpredictable …………5 = consistent and predictable
Physical Environment: Is physical space organized to allow access to instructional materials?
- Work centers are easily identified and corresponds with instruction | 1 2 3 4 5
- Traffic flow minimizes physical contact between peers and maximizes teacher’s mobility | 1 2 3 4 5
Attention: Does the teacher gain the attention of the students prior to instruction?
- A consistent and clear attention signal is used across instructional contexts | 1 2 3 4 5
- Uses a variety of techniques to gain, maintain, and regain student attention | 1 2 3 4 5
Time: Does the teacher initiate instructional cues and materials to gain, maintain, and regain student attention?
- Materials are prepared and ready to go | 1 2 3 4 5
- Pre-corrects are given prior to transitions | 1 2 3 4 5
- Common intrusions are anticipated and handled with a consistent procedure; unexpected intrusions are minimized with an emphasis on
Classroom Quiz
1. When the teacher __________, most students stop and listen.
Yes Sometimes No
2. When class starts, the teacher has everything ready.
Yes Sometimes No
3. Before we start a new activity, the teacher reminds us what we are supposed to do.
Yes Sometimes No
4. When we are asked to work by ourselves, all students work quietly and do what they are supposed to do.
Yes Sometimes No
5. I often finish my work and do not know what I should be doing while others are still working.
Yes Sometimes No
6. Our classroom rules are:
________________________________________________________________
http://pbismissouri.org/educators/effective-class-practice
Effective Classroom Practice
The goal of effective classroom practice is not creating “perfect” students, but providing the optimal environment for enhancing their growth using appropriate classroom strategies that guide students to success.
— Sprink, Knight, Herina & McBane, 2009
Introduction to The Effective Classroom Practices
Introduction to Effective Classroom Practices
Classroom Procedures & Routines Self-Assessment
1. What is your attention signal? When do you use it?
2. What is the procedure/routine for entering/exiting the classroom?
3. What is the procedure/routine for personal belongings (e.g. hats, coats)?
4. What is the procedure/routine for obtaining materials/supplies?
5. What is the procedure/routine for the start of class?
6. What is the procedure/routine to gain assistance?
7. What is the procedure/routine for working in groups?
8. What is the procedure/routine for working independently?
9. What is the procedure/routine for meeting personal needs (e.g. restroom)?
10. What is the procedure/routine for turning in homework
11. What is the procedure/routine for making up missed work?
Classroom Systems
- Teach
- Brief in-service, single topic focus
- Practice (performance feedback)
- Peer coaching
- Principal “walk through”
- Direct observation / data collection
Poll 2: How many readiness factors has your school met?
A. Universal Fidelity
B. Universal Fidelity + decrease in problem behaviors
C. Universal Fidelity + decrease in problem behaviors + targeted classroom supports
## Designing Tier II Systems
### School-wide PBIS
### Tiered Fidelity Inventory
### Implementation Stages and Phases of Learning
#### Systems
- Exploration
- Installation
- Initial Implementation
- Full Implementation
- Innovation
- Sustainability
#### Individual Learning
- Acquisition
- Fluency
- Maintenance & Generalization
---
### 2.1 Team Composition
| Feature | Data Sources | Scoring Criteria |
|------------------------------------------------------------------------|-------------------------------|-------------------------------------------------------|
| **2.1 Team Composition:** Tier II (or combined Tier II/III) team includes a Tier II system coordinator and individuals who provide (a) specialized behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge of school operations of school across grade levels and programs. | • School organizational chart
• Tier II team meeting minutes | 0 = Not implemented
1 = Partially implemented
2 = Fully implemented |
- 0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise
- 1 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise OR attendance of these members is below 80%
- 2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%
---
### 2.2 Team Operating Procedures
| Feature | Data Sources | Scoring Criteria |
|------------------------------------------------------------------------|-------------------------------|-------------------------------------------------------|
| **2.2 Team Operating Procedures:** Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan. | • Tier II team meeting agendas and minutes
• Tier II meeting roles descriptions
• Tier II action plan | 0 = Tier II team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan
1= Tier II team has at least 2 but not all 4 features
2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan |
---
### Data Decision Rules
- **Office Discipline Referral (ODR)**
- Major
- Minor
- **Time out of Instruction**
- Buddy Room
- Safe Seats
- “Discipline” Room
---
### RRKS TOC (front side)
**RRKS – Time Out of Class**
**Code: ______**
Student: ____________________ Date: ________________
Incident Time: ________________ # of min. out of rm.: ___________
Teacher: ____________________ Subject: ________________
What did you do/not do that got you sent out of class?
____________________________________________________________________________________
Circle the RRKS expectation that was not followed:
Respect Responsible Kind Safe
What will you do differently next time? _______________________________________________
RRKS TOC (back side)
**Processing Checklist:**
- Processing data & time:
- Review with the student reason he/she was sent out.
- Teach & practice replacement behavior.
- Provide positive reinforcement for replacement behavior.
- Check the setting in which the behavior occurred.
| Whole group instruction | |
|-------------------------|--|
| Small group instruction | |
| Individual work | |
| Working with peers | |
| Alone | |
| 1-on-1 instruction | |
| Interacting with peers | |
| Other: Please identify below | |
**Minor use Circle the appropriate code**
| (MDD) Defiance/Discipline/Non-compliance | (MDI) Disruption | (MDL) Inappropriate Verbal Language |
|------------------------------------------|------------------|-------------------------------------|
| (MDO) Other | (MDP) Phys. Contact | (MP) Property Misuse |
Other Strategies to Identify Students
- **Teacher Referral**
- Questions to discuss:
- Who completes
- When
- What data must be used/cited
- Focus on externalizing and internalizing
- **Screening**
- What instrument
- Schedule
---
Emotional & Behavioral Screening Instruments
**School Age Children & Youth**
| Instrument | Description | Method(s) | Administration | Cost |
|-----------------------------|-----------------------------------------------------------------------------|------------------------------------------------|----------------------------------------|-------------------------------------------|
| **Strengths & Difficulties Questionnaire (SDQ)** | Grades K-12 Assesses conduct problems, hyperactivity, emotional symptoms, peer problems, and prosocial behavior. Total Difficulties Score reported as Low, Medium or High Risk. | Teacher or Parent Report (ages 4-10) | 45 min-1hr/class 25 items | No cost if administered and scored online. |
| youthmind.com | | Teacher or Parent Report (ages 11-17) | On-line administration and scoring available | 1 page per student if administered and scored by hand. |
| www.sdq.info | | Student Self-Report (ages 11-17) | Manual scoring = 10 min/student | |
---
Poll 3: What data are you using to identify students for Tier II supports?
A. Major/minor ODR
B. Time out of instruction
C. Teacher referral
D. Screening
E. A, B & C
F. All the above
---
Tier II Supports
- Centralized
- Each has a coordinator
- Placed in support by Tier II Team
- Classroom supports continued / modified
- ALL in building aware of their role in supporting students in Tier II Supports
---
Tier II Supports
- Students who do not respond to classroom / informal supports (2-3 weeks)
- Student brought to Tier II Team
- Based on function of problem behavior and response to classroom supports, match student to Tier II intervention
Tier II Supports
- Self-management
- Check in / Check Out
- Check & Connect
- Social Skill Groups
- Academic Supports
- Differentiated instruction
- Accommodations
Poll 4: What Tier II supports are you currently implementing?
A. Self-management
B. Small group social skill instruction
C. Academic supports
D. A & B
E. A & C
F. All three
Designing Tier III Systems
School-wide PBIS
Tiered Fidelity Inventory
Tier 3 Readiness
✓ Documentation of:
- Standard system for identifying students for Tier 2 supports
- Process to identify “function” of behavior and match intervention to the function
- At least one research-based small-group and/or targeted behavioral intervention that is fully implemented. If only one is fully implemented, the second intervention has been piloted and plans are in place for full implementation.
Tier 3 Readiness
✓ Documentation of:
- Staff training for implementation of interventions
- Use of individual student data for making decisions about when to continue, intensify, change, or fade intervention
- Informing family members of the Tier 2 process and regularly updating them about child’s progress
Tier 3 Readiness
✓ Administrator and core group of staff who will serve on Tier 3 team:
- At least one member with behavioral expertise
- At least one member with academic expertise
- Crossover membership for Tier 2 team
- Access to district level support
✓ Determine a core group of team members who will attend trainings (i.e., administrator, member with behavioral expertise, member with academic expertise)
Poll 5: Does your school meet all tier III readiness criteria?
A. Yes
B. No
### 3.1 Team Composition
| Feature | Data Sources | Scoring Criteria |
|------------------------------------------------------------------------|-----------------------|------------------|
| **3.1 Team Composition:** Tier III systems planning team (coordinating Tier III) includes a Tier III systems coordinator and individuals who can provide (a) **social behavioral** expertise, (b) **positive behavioral supports** expertise, (c) **agency supports** (e.g., person centered planning, wraparound, RENEW), (d) **expertise in knowledge of students**, and (e) **knowledge about the operations of the school across grade levels and programs.** | • School organizational chart
• Tier III team meeting minutes | 0 = Not implemented
1 = Partially implemented
2 = Fully implemented |
| • Tier III team does not include a trained systems coordinator or all five of these functions | 0 = Tier III team members have some but not all 5 functions, and/or some but not all members have relevant training or attend at least 80% of meetings | 1 = Tier III team has a coordinator and all 5 functions and attendance of these members is at or above 80% |
| • Tier III team has a coordinator and all 5 functions and attendance of these members is at or above 80% | 2 = Tier III team has a coordinator and all 5 functions and attendance of these members is at or above 80% |
### 3.2 Team Operating Procedures
| Feature | Data Sources | Scoring Criteria |
|------------------------------------------------------------------------|-----------------------|------------------|
| **3.2 Team Operating Procedures:** Tier III team meets at least monthly and has (a) **regular meeting format/agenda**, (b) **minutes**, (c) **defined meeting roles**, and (d) a current action plan. | • Tier III team meeting agendas and minutes
• Tier III meeting roles descriptions
• Tier III action plan | 0 = Not implemented
1 = Partially implemented
2 = Fully implemented |
| • Tier III team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan | 0 = Tier III team has at least 2 but not all 4 features | 1 = Tier III team has at least 2 but not all 4 features |
| • Tier III team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan | 2 = Tier III team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan |
### 3.6 Student/Family/Community Involvement
| Feature | Data Sources | Scoring Criteria |
|------------------------------------------------------------------------|-----------------------|------------------|
| **3.6 Student/Family/Community Involvement:** Tier III team has at least one contact person(s) with access to external support agencies/resources for planning and implementing non-school-based interventions (e.g., intensive mental health) as needed. | • Three randomly selected Tier III students’ behavior support plans created in the last 12 months (see Y1 Tier III Support Plan Worksheet) | 0 = Not implemented
1 = Partially implemented
2 = Fully implemented |
| • District contact person not established | 0 = District contact person not established | 1 = District contact person established with external agencies/resources are available and documented in support plans |
| • District contact person established with external agencies, AND resources are available and documented in support plans | 2 = District contact person established with external agencies, AND resources are available and documented in support plans |
### FBA – PBS Plan Process
*Success requires:*
1. Individual(s) with expertise in FBA-PBS
2. Fluency with a clear process among all staff whereby roles are clearly defined
3. A basic understanding of Applied Behavior Analysis (*Behavior is functionally related to the teaching environment*) among all school staff
### Essential Steps to Individual PBS Plans
1. Decision Rule Met
2. Operationally define problem/replacement behavior
3. Background/archival data & Environmental Assessment
4. Functional Behavioral Assessment
- Indirect measures
- Direct observation
5. Develop hypothesis regarding function of problem behavior
- Get or Avoid
6. Develop a PBS plan
- Social skill instruction – teach replacement
- Self management
- Environmental modifications – don’t “feed the function”
7. Implement, Monitor and Evaluate progress (swis-isis)
### 3.12 Natural and Formal Supports
| Feature | Data Sources | Scoring Criteria |
|------------------------------------------------------------------------|------------------------------------------------------------------------------|-------------------------------------------------------|
| **3.12 Formal and Natural Supports:** Behavior support plans(+) requiring assessment and consultation with others (e.g., person centered planning, wraparound; RENEW) documents quality of life strengths and needs and is completed by formal (e.g., school/district personnel) and natural (e.g., family, friends) supporters. | At least one Tier III behavior support plan requiring extensive support (see TFI Tier III Support Plan Worksheet) | 0 = Plan does not include specific actions, or there are no plans within the school.
1 = Plan includes specific actions, but they are not related to the quality of life needs and / or do not include natural supports.
2 = Plan includes specific actions, linked logically to the quality of life needs, and they include natural supports. |
---
### Connections to Mental Health and Community Agencies
www.pbis.org/school/school-mental-health/interconnected-systems
---
### Trauma-Informed Strategies
**Teaching Matrix**
| Expectations | All Settings | Halls | Grounds | Classroom | Library/Cafeteria | Gymnasium | Bus |
|--------------|-------------|-------|---------|-----------|-------------------|-----------|-----|
| Respect | Be on time | | | | | | |
| Safe | Be kind/shout to help/share with others. | Use normal voice when talking. | Walk right. | Follow a plan. | Use your words. Use safe hands. | Soft Click Use Calming Strategy | Whisper Return books. |
| Responsible | Respect others. | Follow directions. | Listen to directions. | Ask for help. Connect with Self-Portrait. | Push in chairs. Treat books carefully. | Pick up. Treat chairs carefully. | Wipe your feet. |
---
### Daily Progress Report (DPR) Sample
**Tier 2 Group**
**NAME: ___________________________ DATE: ___________________________**
Teachers please indicate YES(2), SO-SO(1), or NO (0) regarding the students’ self awareness behaviors in each area by checking the appropriate boxes.
| EXPECTATIONS | 1st block | 2nd block | 3rd block | 4th block |
|--------------|----------|----------|----------|----------|
| Be Safe | | | | |
| Self-Check Use calm down strategy | 2 1 0 | 2 1 0 | 2 1 0 | 2 1 0 |
| Be Respectful | | | | |
| Use your words. Use safe hands. | 2 1 0 | 2 1 0 | 2 1 0 | 2 1 0 |
| Be Responsible | | | | |
| Ask for help. Connect with safe haven. | 2 1 0 | 2 1 0 | 2 1 0 | 2 1 0 |
| Total Points | | | | |
| Teacher Initials | | | | |
Adapted from Grant Middle School STAR CLUB
---
### District-Wide Considerations
- Common forms & process
- Training & Technical assistance targets
- Evaluation
- FBA
- BIP
- School & District Process
Questions?
PBIS: Starting, Scaling, & Sustaining
Helping states and districts create safe and effective learning environments for all.
Hilton Chicago
725 S. Michigan Avenue
Downtown Chicago
SAVE THE DATE
September 28-29th
NEW MONTH - NEW LOCATION!
This two-day forum for school, state, district and regional leadership teams and other professionals has been designed to increase the effectiveness of PBIS implementation.
Sessions are organized by strands that support initial implementation, improvement in preschool-12 and alternative education settings, and assist state level planning to improve school quality with a focus on areas of concern specific to Juvenile Justice, Mental Health, and Community/Family partners.
Registration will open April 18th. For more information, visit the Upcoming Events page at www.pbis.org in March. | a7cba4ed-5bd4-4af5-82c9-e76a36e91132 | CC-MAIN-2020-16 | https://assets.website-files.com/5d3725188825e071f1670246/5e2b72ecc8cadf017a49cc95_Lewis%20SCTG%20Webinar%20March%2016%202017.pdf | 2020-04-08T02:35:56+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371807538.83/warc/CC-MAIN-20200408010207-20200408040707-00101.warc.gz | 350,337,863 | 5,179 | eng_Latn | eng_Latn | 0.972147 | eng_Latn | 0.984866 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
680,
2869,
5356,
7599,
10833,
14087,
15669,
20430,
23740,
24587
] | [
2.4375,
1.640625
] | 1 | 1 |
The Olive Branch Petition and the Declaration of Independence: Comparing the Different Approaches Taken by the 2nd Continental Congress to Address Colonial Grievances with the British Government
Declaration of Independence, Olive Branch Petition, 2nd Continental Congress, Causes of Revolutionary War, Document Based Question
Grade Level 10th or 11th
A.P. U.S. History
Louis Doenges
St. Thomas Aquinas High School
Duration 3 days (45 minute periods)
Overview
In this lesson, students will learn about how groups can change their viewpoints and outlooks on a similar situation based on external events relating to their situation. The students will analyze the dramatic change taken by the 2nd Continental Congress leading up to Declaration of Independence from the peace overture of the Olive Branch Petition, to the outright breaking away from the British Empire through the Declaration of Independence.
Ohio New Learning Standards
The use of primary and secondary sources of information includes an examination of the credibility of each source.
The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies.
College Board AP United States History Themes
1. Politics and Citizenship
Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.
2. Reform
Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government.
3. War and Diplomacy
Armed conflict from the precolonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.
College Board AP United States History Topics
1. The American Revolutionary Era, 1754–1789
The Imperial Crisis and resistance to Britain
The War for Independence
Historical Background
Within the British Empire during 1770s tension arose between the British government and their North American colonists. This tension was a result of a number of issues concerning who decided the laws and taxes of the colonies. Thirteen of the British colonies would band together and select representatives to an assembly known as the 2nd Continental Congress. The 2nd Continental Congress produced two different documents within almost a year’s time that have stark differences between them. These documents, Olive Branch Petition and Declaration of Independence, provide us today with a perspective into the mindset of how the members of the 2nd Continental Congress went about addressing their concerns with the British government.
Following the French and Indian War (Seven Years War), the British government saw fit to have their North American colonies help pay for the cost of the war and their future defense. Through a number of taxes passed from 1763 through 1775 (Sugar, Stamp, Townsend, and Tea Acts), the British government replaced the traditional means of taxing the colonists. Prior to the French and Indian war, the colonies would manage their own levels of taxing, however, after the war, the tax system was replaced with Parliament and the King issuing down taxes to the colonists. The British government also wanted to prevent any future conflicts between the colonists and the native inhabitants (Native Americans) of the land by prohibiting any settlement west of the Alleghany Mountains (Proclamation of 1763). This area was to be a place for only Native Americans to reside. Finally the British government passed a number of acts that were used to enforce their power over the colonies (Currency, Quarter, Declaratory, Coercive Acts). This combination of legislation by the British government was viewed by a significant number of colonist as the stripping away of their rights and freedoms as British subjects.
The creation of the 2nd Continental Congress allowed for a forum to be conducted in which the members could bring forth their grievances with the British government. The first major document produced by the 2nd Continental Congress was the Olive Branch Petition. The original author of the Olive Branch Petition was Thomas Jefferson. John Livingston rewrote most of the document due to the aggressive language which Jefferson used in his version. The rewriting of the document was due to the wants of the 2nd Continental Congress. At this point during the summer of 1775, the members wished to reconcile with the British government as long as their grievances were addressed. This will greatly outline the nature of the document’s language and tone taken with the King George III.
The creation of the Declaration of Independence came about due to King George’s refusal to receive the Olive Branch Petition and the changing mood amongst the members of the 2nd Continental Congress. The Declaration of Independence was authored by Jefferson and again there were revisions made to his original version. Jefferson was seen as using too aggressive of language, but it was not toned down as much as his previous document. Within the Declaration Independence the language and tone is more aggressive than in the Olive Branch Petition
because the Declaration Independence is trying to paint the King as an evil person. The Declaration Independence is also being used as a broadside of propaganda to sway the colonists who are still loyal to the Crown or are on the fence about which side to join.
Carnes, Mark, *The American Nation: A History of the United States*, 12th Ed. p. 112-116.
**Enduring Understandings/ Essential Questions**
**Enduring Understandings**
Decisions can change as external factors develop and are taken into consideration.
Life, liberty, and property are natural rights which are entitled for all humans.
**Essential Questions**
How do groups change their viewpoints over time?
How do societies justify their means to revolt and establish their own sovereign government?
**Instructional Strategies**
**Day 1:**
1. First, hand out “Introductory Paragraph and Thesis Statement Handout” (Appendix A).
2. Go over the handout discussing with the class the importance of using a clear thesis in writing for the AP Test.
3. Next, group the students in pairs and have them formulate sample questions over the current period of history being covered.
4. Have the groups trade their questions with other groups.
5. Then the partners need to formulate an introductory paragraph and thesis based on the questions from the other group.
6. Ask each group to share an example of how they created an introductory paragraph and thesis.
7. Next, hand out “Writing the DBQ Essay Handout” (Appendix B).
8. Go over the handout discussing the importance to “breathe” and not to panic. The steps listed in the handout can be used to create structure to answering a DBQ.
9. Next, hand out the “APUSH Rubric” (Appendix C).
10. Go over each aspect of the rubric. Explain to the students that if this is their first AP DBQ essay they should not panic if they do not get a ‘9.’ It is early in the year, and this course is designed to prepare them to get a ‘6-9’ on the APUSH Test in the spring.
11. If there is time remaining, go over more of the student’s questions and answers from introductory paragraph and thesis partner activity.
**Day 2:**
1. Have the students pull out three (3) sheets of loose leaf paper.
2. Hand out “Olive Branch Petition & Declaration of Independence DBQ.” (Appendix D)
3. If this is the first time the students are writing an AP DBQ, students may use the three (3) handouts from the day before:
a. “Introductory Paragraph and Thesis Statement Handout”
b. “Writing the DBQ Essay Handout”
c. “APUSH Rubric”.
4. The students have 15 minutes to just read the DBQ (students should use part of this time to start their outline and brainstorming terms to use in their essay).
5. Remind the students to use the questions following the documents to break down (scaffold) the documents and find evidence for their arguments.
6. Students should then be given 25-30 minutes to write their essay. Collect their essays at the end of the 30 minutes.
**Day 3:**
1. Hand out “Essay Peer Evaluation” (Appendix E).
2. Hand out “Factual References” (Appendix F).
3. Then hand out a copied version of the essays written the previous day by the students. Leave off the student’s name, and use a numbering system to identify for yourself to whom the paper belongs.
4. The students are to do their own evaluation of the copied essay provided to them. This will help them to see how others set up their essay and also to acquire an understanding what AP Test readers are looking for in an essay.
5. *If the teacher wishes*: students can receive an additional point added to their own essay score if they correctly evaluate their peers essay with the same score as the teacher.
**Classroom Materials**
- Introductory Paragraph and Thesis Statement Handout (Appendix A)
- Writing the DBQ Essay Handout (Appendix B)
- APUSH Rubric (Appendix C)
- Revolutionary War DBQ (Appendix D)
- Essay Peer Evaluation (Appendix E)
- Factual References (Appendix F)
**Resources**
Dickinson, John, *Olive Branch Petition*, Philadelphia, PA: 2\textsuperscript{nd} Continental Congress, 1775, America’s Homepage, [http://ahp.gatech.edu/olive_branch_1775.html](http://ahp.gatech.edu/olive_branch_1775.html), (03/10/13).
Jefferson, Thomas, *Declaration of Independence*, Philadelphia, PA: 2\textsuperscript{nd} Continental Congress, 1776, National Archives, [http://www.archives.gov/exhibits/charters/declaration_transcript.html](http://www.archives.gov/exhibits/charters/declaration_transcript.html), (03/10/13).
White, William, *The Horse America, Throwing His Master*, Political Cartoon, Westminster, Great Britain: 1779, Library of Congress, [http://www.loc.gov/pictures/resource/ppmsca.33532/](http://www.loc.gov/pictures/resource/ppmsca.33532/), (3/10/13).
Franklin, Benjamin. “*Join, or Die*”, Political Cartoon, May 9, 1754, Pennsylvania Gazette, Philadelphia, PA, Library of Congress, [http://www.loc.gov/pictures/item/2002695523/](http://www.loc.gov/pictures/item/2002695523/)(03/10/13).
Paine, Thomas. *Common Sense*. Philadelphia: printed. And sold by W. and T. Bradford [1776]; Bartleby.com, 1999. [www.bartleby.com/133/](http://www.bartleby.com/133/). (03/10/13).
Summative Assessment (or Question)
Document Based Question
Develop a thesis and write an essay using the following prompt:
To what extent did American colonists change their viewpoints on their connection to Great Britain? Use the documents and your knowledge of the period 1763-1776 to answer the question.
Assessment or Answer Key
Possible factual references which could be made by students in their essays:
Adams, John
Adams, Samuel
Albany Plan of Union
Boston Massacre
Boston Tea Party
Bunker Hill
Burke, Edmund
Charters
Coercive (Intolerable) Acts
Committees of Correspondence
Common Sense
Concord
Continental Association
Currency Acts
Declaration of Independence
Declaration of Rights and Grievances
Dickinson, John
Dominion of New England
English Bill of Rights
First Continental Congress
Franklin, Benjamin
French and Indian War
Fundamental Orders
Gage, Thomas
Gaspee
George III
Grenville, George
Henry, Patrick
Hessians
Hobbes, Thomas
House of Burgesses
James I
Jefferson, Thomas
Lee, Richard Henry
Lexington
Locke, John
Magna Carta
Mayflower Compact
Mercantilism
Minutemen
Navigation Acts
New England Confederation
North, Frederick
Olive Branch Petition
Paine, Thomas
Pitt, William
Proclamation of 1763
Provincialism
Quartering Act
Salutary Neglect
Second Continental Congress
Sectionalism
Social Contract Theory
Sons of Liberty
Stamp Act
Stamp Act Congress
Suffolk Resolves
Sugar Act
Tea Act
Toleration Act
Tory
Townshend Acts
Treaty of Paris 1763
Writs of Assistance
Zenger, John Peter
Assessment Rubric: APUSH DBQ Rubric
Thesis
- Well developed and clearly focused (8-9)
- Clear and adequate (5-7)
- Confined, limited, or missing (2-4)
- No thesis, provides an inappropriate response (0-1)
Document Usage
- Sophisticated use of substantial number of documents (8-9)
- Several documents used, may be more descriptive than analytical (5-7)
- Few documents used, significant errors in document interpretation (2-4)
- No document used, obvious misunderstanding of documents (0-1)
Critical Thought
- Strong interpretation and analysis (8-9)
- Limited or superficial analysis, mostly descriptive (5-7)
- Limited or no understanding of the question (2-4)
- Shows a complete lack of understanding (0-1)
Evidence
- Abundant, appropriate, dealing with all aspects of question (8-9)
- Uses some factual information (5-7)
- Superficial or missing supporting information (2-4)
- Little or no evidence (0-1)
Writing Style
- Well organized and well written (8-9)
- Acceptable organization and writing (5-7)
- Weak organization and/or poorly written (2-4)
- May be incomprehensible (0-1)
Error Level
- No errors or errors are insignificant (8-9)
- May contain minor errors (5-7)
- May contain major errors (2-4)
- Has substantial factual errors (0-1)
Overall Score 1 2 3 4 5 6 7 8 9
Author ___________________________
The Introductory Paragraph and Thesis Statement
Sample Question: To what extent did the Civil War constitute a revolution in American society?
STRUCTURING AN INTRODUCTORY PARAGRAPH:
1. Establishing the setting of the essay. Briefly introduce the reader to the subject.
- Example: “The Civil War, occurring between the years 1861 and 1865, was the most devastating conflict in American history.”
2. Provide an insightful comment that establishes your basis for analysis.
- Example: “In determining whether the Civil War was a revolution in American society, one must assess the extent to which society was changed by the war.”
3. Provide a partition that establishes three major sub-topics you plan to discuss.
- Example: “Politically, the war established the supremacy of the Republican party in national politics for much of the next fifty years. Socially, the war saw significant gains in African American rights. And constitutionally, the war established the supremacy of the federal government over the states.”
4. Finish paragraph with a clear thesis statement that establishes the purpose of the essay.
- Example: “Thus, the Civil War did, in fact, represent a political, social, and constitutional revolution in America.”
THESIS TYPES:
1. Simple thesis: “The Civil War was a revolution in American society.” (Rating: poor)
- Thesis is far too simplistic. It contains no partition or analysis.
2. Complex-simple thesis: “In some respects, Americans experienced profound changes during the war. After the war, it was clear that society had also been changed dramatically in a number of important areas.” (Rating: fair)
- The analytical aspect of the thesis is promising. However, no partition is established. The thesis does no establish how American society was changed by the war.
3. Simple-split thesis: “The Civil War was a revolution in American politically, socially, and constitutionally.” (Rating: fair)
• Thesis provides a partition: politics, society, and the Constitution.
• Thesis lacks an explanation or general analysis in each of the three areas in the partition.
• Note: This thesis would be a “simple thesis” if the question already contained a partition.
4. Complex-split thesis: “Politically, the war established the supremacy of the Republican party in national politics for much of the next fifty years. Socially, the war saw significant gains in African American rights. And constitutionally, the war established the supremacy of the federal government over the states. Thus, the Civil War did, in fact, represent a political, social, and constitutional revolution in America.” (Rating: superior)
THE “GRAY AREA” THESIS
Many AP questions allow the student to formulate a thesis with more nuances. Here is a more sophisticated complex-split thesis to the above question:
“Although the Civil War resulted in the supremacy of the Republican party for the next fifty years and led to a constitutional revolution regarding African American rights, blacks in the South were virtually abandoned by the North in 1877 and subsequently dominated by the white supremacist Democratic party of the “Solid South.” Thus, to a larger extent, the Civil War did represent a revolution constitutionally and in national politics but it was not a complete revolution regarding social and political issues in the South.”
Notice that the above thesis argues “to a larger extent.” When answering a question, the writer must take a position. It is not enough to state “to some extent,” or “to another extent.” A thesis should take a position one way or another. Phrases such as “to a larger extent,” “to a lesser extent,” “more important,” “less important,” etc., reveal that the writer has taken a definite position on a question.
Moreover, the word “although” is used effectively to begin the thesis.
It is important not to try to write a thesis that is all “black” and or all “white.” The most effective essays attempt to navigate the “gray area” in a more sophisticated fashion. The highest scores on AP exams tend to be in the “gray area.”
RELATING THE BODY OF THE ESSAY TO THE THESIS
Many AP essays will fall under the traditional 5-paragraph format (introduction, three body paragraphs, and conclusion). The most effective essays consistently analyze the significance of events relating to the thesis. Observe the outline below:
Sample Paragraph #1:
• Topic Sentence #1
• Term or event #1
• Definition
• Significance/relate to thesis
• Term or event #2
• Definition
• Significance/relate to thesis
• Term or event #3
• Definition
• Significance/relate to thesis
• Linking Sentence
The following paragraph is written with the above outline in mind.
The Civil War resulted in a constitutional revolution in several ways (topic sentence #1). First, the 13th Amendment, which abolished slavery (definition), ended an institution in America that had lasted well over two centuries (significance). Such a monumental change in the Constitution is certainly grounds for considering this amendment revolutionary (relates to thesis). Moreover, two more amendments were passed within a few years of the Civil War. The 14th Amendment gave African Americans citizenship while the 15th Amendment gave blacks the right to vote (definition). These two amendments were certainly revolutionary in the North as African Americans now enjoyed rights that up until this time had been largely denied (significance/relate to thesis). Furthermore, although the Constitution did not specifically declare that the federal government had gained more power over the states, the fact that the Union won the war and forced the South to accept these amendments ultimately proved that nullification issues would no longer plague the U.S. as they had earlier in the 19th century (significance/relates to thesis). While many African Americans in the south did enjoy increased voting rights in the years immediately following the Civil War, many Southern states would eventually make a mockery of these sacred promises (linking sentence).
-Tim Mitchell, Shaker Heights High School
Appendix B
Writing the Document Based Questions Essay
What am I supposed to be doing?
1. The primary goal of this essay is to answer the question using as much outside information as possible.
2. The secondary goal is to use as many documents (correctly) as you can to help explain your answer.
How the heck am I supposed to do that?
First Step: Figure out the answer to the question and how you’d write it as if there were no documents.
1. Read the question.
2. Decide what the question is asking – in your own words.
3. Decide on the time period.
4. Brainstorm list of relevant terms.
5. Decide on possible answer.
Second Step: Use the documents to help strengthen your answer.
1. Read & analyze documents.
a. What does it say? Who is saying it? What are they saying it? What does it mean?
b. How is this related to the question and answer?
Third Step: Write your essay.
1. Decide on your answer.
2. Make a brief outline.
3. Write your paper.
a. Follow outline.
b. Make sure you answer the question.
c. Make sure you use as many documents as possible without forcing them in.
d. Use as many brainstorm terms as possible in answer.
e. Goal = 2-3 sides of a page.
-Tim Mitchell, Shaker Heights High School
Appendix C
APUSH Rubric
Thesis
- Well developed and clearly focused (8-9)
- Clear and adequate (5-7)
- Confined, limited, or missing (2-4)
- No thesis, provides an inappropriate response (0-1)
Document Usage
- Sophisticated use of substantial number of documents (8-9)
- Several documents used, may be more descriptive than analytical (5-7)
- Few documents used, significant errors in document interpretation (2-4)
- No document used, obvious misunderstanding of documents (0-1)
Critical Thought
- Strong interpretation and analysis (8-9)
- Limited or superficial analysis, mostly descriptive (5-7)
- Limited or no understanding of the question (2-4)
- Shows a complete lack of understanding (0-1)
Evidence
- Abundant, appropriate, dealing with all aspects of question (8-9)
- Uses some factual information (5-7)
- Superficial or missing supporting information (2-4)
- Little or no evidence (0-1)
Writing Style
- Well organized and well written (8-9)
- Acceptable organization and writing (5-7)
- Weak organization and/or poorly written (2-4)
- May be incomprehensible (0-1)
Error Level
- No errors or errors are insignificant (8-9)
- May contain minor errors (5-7)
- May contain major errors (2-4)
- Has substantial factual errors (0-1)
Overall Score 1 2 3 4 5 6 7 8 9
Author ____________________________
-Tim Mitchell, Shaker Heights High School
Appendix D
Revolutionary War: Document Based Questions
Develop a thesis and write an essay using the following prompt:
To what extent did American colonists change their viewpoints on their connection to Great Britain? Use the documents and your knowledge of the period 1763-1776 to answer the question.
Document #1
The Olive Branch Petition
Use the following questions to help formulate your answer to this document:
What was the overall tone of the petition?
To whom was the petition addressed?
On whom did the 2nd Continental Congress place blame for their grievances?
July 8, 1775
To the King’s Most Excellent Majesty.
MOST GRACIOUS SOVEREIGN: We, your Majesty’s faithful subjects of the Colonies of New Hampshire,…in behalf of ourselves and the inhabitants of these Colonies, who have deputed us to represent them in General Congress, entreat your Majesty’s gracious attention to this our humble petition. The union between our Mother Country and these Colonies, and the energy of mild and just Government, produce benefits so remarkably important, and afforded such an assurance of their permanency and increase, that the wonder and envy of other nations were excited, while they beheld Great Britain rising to a power the most extraordinary the world had ever known…
While these recent and honourable acknowledgements of their merits remained on record in the Journals and acts of that august Legislature, the Parliament, undefaced by the imputation or even the suspicion of any offence, they were alarmed by a new system of statutes and regulations adopted for the administration of the Colonies, that filled their minds with the most painful fears and jealousies; and, to their inexpressible astonishment, perceived the danger of a foreign quarrel quickly succeeded by domestick danger, in their judgment of a more dreadful kind…
We shall decline the ungrateful task of describing the irksome variety of artifices practised by many of your Majesty’s Ministers, the delusive pretences, fruitless terrors, and unavailing severities, that have, from time to time, been dealt out by them, in their attempts to execute this impolitick plan, or of tracing through a series of years past the progress of the unhappy differences between Great Britain and these Colonies, that have flowed from this fatal source…
For such arrangements as your Majesty’s wisdom can form for collecting the united sense of your American people, we are convinced your Majesty would receive such satisfactory proofs of the disposition of the Colonists towards their Sovereign and Parent State, that the wished for opportunity would soon be restored to them, of evincing the sincerity of their professions, by every testimony of devotion becoming the most dutiful subjects, and the most affectionate Colonists.
That your Majesty may enjoy long and prosperous reign, and that your descendants may govern your Dominions with honour to themselves and happiness to their subjects, is our sincere prayer.
-Dickinson, John, Olive Branch Petition
IN CONGRESS, July 4, 1776.
The unanimous Declaration of the thirteen united States of America,
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good...
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures...
For Quartering large bodies of armed troops among us:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefits of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences...
For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments...
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms:
Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people...
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.
- Jefferson, Thomas, *Declaration of Independence*
**Document #3**
Thomas Paine’s *Common Sense, Thoughts on the present state of American affairs.*
*Use the following questions to help formulate your answer to this document:*
*What appeal is Paine making to the colonials?*
... But examine the passions and feelings of mankind: bring the doctrine of reconciliation to the touchstone of nature, and then tell me whether you can hereafter love, honour, and faithfully serve the power that hath carried fire and sword into your land? If you cannot do all these, then are you only deceiving yourselves, and by your delay bringing ruin upon posterity. Your future connection with Britain, whom you can neither love nor honour, will be forced and unnatural, and being formed only on the plan of present convenience, will in a little time fall into a relapse more wretched than the first. But if you say, you can still pass the violations over, then I ask, hath your house been burnt? Hath your property been destroyed before your face? Are your wife and children destitute of a bed to lie on, or bread to live on? Have you lost a parent or a child by their hands, and yourself the ruined and wretched survivor? If you have not, then are you not a judge of those who have. But if you have, and can still shake hands with the murderers, then are you unworthy the name of husband, father, friend or lover, and whatever may be your rank or title in life, you have the heart of a coward, and the spirit of a sycophant.
Use the following questions to help formulate your answer to Document #4 and Document #5:
What is being represented within the image?
What is the message of the image?
Document #4: Join, or Die
Image Courtesy of the Library of Congress
Use the following questions to help formulate your answer to Document #4 and Document #5:
What is being represented within the image?
What is the message of the image?
Document #5: The Horse America, throwing his Master
The Horse America, throwing his Master.
Published on the Act directed Aug 1st 1776 by Mr White, Angel Court, Westminster.
Image Courtesy of the Library of Congress
Appendix E
AP U.S. History
Essay Peer Evaluation
This is ______________’s essay. Period: ______
Directions: Read your classmate’s essay twice. Underline the thesis in the introductory paragraph. Evaluate this essay by placing an ‘X’ next to the appropriate statements. Remember, use constructive criticism; it will help your classmate with future essays.
| Superior Essay: AP score of 8-9 | Strong Essay: AP score of 6-7 |
|---------------------------------|-------------------------------|
| _____ superior thesis | _____ strong thesis (contains general analysis) |
| _____ extremely well-organized essay | _____ well-organized essay |
| _____ addresses all areas of question evenly | _____ addresses all areas of the questions: may lack some balance between major areas |
| _____ substantial use of evidence | _____ some important information left out |
| _____ extremely well-written essay | _____ strong analysis in some areas; needs more strong use of evidence; may lack balance |
| _____ generally error free (need not be perfect) | _____ well-written essay |
| _____ sophisticated use of substantial number of documents | _____ may contain minor errors |
| | _____ several documents used; may lack balance |
| Adequate Essay: AP score of 5 | Needs Some Work: AP score of 2-4 |
|-------------------------------|----------------------------------|
| _____ clear thesis (needs more analysis) | _____ undeveloped thesis (simple) |
| _____ thesis a bit vague | _____ does not establish purpose of essay |
| _____ fairly well-organized essay | _____ thesis does not fully address the question |
| _____ addresses all areas of question but essay may lack balance | _____ weak organization |
| _____ contains some analysis; more needed | _____ does not address one or more aspects of the question |
| _____ some major events omitted | _____ most major events omitted |
| _____ contains some evidence; more needed | _____ lacks analysis of key issues |
| _____ essay deviates sometimes from thesis | _____ lacks evidence to support main ideas |
| _____ may contain some significant historical errors | _____ contains major historical errors |
| _____ some facts are irrelevant to time period | _____ much information irrelevant to question |
| _____ several documents used; may be more descriptive than analytical | _____ essay is somewhat incomplete (too short) |
| | _____ few documents used; significant errors in document interpretation |
| Needs a Lot of Work: AP score of 1 | Did Not Do the Question: AP score of 0 |
|-----------------------------------|----------------------------------------|
| _____ no thesis or poor thesis | _____ writes on topic completely different from question |
| _____ incorrect or incomplete essay | _____ little to not effort shown in preparation for essay |
| _____ facts not specific, accurate, & relevant | _____ no document used |
| _____ poor analysis of key issues | |
| _____ few documents used; obvious misunderstanding of documents | |
Appendix F
Factual References
Possible factual references which could be made by students in their essays:
Adams, John
Adams, Samuel
Albany Plan of Union
Boston Massacre
Boston Tea Party
Bunker Hill
Burke, Edmund
Charters
Coercive (Intolerable) Acts
Committees of Correspondence
Common Sense
Concord
Continental Association
Currency Acts
Declaration of Independence
Declaration of Rights and Grievances
Dickinson, John
Dominion of New England
English Bill of Rights
First Continental Congress
Franklin, Benjamin
French and Indian War
Fundamental Orders
Gage, Thomas
Gaspee
George III
Grenville, George
Henry, Patrick
Hessians
Hobbes, Thomas
House of Burgesses
James I
Jefferson, Thomas
Lee, Richard Henry
Lexington
Locke, John
Magna Carta
Mayflower Compact
Mercantilism
Minutemen
Navigation Acts
New England Confederation
North, Frederick (Lord)
Olive Branch Petition
Paine, Thomas
Pitt, William
Proclamation of 1763
Provincialism
Quartering Act
Salutary Neglect
Second Continental Congress
Sectionalism
Social Contract Theory
Sons of Liberty
Stamp Act
Stamp Act Congress
Suffolk Resolves
Sugar Act
Tea Act
Toleration Act
Tory
Townshend Acts
Treaty of Paris 1763
Writs of Assistance
Zenger, John Peter | 796b82a2-382c-4d7b-9b94-66213fe98d25 | CC-MAIN-2025-08 | https://resources.finalsite.net/images/v1654791070/starkcountyescorg/wgua2e9engtdkop4yp8x/doenges_theolivebranchpetitionandthedeclarationofindependence_april13.pdf | 2025-02-10T16:25:03+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951669.40/warc/CC-MAIN-20250210151118-20250210181118-00255.warc.gz | 458,159,464 | 7,673 | eng_Latn | eng_Latn | 0.9428 | eng_Latn | 0.993538 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1649,
5276,
7792,
10425,
11930,
13256,
15208,
17348,
19374,
20611,
21970,
25002,
27698,
30567,
30808,
31199,
34197,
35403
] | [
4.46875,
2.71875
] | 1 | 0 |
Extinction is not just ancient history, like with the dinosaurs. Many animal species have become extinct in the past 50 years.
**The last ibex**
One of these is the Pyrenean ibex, a species of goat that lived in the rocky, mountainous regions of Spain and southern France. The number of animals fell below 100 due to hunting in the 1800s. Numbers continued to fall, probably due to competition for food with other species, poaching and diseases caught from domestic animals. In 1981, the population was down to only 30 animals.
The last known Pyrenean ibex was found dead on 6 January 2000, crushed by a fallen tree in a national park in Spain.
**Disappearing frogs**
The most serious wave of extinctions taking place is of frog species — up to 122 species have become extinct since 1980.
One entire family of frog species, the gastric-brooding frogs from Australia, has died out. Scientists believe a fungal disease and **global warming** are the main causes of the frog extinctions.
**Bilbies hanging on**
Sometimes an introduced animal endangers other species by becoming a **predator** or competing for food. In the mid 1800s, Australia introduced foxes which became predators of the native bilbies, a species of bandicoot. Then, rabbits were brought in a few years later and competed with bilbies for food. The lesser bilby is now extinct, and the greater bilby is endangered.
---
**Mountain Gorillas**
Mountain gorillas live in family units in the rainforests of Central Africa. They are highly endangered because of logging, poaching and war.
**Threats**
Logging of the rainforests opens up the land for human settlement. People move in to farm, and poachers can travel into the forest more easily.
**Civil wars** in Rwanda and the Democratic Republic of Congo caused people to move closer to the forests. This damaged the gorillas’ habitat as people cut down trees for firewood and to build homes.
Poachers kill adult gorillas for body parts and **bushmeat**. Body parts are sold to traditional healers for medicines and to tourists as souvenirs. Captured baby gorillas have been sold as pets.
**Saving the gorillas**
Mountain gorillas live in national parks, so park rangers try to prevent poachers from killing the gorillas. International guidelines make it illegal to trade in live gorillas or their body parts.
The International Gorilla Conservation Program helps to protect the gorillas by controlling the number of tourists who see them. Money from tourism helps to preserve the gorillas’ habitat and, importantly, is shared with the local people.
These steps seem to be working. The number of mountain gorillas in Rwanda and the Democratic Republic of Congo has increased from 324 to 380 in the past 15 years. There are only about 700 mountain gorillas in the world.
Remember these rules for visiting mountain gorillas:
- Wash your hands before you visit gorillas.
- Stay in a tight group.
- Speak only in whispers.
- Keep seven metres away from the gorillas.
- Don’t eat or drink near gorillas.
- Never touch a gorilla.
- If you need to sneeze, turn your head away.
- If a gorilla charges you, crouch down, don’t look it in the eye and wait for it to leave.
**Animal lover extraordinaire**
*The amazing hero of the mountain gorillas — Dian Fossey*
Dian Fossey was an animal behaviourist who began studying endangered African mountain gorillas in 1967. Observing and recording their behaviour, her work took her to Zaire and then to Rwanda — where she opened the Karisoke Research Centre.
After years of Dian’s patient observation, the gorillas knew and trusted her, and she could sit in the midst of a group and even play with their babies. Eventually, she could recognise individual animals and even gave them names.
The gorillas were in constant danger from poachers. Dian campaigned against poaching and went on a quest to tell the world about the extraordinary gorilla. This made her very unpopular with poachers. In 1985, she was found murdered in her cabin. Her killer has never been found.
Dian Fossey’s work with the mountain gorillas means that while they are still endangered, they are now protected. If she had not brought the plight of the gorillas to the world’s attention, they might be already extinct.
**DYK? DID YOU KNOW?**
*Sad but true*
There are fewer than 650 mountain gorillas left in the world.
**Who killed Dian?**
a mountain gorilla
Read and learn
1 Draw lines to connect these words with their meanings.
| a | poaching | a war between different groups in the same country |
|---|----------|--------------------------------------------------|
| b | behaviourist | to buy and sell |
| c | campaigned | middle |
| d | species | a person who studies actions and behaviour |
| e | fungal | a serious, sad or difficult condition |
| f | civil war | planned and carried out activities to achieve something |
| g | plight | caused by a fungus |
| h | midst | taking animals without permission from someone else’s land |
| i | trade | a set of animals or plants in which the members look like each other and can breed with each other |
2 Read the texts on pages 54 and 55 and complete the sentences.
a Up to ______________________ frog species have become extinct since 1980.
b Dian Fossey began studying gorillas ______________________ years ago.
c The last known Pyrenean ibex died ______________________ years ago.
3 According to *Extinction*, what are the main threats to these animals?
a frogs
b bilbies
4 Tick the correct answer.
“Extinction” is an abstract noun because it:
- [ ] is hard to understand.
- [ ] names something you can’t see.
- [ ] has more than 10 letters.
- [ ] is made of two or more nouns.
5 Name two countries that have mountain gorillas.
6 Who protects the mountain gorillas of Central Africa?
7 Why do you think it is important that money from tourists visiting gorillas is shared with local people?
8 Read the rules for visiting mountain gorillas on page 55.
a What should you do if a gorilla charges you? Circle all correct answers.
scream sneeze wait stare
shout cry run crouch
b Why should you wash your hands before visiting gorillas?
c Why do you think a gorilla would charge at a person?
d What rule most surprises you? Why?
9 Why do you think Dian Fossey was killed?
10 Write your own definitions to complete this table about threats to animals.
| classification | definition | examples |
|-------------------------|-----------------------------------------------------------------------------|-----------------------------------------------|
| Extinct | | lesser bilby, thylacine |
| Extinct in the wild | | Hawaiian crow |
| Critically endangered | | northern hairy-nosed wombat, grey nurse shark |
| Endangered | The species faces a very high risk of extinction soon. | Tasmanian devil, Gouldian finch |
| Vulnerable | The species faces a high risk of extinction in the medium term. | humpback whale, superb parrot |
| Least concern | | common wombat, laughing kookaburra |
1 Place a question mark or full stop at the end of each sentence.
a Will the gorillas be saved from extinction
b The gorillas can be saved from extinction
c Would you care if your environment was threatened
2 Write a question about mountain gorillas.
3 Place a full stop or exclamation mark at the end of each sentence.
a Dian Fossey was killed in Africa
b Gorilla numbers have rocketed
c The number of gorillas has increased
4 Write an exclamation about mountain gorillas.
5 Proper nouns have capital letters. Rewrite each film or book title, and its creator, correctly.
Hint: short words, such as *and*, *the* and *of*, are not capitalised.
a a study of mountain gorillas by dian fossey
b exploration of central africa by james stevenson
c extinction is not just ancient history by philomena philpott
d speak only in whispers starring brian branden
e big job in the congo directed by mhalia magglia
6 Quotation marks show the exact words of a speaker.
Add quotation marks to these sentences.
a Stay very still, said the ranger.
b Don’t worry, I will, replied the tourist.
c Yikes! he yelped, and ran out of the rainforest.
7 Commas show short pauses in writing. They can also separate clauses in sentences.
Add commas to these sentences.
a Animal numbers continued to fall probably due to competition for food.
b If a gorilla charges you crouch down and don’t look it in the eye.
c If you need to sneeze turn your head away.
d Dian’s work with gorillas her favourite occupation was highly respected.
e One entire family of frog species the gastric-brooding frogs has died out.
f If in doubt don’t.
g We huddled together in a tight group and the gorillas sat in a circle and ate.
8 Dashes show a longer break than a comma. They may also signal a sudden change in the sentence. Add dashes to these sentences.
a Wild animals are very valuable they really are worth preserving.
b Wash your hands before you visit gorillas germs will harm them.
c There are very few gorillas left we have done great harm.
d The gorillas charged “Watch out!” I screamed.
9 Apostrophes can show possession. They are placed after the owner and before the s in a single noun. Add apostrophes of possession to these sentences.
a The bilbys ears are very long and pointed.
b The mountains steep sides made it difficult to climb — the porters breath came in gasps.
c The jungles thick growth made it difficult to conquer.
d Its leader was waiting near the groups territory.
10 Apostrophes are placed after the s in a simple plural noun, eg *bilbies’ homes*.
Add apostrophes of possession to these sentences.
a Many gorillas eyes watched as we approached.
b Poachers crimes include stealing young animals from their families.
c Their babies grunts and squeals made us very cautious.
d The tourists backpacks were piled in the corner. | <urn:uuid:6fc63f95-050e-4628-b631-2b751ba16ff6> | CC-MAIN-2018-17 | https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/dist/e/52107/files/2015/02/Gorillas-At-Risk-s2md92.pdf | 2018-04-20T23:54:15Z | crawl-data/CC-MAIN-2018-17/segments/1524125944848.33/warc/CC-MAIN-20180420233255-20180421013255-00230.warc.gz | 591,254,748 | 2,218 | eng_Latn | eng_Latn | 0.999072 | eng_Latn | 0.999241 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2795,
4400,
5903,
7601,
8748,
10454
] | [
4.78125
] | 1 | 0 |
UNIVERSE DISCOVERY GUIDES
April
DISCOVERING PLANET FAMILIES
The Sun’s Family (not to scale). Credit: NASA
IN THIS GUIDE
» DISCOVERING PLANET FAMILIES
» SKY FEATURE: POLLUX
» TRY THIS!
» ACTIVITY: HOW DO WE FIND PLANETS AROUND OTHER STARS?
» CONNECT TO NASA SCIENCE
» Acknowledgements
» Appendix: April Star Map
Published 2013.
The universe is a place of change. NASA missions advance our understanding of the changing universe.
DISCOVERING PLANET FAMILIES
There was a time when the Sun was thought to have a family of only 6 planets. For hundreds of years, astronomers speculated about the distant stars also having families of planets, but there was no way to find out. Fortunately, our understanding of the universe is always changing.
Wandering Planets
When early astronomers looked into the night sky, they saw mostly stars, but five of those points of light “wandered” among the constellations of stars. The word “planet” comes from a Greek term meaning “wanderer.”
In April of 2002, the visible planets gathered in the western evening sky. (Next time is June 2040.)
As the five other planets (Mercury, Venus, Mars, Jupiter, and Saturn) orbit the Sun, from here on Earth we see them change position against the background stars.
Without telescopes, early astronomers were not aware of Uranus, Neptune, Pluto, or any of the other dimmer bodies wandering through our own Solar System.
More Wandering Children Found — one by one
The invention of the telescope ushered in the discovery of even more wanderers within our Solar System. The timeline is shown on the right.
The planet Uranus was discovered in 1781, over 170 years after the telescope was invented. Then came the discovery of Ceres, Neptune, and finally little Pluto. And that was the end of planet-finding for more than 60 years.
Planets-a-Plenty
Astronomers wanted to search among the stars, but planets around other stars are usually too faint to be observed directly, even with our best telescopes. So they had to find some other way.
After trying other techniques with limited success, astronomers in 1995 used instruments to detect the tiny wobble of distant stars that revealed the presence of orbiting planets. This “wobble” technique led to a surge of planet discoveries.
These weren’t more wanderers circling our own Sun. These planets orbited other stars — stars that are thousands of times more distant than the planets in our own Solar System.
Over the following years, astronomers gathered evidence for hundreds of stars with families of planets, each family of planets different from our own. The search continues today, using multiple techniques for discovery.
Can we see the stars that have planets?
Most of the stars discovered to have planets are too dim for us to see with just our eyes, but we can see some of these stars.
In fact, one of the very brightest stars with an orbiting planet is Pollux, a star in the constellation of Gemini. Pollux’s planet was confirmed in 2006. This is the same year that Pluto was reclassified as a dwarf planet.
See even more stars with planets using these star maps: Where are the Distant Worlds?
How to Find it
Distance: 34 light-years
Visual Magnitude: 1.14
To view: Just your eyes
Click here to jump to the full-sky April Star Map.
Do you know someone who is a twin?
Castor and Pollux are the brightest stars in the constellation of Gemini, the twins. In ancient stories, it was said the constellation represented twin brothers who were devoted to each other.
How are the star Pollux and the dwarf planet Pluto related to each other — besides sharing 4 letters?
Pluto was first discovered in 1930 when it was positioned in the direction of the stars of Gemini, below Pollux. At the time Pluto was designated as a planet.
The planet orbiting Pollux was confirmed in 2006, the same year Pluto was reclassified as a dwarf planet.
Follow the entire history of the quest for planets around distant stars
Explore the interactive NASA PlanetQuest Historic Timeline:
http://planetquest.jpl.nasa.gov/system/interactable/2/timeline.html
Available as a video here: http://planetquest.jpl.nasa.gov/video/48
Want to know the current planet count?
Scan the QR Code with your smartphone or go to the PlanetQuest website:
http://planetquest.jpl.nasa.gov
ACTIVITY: HOW DO WE FIND PLANETS AROUND OTHER STARS?
Time: 10 minutes
Age: 8 and up
Discover the techniques scientists use to find planets orbiting distant stars: use a foam ball, a toothpick, and a small ball of clay.
http://nightsky.jpl.nasa.gov/download-view.cfm?Doc_ID=59
Find more NASA Activities
Looking for more Earth and Space Science formal and informal education activities?
Try out NASA’s digital collection of resources at NASA Wavelength:
http://nasawavelength.org
How do we know?
How do scientists confirm it’s a planet? NASA’s PlanetQuest gives us the scoop:
http://planetquest.jpl.nasa.gov/page/methods
Planet Families: From Imagination to Discovery
Most of the planets discovered around other stars have been huge, like Jupiter. This is because planets with larger masses are easier to detect. As our techniques and technologies improve, we are finding more and more small planets, including many Earth-sized planets. As we fill in the family portraits of planets, we increase the odds of discovering a true sister planet to the Earth.
Artist’s concept of the variety of planets that might orbit distant stars.
Credit: NASA/JPL-Caltech/R. Hurt (SSC-Caltech)
More about the history and science of finding planets from NASA’s PlanetQuest:
http://planetquest.jpl.nasa.gov/science
Discovering Pollux’s Planet
Here’s the story of how Pollux’s planet was discovered.
http://www.nasa.gov/vision/universe/newworlds/Pollux.html
For the latest news on planet discoveries:
http://planetquest.jpl.nasa.gov/news
Planet Families Include Little Ones
NASA’s Spitzer Space Telescope confirmed one of the smallest known alien planets. The planet is not only smaller than the Earth, but the star-planet system is close to Earth, only 33 light-years away — about the same distance as the Pollux system.
http://www.spitzer.caltech.edu/images/5199-ssc2012-11a-Exoplanet-is-Extremely-Hot-and-Incredibly-Close-Artist-s-Concept
For the latest news from Spitzer, visit
http://www.spitzer.caltech.edu/news
To learn more about NASA Astrophysics Missions, visit:
http://science.nasa.gov/astrophysics/
Artist’s concept of planet smaller than Earth. NASA/JPL-Caltech/R. Hurt (SSC)
The Universe Discovery Guides are a collaborative effort between members of the NASA Astrophysics education and public outreach (E/PO) community and the NASA Astrophysics Science Education and Public Outreach Forum. We also gratefully acknowledge the informal educators from the Astronomy from the Ground Up (AFGU) and the Sky Rangers communities who field-tested the guides.
Contributing NASA Astrophysics E/PO programs include: Afterschool Universe, Alien Earths, Astronomy Picture of the Day (APOD), the Chandra X-ray Observatory, the Cosmic Background Explorer (COBE), Cosmic Questions, the Euclid mission, Exoplanet Exploration, the Fermi Gamma-ray Space Telescope, the Galaxy Evolution Explorer (GALEX), the Herschel Space Observatory, the High Energy Astrophysics Science Archive Research Center (HEASARC), the Hubble Space Telescope, Imagine the Universe, the Infrared Processing and Analysis Center (IPAC), the James Webb Space Telescope, the Kepler Mission, the Milky Way Project, the Night Sky Network (NSN), the Nuclear Spectroscopic Telescope Array (Nu-STAR), Observing with NASA (OwN), Other Worlds, the Planck mission, PlanetQuest, Planet Hunters, the Spitzer Space Telescope, StarChild, the Stratospheric Observatory for Infrared Astronomy (SOFIA), the Swift mission, the Two Micron All-Sky Survey (2MASS), the Wide-Field Infrared Survey Explorer (WISE), the Wilkinson Microwave Anisotropy Probe (WMAP), the X-ray Multi-Mirror Mission (XMM-Newton), and Zooniverse.
The Astrophysics Forum is supported by NASA’s Science Mission Directorate under Cooperative Agreement NNX09AQ11A to the Space Telescope Science Institute, Astronomical Society of the Pacific, Adler Planetarium and Astronomy Museum, and Johns Hopkins University.
The all-sky map represents the night sky as seen from approximately 35° north latitude at the following times:
10 p.m. standard time on April 1
10 p.m. daylight time on April 15
9 p.m. daylight time on April 30
To locate stars in the sky, hold the map above your head and orient it so that one of the four direction labels matches the direction you’re facing. The map will then represent what you see in the sky.
Tools to Find Constellations
For mobile device users:
Search your app store for “planetarium” or “sky map” to find free or low-cost apps. These help you more easily locate constellations.
View a video on how to read a star map.
April Sky Feature: Pollux
Jump to Sky Feature to find out about Pollux | <urn:uuid:0b58ccaa-d5b8-422a-b82a-5365bf15c311> | CC-MAIN-2018-22 | https://nightsky.jpl.nasa.gov/docs/DiscoveryApril.pdf | 2018-05-26T05:03:37Z | crawl-data/CC-MAIN-2018-22/segments/1526794867309.73/warc/CC-MAIN-20180526033945-20180526053945-00637.warc.gz | 595,309,974 | 2,003 | eng_Latn | eng_Latn | 0.951979 | eng_Latn | 0.994967 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
434,
1401,
3141,
3882,
4300,
4787,
5610,
6493,
8239,
8958
] | [
3.90625
] | 1 | 0 |
Decaying levees magnify Green River flood risk
Many Green River levees, including those near this Auburn mobile-home park, are 50 years old, leaky and at risk of failure. Seeping water creates ponds, which spread into the neighborhood as the river rises.
DANGER FROM DISREPAIR | The threat posed by troubled Howard Hanson Dam is intensified by aging levees downstream, poorly built and neglected for decades.
BY CRAIG WELCH
Seattle Times environment reporter
The rows of giant sandbags now lining the Green River may calm residents who feared water could swamp its banks.
But the new barrier only masks risks still hidden below.
Beneath the layers of plastic designed to prevent flooding from a damaged dam rest aging levees in serious decay. The right mix of storms could wash them out and flood the valley before the river even hits its crest.
About a half-dozen stretches between Auburn and Kent are so prone to failure that they’re considered a failure risk — even if the Howard Hanson Dam is operating normally. If problems with the dam were to cause it to release enough water to reach the sand bags, odds that the levees won’t hold increase.
“If the dam fails, the water’s never been that high,” said Tom Bean, a King County floodplain engineer. “Nobody can say what will happen.”
Storms last winter damaged an abutment to the dam, and the Army Corps of Engineers concluded that while it might be able to release more water than usual and cause flooding to prevent a catastrophic collapse.
After months of panic and millions of dollars in preparations, the corps said its temporary repair has dropped the possibility of a significant flood from 1 in 3 to 1 in 33.
But permanent repairs that would make the dam safer may be five years away. And concern for the levees is not new. Some sections are so old and leaky that high water could saturate and blow them out. Others have been undercut or carved into cornices or have deteriorated until muddy clumps slump off and wash away.
Rushing water already tunnels beneath some banks, forcing muddy lakes along adjacent roadways even in mild rains. In one spot, levee instability caused an asphalt path above to crumble into a 4-foot chasm.
Shoring up the levees is slow and expensive, even as the damaged dam elevates risks. And the corps’ best shot at preventing
See > GREEN RIVER, A4
Green River levee troubles
Levees can fail in numerous ways, but three problems are common along the Green River:
SEEPAGE
River water seeps through levee’s soft earth and fine sands and pool up on the other side, depositing a layer of sand and mud with it in a process called “tooping” that can destabilize the structure.
STEP BANK
Erosion of the bank, which can cause levee tops to slough off into the water and fracture and weaken the rest of the structure.
SLUMPING
Large sections of levees become saturated and loose and slump into the water in big chunks.
Sources: King County flood-control resp.; King County flood/warning instruction book; King County engineer’s office
Reporting by CRAIG WELCH, Graphic by STEVE KINMON / THE SEATTLE TIMES
Tom Bean, a King County engineer, monitors weak spots most likely to be first to flood. A levee on this stretch in Auburn keeps water from flooding the mobile-home park.
Homeless couple with kids find a lifeline
WELLSPRING FAMILY SERVICES | Suddenly jobless, they told their children they were ‘camping out’ in the car, but the family’s desperate ordeal took an emotional toll not easily healed.
BY JONATHAN MARTIN
Seattle Times staff reporter
When nowhere else to go, Monica Luna and Louis Padilla pushed the bench seats in their Chevrolet Suburban all the way to the back, making room. They laid down blankets to ward off the early winter cold, and pulled out some books and a Spanish card game called Loteria.
This, they would tell their children — ages 2, 3, 5 and 7 — was “camping out.” But it wasn’t really more than their car was not the first indignity for the Padilla family, and it would not be the last.
Within a few months last year, they were evicted from their home. Income margins were slim, living in a mobile home they owned in Renton, under duress. They lost their jobs. Then their house. Then, finally, their car.
“It broke my heart. It felt awful,” said Luna, 27. “Things were OK, and then all of sudden they weren’t.”
A year later, the family is still somewhere short of stable. The couple and their kids are squeezed into a subsidized apartment at 25th Avenue and East Union. Luna has steady work, but Padilla is still looking.
For their children, the year had ripple effect that Padilla and Luna are now sorting out. One son grew worried and vacant. Another lashed out. They asked where
See > FUND, A5
Confused about new air rules? Get in line
Seattle Times news services and staff
By now, most people know the air is safe. Still, its inconveniences offset by its clarity: Take off your shoes, pop your laptop in a tray, have your driver’s license ready.
But when a Chicago-area Day terrorist plot on a Detroit-bound jet was foiled, beleaguered travelers again have been beset by confusing new rules.
Could you keep your blanket, as on Continental, or would it be snatched at the end of the flight, as on United? Would security measures be visibly unchanged, as were in Houston, or would passengers be searched by a camera swiveling from the hands and purses, like those in South Carolina? Would entertainment systems be shut down on international flights, as they were Sunday?
See > SECURITY, A3
POLITICAL FIGHT prevents Senate vote on new TSA director > Close-up A3
< Green River
DECAYING LEVEES ADD TO FLOOD RISK
Repair funds far short of amount needed
flooding — quickly draining the reservoir between storms — may, in some cases, cause even more levee damage.
“That’s the thing that’s causing me the greatest concern,” said Herman Mitchell, public works director for the city of Tukwila. “Rapid drawdown of the river creates suction on the earthen structure and actually pulls pieces of it into the water.”
Evidence of shifting
An easy place to track the depth of levee problems is a half-mile stretch in northeast Auburn. On a recent morning, the county engineer, wandered a path above the river pointing out its disrepair.
During high water, flood patrollers used to drive these banks 24 hours a day, looking for signs of damage. But the routine, which now means vehicles don’t fit, so inspections can take four times longer.
Beals pointed to a tree trunk curved like a pistol rising from the bank — evidence that the levee had shifted. The cracked pavement further downstream confirmed his analysis. A few hundred feet beyond, he found a collapsed culvert, which further increases the risk of collapse.
And there are other issues, when the river is high, flap gates that cover storm culverts draining into the river can get propped open by debris, causing water to run through the pipes.
On this day, water was leaping through the levee and creating ponds in nearby woods. The muddy brown water told Beals the moisture was thick with sand, which suggested the levee actually was eroding. County engineers warn that can lead to a blowout.
All this is taking place a few dozen miles from a mile-long park that already fills with river water during modest flows within the normal range. A levee failure could flood homes — and cost millions of dollars in damage downstream.
“I have relatively high confidence in our system as a whole,” said Steve Bleifus, who runs the county’s river management section. “That’s one of the things we worry about most.”
There are several others like it downstream.
Old and poorly made
It’s no secret why the levees are in bad shape: Poor construction, years of neglect and the power of moving water over time have weakened these mounds of sand and clay. Mostly. Most were constructed at least 50 years ago by farmers who pushed mud and rock into the plowed fields. Some levees are mixed with old tree stumps and rusting car frames.
The rivers were designed to last this long, but the Howard Hanson Dam upstream provided false security. Between Highway 18 and Interstate 405, the levees are high enough generally to hold flows of up to 13,900 cubic feet per second (cfs), or 1 million gallons per minute. But the corps has let the flows exceed 12,400 cfs since the dam was built in 1975. There hasn’t been a major flood here in a half-century.
But decades of wear have taken a toll. So much water leaks through levees on a heavily industrialized stretch between Kent and Renton that engineers have nicknamed seeing “sand boils,” volcano-like bubbles of water and earth that appear on what should be dry land — another sign that the levees are eroding from within.
A stretch near a massive housing development regularly sloughs into the water. Condominiums in one short section near a horseshoe bend in Kent are stacked against a crumbling, dangerously steep river bank.
Recognizing that a changing climate might only make matters worse, the county in 2007 created a flood-control district and started collecting taxes to fix crumbling levees. It made repairs on the Green River a top priority. Some parts, including a stretch in downtown Kent, are finished.
But the district’s budget for repairing levees on rivers across the county is $39 million a year, and building levees only on the Green is expected to cost nearly $300 million.
Combined with emergency money from Kent and the state, about $65 million has been allocated for Green River bank construction.
Many fixes are years away. Design of repairs to the section near the Auburn mobile-home park will come next year, and construction won’t start until the year after, if not later.
“In some cases the cost is too high to repair the levee,” said Mark Isaacson, who runs the county’s water and land division. “In some cases we just can’t afford the cost.”
Private developers often are reluctant to sell riverfront property. In one stretch near Kent, the county plans to fix the levees across his land, but only in the course of developing his property, a major project.
The Legislature set aside $10 million to begin acquiring land along another section next year, but improvements will take several years.
Meanwhile, Tukwila has built temporary retaining walls, similar to more permanent ones in New Orleans, some of which failed during Hurricane Katrina. Meanwhile, the levees continue to decay.
Dam-release dangers
Even with temporary fixes the levees, the reservoir can’t hold nearly as much water as normal.
The corps is counting on being able to release up to 13,900 cfs of water — the capacity of most of the levees — in heavy storms.
But the dam’s most troubling stretches have a 2 to 6 percent chance of failing every time they near their capacity. And a 100-year flood could push the dam over, leaving the river running at full bore for more than a week.
“When we have a higher likelihood of high flows, we’ll have a higher likelihood of failure,” said Larry Karpack, an engineering engineer for the county.
For now, the county and the corps are working hard to fix them they can, said Derek Booth, a University of Washington geology professor who has studied Green River levees for years. But Booth is convinced the true odds of serious flooding probably are higher than 1 in 300.
“We’re looking at having to go five years without any problems,” Booth said. “But it only has to come up bad once.”
Law-enforcement representatives salute as the body of Pierce County sheriff's deputy Kent Mundell Jr. is moved Monday through the tunnel that connects Harborview Medical Center to the King County Medical Examiner's Office in Seattle.
Pierce County sheriff's spokesman Ed Troyer announces Deputy Kent Mundell Jr.'s death.
"Everybody was waiting for a miracle," he said.
"It didn't turn out the way I hoped."
Outdoors enthusiast
Deputy Mundell loved the active life, according to his friends and family.
He was the guy who was going to sit at a desk. He was wired as a thrill-seeker, his stepbrother Mark Stafford said last week.
Riding horses was not Deputy Mundell’s first career.
He gave up a job in manufacturing to work with his mid-30s brother in Pierce County sheriff’s deputy, his stepbrother said.
He wanted to get the bad guy, said Stafford, 36, who referred to Deputy Mundell as “my brother.”
Stafford, who works for a Tacoma-based company, said he learned the morning after the shootings that Deputy Mundell was fighting for his life at Harborview Medical Center. He first got to know Deputy Mundell, who was about six years older, when he was shot in the leg in the South Hill area of Pierce County.
They were friends then, years before Stafford’s father, Patrick, and Deputy Mundell’s mother, Patricia, married in the mid-1980s.
After the marriage, Stafford said, Mundell took his new stepbrother because those were they young adults.
Over the past 10 years, they had traveled every August to lakes in Eastern Washington or Idaho with other family members for camping trips, where they would go boating and wakeboarding.
Deputy Mundell lived for these adventures, Stafford said.
He became a licensed pilot and bought a plane after renting one. He also was a sky diver, Stafford said.
“His motto was: ‘If you’re not living on the edge, you’re not living too much space.’ That’s how he lived his life,” Stafford said.
Deputy Mundell, who married his high-school sweetheart more than 20 years ago, also doted on his daughter, 16, and son, 10, Stafford said last week.
“I’m still in shock. My grief could be so deep,” Deputy Mundell’s mother, Patricia Stafford, said Monday night.
“But in the midst of the grief, I’m so proud of him. I am so honored to be Kent’s mother. He was not only my son, he was my joy.”
Deputy Mundell’s stepmother, Dorene Mundell of Belton, Texas, described her stepson as “one of the best fathers I have ever seen in my life.”
Deputy Mundell also was close with his larger family. Dorene Mundell said when she met Kent’s wife, Sara, married six years ago, they brought together their families, with their own grown children and grandchildren.
“He seemed so happy for all of us to be welcomed into his side of the family,” she said last week. “My daughters love him. My only grandson calls him Uncle Kent. And I’m about to cry talking about it.”
Gov. Chris Gregoire issued a statement calling Deputy Mundell a “fellow.”
“Though his life was cut far too short by this act of violence, his name will live on in the lives people are protected and served,” the statement read.
Gregoire has called on law-enforcement groups to meet this week to compile a list of potential changes to state law, policy or the state constitution to address the recent slayings of law-enforcement officers. She also hopes to meet with them Jan. 8.
Pierce County sheriff’s Deputy Tony Messina was on duty when reached Monday night. “I’m terribly sad,” he said. “The community lost a good deputy, and I lost a good friend.”
Outside of the hospital Monday, Pierce County Sheriff Steve Chilton spoke emotionally about the loss of Deputy Mundell in one breath and, in the next, praised the heroic heroism of the deputies in his department.
Even as Deputy Mundell’s funeral, Pastor said, other deputies were preparing for their next shift.
“People will be putting on uniforms and putting on badges,” he said. “They will be taking the same risks. Thank God, there are people willing to do that.”
Information from Seattle Times archives and The Associated Press is included in this report. | 6029dd10-75b2-4ec3-8e0e-d90d24c0f094 | CC-MAIN-2021-39 | https://www.sej.org/sites/default/files/AwardsWinners/dec29levees.pdf | 2021-09-27T10:45:00+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780058415.93/warc/CC-MAIN-20210927090448-20210927120448-00337.warc.gz | 954,989,936 | 3,397 | eng_Latn | eng_Latn | 0.999068 | eng_Latn | 0.999152 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
5614,
15603
] | [
2.265625
] | 2 | 0 |
Historically, the first recorded efforts at frost protection were by ancient grape growers who burned their pruning waste to prevent freeze damage to their grape vines. Early man eventually found that one of his best methods of frost protection was good site location. If at all possible, this is the first and most important step for frost or freeze protection of a small fruit crop.
The site selected should slope to provide for good air drainage away from the site (i.e., to lower elevations). Most spring freezes are radiant freezes which occur on clear cloudless nights when there is little or no wind. After sunset, heat is lost from the soil and plants and radiates back to the sky. The air is chilled and the cold air, being heavier than the warm air, flows down and pools or collects in the lower area (frost pockets). Often the temperature will be 4 to 5°F lower in these frosty areas compared to that on higher surrounding areas. Note, too, that areas surrounded by a continuous timberline of higher trees can also form a frost pocket, even though the site is elevated or has a slight slope because the "high walls" of the tree line prevent the free flow of cold air off the site.
**Critical temperatures**
There is no one temperature at which frost damage occurs uniformly. With most small fruit plants, damage due to freezes and frost increases after bud break in the spring until flowering or fruit set. The damage thresholds also vary with the type of crop.
**Strawberries.** Table 1 shows the critical temperatures associated with frost and freeze damage. The duration of temperature for damage can be 20 minutes to 2 hours depending on wind, humidity, and cultivar.
**Table 1. Critical air temperatures for damage to strawberry buds, flowers and fruit.**
| Buds Emerge | Buds Closed | Flowers Open | Small Green Fruit |
|-------------|-------------|--------------|------------------|
| 10°F | 22-27°F | 30°F | 28°F |
Source: Funt, R., et al. (1985)
Grapes. Table 2 shows that at different stages of plant development, a difference of only $2^\circ$F in the ambient air temperature can be enough to kill half the buds and shoots.
Table 2. Critical air temperatures for damage to grape buds and shoots.
| Damage Level | Dormant buds enlarged | Dormant buds swollen | Shoot burst | First leaf | Second leaf |
|--------------|-----------------------|----------------------|-------------|------------|-------------|
| 50% killed | 6.8$^\circ$F | 25.9$^\circ$F | 28.0$^\circ$F | 28.4$^\circ$F | 28.9$^\circ$F |
| None killed | -- | -- | 30.2$^\circ$F | 30.2$^\circ$F | 30.2$^\circ$F |
Source: Wolf, Poling (1995) Mid-Atlantic Wine Grower's Guide
Brambles. Red, purple and black raspberries can tolerate low winter temperatures to about -20$^\circ$F, -10$^\circ$F and -5$^\circ$F, respectively, while black berries can tolerate only about 0$^\circ$F. These temperatures are estimates only and assume that the plants are fully dormant at the time of exposure. Low temperatures can occur when the bramble plant is no longer fully dormant. Red raspberries can break dormancy after 800 to 1,600 hours of temperatures below 40$^\circ$F, which may occur well before our usual winter season is over in Maryland. Blackberries can break dormancy after only 300-600 hours of temperatures below 40$^\circ$F which explains why cold injury to these plants is much more common in this area. Some cold damage in blackberries may not be apparent until after fruit set when a damaged vascular tissues cannot deliver the water required and plants appear to wilt and die quickly.
Whenever temperatures warm after the cold temperature requirement has been met, the plant begins to lose its dormancy and, thus, its tolerance to cold temperatures. Winter injury is frequently the result of fluctuating winter temperatures, rather than absolute low temperatures. This fluctuation occurs more toward the later winter to early spring time when solar radiation on clear days can raise the internal temperatures of the canes several degrees higher than ambient air temperatures. When the sunset and air temperatures become colder still, the "overheated" canes can be severely stressed by the rapid change in temperature, not necessarily a very low temperature. For this reason, summer-fruiting cultivars should be planted on north-facing slopes, if possible, to minimize exposure to the heating effect of direct winter sunlight. South and southwest-facing slopes are the worst locations.
Blueberries. When blueberries are in full bloom, the flowers can be injured by temperatures slightly below freezing (30$^\circ$F). The exact temperature that damages flowers depends on the rate of temperature change, wind speed, humidity, sugar content of nectar, flower orientation, etc. Under certain conditions, open blueberry flowers can tolerate temperatures as low as 23$^\circ$F. The earliest-flowering varieties are most susceptible to frost injury, so avoid planting these on frost prone sites.
Types of freezes
Radiative freezes are the most common that we can experience in the spring. They occur on calm, clear nights, when we have no cloud cover. Heat is lost or radiated from the earth's surface to the sky above out to outer space. They usually occur a day or two after the passage of a cold front.
Advective freezes are represented by the classic "Alberta clipper", a cold front with lots of cold air and wind. They have also been called windborne freezes. This type of freeze is the hardest to protect against. It is characterized by cold, dry winds and, in many cases, the dew point is below freezing. They are large cold air masses with strong winds. Many times the best strategy is to do nothing when we are confronted by a severe advective freeze situation.
Environmental factors affecting frost protection efforts
Air temperature information to be used for initiating or stopping frost control practices should be determined at the crop level on the site to be protected. A temperature report from an instrument at eye level one quarter mile or more from the site is not comparable to measurements made within a few inches of the ground in the strawberry foliar canopy.
Wind speeds of more than a few miles per hour can make frost protection harder, especially if it is an advective or frontal type freeze.
Dew point is the temperature at which water in the air (humidity) condenses to form dew. When the air temperature falls below freezing, frost forms instead of dew and the potential for damage increases.
Soil moisture is an important component of frost protection since a moist soil well retain the heat of the day better than a dry soil. It will radiate this captured heat back to the environment over a longer period of time as it has more heat to radiate back than dry soil.
Ground cover. A bare, undisturbed moist soil with no ground cover can give you 2 to 3°F of increased temperature versus a sod or grass covered soil.
Surrounding terrain and air drainage. Cold air will collect and drain to the lowest spot to which it can travel unimpeded. Obstructions at the bottom of a slope such as a timberline can cause the cold air flowing down the slope to "dam up", producing a frost pocket along the wooded border.
Air temperature inversions occur when cold air is trapped near the soil surface and the crop below warmer air above.
Environmental modifications for frost control
The best site location for frost protection and environmental modification is a site downwind or closely surrounded by a large body of water. In Maryland, sites that are within a few miles east of the Chesapeake Bay or necks that jut out into the Bay have a natural environmental modifier. In the fall and early winter, the water stays warmer than the surrounding land, making the winters less severe. In the late winter and the early spring, the water is colder than the surrounding land which delays early bud development on sensitive crops so that the incidence of damaging frosts is reduced. Bloom is not as early as it is further inland and the temperature variation between the daily minimum and maximum temperatures is not as great. A site with some elevation will help too, as cold air drains away to the lowest point if unimpeded.
Selection of the correct elevation is important, especially in the more mountainous areas of western Maryland. The crop should be planted above the spring freeze line and below the winter freeze line. Below the spring line, cold settling air may kill open blooms. Above the winter freeze line, low winter temperatures can injure or kill trees. Southern slopes are generally warmer than those facing north.
Methods for frost protection
Heating or burning may require burning permits issued by local jurisdiction. It is the oldest method for frost protection, but is not practical for very low growing small fruit crops like strawberries. In general lots of small fires are better than one large one and it will take twice as many heaters or small fires on border rows as for interior rows.
Wind machines are useful when a temperature inversion occurs in that the air mixing they cause pulls down the warm air from above to replace the colder air trapped near the soil surface. They only work if a temperature inversion occurs and there is no wind as with radiant type freezes.
Two systems have the most potential for frost and freeze protection in strawberries: row covers and sprinkler irrigation. Frost protection has become more critical with the advent of annual "plasticulture" for strawberry production in Maryland. The rise of black polyethylene covered beds and floating row covers for winter protections leads to spring blooms coming as much as two or three weeks earlier than the normal June matted row production. This is not to say that frost protection isn't needed for June matted row production, but only to emphasize that active efforts at frost protection are a must for strawberries grown using plasticulture to obtain good yields for an earlier, and more profitable, spring fruit market.
Row covers. Floating row covers of 0.6 oz or heavier rating can give 2 or 3°F protection in a frost situation. Heavier covers such as 1/8-inch nursery foam can provide more protection, but are not readily available or economical for strawberries in most situations. At the Wye Research and Education Center, we have been able to get
as much as 11°F protection using nursery foam covers in the fall of the year for day neutral varieties and use it exclusively as our frost protection option.
**Sprinkler irrigation** for frost protection has been used successfully from Canada to Florida. It works best on low growing crops. This option needs to be approached carefully, however, because it is a two edged sword. Used properly, irrigation can save a crop, but when it is not used properly the crop injury level can be more than if it were not used at all. The real danger here is when conditions such as those associated with advective freezes develop and evaporative cooling occurs at crop level.
Why does sprinkler irrigation work for frost protection? When water changes from a liquid to a solid (i.e., a freeze), it gives off heat at the rate of 144/BTU per pound. The flip side is that when ice melts to form a liquid, it takes up heat. For this reason, *once irrigation is started for frost protection, do not stop it until all the ice is gone or damage from evaporative cooling can occur*. Enough water must be applied uniformly over the entire area to be protected so that the heat of fusion overcomes or offsets evaporative as well as radiative and convective heat losses to maintain the temperature near 32°F, the melting point of ice (or freezing point of water). Plant tissue will not be damaged at 32°F because of dissolved substances in the cell walls reduce the tissue freezing point to slightly below 32°F. As long as a film of water is over the ice which encases the stem and flowers, we can protect against frost damage. Evaporative cooling and environmental conditions such as high wind and low dew point decrease the effort of irrigation for frost protection and may cause more damage than might have occurred by doing nothing.
Frost protection using irrigation works only if the system is already set up and fully functional prior to the event. It should be tested to insure it works and that you have an adequate supply of water. One acre-inch of water equals 27,154 gallons. To protect a 10 acre block with solid set sprinklers using 0.2 inches per hour, then 54,308 gallons of water are needed for each hour of operation or 270,000 gallons over a five hour protection period. The system not only needs to be started *before* the critical temperatures for frost damage are reached, but *before* ice freezing in the pump or lines can be a problem. Do not shut off the system if there is any chance water will freeze in the pump. The temperature at the pump or water source is good to know.
Most overhead frost protection sprinkler systems are designed to deliver 0.1 to 0.2 acre-inches of water per hour and are useful for radiant freeze or frost protection when wind speeds are light and temperatures are not below the mid-twenties. Table 3 provides a guide for determining the application rates for frost protection at various temperature and wind speed levels.
Table 3. Application rate of water recommended for cold protection under different wind and temperature conditions
| Minimum Temperature | Wind speed in miles per hour |
|----------------------|-----------------------------|
| | 0 to 1 | 2 to 4 | 5 to 8 | 10 to 14 |
| Expected Application rate (acre inches of water per hour) |
| 27°F | 0.10 | 0.10 | 0.10 | 0.10 |
| 26°F | 0.10 | 0.10 | 0.14 | |
| 24°F | 0.10 | 0.16 | 0.30 | 0.40 |
| 22°F | 0.12 | 0.24 | 0.50 | |
| 20°F | 0.20 | 0.30 | 0.60 | 0.80 |
| 18°F | 0.20 | 0.40 | 0.70 | 1.00 |
Extension Circular 287, Florida Agricultural Extension Service by Gerber and Martsoff.
If the dew point is below freezing, irrigation must be started sooner at a higher temperature (i.e., before freezing occurs). According to Sprinkle Irrigation 5th edition, a common recommendation is to start the system when the temperature at plant level falls to 34°F. Under conditions with wind or low humidity, it is possible to form ice when the air temperature is several degrees above the freezing point because of evaporative cooling. When these high evaporative cooling conditions (wind+low humidity) exist, the droplets reaching the plant could be super cooled (i.e., below 32°F) and some injury could occur to the plants when the system is first started. Because of this, it is suggested that the wet bulb temperature is a better indication of when the irrigation system should be turned on.
The assumption is made that the wet bulb temperature is equal to the critical plant temperature. It is necessary to use dew point temperatures as the indicator of moisture in the air instead of wet bulb or relative humidity, because these two change with the air temperature. The suggested starting air temperatures should provide 2 to 3°F safety for starting up the system to keep the wet bulb above the critical plant temperature. See Table 4 for suggested starting air temperatures for various critical plant temperatures and dew points. You can also see Table 5 for approximate dew point temperatures calculated for air temperatures.
Table 4. Recommended temperatures for starting cold protection irrigation with various critical plant damage temperatures and dew points.
| Critical Temperature (Wet Bulb) | Dew Point | Suggested Starting Air Temperature |
|---------------------------------|-----------|------------------------------------|
| °F | °C | °F | °C |
| 32 | 0 | 32 | 0 | 34 | 1.1 |
| 32 | 0 | 31 | -0.6 | 35 | 1.6 |
| 32 | 0 | 29 | -1.7 | 36 | 2.2 |
| 32 | 0 | 29 | -2.2 | 37 | 2.8 |
| 32 | 0 | 26 | -3.3 | 38 | 3.3 |
| 32 | 0 | 24 | -4.4 | 40 | 4.4 |
| 32 | 0 | 22 | -5.6 | 41 | 5.0 |
| 32 | 0 | 20 | -6.7 | 42 | 5.6 |
| 32 | 0 | 18 | -7.9 | 43 | 6.1 |
| 30 | -1.1 | 30 | -1.1 | 32 | 0.0 |
| 30 | -1.1 | 29 | -1.7 | 33 | 0.6 |
| 30 | -1.1 | 27 | -2.8 | 34 | 1.1 |
| 30 | -1.1 | 25 | -3.8 | 35 | 1.6 |
| 30 | -1.1 | 24 | -4.4 | 37 | 2.8 |
| 30 | -1.1 | 22 | -5.6 | 38 | 3.3 |
| 30 | -1.1 | 20 | -6.7 | 39 | 3.9 |
| 30 | -1.1 | 17 | -8.3 | 40 | 4.4 |
Source: Sprinkler Irrigation, 5th edition
Table 5. Approximate dew point temperatures calculated from air temperature and relative humidity values.
| Dry Bulb Temperature | Percent Relative Humidity |
|----------------------|---------------------------|
| | 25% | 50% | 75% | 100% |
| 20°F | -8°F | 6°F | 14°F | 20°F |
| 25°F | -4°F | 10°F | 19°F | 25°F |
| 30°F | 2°F | 15°F | 24°F | 30°F |
| 35°F | 5°F | 20°F | 28°F | 35°F |
| 40°F | 9°F | 24°F | 33°F | 40°F |
| 45°F | 13°F | 28°F | 38°F | 45°F |
| 50°F | 17°F | 32°F | 42°F | 50°F |
2 Adapted from G.E.S. Handbook No. 1, Cooperative Extension Service, University of Georgia by Myers.
Additional cautions for frost/freeze protection
- Overhead irrigation for frost protection is a sensitive procedure that can result in major damage to the plants if not handled properly.
- Do not attempt irrigation unless you have confidence in the dependability and volume of your water system.
- If there is less than 10 percent bloom, the "risks" associated with irrigation may outweigh the benefits.
- Once watering begins, it should not be stopped until all ice is gone or damage from evaporative cooling can occur.
- For windy conditions (10 mph), move main water supply lines closer (from 60 to 40 foot centers) and increase the volume of heads (from 0.15 to 0.25+ inches per hour). When wind speeds exceed 10 mph, the risks for crop damage from evaporative cooling due to inadequate water supply or even distribution of the water may outweigh the potential benefits.
- Irrigation can be applied directly over row covers used for frost protection. Here again, water needs to be applied until the ice melts off and then as soon as possible after the frost/freeze the covers need to be removed to allow for pollination and drying.
REFERENCES
Funt, R., et al. (1985)
Wolf, Polins, *Mid-Atlantic Wine Grower's Guide* (1995) Raleigh, Department of Agricultural Communications, 1995.
*Extension Circular 287*, Florida Agricultural Extension Service by Gerber and Martsoff
*Sprinkler Irrigation*, Fifth Edition, Arlington, The Irrigation Association, 1983.
*NRAES #35, Bramble Production Guide*, Northeast Regional Agricultural Engineering Service, Ithaca, 1989.
*NRAES #55, Highland Blueberry Production Guide*, Northeast Regional Agricultural Engineering Service, Ithaca, 1989.
*EB 242, 1998-99 Maryland Commercial Small Fruit Production Guide*, University of Maryland Extension Bulletin, College Park, 1998. | 5efcbf48-5c96-485d-a585-4a56bfb8a464 | CC-MAIN-2021-39 | https://projects.sare.org/wp-content/uploads/738LNE95-057_0001.pdf | 2021-09-23T15:45:28+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057424.99/warc/CC-MAIN-20210923135058-20210923165058-00569.warc.gz | 503,398,560 | 4,493 | eng_Latn | eng_Latn | 0.990762 | eng_Latn | 0.997714 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2003,
5075,
7445,
10478,
13435,
15697,
18622,
20448
] | [
3.234375,
1.65625
] | 1 | 0 |
Here’s your signal
The detection of a signal from another world would be a most remarkable moment in human history. However, if we detect such a signal, is it just a beacon from their technology, without any content, or does it contain information or even a message? Does it resemble sound, or is it like interstellar e-mail? Can we ever understand such a message?
This appears to be a tremendous challenge, given that we still have many scripts from our own antiquity that remain undeciphered, despite many serious attempts, over hundreds of years. – And we know far more about humanity than about extra-terrestrial intelligence…
We are facing all the complexities involved in understanding and glimpsing the intellect of the author, while the world’s expectations demand immediacy of information. So, where do we begin?
Structure and language
Information stands out from randomness, it is based on structures. The problem goal we face, after we detect a signal, is to first separate out those information-carrying signals from other phenomena, without being able to engage in a dialogue, and then to learn something about the structure of their content in the passing. This means that we need a suitable filter. We need a way of separating out the interesting stuff; we need a language detector.
While identifying the location of origin of a candidate signal can rule out human making, its content could involve a vast array of possible structures, some of which may be beyond our knowledge or imagination; however, for identifying intelligence that shares any pattern with our way of processing and transmitting information, the collective knowledge and examples here on Earth are a good starting point. For this reason, communication using all the types of human language, as well those used by some animals (e.g., dolphins, birds, and apes) has been studied, and even robots have received consideration.
Our natural language usually employs a hierarchy of structures and can be used in a spoken or written form, by means of characteristic sounds or sequence of symbols. For a language written by means of an alphabet, such symbols represent letters, and letters (or short sequences of letters) correspond to sounds. Letters combine to words, which carry lexical meaning, and words are put in relation by combining them to sentences following rules (of “syntax”) in order to express statements. Alternative writing systems include using glyphs to represent whole words or syllables.
Contemporary writing systems: Latin, Greek, Cyrillic, Hebrew, Arabic, Syriac, Tifinagh, Ge’ez, Armenian, Georgian, Devanagari, Bengali, Telugu, Tamil, Gujarati, Kannada, Malayalam, Gurmukhi, Odia, Sinhala, Burmese, Thai, Lao, Khmer, Javanese, Sundanese, Batak, Lontara, Balinese, Thaana, Hangul, Tibetan, Modern Yi, Tai Le, New Tai Lue, (traditional/simplified) Chinese, Hiragana, Katakana, Inuktitut, Cherokee.
Categorisation: The Universe of signals
All possible types of sounds and structures constitute a universe of signals. You can imagine it as a room, with random noise type structures at the outer edges, while at the centre one finds simple repetitive phenomena, such as clock ticks. In between these are areas of differing types of ‘signal’ structure complexity. In order that we can understand what type our unknown alien signal is (or might be) and where it fits within this universe of types, we need to model all the examples we know (both from Earth and from space) and where they fit in this signal universe. Ongoing research indicates that language has a special place. Although we may not know the words or what they mean, we can identify language from its structural signature. By understanding the signatures of all known information-carrying phenomena (e.g. images, language, mathematics etc.), we are given a baseline for initial categorisation.
From signal to understanding content
The Decipherment Impact of a Signal’s Content (DISC) can be assessed along four dimensions, which represent key stages of analysis.
The more data we can capture, the more likely it will be that we can correctly interpret the content. The size of a message therefore is a first indication of its significance. Consequently, we would like to continuously gather and update our data received during analysis, if the signal persists or we subsequently capture additional transmissions from the same source. While a single tweet cannot exceed 280 characters (at most 1120 Bytes), all English Wikipedia pages constitute about 50 Gigabytes of data.
A first analysis of the signal’s content would involve assessing its basic structure complexity, identifying its building blocks at the lowest and higher levels, and to measure their frequencies. Capturing how the abundance distribution of specific tokens is influenced by those of all other tokens is of particular importance.
Going beyond statistics, a further step would be a linguistic analysis that aims at identifying the functions of the identified building blocks. For example, in the English language, we distinguish different types of words such as nouns, verbs, and adjectives, and there are syntactic rules for combining them. Something to look out for in a message is a potential crib or primer. As we unveil information structures, we can then use known templates to help us look into the signal deeper but we can also use a method known as bootstrapping: a process that uses acquired information from features, to underpin and learn further knowledge of the phenomenon under investigation.
Finally, with structures being identified, we need to assign meaning to all elements. Such a semantic analysis involves looking at structural similarities within a document and probabilistic prioritisation of potential interpretations.
The world is waiting
Besides the challenge of understanding the information contained in a signal from extra-terrestrial intelligence, we are also facing the question on what should be publicly disseminated. Should this be kept secret, and is that actually possible? Can the spread of news be controlled in the social media era? Or would full transparency be the best way forward? If we got a message, should we reply?
The Signal Universe
The Universe of signals, characterised by structure complexity, in which language occupies a special distinguished place.
The D.I.S.C. Quotient
The four dimensions that define the Decipherment Impact of a Signal’s Content (DISC). Within this framework, the significance of each of these four dimensions of signal content analysis, reflecting our understanding, is assessed by a numerical value ranging between 0 and 10. | e5fdaa0b-8b2a-4eb0-a413-1c727d914e19 | CC-MAIN-2021-39 | https://royalsociety.org/-/media/education/sse-school-documentation/RSSSE_factsheet3.pdf?la=en-GB&hash=2216F1B30718D057C83AC0000AEE39FD | 2021-09-17T19:34:14+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780055775.1/warc/CC-MAIN-20210917181500-20210917211500-00408.warc.gz | 557,579,801 | 1,325 | eng_Latn | eng_Latn | 0.995987 | eng_Latn | 0.996196 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2906,
6656
] | [
2.125
] | 1 | 0 |
MOVING FIREWOOD TRANSPORTS TREE-KILLING INSECTS AND DISEASES
Tree-killing pests hitchhike on firewood - spreading insects and diseases that destroy our trees and forests.
Protect your favorite places from this threat:
• Buy certified heat-treated firewood.
• Tell your friends not to move firewood.
• Ask a park ranger or campground host about where to get certified heat-treated firewood or go to FirewoodScout.org
DON'TMOVEFIREWOOD.org
Protect TN Forests.org
TN Department of Agriculture Forestry
The Nature Conservancy
US Forest Service
Minnesota State Parks
APHIS
US Army Corps of Engineers
Forest insects and diseases kill thousands of trees every day.
Prevention is the key. Don’t move firewood when you travel, camp, or visit another state.
* Actual size
emerald ash borer
Agrilus planipennis
Asian longhorned beetle
Anoplophora glabripennis
gypsy moth caterpillar
Lymantria dispar
walnut twig beetle
Pityophthorus juglandis
PHOTO CREDITS: emerald ash borer Pennsylvania Department of Conservation and Natural Resources - Forestry Archive, Bugwood.org; gypsy moth caterpillar USDA APHIS PPQ Archive, USDA APHIS PPQ, Bugwood.org; Asian longhorned beetle J. Forman Orth, Massachusetts Department of Agricultural Resources walnut twig beetle Steven Valley, Oregon Department of Agriculture, Bugwood.org
Keep your backyard, campgrounds, and favorite places safe from these insects and diseases — use certified heat-treated firewood the next time you go camping.
Before and after images of trees killed by emerald ash borer
Dan Herms, The Ohio State University (OSU)
DONTMOVEFIREFOOD.org
Facebook.com/DontMoveFirewood
Twitter.com/DntMoveFirewood
YouTube.com/DontMoveFirewood
Protect TN Forests.org
This product was made possible by funding from the U.S. Department of Agriculture. | <urn:uuid:09ed6e5d-90e0-4b2f-a0d7-c5853822c800> | CC-MAIN-2019-09 | http://www.dontmovefirewood.org/wp-content/uploads/2017/04/TNCO_rackcard_tennessee_V4-Rev1.pdf | 2019-02-21T16:24:32Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00188.warc.gz | 359,818,882 | 423 | eng_Latn | eng_Latn | 0.965577 | eng_Latn | 0.965445 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
598,
1800
] | [
3.015625
] | 1 | 0 |
Fall is Here...
And with it comes the opportunity to improve your stormwater management practices on your property. Below are some fall projects you can implement at home:
1) **Plant a tree!** Fall is a perfect time for planting trees and shrubs. Be sure to plant species native to Pennsylvania!
2) **Prune your trees, shrubs and perennials.** Fall is the best time to prune trees and the other plants in your yard. Pruning allows them to jump start their growth and utilize more stormwater.
3) **Clear leaves and debris from gutters and install a rain barrel.** After clearing debris from your gutters install a rain barrel at the end of your downspout. This will allow you to collect free rain water to wash your car or water your gardens! | <urn:uuid:7476a004-8c05-42ab-be35-56ad4dee4f81> | CC-MAIN-2019-04 | https://www.uppermilford.net/wp-content/uploads/2017/08/Fall-MS4-Article.pdf | 2019-01-18T02:58:07Z | crawl-data/CC-MAIN-2019-04/segments/1547583659677.17/warc/CC-MAIN-20190118025529-20190118051529-00348.warc.gz | 993,388,613 | 163 | eng_Latn | eng_Latn | 0.998415 | eng_Latn | 0.998415 | [
"eng_Latn"
] | true | rolmOCR | [
745
] | [
2.21875
] | 1 | 0 |
Gastroparesis is a condition characterized by symptoms where the stomach does not empty properly. No obstruction or blockage is evident. Gastroparesis can occur in children or adults. In most people, the cause is unknown (idiopathic). See your healthcare provider if you are experiencing symptoms of gastroparesis. Learn more by visiting our website, www.aboutgastroparesis.org.
The symptoms of gastroparesis usually happen during or after eating a meal. They include:
- Nausea and/or vomiting
- Dry heaves
- Stomach fullness after a normal sized meal
- Early fullness – inability to finish a meal
www.aboutGastroparesis.org | 8c9a2f71-a6a9-4dbd-b648-86296b3c4431 | CC-MAIN-2022-21 | https://www.allsup.com/media/files/gastroparesis-awareness.pdf | 2022-05-28T20:24:05+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00610.warc.gz | 699,491,766 | 145 | eng_Latn | eng_Latn | 0.997987 | eng_Latn | 0.997987 | [
"eng_Latn"
] | true | rolmOCR | [
627
] | [
2.0625
] | 1 | 1 |
Bernard & Louise Knapp
Family History
Thelma Knapp Johnson
Life Sketches
From the files of Bernard Elden Knapp
Life History
of
Thelma Knapp Johnson
compiled by daughter, Shirley Grimmett
From Mother's Journal
I was born March 12, 1919 at Hibbard, Idaho, 3 miles from Rexburg, Idaho. My parents were Justin Willis Knapp and Mabel Fidelia Hale Knapp. My father was born the 5th of Oct. 1886 in Richmond, Utah. My mother was born March 20, 1889 at Swan Lake, Idaho, in her Grandfather Hendrick's home. My parents were married Aug. 17, 1910 by Elder Anthony Lund in the Salt Lake Temple.
My oldest sister was born May 11, 1911. On Dec. 20th of the next summer my little sister Justie was born much too soon. She lived about 45 minutes. They called her Justie. My brother Warren was born November 23, 1913. In the summer after Warren was born, or was 1 year old, they had a terrible experience. They lost sight of Warren for a few minutes and found him in the canal floating under water. They worked and prayed very hard to save him. After the doctor said he was gone my mother would not give up, and he lived. In the morning of Dec. 17, 1915, Marie Elisabeth was born. Her mission here on earth was short. She contracted whooping cough, and after suffering for two weeks, the afternoon of Feb. 3, she passed away and was buried Feb. 7, 1916. My sister Marjorie, (who incidently gave me this journal, along with her daughters Susan, M'Jean and Myrna) was born Feb. 14, 1917. In the fall of 1918 my Grandfather Knapp had a stroke. He died Nov. 21, 1918. His funeral was held grave side since there was a flu epidemic, and public meetings were not permitted.
I was born March 12, 1919. My eyes were light. I was small, 5 lb., and not so strong. I also had a tooth when I was born.
My father had hay fever. It was getting worse each summer. They had dairy stock, with so much hay to handle, and irrigating to do.
March 21, 1921 Anna was born. It seems that whooping cough was once again in our family. My sister Marjorie and I had it. Anna was just a month old when it struck her. They had another awful 8 weeks. Three times they thought she was going, also Marjorie and I were bad, but the weeks passed and we were well again.
April 12, 1923 Alma was born. He had some kind of thyroid trouble when he was 4 days old, and Dr. Rigby wanted to take him to Salt Lake to try some treatment because there was no one in the west that could help him, and he would die without help. My parents decided against letting the doctor take him. They called in their Bishop and gave him a special blessing and with special care, the next day when the doctor and his nurse came to get the baby, they couldn't believe the change in him. With special prayers and tender care he improved.
My mother had "milk-leg" and it was several weeks before she could take care of the children. Her sister Finnie was there helping them.
I was 4 years old when I first ran away. Anna, 2 years old, was with me. I guess they were really worried because of the river and sloughs and canals on our place. We were found at Grandma's.
In Oct. of 1923 we left the place with Bunker the hired man, and started for Alexander where a power plant was being built, hoping my father could get work where he could get away from hay fever. When we reached Lava it was cold and stormy. We stayed over night. I can remember the old hotel, and it seemed like hundreds of stairs, and my first recollection of Vienna sausages. We were advised the roads were bad, and loaded as we were, we would surely break down, so we turned back and went to Smithfield, and my Dad worked in the sugar factory. Later they went to Alexander to work. After that we went to the pea canning factory in Smithfield, the largest in the country at that time. I can remember going with my older brother Warren or sometimes my older sister Claudia, and we would take Dad's lunch to him. That was so exciting to me. I've thought of those young recollections many times as I went through Logan in later years. I also remember how fun it was to have neighbors living so close. We would go out doors in the morning sun in our nighties before breakfast sometimes. The world seemed very exciting to me then, except I remember while we lived there I was awfully sick, I don't know what I had.
I guess my father was no better, so he and Warren went to the timber in Island Park, and he seemed better there, so he moved to Ashton, that was the nearest school to his work. A school was established in the tie company camp. My Father worked for the Targhee Tie Company. My Father built a log cabin 2-room house with help from neighbors. It had a large porch on front and a dirt cellar beneath the kitchen floor. It was, in my memory, so warm and cozy, and smelled of home-made bread and wonderful things to eat. There was a commissary in the camp where we bought our groceries. We went to school in a one-room school house. Eight grades were taught in the school I understand the teacher was rather young and she got along quite well with some of the bigger boys. Her name was Miss Judd. The school house was also used as a church house. The Saints with the help of the proper authorities formed a branch in Island Park, and Brother Sam South was the Sunday School Superintendent. Brother Pond was an official too, but I don't recall what. The grown ups had a lot of fun at that time of our lives. There were quite a few weddings, and they gave them some very nice wedding parties. My mother would usually write a song for the occasion. They had all kinds of activity games, dances, and etc. In the winter we were snowed in and so they had to find their own entertainment.
I shall never forget the ride when we were moving to Island Park. There were two sleighs, and on one was a cover like a sheep camp, and it was so cold. They had a small stove in the sleigh, and they burned some sage brush, and I loved that smell, it was so snug and warm. When we arrived the women in camp had a fire in our new home with a hot meal for us. What a wonderful memory for a little 5-year-old, and her sisters to remember.
I remember when I turned 6 and started to school it was very difficult for me. I would leave the class room and go a ways into the woods and sit with a stick and doodle in the sandy ground. I was sure I was going to get into trouble, but I didn't like school from the very start. After my oldest sister Claudia graduated from the 8th grade we moved to Ashton so she could enter High School, and Dad and Warren stayed in Island Park, and came down on special occasions. This must have been very difficult for our parents, but they got used to it. I guess because they had a lot to do through the years because of his hay fever. My mother must have felt frustrated to not have him by her side when things would
go wrong. I don't remember of her complaining, but I do remember of her being very weary and lonesome, even with all of us kids around. I have found love letters that she would write in a poem structure telling how she missed him, and how lonely it was without him. She was a very special mother. There has never been finer. My father was special too.
When I was seven years old we moved to Goshen in Bingham County. My father went to work for Wilford Christensen on his farm. We lived in several places in Goshen, rather small places for the size of our family, and Claudia went to Firth High School, and when Warren graduated from 8th grade, he too went to Firth High. Claudia met Arch Hess and they became engaged. My little brother Bernard was born in Goshen. My mother had a very difficult time, and Bernard wasn't well for quite a few years. He was certainly welcomed by his brothers and sisters. He has always been such an obedient child while growing up, and he followed through with that all his life.
Arch and Claudia were married May 29, 1929 and Bernard was born 14 November 1929.
The folks were active in the ward. My father was ward clerk for sometime and then he served as 2nd Counselor to Bishop Raphael Larsen for some time. We moved to Rexburg when I was 16 years old. I loved Rexburg. Since I was born in Hibbard about three miles from the town of Rexburg, it was back to by birth place. I made many friends there. My sister Anna was my best friend. She and I had made many friends in Rexburg, and in the summers we went to Island Park. We would invite our friends to come up there and spend two weeks with us. There were too many to go all at once, so half went the first two weeks and the other half went the second two weeks. Very fun and great memories. We went with the log haulers to Black Mountain to get a load of logs, took a lunch, and enjoyed the day, came back to camp with the logs on a wagon and team of horses. The driver, unbeknown to me at the time, would be my future husband and the father of my three children.
The year was summer 1937. My father by this time was working for my sister Mari, and her husband Barney. The Souths sawmill and Lumber Co. was owned by Sam South and Sons. Brother South was getting quite elderly and forgetful so he left the running of the mill and lumber yard to the boys to take care of, and he would go into the timber and get small poles for sale. He seemed quite content doing that, so the boys divided up the work and hired who they needed to help with their part of the business. Ren South took care of getting the poles to the mill and Barney ran the sawmill, and Charlie ran the lumber yard, and moving the lumber to the lumber yard in Idaho Falls. So Ren South hired his cousin Elmer Snowball, known by everyone as "Snub," who later became my husband, and Barney married my sister so that made our children doubly related.
My father ran the saw at the sawmill most of the time. I can't remember why Charlie was running the saw one summer and was training on off-bearer, and he worked several days with this young fellow teaching him what to do and what not to do, for safeties sake. They stopped for lunch and then went back to work and the new off-bearer did the very thing that Charlie had been drilling him not to do. He turned with a slab under his arm, and the end of the slab touched the saw and it cut the end of it off, and in so doing it hit Charlie in the stomach and caused internal bleeding. They flew him to the hospital, but it was too late. It took his life, so my father did the sawing. Ren sold out his share to Barney, and they also bought Charlie's share.
this is out of chronological order
happened like 40's or fifties
On Sept. 6, 1937 Elmer Snowball and I were married, and when the snow came that winter we moved along with the rest of the crew. Everyone pitched in until everyone was loaded up with their belongings, and moved to Idaho Falls. Elmer and I spent a few days there, then we left for Utah, a small community called Randolph in Rich County, where we stayed with his folks for three weeks until we were able to rent a house across the street from his folks place. He left me there for three days with his folks who were total strangers to me. I was young enough that I was homesick and very shy. They did what they could to make me comfortable, anyway Mr. Snowball tried the hardest. I met Elmer's 8-year-old son by a previous marriage. Just about every one in town were related to each other. It was during the depression, and jobs were hard to get. Elmer and his Dad would haul wood and poles and try to trade them or sell them.
I never did feel good about living in Randolph. Mrs. Snowball was an excellent housekeeper, and eventually some of her ideas would rub off on me. I learned quite a few things from her.
In April 22, 1939, my daughter Shirley Ann was born! She wasn't well at all. She was a premature baby, and the Relief Society women came in and would turn her from one side to the other side every half hour to keep her heart pumping. The doctor gave her some whisky to stimulate her heart. They called her a blue baby. She had a problem choking until she was a year old, then she seemed able to handle it okay. My mother came and brought Bernie with her. She stayed a month and helped me. Sometimes she and Elmer would rush out on the screened-in porch with Shirley by the heels trying to get air in her lungs. She would be black as could be. Every time she would nurse she would upchuck. I was so scared. I'd try and get my Mom to take her home with her. Oh, I hated to see Bernie and my mother leave. I almost wanted to go with them. I didn't know when I would see them again, and it wasn't until Shirley was 2 years old and I had little Danny. He was 14 months younger than Shirley.
President Roosevelt started a program where they trained men to do certain jobs, and the government paid them to do the work, and it was a blessing, besides the men getting the training. (WPA)
We moved to Sage, Wyo. when Shirley was three, and Danny was 2 years old, and Elmer worked on the section (railroad), at Sage Junction. There were about 5 or 6 families there. We lived in a big old house, in part of it, and a cousin of my husband lived in the other part of the house. I made friends with the ladies in Sage, and we would visit every day. There was no electricity there and you carried water from a well. We used coal in our stoves. It would get 40 below 0 in the winter. We had a hard time keeping warm. That was a happy time for me, for 6 months Elmer was a tea-totaler (didn't drink), but all good things come to an end. We moved back to Randolph for a short time. My brother Alma was working up above Evanston for Ren South in the Uintah Mts. He came to visit us and soon after that we moved to Evanston, Wyo.
I didn't mention while we were in Sage the children had scarlentina and I had diptheria. All I could swallow was ice cold milk. I was very sick, but the children had their shots and no one else caught it from me. I read the report that came back from Cheyenne, Wyo., after the doctor took a throat culture and sent it in. I have no idea how I got it and from whom. We moved close to a girlfriend of mine that used to live in Randolph, but there were bedbugs in the house, so we moved, and we then moved to the Uintah Mts. in Utah to work for Ren South and Gene Jones (Elmer's cousins). They built a new cabin for us. It was a nice cabin, but the timber was green, and it sweat, so the sugar was lumpy, and
Gene married Rex's oldest daughter, Glenna
things would mold easy. Everything was wet. Elmer put a rope around one of the ceiling beams, and the kids thought that great to have a swing in the house. It was kind of fun to live up there, but when it was time for snow everyone moved back to Evanston where the children entered school. Shirley turned 5 years old after we moved back down in the valley. We moved into an apartment building in a small apartment. It was my first experience with natural gas. Skaggs grocery store's back door was a short distance from our back door. The next spring Elmer went sheering sheep, and I stayed there with the children. Elmer's cousin and I became friends when we lived in Randolph. We lived close to each other. She and her husband moved to Evanston. He worked for the railroad.
We decided to move to Shelley, Idaho. My oldest sister's husband said Elmer could find work in the potato cellars there, so we went to Shelley. I was expecting a baby, so in the spring Dee was born in a maternity home, Eaton's Maternity home, a 7 lb. 8 oz. healthy boy. I was worried as I had had a time to keep from loosing him, so was mighty happy that he was strong and well.
We moved to Idaho Falls, and Shirley started school there. She had the prettiest long hair. She was so small. I really worried about her walking to school. I would go upstairs, (we lived in a basement), when it was time for her to come home from school, and watch until I could see her coming. I would go down the road to meet her. She had two cousins in her classroom, and a South's daughter's girl, also who Shirley knew. I started her taking dancing lessons, and we became friends with a family that enrolled their girl in the same dancing class (Barringtons). We stayed friends to the whole family for many years. They both passed away rather young. I would make their girl's costumes as she usually had the same as Shirley, but her mother didn't sew. The two girls performed in various activities throughout that area.
I forgot to mention that while we were living in the Evanston area Shirley and Dan had the measles and were very sick. The doctor told us to keep the room dark to protect their eyes. Also my husband's brother, Ralph, and his wife became ill so they had an appointment with the doctor, and both had stayed home from work, and were waiting until their appointment at 2 p.m. Unbeknownst to them what was making them sick was a clogged up chimney which was letting natural gas back into the room. Their room was filling up with the gas. When Ralph's son came in at noon to check on them, he found them both dead. That was a sad experience.
(This is the end of mother's journal entries. The following is a short history she wrote for a TOPS Program):
My parents were married Aug. 17, 1910. There were nine children born to this union. My sister Marie lived 45 minutes. She was too small, and too early, to live. A sister Beth died at 6 mo. old of whooping cough. The rest of the nine children are still living. I had a happy childhood. I felt so secure as a child. Our family played together, worked together, and were very active in our Church. We were poor, but we always had clean clothes and plenty to eat. We just didn't have some of the extra things some of our friends had. We had the most wonderful parents. They lived a good exemplary life.
I was born at Hibbard, just out of Rexburg. I have three brothers and three sisters.
My father had a farm at Hibbard, but due to his acute hayfever he sold his farm, and went to work up at Island Park in the pines. His hay fever was a lot better
there. We moved to Ashton, and my two sisters and brother went to school there, and my Dad went up to Island Park to work, and built us a house so we could join him. At Christmas time he had the house built, and he came down to spend Christmas, and to move us up to Island Park, 4 miles east of Pond's Lodge, which of course wasn't there at that time. My Dad put a sheep camp with a wood stove, on a sleigh, and my uncle helped to load our belongings on another sleigh, and we started on our journey. I was 4 years old. I can still remember bits and pieces of that trip. I was so snug and warm, the stove kept us warm. I remember animals making noises at night. I can remember excitement, the smell of the firewood. The second day at noon, we reached the railroad ranch. The snow was very deep. We reached our new home after dark the second day. A neighbor had been keeping the fire going so the house was warm, and the neighbors had a warm meal prepared when we arrived.
They had a school house in camp, so my two sisters, and one brother, went to school. The teacher had all eight grades to teach. After my older sister and brother were old enough to go to high school my parents decided to move back down in the valley, so we left the home we all loved so much and moved into the Shelley-Firth area.
My father was still troubled with hay fever in the summertime. Sometimes he would have to leave the family and find work in the Island Park area. We later moved to Rexburg. I loved it there, but not as much as Island Park. We were in Rexburg two years, then we moved back up to Island Park. My father worked at a sawmill. This is where I met my husband. We married in September, and stayed in Island Park until work closed down on Dec. 30 because of snow. Then we moved to a little town in Utah where he was raised. His name was Elmer Snowball, but they called him Snub. Mostly he was called Snowball. My daughter Shirley was born two years later, then in 13 months my son Danny was born. These were difficult times. Work was hard to get. In 1944 we came back to Idaho. My son Dee was born in 1945. When he was two years old, we went back to Island Park. We worked at the mill, and hauling logs. My two older children went to school at Mack's Inn.
When my daughter was 9 years old I got my first driver's license, and I remember my weight was 98 lb. In 1953 I weighed 105 lbs., and stayed there for a number of years. I finally crept up to 110 lbs., and I stayed there until a couple of years before I married my present husband in 1962. After we were married a week, we learned that we were going to have his two children to raise. They were 10 and 11 years old. Well, I started baking bread, and cakes, and all these goodies. I guess I was trying to impress them or something, anyway, I wasn't used to eating three times a day, or big meals while I was single, and it wasn't long until I was putting on weight. I finally reached 155 lbs. I felt so bad, so I went on the grapefruit diet, and lost down to 129, and then I sort of quit trying. Then one day a friend called, and said they were starting a new tops club in town, and would I go with her. So, I said yes, and talked my step-daughter into going with me. Well, I finally hit my goal of 118 lbs., and I was a Kops for 4 years. Then I left Tops club, and it wasn't too long until gradually over a few years I had gained all of my weight back, plus 5 lbs. Ann Charlton, and her friendliness, was what gave me the courage to come back to Tops. In a year and several months, I had reached my goal. I must keep it off because of blood pressure, pride in myself, and just feeling much better, so I need each and every one of you to help me. I tried, and could not do it alone.
I have gotten ahead of my story somewhat. The year after my first marriage, my father was called by the church authorities to be the work director on the new
temple that was being built in Idaho Falls. That was a very responsible job. My Dad loved it. He met so many people in his line of work that became fast friends. When the Temple was finished he became the first custodian. That was a big job, keeping it clean, but my father loved the Temple, and he loved the work he was doing. My Mother also went to the Temple to work, and she worked there many years until the doctor stopped her from working.
My sister (Marj) and I married cousins. Her husband was the owner of the sawmill in Island Park. So, when my father's hay fever would get bad, he would go up and help her on weekends, and that would get him through the week. Finally, because of health my father had to retire, but he still went up to Island Park to help my sister at the mill since she was a widow by then, and she and her young boys ran the South's sawmill and lumber yard. There is a time in my mother's life that she wrote about that I would like to share with you. It took place the year I was married, 1937:
(by Mabel Knapp) [Dec. 30th, all but one load had been taken out to Ponds where the trucks would replace the sleighs, and we would move to the valley. The work of another day was done, and those who had battled the snow and wind to get the last of the lumber, wood, and household goods moved out before the roads were blocked, had laid their tired bodies down to rest. But to me sleep did not come at once, so I wrapped my coat about me and stepped out into the night, that my soul might be filled once more with the beauty of the world about us. I stand in awe of the majestic splendor and in worshipful silence I wonder how near or how far is God. Surely, "The Heavens declare the Glory of God, and the firmament sheweth His Handiwork." Snow had fallen during the day, but in the evening the clouds had gone in hiding and the stars were shining. The curtain of darkness had rolled down, and night in her Glory, reigned there in the midst of the stately pines. By the side of the snow-hushed mill, lay the little camp, a tiny bit of the work of man amid the handiwork of God. To the north and east, were mountains; walls of this land of snow, to the south and west a blanket of white stretches out to the timber line, and there where the roads and the railroads meet, three pines stand straight and tall like three sentinels on guard. As I turned back into the house it seemed like bells should ring the passing of another year.]
My mother became ill, and her doctor sent her here to Pocatello in 1968 to have a kidney removed. She never complained. I know she was somewhat afraid. She wanted to be home with Dad, so as soon as she was able, she went back to Idaho Falls, and home. But, she didn't mend. After two months we found out she had cancer, and that was the reason she wasn't getting better after her operation. She and Dad had been together for 59 years. My father's health had been failing also. My mother stayed in the hospital for several months, and we knew the end was very close. The doctor told the family several days. My father was at home.
On Friday night, June 13, my husband and I had come from the hospital where we visited my mother. He had been told the news, and he seemed to be summing up their life, and he spoke to us of the good life they had had, with few disappointments (I knew I was one, because I had strayed away from their teaching). I felt sad about that as he talked. We had to leave, so we told him we should be back to see him the following Sunday, which was Father's Day (June 15).
I had a pretty card of a deer, which Dad loved, and put some money in it. My brother, Bernie, was in Lava that morning, and he called, and asked if he could ride with us to Idaho Falls to see the folks. We were glad to have him join us.
so off to Idaho Falls we went. We were having a hard time deciding whether to go see Dad first, or Mom first. We decided to go see Dad. When we arrived the screen door was open. We called to him several times, and no answer, so we went to the back of the house and the door was locked. So, we broke the lock on the screen and went in, and there lay my father on the kitchen floor. He had been eating his breakfast, and had had a heart attack.
My sister and brother broke the news to my mom. She had been worrying so, what was going to happen to him when she left him. She knew sometimes he was mixed up where he was. He was 83 years old. So, her first words were "I'm glad," then afterwards she cried, and was saddened.
Ever since I can remember, Dad was always hurrying my mother up. She had all the children to get ready, or always the last minute things to see to, and Dad would say, "come on Mabel, we'll be late." Everyone talked and laughed about Dad saying, come on Mabel, we'll be late. We went to the funeral home on Thursday night the 18th of June. We had all been to the hospital except one sister who (Ann) had flown in from Seattle. Mom asked if she had gotten here yet. We didn't know she was stranded at the airport waiting for a ride, so we left Mom there with my husband, and a granddaughter. I know my Dad must have whispered to Mom, and said, "come on Mabel, we are going to be late." We had only been to the funeral home 20 minutes when a phone call came saying Mom had passed away. So, we were able to have their funerals together, and laid them to rest side by side at Rexburg. Wasn't that wonderful they could go together?
Thanks for your help.
(Mom's youngest brother, Bernie, wrote and asked her to write down some remembrances she had from Island Park during her childhood. She made the following notes to answer that request.)
Summertime - I remember when the big kids were playing run-sheep-run, or hiding-go-seek, and I was probably 5 years old, and was playing with Ruth South's little sister. We would sing tra la la bumbera, and we would bend over and show our bottoms. I think we finally got our bottoms spanked. It was fun to be out doors, and all the kids having fun.
I remember the folks bought Ann and I some nice black rubber boots, and when it would rain we would run through the puddles all over camp. After the rain stopped it smelled so good, and it was a happy time. I remember I didn't like school ever. I skipped school once, and went behind the school house and sat on a log. I think they had quite a few hunting for me. I had a stick and was drawing in the sandy ground, and really enjoying it, and I guess I got scolded. I was always running away. Poor Marj spent a lot of her childhood going after me, and dragging me home.
Then I remember one summer there was a young man that came to our house. I can't remember why he was walking out in the woods, but he had a hat or cap, and he had it full of wild strawberries, and he asked Mom if he could borrow a bowl and milk and sugar to put on his strawberries, and she obliged.
I think we had a root cellar, but I'm not sure about that, in the middle of the kitchen floor with a trap door.
I remember the ties, how neat they were placed out by the railroad track, and it seems Warren made igloos or maybe someone else. I don't remember much at that time about what Dad and Warren did. (I was 5 or 6 years old.)
I remember being in awe of Aunt Lella and Theola and Zelma and Claudia. Claudia had eyes for Barney. Zelma told me a few years ago that she loved being at our house, and practically lived there.
I remember the trip to Island Park in a camp wagon or sleigh, and it was so cozy. There was a stove in the wagon, and beds, or a bed, but the smell of sagebrush burning in that stove was like a wonderful fairy tale to me. It always seemed so wondrous and warm, while I was a little girl, and safe with Mom and Dad. But yet, I had that awful curiosity about me that always got me into trouble running off to see how the rest of the world lived, always greener on the other side of the fence, and that stayed with me all my life until I met Ken. It could have stopped with Elmer if he hadn't been a drinker, and been more of a family man all the time instead of part time, I'm sure.
Logging - Don't remember much when I lived there the first time. The second time, Elmer and Ren did the logging, and the girls from Rexburg that were friends of Ann's and mine came and we all rode up with Elmer and spent the day or two in the timber on Black Mt. I think we did have a lot of fun up there. I went up with Elmer several times after that. Ann would go sometimes. I rode down to Rexburg several times with Oddy Kent or Charlie South when they went to Idaho Falls with a load of logs or lumber. I always dreaded Bear Gulch.
Sleighs - The dog races were talked about so much by everyone. Tud Kent I think was one of the first runners and winners. I remember some fellow over at Island Park giving some of us rides on the dog sleighs, and that was probably a sleigh we were in that took us into the park. Maybe not, I'm not sure, but we would have sleighs and warm quilts. I don't remember much about cabin building, maybe the one you (Bernie) and Dad slept in and Al, up by the mill, or was Al up there? I'm not sure. Did they pull that cabin up there from the camp site, it kinda seems like it.
Woodpiles - That was something to dig down to a large pile of wood, in the winter time.
Roads - I shall never forget the road from Ponds to the camp site. I think we knew every rock, and then the washboard road on the flat. The road up Black Mt. was scary, sometimes it was fun walking the roads up there. I'm getting so homesick talking about those times. The Rexburg girls and Ann and I walked the road to Ponds on the 4th of July for firecrackers, and one of the girls, Ruth Powell, made us go back into the woods and hide every time a car was coming, because her Mom taught her to never get in a car with a stranger, but on the way home we voted her down, and not one car stopped, and every little Jack-pine looked like a bear until you got right up to it. The next morning Mr. (What's the man's name that had the sheep), came over to camp, (us girls slept outside that night), and he said bear tracks were on that road to Ponds the night before and got into his sheep. Boy, that was a scary thought.
Playing in Snow - I guess I was a panty waist, I couldn't stand the cold. I never lasted very long in the snow, but I did play for a while, and remember if you got under those pine trees how you got your neck full of snow.
(The following obituary was written by Dee, and was read at Mom's funeral in Coeur d'Alene by Wally Krahn, and at her funeral in Pocatello by her brother Bernie).
On March 12, 1919, Justin Knapp and his wife Mabel Fidelia Hale Knapp were blessed with the birth of a little 5 lb. girl who had one tooth already in her mouth. Thelma was small and somewhat frail and suffered the usual childhood diseases. The family was poor in worldly things, but seemed to make up for that with an abundance of love. Thelma was number 6 of what was to be a family of 9 children.
In her journal, Thelma remembers a time when she was four years old. Her father had gone to Island Park, Idaho to work in the timber because he suffered less from hay fever there. After building a cabin for his family, he brought them there to live. In Thelma's words:
"My Dad put a sheep camp with a wood stove on a sleigh and my uncle helped to load our belongings on another sleigh and we started on our journey. I was four years old. I can still remember bits and pieces of that trip. I was so snug and warm--the stove kept us warm. I remember animals making noises at night--I can remember excitement--the smell of the firewood. ...We reached our new home after dark the second day. A neighbor had been keeping the fire going so the house was cozy and warm. The neighbors had a warm meal prepared when we arrived."
That house lived as a "Fairy tale" cottage in Thelma's memories. In her journal, she describes it as being "so warm and cozy--full of smells of home-made bread and wonderful things to eat."
Thelma had a very happy and wonderful childhood. She recalls in her journal, a time when the family lived in Rexburg and spent summers in Island Park. She and her sister Anna were best friends. They would invite school friends from Rexburg to come to Island Park and stay with them for a couple of weeks. It was very fun and she had great memories of those times.
In the summer of 1937 she met Elmer Snowball whom she married on September 6th of that year. Their first child came April 22, 1939--a little girl whom they named Shirley Ann. Thelma's journal says:
"She (Shirley) wasn't well at all, she was a premature baby. The doctor gave her some whiskey to stimulate her heart. She had a problem of choking until she was a year old. Sometimes my mother or Elmer would rush out on the screened porch with Shirley by the heels trying to get air into her lungs. She would be black as could be."
Thelma's second child, Dan Frank, was born June 5, 1940. Her journal tells of a happy time when this little boy was two years old. She and Elmer had moved to Sage Junction, Wyoming. They had no electricity and carried their water from a well. The winter temperatures would dip to 40 below and it was hard to keep warm, but they had good friends, their children, and each other.
In the winter of 1944-45 the family moved to Shelley, Idaho so that Elmer could find work in the potato processing houses. In the spring, Dee Jess was born. After a difficult pregnancy, Thelma was relieved to have a good sized and healthy boy.
It was not long until the family moved to Idaho Falls where Shirley started school. Thelma had become adept at sewing and enjoyed making costumes for Shirley and her little tap-dancing friend, Shirlene. Later, Elmer's mother had a stroke, so the family moved to Randolph, Utah to live with and take care of her. Mrs. Snowball couldn't have expected better care and love from her own daughter than what she received from Thelma.
The family moved a lot as Elmer looked for work in building, farm work, or shearing sheep. The children made friends wherever they went but seemed to be closer to each other because of the moving and the love from their parents. One summer the family lived at Antelope Flat in Island Park where Elmer tended cows. Thelma spent a lot of time picking and canning huckleberries. For the children, this summer was right out of a wonderful dream.
In 1949 Thelma moved with her husband and children to Aberdeen, Idaho. There they lived several years in a migrant worker camp while Elmer worked at various jobs. Each fall the family would work together picking potatoes in the fields. Wherever they lived, Thelma made the house pleasant and homey by making special decorations such as curtains or table cloths.
Not all memories were happy ones. In 1953 the marriage ended in divorce. That was a sad and hard time for all of them. After many difficult years, Thelma met and married Kenneth Johnson in 1962. Shortly after that, Kenneth's two children, Michael and Diane came to live with them.
One of the nicest things that happened to Thelma and Ken was that they were able to buy their own home in a lovely, quiet Pocatello neighborhood. It helped to give them both the stability in their lives that they had longed for. Thelma would spend hours fixing and decorating things just the way she wanted them while Ken would do the same thing with the yard and garage which became a shop for his television repair business. Thelma and Kenneth spent many happy years enjoying that home.
Thelma was able to buy herself a nice sewing machine and busied herself making many clothes for her grandchildren. She also began making stuffed animals and later took up making and clothing beautiful porcelain dolls.
Thelma helped with Ken's business, taking phone calls and setting appointments while Ken was busy doing the repairs. She joined the TOPS (Take Off Pounds Sensibly) organization and made many good friends there.
The hardest thing for a mother to endure is the loss of one of her children. In June of 1963, her boy Danny was killed in a rodeo accident. Thank heaven for the stability that had come into her life, for without it she may never have been able to bear that loss.
Thelma and Ken both loved animals. They had two adorable pet monkeys and later two dogs which they took very good care of. Thelma also loved to watch the birds and the cats in the back yard. In her later years, she would spend hours quietly watching them from her window.
Both Thelma and Ken had smoked since they were young people.
They decided that if they gave each other mutual support they could overcome that habit. Where many have failed they triumphed in 1966. Thelma had had a bad cough for most of her adult life. Although she was accustomed to it, it gradually grew worse. In 1977 she was diagnosed as having emphysema.
Ken was dedicated to taking care of her but in 1982 he died after a fierce battle with cancer. His main concern was that he would not be around to care for the wife that he had grown to love so much.
In 1980 Thelma had started to become active in her ward in Pocatello and in 1983 she went to the Idaho Falls Temple to receive her endowments. She moved to Coeur d'Alene, Idaho to live with her daughter Shirley shortly after that. In December of that year she had the privilege of being sealed to her family by her brother Alma in the Idaho Falls Temple.
She loved her grandchildren and great-grandchildren and enjoyed very much going to their activities and especially watching them waterski on Lake Coeur d'Alene. She became involved in the Better Breathers organization in Coeur d'Alene and made many friends there. She felt so blessed for having Dr. George Gumprecht as her respiratory doctor. He was an immense help to her. His kind treatment added additional enjoyable years to her life which she never could otherwise have had. In spite of her health problems, Thelma never became bitter. She had a great attitude and made many friends in her ward and community.
Thelma had a special reverence toward her mother. No one could have received more love and respect than her mother did from her. Although she will be missed by her children, grandchildren, great grandchildren, brothers and sisters and friends, we trust that the reunion with loved ones in the Spirit World is one of such joy that we can hardly imagine. January 7, 1988 she moved on to that reunion, leaving us saddened, yet glad to have been touched by her life and her love.
(by Shirley)
There are several things I would like to add to Mother's history before I conclude.
To begin with, I'd like to say that it is quite an impossible task to remember everything about another person, even someone as close as your mother, but you just hope you can mention the things that your loved one would like to be remembered for by her posterity.
One of the things I think Mom would like mentioned is that she was a good housekeeper. She kind of prided herself on that attribute, and rightly so. I can remember living in some pretty humble circumstances, and yet Mom always had a little yellow box of doilies that she would open, and then place doilies here and there to add femininity and homeliness. Those doilies were the thread of continuity from house to house and apartment to apartment that gave us a feeling of being "at home" no matter where we were. Mom liked pretty things, and would try to have flowers or nick knacks setting on the doilies which adorned our tables and dressers. As Dee said in her obituary, she really enjoyed being able to fix up her home in Pocatello.
Dee also alluded to the fact that Mom liked to sew which reminded me of a characteristic of hers that I always admired. And that was that she was cheerful. She and I were talking one day about someone who was depressed, and she smiled and said, "It's hard for me to be depressed, because all I need to do is go into the sewing room and open a drawer of material, and I'm happy." She found happiness in the most simple and natural things, like the smell of pine trees, sunlight making rainbows on her walls as it shone on the prisms in her window, birds chirping, kittens playing, anyone playing anything on the piano, or violin, or accordion. Mom always loved the Church hymns and the "Sons of the Pioneers," a western singing group. That seems like very different types of music, and they were, but Mom would get a tear in her eye over either one, because they were so special to her. I also want to mention that the sewing machine Mom used and enjoyed so much was bought with the money she inherited when her parents died.
Mom might not want me to tell this, but the truth is that she just loved to spend money. For most of her life she hadn't any money at all. Just barely making ends meet was the best she had ever had until she and Ken started to prosper little by little with his TV business. Ken was very generous with Mom financially, and would give her a food allowance each week, as well as some money for herself. It was such a thrill for her to actually have some spending money of her very own. She would buy yards and yards of material, and lace, and patterns, and fur for stuffed animals. She must have had 4 or 5 garbage barrels of fur when she moved to Coeur d'Alene. She shopped in the very nicest clothing stores in Pocatello, (Blocks was her favorite,) where she bought nice dresses and shoes and coats. She spent lots of money on Christmas and birthdays for her kids and grandkids buying fabric and doodads to make teddy bears, stuffed dolphins, musical toys, whatever. Grandma's package was always the biggest part of our Christmas. She spent months planning, buying, and making all the gifts. It was a great joy to her to be able to do this.
Mother had great faith in the power of prayer. At Dee's missionary farewell she was sitting on the stand absolutely awash in fear over having to give a talk. Finally, in desperation she bowed her head and said a silent prayer. Her faith was so secure that she was immediately calm and peaceful, and able to continue with the meeting, and gave her talk beautifully. That was an everyday, common experience for Mother. Not having to give talks, but having immediate responses to her prayers. Many times during the years that she lived with me she would tell me of a prayer being answered in a miraculous way. Mother, I would say, do you realize that you have spiritual experiences on a regular basis that other people only hear or read about? She just never doubted that the Lord was near, and He was.
I think I should say a word or two about Mother's illness, because she always wanted to share the lessons she had so dearly learned with others who might be struggling with the same kinds of problems. She would want her grandchildren and posterity down through the years to learn from her mistakes. Mom started smoking in her early twenties, and was a slave to that habit for most of her adult life, and ultimately lost her life because of it. She struggled with lung disease and its debilitating affects until she was finally in a wheelchair, and so starved for breath that normal bodily functions, such as going to the bathroom, would exhaust her for hours. She maintained her dignity throughout, and was incredibly brave, but her great wish was that none of her family ever have to give up life because of smoking, or any other addicting habit.
A month or so before Mother died she had a dream that was significant to her, and to me. As I walked into her room one morning she was just waking up. She said, "Oh, Sis, I just had the most wonderful dream."
"What did you dream?" I asked.
"I dreamt that Mom came and put her arms around me and hugged me, and I could feel her cheek against mine."
A few weeks later she had another dream. This time she said that she and some friends were driving to Idaho Falls in her car. As they approached town they were trying to decide whether to go to her parents' house first, or to another place they had talked about. Finally it was decided they'd go to Mom's parents' home. When they got there, Mother, said she told them she was so happy to be home with her parents, that they could take her car and go on without her.
After those two dreams Mother started telling me things that she wanted me to do when she died, and where this and that was, and what to do about this and that. I think we both knew that the time was near, and it was. When she died, Dee and I, and my husband Clive, and a friend of mine, who was also a favorite of Mothers, were with her. She had been in a coma for several days, and left life quietly and peacefully.
Mom was always very proud of her mother's ability to write poems and little stories and essays. A few months before she died she wrote a poem of her own, the first and the last that she had ever attempted. Perhaps Mom would like her story to be concluded with that poem, which incidentally, I think her Mother would also be very proud of.
Where Did She Wander
Where is the girl I used to know?
The carefree one, of so long ago.
Where did she wander, and why is it so?
The carefree girl of so long ago.
The path not chosen was smoother, you know,
No thistles, no thorns, no tumble weeds blow.
Where did she wander and why is it so?
The carefree one, from so long ago.
Can the tug of the womb, lullabies soft and low,
A Mother's prayers in the twilight glow,
The Heavenly Spirit that did there grow,
Spark the retreat she yearns for so?
Why did she wander, and why was it so?
That little lost girl, from so long ago.
On March 12, 1919, Justin Knapp and his wife Mabel Fidelia Hale Knapp were blessed with the birth of a little 5lb. girl who had one tooth already in her mouth. Thelma was small and somewhat frail and suffered the usual childhood diseases. The family was poor in worldly things but seemed to make up for that with an abundance of love. Thelma was number 6 of what was to be a family of 9 children.
In her journal, Thelma remembers a time when she was four years old. Her father had gone to Island Park, Idaho to work in the timber because he suffered less from hay fever there. After building a cabin for his family, he brought them there to live. In Thelma's words:
"My dad put a sheep camp with a wood stove on a sleigh and my uncle helped to load our belongings on another sleigh and we started on our journey. I was four years old. I can still remember bits and pieces of that trip. I was so snug and warm--the stove kept us warm. I remember animals making noises at night--I can remember excitement--the smell of the firewood. ...We reached our new home after dark the second day. A neighbor had been keeping the fire going so the house was cozy and warm. The neighbors had a warm meal prepared when we arrived."
That house lived as a "Fairy tale" cottage in Thelma's memories. In her journal, she describes it as being "so warm and cozy--full of smells of home-made bread and wonderful things to eat."
Thelma had a very happy and wonderful childhood. She recalls, in her journal, a time when the family lived in Rexburg and spent summers in Island Park. She and her sister Anna were best friends. They would invite school friends from Rexburg to come to Island Park and stay with them for a couple of weeks. It was very fun and she had great memories of those times.
In the summer of 1937 she met Elmer Snowball whom she married on September 6th of that year. Their first child came April 22, 1939--a little girl whom they named Shirley Ann. Thelma's journal says:
"She (Shirley) wasn't well at all. "She was a premature baby. The doctor gave her some whiskey to stimulate her heart. She had a problem of choking until she was a year old. Sometimes my mother or Elmer would rush out on the screened porch with Shirley by the heels trying to get air into her lungs. She would be black as could be."
Thelma's second child, Dan Frank, was born June 5, 1940. Her journal tells of a happy time when this little boy was two years old. She and Elmer had moved to Sage Junction, Wyoming.
They had no electricity and carried their water from a well. The winter temperatures would dip to 40 below and it was hard to keep warm, but they had good friends, their children, and each other.
In the winter of 1944-45 the family moved to Shelley, Idaho so that Elmer could find work in the potato processing houses. In the spring, Dee Jess was born. After a difficult pregnancy, Thelma was relieved to have a good sized and healthy boy.
It was not long until the family moved to Idaho Falls where Shirley started school. Thelma had become adept at sewing and enjoyed making costumes for Shirley and her little tap-dancing friend, Shirlene. Later, Elmer's mother had a stroke, so the family moved to Randolph, Utah to live with and take care of her. Mrs. Snowball couldn't have expected better care and love from her own daughter than what she received from Thelma.
The family moved a lot as Elmer looked for work in building, farm work, or shearing sheep. The children made friends wherever they went but seemed to be closer to each other because of the moving and the love from their parents. One summer the family lived at Antelope Flat in Island Park where Elmer tended cows. Thelma spent a lot of time picking and canning huckleberries. For the children, this summer was right out of a wonderful dream.
In 1949 Thelma moved with her husband and children to Aberdeen, Idaho. There they lived several years in a migrant worker camp while Elmer worked at various jobs. Each fall the family would work together picking potatoes in the fields. Wherever they lived, Thelma made the house pleasant and homey by making special decorations such as curtains or table cloths.
Not all memories were happy ones. In 1953 the marriage ended in divorce. That was a sad and hard time for all of them. After many difficult years, Thelma met and married Kenneth Johnson in 1962. Shortly after that, Kenneth's two children, Michael and Diane came to live with them.
One of the nicest things that happened to Thelma and Ken was that they were able to buy their own home in a lovely, quiet Pocatello neighborhood. It helped to give them both the stability in their lives that they had longed for. Thelma would spend hours fixing and decorating things just the way she wanted them while Ken would do the same thing with the yard and garage which became a shop for his television repair business. Thelma and Kenneth spent many happy years enjoying that home.
Thelma was able to buy herself a nice sewing machine and busied herself making many clothes for her grandchildren. She also began making stuffed animals and later took up making and clothing beautiful porcelain dolls.
Thelma helped with Ken's business, taking phone calls and
setting appointments while Ken was busy doing the repairs. She joined the TOPS (Take Off Pounds Sensibly) organization and made many good friends there.
The hardest thing for a mother to endure is the loss of one of her children. In June of 1963, her boy Danny was killed in a rodeo accident. Thank heaven for the stability that had come into her life, for without it she may never have been able to bear that loss.
Thelma and Ken both loved animals. They had two adorable pet monkeys and later two dogs which they took very good care of. Thelma also loved to watch the birds and the cats in the back yard. In her later years, she would spend hours quietly watching them from her window.
Both Thelma and Ken had smoked since they were young people. They decided that if they gave each other mutual support they could overcome that habit. Where many have failed they triumphed in 1966. Thelma had had a bad cough for most of her adult life. Although she was accustomed to it, it gradually grew worse. In 1977 she was diagnosed as having emphysema.
Ken was dedicated to taking care of her but in 1982 he died after a fierce battle with cancer. His main concern was that he would not be around to care for the wife that he had grown to love so much.
In 1980 Thelma had started to become active in her ward in Pocatello and in 1983 she went to the Idaho Falls Temple to receive her endowments. She moved to Coeur d' Alene, Idaho to live with her daughter Shirley shortly after that. In December of that year she had the privilege of being sealed to her family by her brother Alma in the Idaho Falls Temple.
She loved her grandchildren and great-grandchildren and enjoyed very much going to their activities and especially watching them water ski on Lake Coeur d' Alene. She became involved in the Better Breathers organization in Coeur d' Alene and made many friends there. She felt so blessed for having Dr. George Gumprecht as her respiratory doctor. He was an immense help to her. His kind treatment added additional enjoyable years to her life which she never could otherwise have had. In spite of her health problems, Thelma never became bitter. She had a great attitude and made many friends in her ward and community.
Thelma had a special reverence toward her mother. No one could have received more love and respect than her mother did from her. Although she will be missed by her children, grandchildren, great grandchildren, brothers and sisters and friends, we trust that the reunion with loved ones in the Spirit World is one of such joy that we can hardly imagine. January 7, 1988 she moved on to that reunion, leaving us saddened, yet glad to have been touched by her life and her love. | cbadc9ca-fcc1-4e58-9e21-0c8e9766c5a2 | CC-MAIN-2025-05 | https://knappfamilyhistory.com/pdfs/FH/Thelma%20Knapp%20Johnson%20Life%20Sketches.pdf | 2025-01-23T14:37:39+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363512.78/warc/CC-MAIN-20250123123137-20250123153137-00745.warc.gz | 338,558,178 | 12,797 | eng_Latn | eng_Latn | 0.972324 | eng_Latn | 0.999559 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
112,
2909,
6838,
10561,
14436,
18013,
21909,
25703,
28897,
32337,
35190,
38410,
41524,
45341,
47496,
49989,
52716,
55421
] | [
2.28125,
1.8984375
] | 1 | 0 |
Early American Wars:
Lexington-Concord
DATE: April 19, 1775
LOCATION: Lexington and Concord, Massachusetts
OPPOSING FORCES
British Army: 700 light infantry and grenadiers, commanded by Lt. Col. Francis Smith. Smith reported to Lt. Gen. Sir Thomas Gage, the overall commander with a garrison of 3,000 soldiers in Boston. Gage’s second in command was Brig. Gen. Lord Hugh Percy, who would command the relief effort.
Colonial Militia: 77 militiamen at Lexington, led by Capt. John Parker; 400 militiamen at Concord, led by Col. James Barrett. In total, between 3,000–4,000 militiamen from 40 towns would appear throughout the day.
HISTORICAL SIGNIFICANCE
Tension between Britain and her North American colonies had been building for years. After numerous protests and acts of defiance, things took a serious turn after the December 1773 Boston Tea Party, when an irate King George III and Parliament took more drastic action to teach their rebellious citizens in Massachusetts a lesson. After shutting down Boston’s port, dissolving elected government, and placing the colony under military occupation, the dry tinder of Colonial resentment was ready to ignite. The spark came on the morning of 19 April 1775, as a British force moved west to destroy military supplies secretly stored in Concord. When the column came upon a small company of militia waiting on Lexington Green, the fateful “shot heard round the world” rang out. The American Revolution had begun.
STRATEGY & MANEUVER
Actions by the British: After the French and Indian War (1754–1763), Britain began exerting more control over her Colonial possessions in North America. (Map 1) This included increased taxes and levies to help pay off war debt and defray the costs of maintaining its overseas military presence. Beginning with the passage of the Stamp Act in 1765, Colonial citizens spent years expressing their frustrations through protests, boycotts, and petitions. As early as 1768, British regiments arrived in Boston to quell this “metropolis of sedition,” only to see things continue to deteriorate, reaching a head after the Boston Massacre in March 1770. By 1773, Massachusetts was declared “in rebellion” and placed under the military control of Lt. Gen. Sir Thomas Gage and his garrison in Boston. The port was closed, local government was abolished, and residents were forced to accept the quartering of British soldiers in their homes.
By early 1775, Gage faced a precarious situation. Towns and villages were reinvigorating their militias and stockpiling weapons and ammunition. Amid calls from London for harsher action, Gage worked to find and destroy these military stores. When he learned, in late March, of a large cache in Concord, he planned a secret raid. | fc3dbc47-92ed-4ea4-9a8c-045994d8958e | CC-MAIN-2021-17 | https://battledigest.com/wp-content/uploads/2021/02/BD-Issue20-Lexington-TEASER.pdf | 2021-04-14T17:16:28+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038077843.17/warc/CC-MAIN-20210414155517-20210414185517-00192.warc.gz | 235,828,689 | 606 | eng_Latn | eng_Latn | 0.997091 | eng_Latn | 0.997091 | [
"eng_Latn"
] | true | rolmOCR | [
2749
] | [
3.328125
] | 1 | 0 |
Thanks for not printing this page!
Simply print from page 2 in your printing options to avoid wasted paper & ink!
...your first choice for easy to use, trusted and high quality teaching materials for educators and parents worldwide - professionally crafted materials with a personal touch.
A brief word about copyright...
By downloading this resource, you agree to the following:
- You may use this resource for personal and/or classroom use only.
- In order to support us, we ask that you always acknowledge www.twinkl.co.uk as the source of the resource. If you love these resources, why not let others know about Twinkl?
- You must not reproduce or share this resource with others in any form. They are more than welcome to download the resource directly from us.
- You must not host or in any other way share our resources directly with others, without our prior written permission.
- We also ask that this product is not used for commercial purposes and also that you do not alter the digital versions of our products in any way.
Thank you for downloading!
We hope you enjoy the resource and we'll see you very soon!
Did you know we also have twinkl Premium for schools?
Email email@example.com for more information.
Further Guidance and Spelling Rules Which May be Covered in Year 1
**ff, ss, ll, zz and ck**
Children may work on learning the spellings of words containing the consonants listed above which usually come straight after a short vowel in a word, e.g. mess, fuzz and peck. Exceptions include if, us and bus.
In addition to this, they may learn spellings ending in ‘nk’, ‘y’, and ‘tch’ which usually comes after a vowel, e.g kitchen and patch. A few exceptions to the ‘tch’ rule include which, rich, such and much.
**k or c?**
The letter ‘k’ is used instead of ‘c’ before ‘i’, ‘e’ and ‘y’, e.g. kit.
**ending in ‘ve’**
In Year 1, your child may be taught that most words ending with the ‘v’ sound are followed by an ‘e’, e.g. pave, have and live.
**adding ‘-ing’, ‘-er’ and ‘-ed’ to verbs**
If the verb ends in two consonants, then simply add the endings listed above. You can also add ‘er’ and ‘est’ to adjectives in the same way (providing the word ends in two consonants), e.g. fresher and quickest.
**adding ‘un-’ to words**
The prefix ‘un’ is added to the beginning of words to change its meaning.
**compound words**
These are two words joined together e.g. blackberry and football.
**common exception words**
There are a number of words which are exceptions to the phonics rules that have been taught so far such as; the, today, said, says, were, your, they, where, love, come, ask, friend, and house, etc. | 4bf835da-686c-448a-bb39-fd5d27934f26 | CC-MAIN-2022-05 | https://www.stoswalds.york.sch.uk/wp-content/uploads/2015/10/1-spelling-guidance.pdf | 2022-01-26T05:42:28+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304915.53/warc/CC-MAIN-20220126041016-20220126071016-00534.warc.gz | 1,039,864,791 | 628 | eng_Latn | eng_Latn | 0.997245 | eng_Latn | 0.998072 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1229,
2654
] | [
3.28125
] | 1 | 0 |
What is the value of $N$ that makes the sentence true?
\[1 + 2 + 3 + 4 + 5 + 5 = 3 \times N\]
B 5 Points
Madison has five stickers in a row on a piece of paper. The star is one to the left of the puppy. The rainbow is to the right of the heart. The puppy is three to the left of the kitten. Which sticker is in the middle of the row?
C 7 Points
For a certain 3-digit number:
- the digits are in increasing order
- the difference of the greatest and least digits is 7
- it is a multiple of 9 and greater than 200.
Find the 3-digit number.
D 10 Points
Two square gardens are each 10 m by 10 m. They are enclosed by a sidewalk of width 1 m. There is also a shared sidewalk of width 1 m between gardens (as shown). Find the total area, in square meters, of the sidewalks.
E 11 Points
In the multiplication problem at the right, each letter represents a different digit. What 4-digit number is represented by MATH?
In the grid shown, the numbers 1, 2, 3, 4, 5, and 6 are to be placed, one per square. The sum of the numbers in the row going across is 11. The sum of the numbers in the column going down is also 11. What is the number in the box with the X?
B 7 Points
The number 6 has exactly four unique factors: 1, 2, 3, and 6. How many counting numbers less than 20 have an odd number of unique factors?
C 7 Points
For the first half of the season, Alpha team won $\frac{2}{3}$ of their meets. For the second half of the season, they won $\frac{3}{4}$ of their meets. If both halves of the season had the same number of games, what is the fewest possible number of wins that they have?
D 10 Points
Sixteen 1 cm by 1 cm by 1 cm cubes are glued together, face-to-face, as shown. The object is then entirely painted red. What is the total area, in sq cm, of all of the red painted surfaces?
E 10 Points
The numbers from 1 though 9 are placed in the grid, exactly one per box without repeats. The numbers shown at the end of each row are the products of the numbers in that row. The numbers shown at the bottom of each column are the products of the numbers in that column. What is the sum of the numbers in the four corners of the 3 by 3 grid?
In a class of 27 students, 16 like video games and 20 like cartoons. If 12 students like both video games and cartoons, how many students do not like either?
B 7 Points
Pascal’s Triangle is shown here. The first and last number in each row is 1. Each of the other numbers is the sum of the two numbers diagonally above it, as shown by the arrows. Five rows are shown. If the pattern is continued for two more rows, what is the sum of all seven number in that row?
C 8 Points
In the figure shown, the “H” has been formed by removing two 2 x 4 rectangles from the top middle and bottom middle of a 6 x 10 rectangle. The “H” is to be completely tiled with 1 x 1 tiles, which come in boxes of 6. What is the fewest number of boxes of tiles that must be bought to tile the “H”?
D 10 Points
The girls on a softball team are sharing a bag of fresh strawberries. If every girl has 5 whole strawberries, there are 3 left over. If, instead, the girls decide to share the strawberries evenly among themselves and their four coaches, and everyone takes 4 whole strawberries each, there are none left over. How many girls are on the softball team?
E 10 Points
The ten-digit number 3872649A0B is divisible by 36. The letters A and B each represent single digit even numbers. Find the sum A + B.
Three vertices of a parallelogram have coordinates A(-3, -5), B(-1, 2) and C(11, 4). The forth vertex lies in quadrant IV. Find its coordinates expressed as an ordered pair.
B 7 Points
A single strand of wire is bent into four squares as seen in the diagram. If the distance from $A$ to $B$ is 12, find the length of the strand of wire used to construct the figure.
C 9 Points
The cube in the diagram is cut into eight identical smaller cubes whose total surface area is $K$ times the surface area of the original larger cube. Find $K$.
D 9 Points
Find the sum of all integer values of $x$ for which: $(x - 5)^{x+2} = 1$.
E 10 Points
Seven cards are face-down on a table. Each of the cards has exactly one of the numbers 1, 2, 4, 6, 7, 8, and 10 facing down. No two cards have the same number on it. Two cards are randomly selected and turned over. What is the probability that their sum is a multiple of 3? [Express your answer as a fraction in lowest terms]
Suppose today is Monday. What day of the week will it be 2014 days later?
B 7 Points
The product of some whole numbers is 40. Find their least possible sum.
C 8 Points
The five points $P$, $Q$, $R$, $S$, and $T$ lie on a straight line, though not necessarily in order. Suppose $PT = 20$, and $Q$ is $\frac{4}{5}$ of the way from $P$ to $T$. Additionally, $R$ (between $P$ and $Q$) is 4 units closer to $P$ to $T$. Additionally, $R$ (between $P$ and $Q$) is 4 units closer to $P$ than to $Q$, and $S$ is twice as far from $P$ as it is from $R$. Find the sum of the two possible lengths of line segment $\overline{RS}$.
D 9 Points
In the square array shown, each row, column, and diagonal has the same sum. Find the numerical sum $a + b + c + d + e + f$.
| | 4 | a | b |
|---|---|---|---|
| c | 7 | d |
| e | 4 | f |
E 10 Points
There are exactly three fractions $\frac{a}{b}$ in lowest terms having both of the following properties: (1) $\frac{1}{5} < \frac{a}{b} < \frac{1}{4}$ and (2) $b$ is odd, with $10 < b < 20$. Find all three fractions that satisfy both conditions. | 775ce5ca-0aac-4993-9440-7fdfdfd85188 | CC-MAIN-2022-05 | https://edu.ahmadiyya.us/wp-content/uploads/2022/01/Math_Excellence_Exam_8th_Jan_2022.pdf | 2022-01-27T02:02:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320305052.56/warc/CC-MAIN-20220127012750-20220127042750-00413.warc.gz | 291,531,469 | 1,522 | eng_Latn | eng_Latn | 0.998945 | eng_Latn | 0.999446 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
918,
2156,
3446,
4415,
5496
] | [
4.34375
] | 1 | 0 |
A Look Ahead
LITERACY
Interactive Read-Alouds
We will continue to listen to and discuss the adorable books of author/illustrator Kevin Henkes.
Essential Question: What did the author/illustrator do to make their books interesting or fun to read?
Texts: Julius: The Baby of The World & Lilly’s Big Day written & illustrated by Kevin Henkes
Shared Reading
We will read the following texts and poetry together:
Texts: The Strawberry Hunt by Joan Silver & Silly and Fun: Poems to Make You Smile by multiple authors
Word Work
We will learn the bonus letter rule: If a one syllable word has a single short vowel immediately followed by an f, l, or s at the end of the word, then double the consonant e.g. hill, miss & off. We will discover that the letter z sometimes follows this rule and sometimes does not e.g. buzz & quiz. Our trick words this week are: you, your, I & they.
Readers’ Workshop
Our umbrella of minilessons will highlight characters, their emotions, and how to infer characters’ feelings. Our reading principles are:
- Stories have important characters
- The characters’ faces and bodies show how they feel
- What the characters say and do shows how they are feeling
Writers’ Workshop
Our umbrella of minilessons will break down how to write words. Our writing principles are:
- Say words slowly to listen for all the sounds
- Break words into syllables to write them
MATH
We will complete and review Topic 3: Addition Facts to 20: Use Strategies. There will be an assessment on Friday, 11/8.
SCIENCE
We will research how a chosen animal communicates.
Upcoming Events
Monday, November 4th
PICTURE RETAKE DAY
Thursday, November 7th
PTA FAMILY FUNDRAISING DINNER @ PANERA
Monday, November 11th NO SCHOOL
VETERANS DAY
Homework
Reading: Color one picture for every 10 minutes of reading.
- Read to your child
- Read with your child
- Listen while your child reads to you
The November Reading Log is due on Tues, 11/26 (before the Thanksgiving break)
Spelling & Writing: Complete two spelling activities each week. Spelling work is collected on Fridays.
Math: Look for homework pages in the orange homework folder each night.
Reminders
- If you did not already do so, please return the October Reading Log and your child’s Spelling Notebook. | 07bee124-0dce-4115-ae24-e28931b814a1 | CC-MAIN-2024-51 | https://quogueschool.com/files/galleries/November_4.pdf | 2024-12-08T13:22:42+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066446143.89/warc/CC-MAIN-20241208111059-20241208141059-00406.warc.gz | 436,486,649 | 528 | eng_Latn | eng_Latn | 0.997509 | eng_Latn | 0.997509 | [
"eng_Latn"
] | true | rolmOCR | [
2268
] | [
3.0625
] | 1 | 0 |
COOLING with Shade
Summer comfort is determined by heat loss, heat gain, and heat production by our bodies. Air temperature and humidity are most important, but air movement, sunshine, clothing, activity level, and temperatures of surfaces around us also influence our comfort.
If you understand what makes you comfortable and if you begin using natural cooling methods, you won’t need as much air conditioning.
Shading is the most effective strategy to control cooling costs. Solar heat falling on your home comprises more than one-half of the heat that requires removal by a cooling system. If you block this heat and prevent it from falling on your home, you may not need air conditioning.
Another effective way to improve comfort and reduce cooling costs is to use fans to promote ventilation with outdoor air during moderate weather and to circulate indoor air when the air conditioner is operating.
In moderate climates, shading, ventilation, and air circulation may provide all the cooling you need. In more humid climates, air conditioners are necessary to provide a high degree of comfort. In dry climates, evaporative coolers are effective and much less expensive to purchase and operate than air conditioners.
**Figure 12-2 Percent of Solar Heat Blocked by Window Treatments**
| Shade Treatments for Single-Pane Glass | Percentage |
|---------------------------------------|------------|
| Sun Screen (indoors) | 20-30% |
| Colored Venetian Blind | 25-40% |
| Draperies (light colored) | 40-55% |
| Opaque Rolling Shade (dark exterior) | 45-50% |
| White Venetian Blind | 45-50% |
| Window Films | 40-75% |
| Light-Transmitting Rolling Shade | 60-70% |
| Sun Screen (outdoors) | 65-75% |
| Opaque Rolling Shade (white exterior)| 75-80% |
| Aluminum Louvered Sun Screen | 80-85% |
| Awnings | 50-90% |
The percentage of solar heat blocked varies according to the shading device used.
**Figure 12-1 Shade Tree Placement**
Shade trees on the home’s south side shade the roof from overhead summer sun during the morning and early afternoon. Shade trees on the west shade the home during the afternoon when the sun is lower in the sky.
Shading and Reflecting
Heat from the sun shining through windows and on roofs is a major reason for needing mechanical cooling systems. The most effective way to reduce solar heat is simply to block it, using: shade trees, vines and trellises, metallized window films, awnings, sun screens, and bright roof coatings.
Shade trees and trellised vines provide the most effective shading. They don’t allow the sun’s rays to reach the home and they create cool buffer zones near the home. For a detailed discussion of the advantages of landscaping, please refer to Chapter 3 Landscaping.
Effective shading can also be gained from reflective roof coatings, window films, interior window treatments, sun screens, awnings, low-e glass, and reflective glass.
Reflective Roofs and Walls
Dark colors are inappropriate for walls and roofs in hot climates, because they absorb too much solar heat. The exterior walls and roof should be reflective to reflect unwanted solar heat.
If you repaint your exterior walls, choose white or a very light color.
When you reroof your home, choose a reflective roofing or roof coating. The most common reflective coatings are asphalt-based coatings, mixed with aluminum particles and mineral fibers. They reflect about 60% of solar heat hitting the roof. These reasonably-priced asphalt coatings vary in quality, mainly due to the amount of aluminum particles in each five-gallon container. The better coatings, which are more expensive, contain more aluminum and are more reflective. Be sure to stir this asphalt/aluminum coating vigorously and often during its application.
Bright white latex rubber coatings reflect up to 75% of solar heat. These latex coatings are more dependent on proper surface preparation than asphalt coatings. The roof surface must be clean and dry before application. Some latex coatings require a primer coat.
Most large hardware stores and lumber yards carry both asphalt and latex roof coatings. Follow the manufacturer’s instructions for surface preparation and application.
Interior Window Treatments
Interior window treatments with reflective surfaces—either metallized or bright white—can block solar heat effectively. Opaque roller shades with white surfaces facing the exterior repel about 80% of the solar heat entering the window. These roller shades block most of the light and all the view.
White venetian blinds and white slim shades (a smaller-scale venetian blind) repel 40% to 60% of the solar heat entering the window. These venetian blinds and slim shades also block most of the light and view.
If you want to retain some light or view, install roller shades made with metallized plastic window film. Like reflective films applied directly to glass, these metallized plastic roller shades can preserve the view and transmit some light, while blocking most of the heat.
| Glass Type | Solar Transmittance | Visible Transmittance |
|-----------------------------|---------------------|-----------------------|
| Single-Pane | 85-90% | 90% |
| Single-Pane Reflective | 25-30% | 30% |
| Double-Pane | 70-80% | 80% |
| Double-Pane Low-E (standard)| 55-65% | 75% |
| Double-Pane Low-E (hot climate) | 45-50% | 50% |
Solar and visible transmittance for new window glass.
A trellis covered with climbing vines is a very effective shading device because it stops solar heat before it reaches the home.
**Reflective Window Films**
Metallized plastic window films (similar to those applied to automotive windows) can block 50% to 75% of the solar heat transmitted by single-pane glass.
A microscopic layer of metal on these films reflects solar radiation. Installed on the interior side of single-pane glass, reflective window films repel solar heat, cut glare, and reduce fading. The most effective films look like a mirror when viewed from outdoors during the daytime. Tinted films that color the glass are not as effective in blocking solar heat.
Because reflective window films block daylight in addition to solar heat, consumer acceptance has been slow. Newer films (sometimes called low-e films) recently introduced to the marketplace, transmit more light while blocking most of the heat. These low-e films also reflect heat back into the home in winter.
Window films may be installed for $3 per square foot or less. Installing reflective window film is a moderately difficult do-it-yourself project. These
films—manufactured with removable protective layers—require careful placement and are very sensitive to dirt.
Unlike sun screens, reflective window films do not obstruct the operation of any kind of window. Window films are probably the best shading method for unshaded sliding glass doors. Window films also work well for outwardly opening windows that wouldn’t open if you installed an exterior sun screen.
Lower-quality window films may get cloudy or deteriorate because of intense sunlight, harsh cleaning fluids, or abrasion from cleaning by rough towels. Newer high-quality window films have a scratch resistant coating and can be easily cleaned with soapy water and a soft cloth.
**Sun Screens**
Sun screens are often the least expensive window-shading option that retains a full view through the window. Sun screens can be removed in winter to allow solar heating.
Most sun screens absorb 65% to 70% of solar heat before it enters the home. A different type of screen made of aluminum with tiny louvers absorbs about 85% of the solar heat. The aluminum, louvered sun screens are more expensive than standard sun screens.
Sun screens are made like insect screens, with aluminum frames that have a channel and with retaining splines. Sun screen fabric is available in a variety of colors.
Sun screens must be installed on the exterior side of a window to be effective. For all windows that open outwardly, such as awning windows or casement windows, sun screens should be installed on the movable sash. Sun screens are frequently used to shade east- and west-facing porches.
Sun screens, like window films, are not easy do-it-yourself projects. Professionally built and installed sun screens cost $2 to $4 per square foot. You can save 50% or more with home built and installed screen kits, but your final product may not last as long as a professionally-built sun screen.
**Awnings**
Awnings are expensive but popular in hot sunny climates, since they intercept solar heat before it gets to the window.
The three most important considerations in selecting and designing awnings are:
1. **Amount of shade desired.** The shade an awning produces is closely related to how far the awning drops down over the window. This distance is known as the drop of the awning.
2. **Importance of maintaining a view out the window.** Depending on their drop, awnings can cut off a significant portion of a window’s view.
3. **Cost of the awning.** Custom-made awnings are more expensive than do-it-yourself awning kits or mass-produced awnings.
Awnings on a home’s south side need a drop measuring 45% to 60% of the window height to block solar radiation from high in the sky. Awnings on the east and west need a drop of 60% to 75% in order to block solar radiation emanating from lower in the sky during morning and afternoon.
Custom-made awnings usually have sides which make them more effective at blocking a variety of the sun’s angles throughout the day. Do-it-yourself awnings, lacking sides, are more effective if they are wider than the windows they shade. Some aluminum awnings are adjustable and can actually close completely (like a hinged lid), protecting the window from high winds.
Retractable awnings—although expensive—give maximum shade during hot weather while allowing sunshine and view during cooler weather. Some specialty awnings close over the window like a lid for protection from high winds. These protective awnings are particularly appropriate in the southeastern hurricane zones.
The most costly window shading device, awnings are also often the most effective. | d8e612a1-12ad-4eb5-89a2-7654faa42511 | CC-MAIN-2024-38 | https://srmi.biz/wp-content/uploads/2022/01/Mobile-Home-Shade-from-the-Mobile-Home-Guide.pdf | 2024-09-11T09:24:11+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651383.5/warc/CC-MAIN-20240911084051-20240911114051-00094.warc.gz | 510,032,571 | 2,156 | eng_Latn | eng_Latn | 0.998242 | eng_Latn | 0.998393 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2341,
5797,
6941,
9043,
10542
] | [
2.5
] | 1 | 0 |
Rainbow Tree Facts
- One mature tree has the same cooling effect as 10 room-sized air conditioners!
- Pine trees are native to every continent besides Antarctica!
- A large tree can consume up to 100 gallons of water every day!
- Tree-lined streets have 60% less particulates in the air than streets without trees!
- One mature tree releases enough oxygen to support two humans each year!
- There are more than 60,000 different tree species worldwide!
- The largest cottonwood tree in Minnesota is over ten feet in diameter!
- Minnesota has over 1 billion native ash trees throughout the State!
- Trees can increase the value of a home by as much as 15%!
- Minnesota has an estimated 14.7 billion trees!
- Dutch elm disease first reached Minnesota in 1961. Emerald ash borer was discovered in 2009.
- Most tree roots are in the top 18" of the soil.
952-922-3810 www.RainbowTreecare.com/StateFair | c4a667f7-8f46-4923-93e4-d228a9d606ba | CC-MAIN-2024-51 | https://www.rainbowtreecare.com/wp-content/uploads/2020/08/RTC-Tree-Facts-2020.pdf | 2024-12-14T22:21:00+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127077.38/warc/CC-MAIN-20241214212257-20241215002257-00716.warc.gz | 839,975,498 | 212 | eng_Latn | eng_Latn | 0.9971 | eng_Latn | 0.9971 | [
"eng_Latn"
] | true | rolmOCR | [
898
] | [
2.859375
] | 1 | 0 |
LEFTY
A Story That Is Not All Right
ACTIVITY KIT
pictures by Dan Santat
words by Mo Willems
Art © Dan Santat / Text TM & © Hidden Pigeon, LLC
COLOR WITH YOUR OPPOSITE HAND!
If you are a lefty, color the image below with your right hand.
If you are a righty, color it with your left hand.
Art © Dan Santat / Text TM & © Hidden Pigeon, LLC.
CONNECT THE DOTS WITH YOUR OPPOSITE HAND!
If you are a lefty, connect the dots with your right hand.
If you are a righty, connect the dots with your left hand.
COOL!
START →
END ↑
Art © Dan Santat / Text TM & © Hidden Pigeon, LLC
HAND TRACING!
Trace your left or your right hand in the space below.
Then, turn your hand print into something else by drawing a new picture.
LEFT AND RIGHT!
Circle the correct shape based on the directions for each.
Circle the right hand.
Circle the left star.
Circle the right burst.
Circle the left letter.
Circle the left cookie.
Circle the right Pigeon. | a4bc3b3e-8b01-40a8-85c9-3b7cd6a99c54 | CC-MAIN-2024-51 | https://e41d2e279e8f9f86d467-5df75b4f054767765b6702b13ddfc819.ssl.cf2.rackcdn.com/downloadable-activities/DA-9781454951483.pdf | 2024-12-14T04:22:51+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066120473.54/warc/CC-MAIN-20241214024212-20241214054212-00255.warc.gz | 181,596,734 | 243 | eng_Latn | eng_Latn | 0.827485 | eng_Latn | 0.982602 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
144,
344,
580,
724,
949
] | [
2.46875
] | 1 | 0 |
More than 37,400 species are threatened with extinction worldwide, 52 of those are endangered in New Jersey.
Climate change affects temperatures, precipitation and sea level which can alter and eliminate habitats and threaten species.
Species play essential roles in ecosystems. Without species in their natural habitats, food chains become disrupted and more species can become threatened.
Prioritizing nature conservation and lowering your carbon footprint are essential actions needed for reducing the impact of climate change on species.
Participate in the 16th Annual Endangered Species Day on May 21st, 2021. Learn more about Endangered Species Day and this year's virtual activities here: www.endangeredspeciesday.org.
To learn more about endangered species, visit: www.iucnredlist.org/
To view NJ's endangered species list, visit: www.nj.gov/dep/fgw/tandespp.htm | 76bc8ee1-3479-46b2-a7b6-91fef41f844d | CC-MAIN-2022-05 | https://www.state.nj.us/dep/aqes/images/infographics/endangered.pdf | 2022-01-24T22:32:21+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304686.15/warc/CC-MAIN-20220124220008-20220125010008-00572.warc.gz | 1,049,100,876 | 178 | eng_Latn | eng_Latn | 0.983887 | eng_Latn | 0.983887 | [
"eng_Latn"
] | true | rolmOCR | [
876
] | [
2.484375
] | 1 | 1 |
The most popular use of lemongrass, worldwide, is for the production of lemongrass essential oil.
- When extracted from the plant, the oil has a strong lemon-like scent because of its high citral content (over 75% of the plant).
- Essential oils have a global market value of over $US322 billion dollars per year with an annual growth rate of 7.5 percent.
- Guatemala and India are the two-leading exporters of lemongrass oil while the United States of America and Russia are the two leading importers, importing over 77 tons per year each.
**Oil Extraction**
- The most common method used to extract lemongrass oil is direct steam distillation which captures the highest amounts of lemongrass compounds.
- Lemongrass oil is extracted from dried and fresh herbs through the process of steam distillation which produces oil and hydrosols (aromatic waters).
- In addition, the lemongrass waste remaining after distillation is used to make paper products.
**Benefits and Uses of Lemongrass Oil**
- Lemongrass essential oil can be used as an antiseptic, analgesic, astringent, antidepressant, antimicrobial, antibacterial, and an insecticide.
- **Cosmetics** → Used in body products as perfumes, to help prevent skin parasites, oily skin and to strengthen and clean hair. It is also used in products to prevent body odors.
- **Health/Therapeutics** → Used to strengthen the immune system, maintain healthy cholesterol levels, reduce fever, control obesity, treat stomach disorder, treat diabetes and cancer, relieve pain, and remove harmful toxic wastes. It is also used in aromatherapy to relieve anxiety and stress.
- **Culinary** → The stalks and leaves have been used in Asian cooking for centuries and has recently gained popularity in the new “Foodie” culinary industry.
- **Household** – Due to its anti-bacterial and anti-fungal properties, lemongrass can also be used as an ingredient in homemade natural household cleaning products.
**Agriculture Benefits of Lemongrass for Crop Production**
- Due to its root system, lemongrass can be used as ground cover to retain soil moisture and to control soil erosion.
- Planted on boarders or as a divider of crops, it prevents invasive plants and weeds from growing in crop areas.
- When planting various types of greens, lemongrass can be used as a divider between crops to assist in repelling whiteflies and aphids.
- Lemongrass can also be used as a feed additive to improve poultry growth rate.
**Agricultural Benefits of Lemongrass Oil**
Some important components in lemongrass that are effective in agriculture are:
- **Citral**: An anti-microbial which prevents bacterial and fungal growth on plants. Lemongrass oil is 75% citral.
- **Acetate**: The most active ingredient in lemongrass essential oil. As a bio-pesticide lemongrass oil is used to trap yellow jackets.
- **Limonene**: A highly effective insecticide for controlling insects, mites, microorganisms and mealy bugs.
- **Terpineal**: An anti-bacterial that can be used an insect attractant especially for female Mediterranean sand flies.
**References**
1. Agriculture, Forestry and Fisheries Department: Directorate: Plant Production, REPUBLIC OF SOUTH AFRICA, 02-2012. Lemongrass Production, [https://www.nda.agric.za/docs/Brochures/EssOils/lemongrass.pdf](https://www.nda.agric.za/docs/Brochures/EssOils/lemongrass.pdf)
2. How to build and essential oil distiller: [https://www.youtube.com/watch?v=5HIUV8FaQ84&feature=youtu.be](https://www.youtube.com/watch?v=5HIUV8FaQ84&feature=youtu.be)
3. Lemongrass +Palmarosa+Distillation: [https://youtu.be/5PCWFHh_EFg](https://youtu.be/5PCWFHh_EFg)
4. How To Make A Home Made Distillery (PART 2) | Making essential oils: [https://www.youtube.com/watch?v=1Tpx_X_CpmVY](https://www.youtube.com/watch?v=1Tpx_X_CpmVY)
5. Shutes, Judd. "Lemongrass: Cymbopogon citratus." School For Synthetic Studies. Access 2020. [https://aromaticstudies.com/lemongrass-cymbopogon-citratus/](https://aromaticstudies.com/lemongrass-cymbopogon-citratus/)
6. Zielitzky, V.M., Camargo, A., Asturias, J.R., Cannon, J.B. 2011. Lemongrass productivity oil content and composition as a function of nitrogen sulfur and harvest time. Agronomy Journal 103(3):805-812. [https://press.onlinelibrary.wiley.com/doi/full/10.2134/agronj2010.0446](https://press.onlinelibrary.wiley.com/doi/full/10.2134/agronj2010.0446)
7. "Essential Oil Biopesticide and Fungicide," Aromatic Benefits of Lemongrass in Agriculture Sector. Essoil, Root, 19-08-2016, [https://www.essentialnaturaloils.com/aromatic-benefits-of-lemongrass-essential-oil-in-agriculture-sector](https://www.essentialnaturaloils.com/aromatic-benefits-of-lemongrass-essential-oil-in-agriculture-sector)
8. Joy, P.P et al., (2006). Lemongrass. [http://nhb.gov.in/model-project-reports/Horticulture%20Crops/Lemongrass/Lemongrass1.html#:~:text=350%20to%20400%2Fkg%20price](http://nhb.gov.in/model-project-reports/Horticulture%20Crops/Lemongrass/Lemongrass1.html#:~:text=350%20to%20400%2Fkg%20price)
9. Untapping the Power of Nature: Essential Oil Extraction Methods: [https://www.newdirectionsaromatics.com/blog/articles/how-essential-oils-are-made.html](https://www.newdirectionsaromatics.com/blog/articles/how-essential-oils-are-made.html)
**Acknowledgements** We would like to thank the following organizations and individuals for their contributions to this project:
- Participating Farmers: Chinwe Osaze, Barbara D. Knight, Maria Irieah’ Stiles, Benita Martin;
- University of the Virgin Islands School of Agriculture;
- Virgin Islands Department of Agriculture;
- Dr. Toni Thomas, UVI-CES Extension Agent;
- Dr. Avril Armstrong-Freeman;
- Rosaura Perez Rivera;
- Imara Ifawuyi Dinkins.
The Cymbopogon, or lemongrass, genus includes more than 55 species of grasses native to tropical Asia and southern India.
East Indian and West Indian are the two most common types of lemongrass.
**East Indian Lemongrass:** *Cymbopogon flexuosus*
- Height: Grows up to 7 feet in height.
- Foliage: Dark-green
- Seed Production: Quick
- Growth Rate: Fast
- Origin: South India
**West Indian Lemongrass:** *Cymbopogon citratus*
- Height: Grows up to 4ft. in height and 3 feet wide.
- Foliage: Blunt green
- Seed Production: Slow to produce seeds
- Growth rate: Fast
- Origin: Malaysia
- Largely grown in Central and South America and
The lemongrass plant has been used as an anti-inflammatory, an antifungal, and a sedative.
In the Caribbean it is often consumed as a hot or cold tea.
Although not approved by the Food and Drug Administration, lemongrass reportedly has a wide variety of therapeutic effects and has been used to treat stomachaches, diarrhea, gas, bowel spasms, vomiting, fever, influenza, headaches and other types of pain.
Since 2011 the University of Mississippi has conducted research on the use of lemongrass as a biofuel. | 82acaa30-ef73-4cb0-97cf-25d1b3e599c7 | CC-MAIN-2021-39 | https://projects.sare.org/wp-content/uploads/Lemongrass-Brochure17.2.2021AAF.pdf | 2021-09-18T04:14:39+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056297.61/warc/CC-MAIN-20210918032926-20210918062926-00164.warc.gz | 528,015,806 | 1,800 | eng_Latn | eng_Latn | 0.973957 | eng_Latn | 0.968266 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
5681,
6830
] | [
2.125
] | 2 | 0 |
European powers came to rule a large portion of Africa and Asia between 1800 and 1920. Only Japan emerged as an independent power capable of challenging the West. In the Americas, the United States exercised greater influence over the affairs of its neighbors.
**North Carolina Standards**
**Social Studies Objectives**
4.05 Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America.
**Language Arts Objective**
2.01.4 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print information texts appropriate to grade level and course by demonstrating comprehension of main idea and supporting details.
**Time Line**
| **Chapter Events** | **World Events** |
|--------------------|------------------|
| 1840 | 1842 The first Opium War ends in China. |
| | 1845 The Irish Potato Famine begins. |
| 1860 | 1862 France gains control of Vietnam. |
| | 1861 The American Civil War begins. |
| 1880 | 1884–1885 The Berlin Conference sets the rules for dividing Africa. |
| | 1871 German unification is complete. |
| | 1885 The Indian National Congress is founded. |
1895 Japan wins the Sino-Japanese War.
1898 The United States gains control of Cuba and the Philippines.
1901 Edward VII becomes king of the United Kingdom.
1914 World War I begins.
This painting shows Great Britain’s Edward, Prince of Wales, being greeted by Indian princes during an official visit to India in 1875.
Analyzing Visuals The artist painted this scene in 1917, when Britain’s position as a major world power was being threatened by the events of World War I. Why do you think the artist chose to look back at this particular moment?
See Skills Handbook, p. H26
Starting Points Starting in the late 1700s, European nations began a renewed campaign of competitive empire building that would eventually span the globe. By the early 1900s, European nations controlled territory on nearly every continent. The legacy of imperialism would affect the world for decades to come.
1. Analyze Why do you think there were more European colonies in 1914 than in 1850?
2. Predict How do you think the change in political control in Africa between 1850 and 1914 affected Africa’s people?
The British in India
Before You Read
Main Idea
One of the first examples of European imperialism in Asia, the British rule over India changed Indian politics, economics, and society and led to the rise of Indian nationalism.
Reading Focus
1. What changes set the stage for European imperialism in Asia and Africa?
2. What role did the British East India Company play in British imperialism in India?
3. What was life like in India when it became a British colony?
Key Terms
British East India Company
Sepoy Mutiny
Raj
Indian National Congress
Muslim League
As you read, take notes on the development and effects of British rule in India.
Development
British Rule in India
Effects
Great Britain’s Deceit
When does a secret work better than an army? The year was 1756, and British power in India was rising. To secure their position in India, the British began fortifying their position in the rich trading city of Calcutta. This effort angered the ruler of Bengal, the region in which Calcutta lay, and he sent his army to attack the British fortifications at Fort William. The fort fell quickly, and more than 140 British defenders were imprisoned in a small, poorly ventilated jail cell for the night. All but 23 of the prisoners died of dehydration and suffocation.
Outraged, the British sent general Robert Clive to recapture Calcutta. Clive secretly met with a commander of the Bengal army. Later, when the British met the Bengal army, the commander refused to join in the battle. Why did the commander not fight? He and Clive had made a secret deal. The deal helped the British recapture Calcutta, and the commander became the ruler of Bengal.
By taking control of Calcutta, the British had essentially become the rulers of the richest province in the Mughal Empire. Remarkably, the conquest of Bengal had been won not through military might, but through deceit.
Setting the Stage
The arrival of the British in India was an example of European imperialism, the process of one people ruling or controlling another. By 1700, Spain, Great Britain, France, and Portugal ruled vast territories in the Americas. Europeans had less success, however, in ruling territory in Asia and Africa. While Europeans had built trading posts along those continents’ coasts, they held little territory farther inland.
By the late 1700s, however, European states began expanding their power in Asia and Africa. Two factors that made this possible were new technologies and the weakening of the great empires of Asia and North Africa.
New Technologies Advances in technology gave Europeans a huge military advantage over Africans and Asians. Steam-powered gunboats could attack even inland targets, while repeating rifles, machine guns, and exploding shells made European armies more lethal than ever Asian and African weapon makers simply could not match these new technologies.
Weakening Empires Meanwhile, the great empires of Asia and North Africa were weakening, and Europeans took advantage. The Mughal Empire in India entered a deep decline after 1707. The Ottoman Empire lost strength throughout the 1700s and had a weak grasp on its North African provinces. The Qing dynasty in China faced several major rebellions. By the late 1700s, European armies faced limited resistance as they claimed new territories.
READING CHECK Summarize Why did European power begin to expand in the late 1700s?
British East India Company
Early British imperialism in India was not carried out by the government but by a trading company, the British East India Company. Created to control trade between Britain, India, and East Asia, the company soon became embroiled in Indian politics. By 1800 it had come to rule much of India in the name of Great Britain.
The British Take Control As long as the Mughal Empire remained strong in India, the East India Company’s activity was limited to coastal trading cities. When the empire began to break apart into small states in the mid-1700s, though, leaders of the East India Company sensed a chance to take over Indian lands. They manipulated the rulers of these new states, suggesting to each ruler that he needed British support to keep his throne. By playing rulers against each other and keeping them from cooperating, the British kept India in chaos. The company then swept in with its own armies and took over much of India, claiming to have done so just to restore order.
Changes in India Once in control, the East India Company made changes to Indian society. They introduced a new education system and the English language. They also introduced British laws that banned certain customs, such as sati, the practice of Hindu widows throwing themselves on their husbands’ funeral fires. The British also invited Christian missionaries to spread their beliefs through India.
Eventually, some Indians began to believe the British were trying to destroy their society. They thought the British wanted to eliminate Indian customs and Hinduism completely. As a result, relations between Indians and British became increasingly strained.
The Sepoy Mutiny In 1857 these strained relations exploded into a rebellion, the Sepoy Mutiny. Sepoys were Indian soldiers who fought in the British army. The spark that set off their rebellion was the introduction of a new type of British rifle. Before inserting a cartridge into the rifle, a soldier had to bite off the end of an ammunition cartridge, which was greased with pork and beef fat. This offended both Muslim sepoys, who did not eat pork, and Hindu sepoys, who did not eat beef.
Already resentful of the British efforts to westernize India, many sepoys balked. Thinking that the new cartridges were a plot to make them abandon Hinduism and Islam, sepoys in the town of Meerut refused to use them. For their protest, these sepoys were punished. In response, sepoys all over northern India rose up against British officers. Before long the rebellious sepoys had gained control of Delhi.
The violence of this rebellion was ferocious, with both sides committing atrocities. Sepoys killed not only their officers but also British women and children. The British responded with extreme brutality. Captured mutineers were strapped to cannons and shot. Villages suspected of supporting rebels were burned. The fighting continued for two years.
As a result of the mutiny, the British ended the rule of the East India Company in 1858. From then on, the British government would rule India directly. Although the British moved away from some of the social regulations that had angered many Indians, distrust continued between the British and the Indians.
**READING CHECK** Identify Cause and Effect
How did the decline of the Mughal Empire contribute to the rise of British power in India?
**India as a British Colony**
India was Britain’s most important colony—the “jewel in the crown” of the British Empire. Ruling India gave the British great political and financial rewards, as well as national pride. But for many Indians, British rule was a source of frustration and humiliation. This frustration gave rise to powerful feelings of nationalism.
**The Raj** The era of British rule in India is often called the British **Raj** (RAHZH), a Hindi word meaning “rule.” The administration of India was carried out by a government agency called the Indian Civil Service (ICS). Though they were ruling India, most officials of the ICS were British. The ICS employed very few Indians, leaving many educated Indians frustrated at having no say in their own government.
Many British officials in India believed themselves superior to the people they governed. As a result, they lived in segregated neighborhoods and belonged to exclusive clubs. Most of these officials believed that they were improving the lives of the Indian people through westernization. Yet many **prejudiced** British officials believed that Indians were utterly incapable of governing themselves.
**ACADEMIC VOCABULARY**
**prejudiced** biased against a racial, religious, or national group
Impact of the Raj on India
The era of British control in India brought many changes. The British introduced their own governmental, legal, and educational systems, the English language, and new forms of technology and industry. These changes to India’s economy and society, combined with unhappiness over foreign control, led to the growth of nationalism in India. Which of these changes do you think had the longest lasting effects in India? Why?
During the Raj the British built railroads, roads, and canals in India. By 1910 India had the fourth-largest railroad network in the world. Britain invested in transportation for two reasons: to move troops to trouble spots more easily and to help sell British products throughout India.
India was an important market for British manufactured goods, but that was not its only economic significance. It was a source of raw materials, such as cotton, tea, indigo, and jute. In fact, India became one of the most significant sources of raw cotton for British textile factories in the 1860s, after cotton from the United States became unavailable during the American Civil War. In addition, taxes collected from Indian landowners paid for the administration of India and the Indian army.
Though it was profitable for Britain, the introduction of British manufactured goods, especially textiles, devastated India’s pre-existing industry. Although India had been a major exporter of textiles to Asia until the early 1800s, the British closed Indian textile factories to prevent competition with British companies. By the mid-1800s, India primarily exported raw materials rather than manufactured goods.
The Rise of Indian Nationalism Many groups in India found the changes that came with British rule deeply disturbing. Indian elites and middle classes resented having so few opportunities to participate in government. Although the British allowed Indians to participate in town and district councils after 1861, Indians had little power to influence decisions at higher levels of government.
Still, it took more than resentment to build a nationalist movement. That movement did not take off until Indians began to see themselves as having the same rights as Europeans. This idea was first expressed by the reformer Ram Mohun Roy in the 1820s. Roy, an activist who wanted to abolish several aspects of traditional Indian society, felt that the British were violating the Indian people’s rights, including the rights of free speech and religion. Roy wrote texts and opened schools to spread his nationalist ideas throughout India.
Despite Roy’s efforts, it took several decades for the nationalist movement to become active. The first Indian nationalist organization, the Indian National Congress, was not founded until 1885. A popular organization, the Indian National Congress was established by English-speaking Indians, most of whom were Hindu. In the early years, the requests of the Congress to the British were modest, such as more positions for Indians in the ICS and better representation on government councils.
Indian nationalism became more radical, though, when the British announced plans to partition Bengal. Officials claimed that breaking Bengal into two provinces would make it
easier to govern, but some nationalists thought the partition was an attempt to break up Bengal’s Hindu population. In response, radicals in the Congress called for a boycott of British goods. This boycott, or *swadeshi* (“own country”), movement lasted from 1905 to 1908.
Participants in the *swadeshi* boycotts vowed to wear only Indian-made garments. As part of their protest, some publicly burned piles of British cloth. A few militant nationalists, not thinking the boycott to be a strong enough statement of their feelings, attacked British officials. The militants were punished, but the *swadeshi* movement convinced the British to make concessions to the Indian people.
In addition to political concessions, the *swadeshi* movement had some unintended consequences. One was the formation of the **Muslim League** in 1906. Many Muslim leaders feared that Hindus had opposed the partition of Bengal for political reasons—to preserve the power of Hindus at the expense of Muslims. As a result, the Muslim League sought to protect the interests of Indian Muslims. The Indian National Congress and the Muslim League later became the main organizations in the struggle for Indian independence.
**READING CHECK** Infer Why did Indian nationalists respond to the plan to partition Bengal with a boycott of British goods?
### Section 1 Assessment
#### Reviewing Ideas, Terms, and People
1. **a. Recall** What military technologies did the Industrial Revolution provide to Europeans?
**b. Identify Cause and Effect** How did internal problems in Asian empires contribute to the success of European imperialism?
2. **a. Identify** What was the Sepoy Mutiny?
**b. Explain** How did Britain gain control over most of India by 1858?
3. **a. Define** What was the Raj?
**b. Explain** How did the *swadeshi* movement lead to the creation of the Muslim League?
#### Critical Thinking
4. **Categorize** Using the chart below and your notes from this section, summarize the effects of British rule on India in each category listed. Which effect was most significant?
| Category | Effects |
|----------|---------|
| Politics | |
| Economics| |
| Society | |
#### Focus on Speaking
5. **Persuasion** Write a short speech arguing that British rule helped India or harmed India. Use details from the section.
Why did Great Britain go to war over the sale of illegal drugs?
During the 1700s tea became a popular drink among the British. China was the sole source of tea. Despite Britain’s position as the world’s greatest industrial power, China had little interest in buying anything Britain produced. So, to pay for its tea habit, Britain sent vast quantities of silver to China. Year after year, silver was leaving Britain for China, and little money was coming back.
To correct the imbalance, Britain needed to find a product that the Chinese would buy, and it found one—opium. Opium had been grown in Asia for centuries, but the Chinese emperor had outlawed the opium trade in 1729. Even so, British traders had been smuggling in small quantities of opium from Britain’s territories in India for years. Because of the desire to send silver back to Britain, the British East India Company increasingly ignored opium smuggling in the territory it controlled.
Opium had a devastating effect on China. Workers and peasants fell victim to the drug. It is impossible to know exact figures, but some historians estimate that as many as 1 out of every 10 Chinese were addicted to opium.
The drug’s destructive effects on Chinese society led the emperor to stand firm against the British smuggling. Commissioner Lin Zixu wrote a letter to Queen Victoria, stating the Chinese case.
“Let us ask, where is your conscience? I have heard that the smoking of opium is very strictly forbidden by your country; that is because the harm caused by opium is clearly understood. Since it is not permitted to do harm to your own country, then even less should you let it be passed on to the harm of other countries—how much less to China!”
The British never responded to Lin’s letter. When Lin ordered the destruction of British opium stored in the city of Guangzhou, the British struck back by sending warships to China. The Opium War had begun.
British ships attacking Chinese warships during the Opium War
Iron Steam Ship Nemesis Destroying the Chinese War Junks, by Edward Duncan, 1841
Western Nations Gain Power
In 1800 trade with European merchants was profitable for the Chinese, but the Chinese did not view the Europeans as particularly important. They were just another set of foreigners who might pay tribute to the emperor.
All of that changed in the 1800s. Little by little, the Qing dynasty lost its power, its prestige, and its sovereignty over China.
The Opium War Chinese rulers had long believed that all nations outside China were barbaric, and they wanted little contact with the outside world. When Europeans pushed for trading rights in China, the Chinese restricted their trade to a single city, Guangzhou.
The Chinese did not want European goods, but they did want silver. They were pleased when tea became popular in Britain and British silver flowed into China. But the British were distressed by the imbalance of trade.
In the late 1700s the British discovered a solution to the trade imbalance—opium. In China there was a great demand for the drug, and opium addiction became such a problem that the Chinese government banned the import of opium in 1796. But foreign merchants continued to smuggle the drug into China.
In 1839 Chinese officials ordered the destruction of British opium in Guangzhou. The British responded by sending a naval force to launch an attack. After capturing Shanghai in 1842, the British forced the Chinese to sign a peace treaty, the Treaty of Nanjing.
The Treaty of Nanjing was the first of the unequal treaties—so called because they benefited European countries at the expense of China. The treaty opened five more ports to Western trade. It also gave extraterritoriality to the British, meaning that British citizens accused of crimes had the right to be tried in British courts rather than in Chinese courts.
In the next two decades, China was forced to sign more treaties with Britain, France, the United States, and Russia. Slowly but surely, the Qing dynasty was losing control over China to Western intruders.
The Taiping Rebellion The failure of the Qing dynasty to resist the Western powers led some Chinese to believe that the dynasty had lost the mandate of heaven. That belief led to a series of rebellions starting in 1850.
GEOGRAPHY SKILLS INTERPRETING MAPS
Regions Which two nations controlled the largest spheres of influence?
In the 1850s the most serious rebellion was led by Hong Xiuquan (shee-oo-CHOO-ahn), who believed that he was the brother of Jesus. He wanted to create a “Heavenly Kingdom of Great Peace,” (*Taiping Tianguo*) where no one would be poor. His followers formed a movement called the **Taiping Rebellion**.
Hong and his followers captured large territories in southeastern China and by 1853 controlled the city of Nanjing. Qing soldiers, as well as British and French armies, attacked the Taiping army and finally defeated it in 1864. Although the Qing dynasty emerged victorious, the cost was great—more than 20 million Chinese died in the Taiping Rebellion.
**Foreign Influence Takes Hold** After the Taiping Rebellion, reform-minded officials of the Qing dynasty tried to make changes. For example, they pushed to build coal mines, factories, and railroads. They encouraged the government to make modern weapons and ships. They tried to introduce Western knowledge and languages to China. This movement, called the self-strengthening movement, ultimately failed because of strong resistance from traditional Confucian scholars and powerful officials.
While China struggled to reform, Japan was emerging as a major military power. China went to war with Japan over Korea in 1894, but the Japanese soundly defeated China.
Noting the weakness of the Chinese military, Western powers rushed to claim more territory in China. Germany, Russia, Great Britain, and France all carved out spheres of influence there.
By the late 1890s the United States got involved. Americans feared that European nations would divide China among themselves and the United States would lose its profitable trade in China. To prevent such a loss, U.S. secretary of state John Hay proposed the Open Door Policy, which would allow free trade in the Chinese ports under European control. This policy would allow the United States to continue its trade in China. Although the European nations never formally agreed to the Open Door Policy, they did allow free trade in their ports.
---
**HISTORY CLOSE-UP**
**Shanghai, 1900**
Located near the mouth of the Chang Jiang (Yangzi River), the city of Shanghai became an international financial and trade center in the late 1800s. As a treaty port, Shanghai was open to free trade with the West.
The Chinese area of the city centered around Nanjing Road, where Chinese merchants sold goods to both Chinese and Europeans.
Chinese merchants sold a variety of goods, including tea, leather goods, and gift items.
By the end of the 1800s, China was in a desperate position. The war with Japan had exposed China’s military weakness, and Europeans now controlled large portions of Chinese territory. Something had to be done if China were to remain independent.
In 1898 the Chinese emperor decided to enact a series of reforms, including changing the civil service examinations and building a modern army. But Empress Dowager Cixi, the most powerful person in China, stopped the reforms because she believed they threatened the rule of the Qing dynasty. People who believed the reforms were necessary now began to call for an end to the Qing dynasty.
**The Boxer Rebellion** The humiliation of China by the West produced several nationalist movements intent on restoring China’s glory. The most important was the Harmonious Fists, or Boxers. This secret society combined martial arts training, hatred of foreigners, and a belief that they were invulnerable to Western weapons. The **Boxer Rebellion** began in 1899 when the Boxers started attacking missionaries and Chinese converts to Christianity.
In June 1900 the Boxers laid siege to the foreign compounds in Beijing and held the foreigners hostage for 55 days. A few weeks later, an army of 20,000 foreign troops captured Beijing and suppressed the uprising. The foreign powers imposed a heavy fine on the Chinese government for secretly supporting the Boxers. The result was more humiliation for the Chinese government at the hands of foreigners.
**The 1911 Revolution** With the defeat of the Boxers, Qing officials finally began to enact reforms. They eliminated the system of examinations for officials and tried to establish primary and secondary schools. Qing officials took steps to create a new national army. They even created elected provincial assemblies, which began to meet in 1909.
Still, these reforms were too little, too late. Radicals living in Japan and the United States called for the overthrow of the Qing dynasty and the creation of a new Chinese republic.
**Draw Conclusions** Why do you think Europeans considered Shanghai an important trading port?
defeat in the Sino-Japanese War. By 1905 he began developing a plan to restore economic and political strength to China. His ideas centered around the concept of political tutelage—that a strong government would teach the Chinese people the principles of representative government until a true democracy could emerge. Sun Yixian was practical and formed many alliances—even with Russian Communists—in an effort to unite the Chinese people.
**Draw Conclusions** What was Sun Yixian’s main goal throughout his career?
Sun Yixian, known in the West as Sun Yat-sen, was the most prominent of these radicals. Sun based his revolutionary ideology on three basic principles—nationalism, democracy, and “people’s livelihood.” The last of these principles involved equality in landownership and was often translated as socialism.
Sun believed that China should eventually become a democracy, but that the Chinese people were not ready yet. First, he called for the overthrow of the Qing dynasty and its replacement by a ruling nationalist party. He wanted this party to act as a guardian of the Chinese people until they were ready for democracy.
Other people in China also began to call for the overthrow of the Qing dynasty. Revolutionary ideas took root among intellectuals and junior officers in military academies. In October 1911 a group of young officers led a revolt in the city of Wuchang. Support for the revolt grew rapidly. In January 1912 the revolutionaries declared a republic.
The Qing wanted a general named Yuan Shikai to quash the rebellion. Instead of crushing the rebels, though, Yuan negotiated peace with them. At the peace talks, Yuan convinced the Chinese emperor to abdicate. This event brought an end to the 268-year rule of the Qing dynasty. After the abdication, Yuan Shikai agreed to become the first president of the new Republic of China.
**READING CHECK** Find the Main Idea How did European intervention in China contribute to the downfall of the Qing dynasty?
Japan learned from the Chinese example about how *not* to respond to the West. Like China, Japan resisted contact at first. But once that contact was made in the mid-1800s, Japan reacted differently. Instead of descending into turmoil and revolution, Japan emerged as a great military and imperial power.
**The U.S. Renews Contact** The Tokugawa regime ruled Japan from 1603 to 1867 and tried to limit contact with the outside world. Yet American and European merchants wanted to trade with Japan. To open up trade, in 1852 U.S. president Millard Fillmore sent Commodore Matthew Perry on a mission to Japan. Perry appeared in Edo (Tokyo) Bay in 1853 with four warships and again in 1854 with nine ships.
The threat of the U.S. navy convinced Japanese officials to sign the **Treaty of Kanagawa** in 1854. This treaty allowed American ships to stop at two Japanese ports. Another treaty in 1858 opened five more Japanese ports to Western merchants. This treaty also established extraterritoriality for Westerners in Japan.
Many Japanese found these treaties deeply humiliating. They were especially angry that Westerners committing crimes in Japan received extremely mild punishments or no punishment at all. These treaties contributed to the rise of Japanese nationalism.
**The Meiji Restoration** Throughout the Tokugawa period, the emperor had been little more than a symbolic figure. The shogun, or supreme military ruler, was the real power in Tokugawa Japan. But many Japanese people, resenting the way that the shogun had given in to Western demands, forced the shogun to step down. This ended the military control of the Japanese government.
The young emperor, Mutsuhito, took back the power of the government in 1868, taking the name **Emperor Meiji**, which means “enlightened rule.” The period of his reign from 1868 to 1912 is called the Meiji period, and the emperor’s return to power is called the Meiji Restoration.
From China’s example, the Meiji emperor learned about the risk of resisting Western demands. China had clung to its traditional ways and had been unsuccessful in keeping
its sovereignty, or independent control of its government. The Meiji emperor believed that the best way to preserve and build Japan’s strength was to modernize and reform.
**Meiji Reforms** The reforms undertaken during the Meiji era were far-reaching. A group of Japanese officials made a two-year journey called the Iwakura Mission, in which they traveled to the United States and Europe to learn about Western society, military practices, and economics. The officials were to determine which aspects of Western life would help Japan modernize efficiently.
Japan soon required all children to attend school and allowed some students to study abroad. Japanese military officials adapted practices of the U.S. and European armed forces to strengthen their own military.
Most significantly, the emperor supported rapid industrialization. The government financed the construction of the infrastructure necessary for a modern industrial economy. It built telegraph lines, set up a postal service, established a national currency, and helped build a railroad system. By the 1890s, the Japanese economy was booming. In fact, between 1895 and 1915, manufacturing grew more rapidly in Japan than in the United States. Japan was quickly becoming one of the world’s great industrial powers.
**Becoming an Imperial Power** Now that Japan had modernized, it was ready to take its place on the world stage. It began by strengthening its influence over Korea. In the 1870s Japan forced Korea to open three ports to Japanese merchants—even though Korea had traditionally pledged its allegiance to China. When a rebellion broke out in Korea in 1894, Japan and China both sent troops to Korea. This action led to the **Sino-Japanese War**, which lasted only a few months and ended in a humiliating defeat for China.
---
**Japan Reacts to U.S. Military Might**
In this print, artist Yoshitoshi Taiso depicts the arrival of Commodore Perry in Edo Bay in 1853. Perry’s hulking black warships sent the Japanese a strong message about U.S. military power.
**Analyzing Visuals** How did the artist show the difference between Japanese and American power?
See *Skills Handbook*, p. H26
The Japanese victory established Japan as the most powerful state in Asia. As a result of the war, China recognized Korea’s independence. Japan gained control of Taiwan, which became its colony, and won the right to build factories in China. Western powers treated Japan with a newfound respect, giving in to Japan’s request to end extraterritoriality.
Japan’s status as a great power was confirmed by its victory in the Russo-Japanese War of 1904–1905. This war was caused by Russian competition with Japan over influence in Manchuria and Korea. Although the Japanese won a series of battles, they could not get the Russians to surrender. Instead, the two sides asked U.S. president Theodore Roosevelt to help negotiate a peace treaty, called the Treaty of Portsmouth.
The treaty gave Japan control over Russian railway lines in southern Manchuria and transferred Russian leases on two Manchurian ports to Japan. The treaty also recognized Korea as under Japanese influence.
Japan’s victory over Russia was celebrated all over Asia. It showed that an Asian power could defeat a European power. But growing Japanese power also presented a threat to its Asian neighbors. In 1910 Japan annexed Korea as a Japanese colony, demonstrating that its power in Asia was growing.
**READING CHECK** Draw Conclusions How did Japan gain the strength to become an imperial power?
Delta and forced the Vietnamese ruler to sign the Treaty of Saigon in 1862. This treaty gave the French control of most of the territory in southern Vietnam.
France took control of the rest of Vietnam in 1884 and annexed neighboring Laos and Cambodia, creating a territory known as French Indochina. Like the British in India, the French built roads, railroads, and irrigation systems in Indochina. They also introduced some reforms in education and medical care.
French colonialism in Indochina largely benefited the French, however. Many French citizens became rich from their large tea and rubber plantations. Meanwhile, many Vietnamese farmers fell into debt when they were unable to pay high taxes. Due to these factors, Vietnamese peasants often lost their farms and were forced to become wage laborers. Vietnamese resentment against the French rulers grew throughout the 1800s and early 1900s.
Siam (called Thailand today) was the only Southeast Asian country to retain its independence in the 1800s. Siam served as a buffer between British-controlled Burma and French Indochina. By skillful exploitation of European rivalries and by careful modernization, the monarchs of Siam preserved the nation’s freedom.
**READING CHECK** Summarize Why were Europeans interested in colonizing Southeast Asia?
### Section 2 Assessment
#### Reviewing Ideas, Terms, and People
1. **a. Recall** What were the unequal treaties?
**b. Draw Conclusions** How did European imperialism lead to problems for the Qing dynasty?
**c. Elaborate** How did the Chinese people react to the growing influence of Westerners in China?
2. **a. Identify** Who was Emperor Meiji?
**b. Contrast** How did Japan’s reaction to Western imperialism differ from China’s?
**c. Evaluate** Why was Japan more successful than China in maintaining its independence?
3. **a. Recall** What was the Treaty of Saigon?
**b. Make Generalizations** How did Siam retain its independence?
#### Critical Thinking
4. **Compare and Contrast** Using your notes from the section and the chart below, compare and contrast European imperialism’s effects on China and Japan.
| | Effects on Japan | Effects on China |
|------------------|------------------|-----------------|
| Political | | |
| Economic | | |
| Cultural | | |
| Military | | |
5. **Persuasion** Suppose you are an official at the court of the Chinese emperor, just after China’s defeat in the Sino-Japanese War. Prepare a short presentation to the emperor explaining the types of reforms China needs to make to become a great power again.
Imperialism and a Global Economy
One result of the growth of imperialism was the creation of a global economy. As European nations competed for power and influence, they set up colonies around the world, especially in Africa and Asia. The colonies provided Europe’s powers with the raw materials they needed for their rapidly industrializing economies. At the same time, the colonies provided new markets for European exports of manufactured goods. As a result, global trade grew dramatically, and a two-way traffic of goods developed—raw materials went to Europe, and manufactured goods went to the colonies.
Africa, a source for raw materials such as a wide range of metals, was almost entirely controlled by European powers by the early 1900s.
Raw Materials and Industry
As industry in Europe grew, so did the need for raw materials, such as rubber to make bicycle tires. Rubber is a tropical crop, so Europeans had to import it from their colonies.
Transportation Technology
Improvements in transportation technology were key to the growth of the global economy. Giant new steamships could carry more goods more quickly than ever before. These ships sailed along major shipping routes and relied on coaling stations and strategic waterways such as the Suez Canal, shown here. The canal, opened in 1869, dramatically cut the time and cost of shipping goods from Asia to Europe, further increasing global trade.
GEOGRAPHY SKILLS INTERPRETING MAPS
1. Place Which European countries controlled colonies in Africa? What kinds of resources did Africa have?
2. Regions Based on the map, where were the major manufacturing regions at this time?
How did Ethiopia remain independent? In 1889 the emperor of Ethiopia, Menelik II, signed a treaty with Italy. This treaty gave control over what is now Eritrea to the Italians in exchange for weapons and a sum of money. An error in the translation of the treaty, however, led both sides to war.
The Italian translation of the treaty led Italy to believe that it not only controlled Eritrea but that it also had a protectorate over Ethiopia. The version of the treaty in Amharic—the official language of Ethiopia—led Menelik to believe he was only giving up Eritrea. Menelik rejected the claim over Ethiopia and denounced the entire treaty, knowing it would lead to war.
Menelik initiated the war, amassing some 100,000 Ethiopian soldiers and advancing upon the Italian forces at Adwa. The Italian force was disorganized, and the Ethiopians quickly defeated it on March 1, 1896, in the Battle of Adwa. About 70 percent of the Italian forces perished in the battle. The Italians retreated through unfamiliar terrain while local peoples harassed them.
The Battle of Adwa marked a high point of African resistance to European imperialism. An African army had crushed a European army in battle and in doing so had ensured the continued independence of Ethiopia.
The New Imperialism
European countries controlled only a small part of Africa in 1880, but by 1914, only Ethiopia and Liberia remained independent. During the period known as the “Scramble for Africa” European powers rapidly divided Africa.
Historians view the scramble as the most visible example of the new imperialism. Unlike the imperialism of the 1500s and 1600s, the new imperialism was not based on settlement of colonies. Instead, European powers worked to directly govern large areas occupied by non-European peoples. Europeans were driven by economic interests, political competition, and cultural motives.
Economic Interests Before the early 1800s, several European nations profited from the slave trade in Africa. However, after some nations passed laws abolishing the slave trade, Europeans looked to Africa instead as a source for raw materials. During the Industrial Revolution, Europeans needed materials such as coal and metals to manufacture goods. These needs fueled Europeans’ desire for land with plentiful natural resources—resources that were available in Africa.
To gather and export these natural resources, European entrepreneurs, or independent businesspeople, developed their own mines, plantations, and trading routes. Sometimes the entrepreneurs would call on their home countries to protect their economic interests from European competitors. In this way, the drive for colonization sometimes came from ambitious individuals, rather than from European governments.
Political Competition Imperialism in Africa reflected struggles for power in Europe, such as the long-term rivalry between France and Britain. As France expanded its control over West and Central Africa, Britain began to expand its colonial empire to block the French. The rise of Germany and Italy as European powers also contributed to the new imperialism. Both nations jumped into the race for colonies to assert their status as great powers.
Nationalism also contributed to the rise of the new imperialism. European leaders believed that controlling colonies would gain them more respect from other leaders.
Cultural Motives In addition to practical matters of economics and politics, the new imperialism was motivated by cultural attitudes. In particular, European imperialists felt they were superior to non-European peoples. These Europeans argued that humanity was divided into distinct peoples, or races, and there were significant biological differences between the races. Most Europeans who held these views believed that people of European descent were biologically superior to people of African or Asian descent.
As a result, some Europeans believed their rule in Africa was justified because they were teaching Africans good government, European customs, and Christian values. Some imperialists even believed their actions in Africa were noble. They saw it as their duty to educate those people they considered inferior. They referred to their influence in Africa as “the white man’s burden,” after a poem by the English writer Rudyard Kipling.
Defenders of imperialism also often applied Charles Darwin’s theory of natural selection to the struggle between nations and races. Darwin argued that species that are more fit for their environment will survive and reproduce. The notion of Social Darwinism stated that certain nations or races are more fit than others. Social Darwinists believed these “fit” nations came to rule over the nations that are “less fit,” and often showed discrimination against citizens of the ruled nations.
One outspoken advocate of Social Darwinism was Englishman Cecil Rhodes. A wealthy businessman, Rhodes once explained how he felt about British influence in Africa:
HISTORY’S VOICES
“I contend that we are the finest race in the world and that the more of the world we inhabit the better it is for the human race . . . What an alteration there would be if they [Africans] were brought under Anglo-Saxon influence.”
—Cecil Rhodes, Confessions of Faith, 1877
Rhodes believed that a railway linking Britain’s Cape Colony in southern Africa to Cairo, Egypt, in the north would bring what he saw as the benefits of civilization to all Africans.
READING CHECK Find the Main Idea What were some reasons that European powers scrambled to claim colonies in Africa?
European Claims in Africa
Prior to the 1880s, Europeans controlled some parts of the African coast. In the 1880s, driven by their new economic, political, and cultural motives, Europeans began to compete for additional territory in Africa.
Scientific Advances and Imperialism
In Africa Europeans faced a huge continent with rugged terrain that could make travel and control difficult. In the 1880s, however, several European scientific advances came together to make traveling in and controlling Africa easier. With the discovery of the drug quinine, Europeans protected themselves against one of the biggest threats, malaria. With the development of the first automatic machine gun, they created a strong military advantage, one that enabled them to defeat and subdue African peoples who had no modern weapons. Finally, with the development of telegraphs, railroads, and steamships, Europeans overcame many of the problems of communication and travel.
Suez Canal
In 1869 another technological advancement, the Suez Canal, influenced Britain’s interest in Egypt. The canal linked the Mediterranean with the Red Sea, drastically shortening the trip from Europe to the Indian Ocean by eliminating the need for ships to sail around the southern tip of Africa.
When the Egyptian government appeared unstable in 1882, the British occupied Egypt to protect British interests in the Suez Canal. Britain later established partial control over Egypt as a protectorate to ensure British access to the canal.
Division of Africa
Meanwhile, European nations continued to compete aggressively for other territories in Africa. To create order and prevent conflict between European nations, European leaders met in Berlin, Germany, in 1884–1885 to divide African territory. Leaders at the Berlin Conference agreed that when a European nation claimed a new African territory, it had to notify other European nations and prove that it could control the territory. As they divided Africa, European leaders paid no attention to Africans’ traditional ethnic boundaries. This disregard for the African peoples land would later cause conflict.
The Boer War
In southern Africa, the British met opposition to land claims. Dutch settlers, known as Boers, had lived in the region since the 1600s. After gold was discovered there in the late 1800s, the Boers refused to grant political rights to foreigners, including the British. Tensions between the two groups heightened as Britain tried to make Boer territory a part of the British Empire. In 1899 war broke out.
During the Boer War, British forces vastly outnumbered Boer forces. Nevertheless, using guerrilla tactics, the Boers quickly gained an advantage over British troops. The British responded by destroying Boer farms and imprisoning women and children in concentration camps. More than 20,000 Boer women and children died of disease in the camps. In the end the British defeated the Boers, and in 1902, Boer territory became the self-governing Union of South Africa under British control.
Belgian Congo
Unlike most of Africa, the Congo Free State in Central Africa was not ruled by a European country. Instead, the king of Belgium, Leopold II, claimed the territory for himself. Leopold created a personal fortune by exploiting the Congo’s natural resources.
In the 1890s and early 1900s in Europe and the United States, the demand for rubber increased as the need for bicycle and automobile tires increased. To meet this demand, Leopold forced his Congolese subjects to extract rubber from the region’s rubber trees. Millions of workers died from overwork and disease. Eventually an international outcry over Leopold’s brutal tactics caused the Belgian government to take control of the Congo in 1908.
READING CHECK Infer How did the Berlin Conference contribute to the Scramble for Africa?
African Resistance
Africans did not passively accept European claims to rule over them. As European troops advanced on African territory, they often met stiff resistance from local rulers and peoples.
The Zulu
The Zulu people resisted colonialism for more than 50 years. In the early 1800s the Zulu leader Shaka built a strong Zulu kingdom by subduing several neighboring peoples.
1. **Location** Which nation successfully remained independent during the Scramble for Africa?
2. **Regions** During which decade did European nations seize the greatest amount of land in Africa?
In 1879 the British invaded Zulu territory. The Zulus, led by Shaka’s nephew Cetshwayo (kehch-wah-yoh), won a major victory, but the Zulus could not resist the superior military might of the British for long. In about six months, the British defeated the Zulus and annexed their kingdom as a colony.
**Ethiopia** Only the African nation of Ethiopia was able to retain its independence by matching European firepower. In 1889 the emperor of Ethiopia, **Menelik II**, undertook a program of modernization that included a modern army.
In 1895 Italian forces invaded Ethiopia over a treaty dispute. Within a year, however, Menelik’s forces—more numerous and better armed than the Italians—defeated the Italians at the Battle of Adwa.
**French West Africa** Even without modern weapons, other Africans still fiercely resisted European powers. In West Africa, the leader of the Malinke peoples, Samory Touré, formed his own army to fight against French rule. Touré fought the French for 15 years and proclaimed himself king of Guinea. However, in 1898 the French captured Touré and defeated his army. This act ended all resistance to French rule in West Africa.
**German East Africa** Religious symbolism often played a significant role in African resistance as Africans called on their gods and ancestors for spiritual guidance. For example, in 1905 in the colony of German East Africa, several African peoples united to rebel against the Germans’ order to grow cotton for export to Germany. To combat the Germans, a spiritual leader encouraged his followers to sprinkle magic water, or *maji*, all over their bodies to protect themselves from German bullets. The magic water did not work. This Maji Maji Rebellion, as it became known, was quickly put down by the Germans, who killed tens of thousands of Africans.
**READING CHECK** Draw Conclusions How did Ethiopia resist imperialism?
### Section 3 Assessment
**Reviewing Ideas, Terms and People**
1. **a. Define** What is Social Darwinism?
**b. Explain** Why did European nations want raw materials from Africa?
**c. Evaluate** What drove European leaders to claim African territory?
2. **a. Recall** What advances in technology made European domination of Africa possible?
**b. Explain** What was the purpose of the Berlin Conference?
**c. Support a Position** Do you think Leopold II should have claimed the Belgian Congo for himself? Why or why not?
3. **a. Identify** Who were the Zulu?
**b. Draw Conclusions** How did Ethiopians under Menelik II defeat the Italians?
### Critical Thinking
4. **Sequence** Using your notes, make a list of the key events in European imperialism in Africa. Then organize the events on a time line like the one below.
5. **Narration** Write a brief news report on the Battle of Adowa. Use chronological order to tell what happened from the beginning to the end of the battle.
Imperialism in Latin America involved the United States and European nations seeking to strengthen their political and economic influence over the region.
**Reading Focus**
1. How did various groups struggle for power in Mexico before and during the Mexican Revolution?
2. How did growing U.S. influence in Latin America change the region?
**Key Terms and People**
- Antonio López de Santa Anna
- Porfirio Díaz
- Emiliano Zapata
- Francisco “Pancho” Villa
- Venustiano Carranza
- José Martí
- Spanish-American War
- Emilio Aguinaldo
- Roosevelt Corollary
---
**The Inside Story**
*How did a revolutionary win by running?* Of all of the leaders of the Mexican Revolution, Francisco “Pancho” Villa fascinated Americans the most. Villa’s successes in battle and his colorful personality made him a darling of the American media in 1913 and 1914. He gave interviews to U.S. journalists and allowed a Hollywood film crew to make a movie about his life. Because of Villa’s revolutionary battles against wealth and privilege, journalists called him a “Mexican Robin Hood.”
But the media adoration began to change in 1916. Villa became angry that the United States had recognized the government of Venustiano Carranza, his rival for power. He launched an attack on Columbus, New Mexico, in which 19 U.S. citizens were killed, and then retreated to Mexico. Villa’s goal was to provoke the United States into invading Mexico, an act Villa thought would destroy relations between the United States and Carranza governments.
U.S. president Woodrow Wilson sent General John J. Pershing on an expedition across the Mexican border to capture Villa—dead or alive. For 11 months Pershing pursued Villa through northern Mexico, but he never caught him. The pursuit accomplished Villa’s goal, however. It soured relations between Mexico and the United States.
Emiliano Zapata was a Mexican revolutionary who fought for the rights of the rural poor. Orphaned at age 17, Zapata led his neighbors in taking back land that had been seized from them. Later, he helped Francisco Madero overthrow Díaz as president of Mexico but quickly grew dissatisfied with the pace of land reform. He led a campaign that seized land and returned it to peasants. He later helped defeat Victoriano Huerta, occupied Mexico City with Pancho Villa, and implemented land reform. His campaign came to a swift end after he was ambushed and killed by the forces of Venustiano Carranza.
Infer Why do you think the cause of land reform was so important to Emiliano Zapata?
Mexican conservatives supported Maximilian at first because they believed he would restore the power of the church. But Maximilian ended up alienating both conservatives and liberals. When the French withdrew their troops, Maximilian did not have enough support to stay in power. Forced to surrender, Maximilian was executed by Republican troops.
The Mexican Republic was restored, and Juárez was reelected as president. Because of Juárez’s courageous resistance to Maximilian and the French, he became one of Mexico’s greatest national heroes.
**The Mexican Revolution** After the death of Juárez, Porfirio Díaz came to power. Ruling with an iron fist, he maintained law and order in Mexico. Díaz imprisoned his opponents and used the army to keep the peace at any cost.
Díaz helped modernize Mexico by encouraging foreign investment. Mexican exports boomed, and railroads expanded quickly. Yet most Mexicans remained extremely poor. Wealth was concentrated in the hands of foreign investors and a small Mexican elite. Half of the population was bound to debt-slavery, and discontent began to grow.
In the election of 1910, Díaz controlled the outcome. He jailed his opponent, the reform-minded Francisco Madero. After being released from jail, however, Madero fled to Texas and declared himself president of Mexico. He called for a revolution against the Diaz government.
When Madero returned to Mexico later that year, he found rebellion spreading across the nation. Two men gathered support from the lowest classes and began attacking government forces. Francisco “Pancho” Villa led a band of rebels who supported Madero’s ideas. They disgraced Díaz’s government by capturing the city of Juárez in 1911. At the same time, a group of indigenous peasants led by Emiliano Zapata arose and called for land reforms. Díaz was soon forced to resign.
**More Violence** Madero was elected president later that year, but turmoil in Mexico continued. Within months, army chief Victoriano Huerta seized power and imprisoned Madero. Former supporters of Madero opposed Huerta. In the north, Pancho Villa’s army of small ranchers, unemployed workers, and cowboys also rose up against Huerta. Zapata’s peasant
army revolted against Huerta in the south. Even the United States opposed him after Madero was executed in 1914.
The United States intervened by sending Marines to occupy the city of Veracruz, bringing Mexico and the United States close to war. Huerta struggled to stay in power but resigned in July and fled to Spain.
**Carranza as President** With Huerta gone, Venustiano Carranza declared himself president. Zapata and Villa, however, refused to support Carranza, and the nation was plunged into another civil war. But by the end of 1915, Carranza had defeated his rivals.
Villa continued to lead attacks against the Carranza government. Upset that the United States recognized Carranza as president, Villa launched an attack across the U.S. border. U.S. forces pursued Villa back across the Mexican border, but were unable to capture him. In 1920 he finally agreed to halt his attacks.
With his political position now secure, Carranza took on the task of nation building. A new constitution went into effect in 1917, allowing the government to redistribute land, limiting the power of the church, and protecting the rights of citizens. Despite these improvements, Mexico still struggled with the problem of widespread poverty made worse by the damage done by years of revolution.
**READING CHECK** **Sequence** What were the major events of the Mexican Revolution?
**Mexican Revolution**
This mural by David Siquieros depicts the solidarity of Mexican peasants, led by Emiliano Zapata, in their struggle to regain the land once taken from them.
**Growing U.S. Influence**
The United States had become a growing economic force in Latin America by the late 1800s. Economic power and political power grew together, and the United States exerted its influence and control in many ways.
**Uprising in Cuba** One of Spain’s colonies in the Americas was the island of Cuba. In the 1860s Cuban nationalists began fighting for independence. Spain’s response was to exile the leaders of the nationalist revolts.
One exiled leader managed to continue the struggle for independence from New York City. A poet and journalist, José Martí, communicated to Cubans through his writing, urging them to continue to fight for independence. While exiled, he founded the Cuban Revolutionary Party and in 1895 he returned to Cuba to join an uprising against the Spanish.
The Spanish responded brutally to the uprising. Martí was killed, and thousands of Cubans were forced into camps controlled by the Spanish army. The conditions were terrible, and many died from disease or starvation.
**THE IMPACT TODAY**
A statue of José Martí stands in New York City’s Central Park. The statue was a gift of the Cuban government in 1965.
The Spanish-American War In the United States, many people already felt sympathy for the Cuban rebels. They viewed the Cuban struggle for freedom as similar to their own American Revolution. U.S. newspapers printed scandalous stories and large, shocking illustrations about events in Cuba. Newspapers using this sensationalist style of reporting, known as yellow journalism, urged the United States to enter the war.
In February 1898 the U.S. battleship *Maine* mysteriously exploded in Havana’s harbor, and many Americans immediately assumed that Spain was responsible. Congress declared war, and the **Spanish-American War** began.
The war was a disaster for Spain. The Spanish army was defeated in Cuba, and Spanish navy fleets were destroyed in the Philippines and Cuba. Within three months, the United States had won the war. In the treaty ending the war, the United States received Puerto Rico and Guam, and agreed to purchase the Philippines for $20 million.
Even though Spain agreed to give up Cuba, some Americans did not want Cuba to have full independence. Instead the United States made Cuba a protectorate by forcing it to include the Platt Amendment as part of its new constitution. The Platt Amendment allowed the United States to intervene in Cuba, to approve foreign treaties, and to lease land at Guantánamo Bay for a naval base.
Revolt in the Philippines In the Philippines, another Spanish colony, nationalists believed that the Spanish-American War would bring them independence. But rather than grant the Philippines independence, the United States made it an American colony. Rebel leader **Emilio Aguinaldo**, who had cooperated with U.S. forces against the Spanish, felt betrayed.
Filipino rebels revolted against the U.S. occupation. In three years of fighting, more than 200,000 Filipinos died from combat or disease. They did not win independence. The United States ruled the Philippines through a governor appointed by the U.S. president until 1935. The Philippines were not granted full independence until 1946.
**GEOGRAPHY SKILLS**
**INTERPRETING MAPS**
**Regions** How might the number and locations of European-controlled territories in the Caribbean have influenced U.S. policy in the region?
The Panama Canal With the building of the Panama Canal, the United States gained control over more territory. A French company had tried unsuccessfully to build a canal across the Isthmus of Panama, then part of Colombia, in the 1880s. In 1903 the United States bought the French property and equipment, but Colombia refused to allow the United States to build the canal.
Determined to build the canal, U.S. president Theodore Roosevelt sent U.S. warships to support an uprising against Colombia. After Panama was declared independent, the new nation quickly signed a treaty granting the United States a strip of land to build the canal. This became the Panama Canal Zone, which was ruled directly by the United States.
The Panama Canal was built between 1904 and 1914. Its construction was a marvel of modern engineering but major medical advances were required to control the effects of yellow fever and malaria upon canal workers. When the Panama Canal opened, it shortened the sea voyage from San Francisco to New York City by about 8,000 miles.
A Warning to Europeans In 1823, with the proclamation of the Monroe Doctrine, the United States declared the Americas off-limits to European imperialism except for colonies that already existed. Until the end of the Spanish-American War, however, the Monroe Doctrine was seen by European powers as no more than an idle threat.
By the late 1800s, Europe and the United States had considerable financial interests in Latin America. Many Latin American nations had become deeply indebted to foreign creditors. In 1904 European creditors threatened to use military force to collect their debts in the Dominican Republic.
To protect U.S. interests and maintain stability in the region, President Roosevelt announced the **Roosevelt Corollary** to the Monroe Doctrine.
**HISTORY’S VOICES**
“Chronic wrongdoing . . . in the Western Hemisphere . . . may force the United States, however reluctantly, . . . to the exercise of an international police power.”
—Theodore Roosevelt, Roosevelt Corollary, 1904
The United States vowed to use its military might to keep Europeans out of the Americas.
Increasing U.S. Power The United States sent troops to several nations in the early 1900s. U.S. forces entered Haiti, the Dominican Republic, Nicaragua, and Cuba with the stated goal of restoring civil order. The United States took control of the finances of these countries, claiming a need to prevent financial chaos. In reality, the United States used the Roosevelt Corollary to become even more involved in the political affairs of Latin American countries.
**READING CHECK** Find the Main Idea How did the United States gain control over more territory in the late 1800s and early 1900s?
### Section 4 Assessment
**Reviewing Ideas, Terms, and People**
1. **a. Identify** Who was Porfirio Diaz?
**b. Identify Cause and Effect** What was the effect of Victoriano Huerta’s seizing power and imprisoning Madero?
**c. Elaborate** How successful was Venustiano Carranza in quelling the turmoil of the Mexican Revolution?
2. **a. Recall** What event pushed the United States into war with Spain?
**b. Draw Conclusions** Why did President Roosevelt develop the Roosevelt Corollary to the Monroe Doctrine?
**c. Predict** What do you think was the Latin American reaction to increasing U.S. power in the early 1900s?
### Critical Thinking
3. **Identify Cause and Effect** Copy this chart and use your notes from the section to explain the causes of the Mexican Revolution.
### Focus on Writing
4. **Persuasion** Using details from the section, write an editorial on the growing influence of the United States in Latin America. Take the point of view of a Latin American.
Imperialism
Historical Context The documents that follow reveal a number of different attitudes concerning the effects of imperialism.
Task Examine the selections and answer the questions that follow. After you have studied the documents, you will be asked to write an essay contrasting the views of people on both sides of the imperialism debate. You will need to use evidence from the selections and from the chapter to support the position you take in your essay.
Document 1
A Chinese View of Democracy
Sun Yixian, the spokesman of Chinese nationalism, fiercely opposed imperialism. He did not believe that China needed any help from other countries to thrive. In fact, in his *History of the Chinese Revolution*, Sun argued that China was at its best when it remained free from any outside influence.
Revelations of Chinese history prove that the Chinese as a people are independent in spirit and in conduct. Coerced into touch with other people, they could at times live in peace with them by maintaining friendly relations and at others assimilate them... During the periods when their political and military prowess declined, they could not escape for the time from the fate of a conquered nation, but they could eventually vigorously reassert themselves. Thus the Mongol rule of China, lasting nearly a hundred years was finally overthrown by Tai Tse of the Ming dynasty and his loyal follower. So in our own time was the Manchu yoke thrown off by the Chinese. Nationalistic ideas in China did not come from a foreign source; they were inherited from our remote forefathers.
Document 2
Roosevelt in the Caribbean
Under President Theodore Roosevelt, the United States expanded its influence over nations in the Caribbean and the rest of Latin America after the Spanish-American War. In this cartoon, Roosevelt marches through the Caribbean while carrying a club, a reference to a West African proverb that was one of his favorite expressions: “Speak softly and carry a big stick; you will go far.”
Kipling's "The White Man's Burden"
British poet Rudyard Kipling was born in India—at the time a British colony—and was a great supporter of imperialism. He believed that the countries of Europe and the United States had a duty to help the people of Africa, Asia, and Latin America, a duty he referred to as the “White Man’s Burden” in the 1899 poem of that name, part of which is printed below.
Take up the White Man's burden—
Ye dare not stoop to less—
Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.
Take up the White Man's burden—
Have done with childish days—
The lightly proffered laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgments of your peers!
Letter to the Emperor of Japan
In 1853 U.S. president Millard Fillmore sent Commodore Matthew Perry and four large warships to Japan. His purpose was the request the opening of Japan to trade with the United States. An excerpt from Fillmore’s letter to the emperor of Japan appears below.
GREAT AND GOOD FRIEND: I send you this public letter by Commodore Matthew C. Perry, an officer of the highest rank in the navy of the United States, and commander of the squadron now visiting Your imperial majesty's dominions.
I have directed Commodore Perry to assure your imperial majesty that I entertain the kindest feelings toward your majesty's person and government, and that I have no other object in sending him to Japan but to propose to your imperial majesty that the United States and Japan should live in friendship . . . with each other.
These are the only objects for which I have sent Commodore Perry, with a powerful squadron, to pay a visit to your imperial majesty's renowned city of Yedo: friendship, commerce, a supply of coal and provisions, and protection for our shipwrecked people.
Skills Focus
Reading Like a Historian
**DOCUMENT 1**
a. **Recall** What does Sun Yixian say are two characteristics of the Chinese people?
b. **Draw Conclusions** Do you think Sun would have welcomed Europeans to China? Why or why not?
**DOCUMENT 2**
a. **Explain** What does the “big stick” symbolize?
b. **Infer** Do you think this cartoonist approved of American imperialism? Why or why not?
**DOCUMENT 3**
a. **Describe** What does the “White Man’s Burden” mean?
b. **Analyze** Why does Kipling urge European nations to become involved in other societies?
**DOCUMENT 4**
a. **Identify** Why does President Fillmore say he has sent Perry and his squadron to Japan?
b. **Infer** Why do you think President Fillmore mention that Perry has arrived “with a powerful squadron”?
**DOCUMENT-BASED ESSAY QUESTION**
How did attitudes toward imperialism differ between the people who were founding colonies and those whose countries were colonized? Using the documents above and information from the chapter, form a thesis that explains your position. Then write a short essay to support it.
See Skills Handbook, p. H25
Imperialism in the 1800s
**CAUSES**
Desire for Resources and Markets
- Western industrializing countries needed raw materials and consumers for manufactured goods.
Political Competition Among Western Nations
- Long-standing rivalries and the rise of nationalism led countries to compete for power.
Western Belief in Cultural Superiority
- Westerners believed it was their duty and their right to rule over and “civilize” other peoples.
**EFFECTS**
Colonization
- European nations, and to a lesser degree the United States and Japan, exerted their power and influence over much of the globe.
Rise of Nationalism
- The experience of colonial rule, as well as exposure to Western ideas, led to the development of nationalism in parts of Asia and Africa.
Exploitation of Peoples Under Colonial Rule
- Through exploitation of resources and the labor of peoples under colonial rule, imperial nations benefited at the expense of those they ruled.
**Key Events of Imperialism**
| Year | Event |
|------|-------|
| 1842 | Opium War and Treaty of Nanjing |
| 1853 | Commodore Perry opens Japan |
| 1857 | Sepoy Mutiny results in British government taking direct control over India |
| 1861 | France installs Austrian archduke Maximilian as the emperor of Mexico |
| 1862 | Treaty of Saigon gives France control over most of Vietnam |
| 1868 | Meiji era begins in Japan |
| 1884 | Berlin Conference sets the rules for European control over Africa |
| 1885 | Indian National Congress founded |
| 1894 | Japan wins the Sino-Japanese War |
| 1898 | U.S. wins the Spanish-American War |
| 1900 | Boxer Rebellion in China |
| 1906 | The Muslim League founded |
| 1911 | Chinese and Mexican revolutions begin |
| 1914 | Panama Canal opens |
**Review Key Terms and People**
Fill in each blank with the name or term that correctly completes the sentence.
1. The _______ declared that the United States would use its military power to prevent Europeans from gaining control in the Americas.
2. The period of British rule in India is often referred to as the _______.
3. _______ successfully resisted Western attempts to conquer Ethiopia.
4. During the _______, Chinese nationalists laid siege to foreign compounds in Beijing for 55 days.
5. _______ declared himself president of Mexico after Huerta was forced to flee in 1914.
6. _______ began an era of modernization in Japan.
7. The notion that certain nations or races are more fit than others is called _______.
Comprehension and Critical Thinking
SECTION 1 (pp. 741–745)
8. a. Recall What role did the British East India Company have in India until 1857?
b. Identify What effect did British rule have on the development of Indian nationalism?
c. Evaluate Did the British bring more benefits or more harm to India? Explain your answer.
SECTION 2 (pp. 746–753)
9. a. Define What was extraterritoriality?
b. Identify Cause In what ways did European imperialism contribute to the downfall of the Qing dynasty in China?
c. Elaborate Why were Japan’s reforms more effective at resisting Western imperialism than China’s reforms were?
SECTION 3 (pp. 756–760)
10. a. Identify What did the Berlin Conference achieve?
b. Draw Conclusions Why were Europeans so eager to gain control over Africa?
c. Predict Given how Europeans gained control over Africa, what might be the long-term effects?
SECTION 4 (pp. 761–765)
11. a. Recall Who was Francisco Madero?
b. Sequence What were the major events of the Mexican Revolution?
c. Evaluate How did interference from outside nations contribute to unrest in Mexico in the 1800s and early 1900s?
Reading Skills
Identifying Supporting Details Use what you know about identifying supporting details to answer the questions below.
12. As Indian nationalism began to develop in the late 1800s and early 1900s, why were two different organizations created to fight for the rights of Indians?
13. What information did the Iwakura Mission seek on its two-year journey through the United States and Europe?
Analyzing Primary Sources
Reading Like a Historian This political cartoon below was drawn by American cartoonist Thomas Nast in 1885.
The World’s Plunderers, by Thomas Nast, 1885
The Granger Collection, New York
14. Explain What do the “grab bags” symbolize?
15. Draw Conclusions What do you think the artist thought about European imperialism?
Using the Internet
16. The Berlin Conference set the ground rules for the European nations that wanted to divide Africa amongst themselves. Using the Internet, research the decisions made at the Berlin Conference. Then make a list of all provisions contained in the General Act of the Berlin Conference, including a map that shows the territorial decisions.
Writing About History
Exposition: Writing a News Article In 1853 Commodore Perry and his warships ended two centuries of Japan’s isolation from the West.
17. Assignment: Write a news article in which you explain what happened as a result of Commodore Perry’s missions to Japan in 1853 and 1854. Be sure to include the reactions of the Japanese and the Americans to this contact. To provide depth to your story, use specific details from the chapter and from other research.
Directions Write your answer for each statement or question on a separate answer sheet. Choose the letter of the word or expression that best completes the statement or answers the question.
1 The Industrial Revolution began in Great Britain in part because
A Britain imported technology from the United States.
B Britain had laws against the enclosure movement.
C Britain had a large number of immigrant workers.
D Britain had key resources like iron and coal.
2 As factories in Great Britain grew,
A mass production decreased.
B the textile industry became less important.
C cottage industries declined.
D workers moved away from cities.
3 Why did some factory owners prefer to hire women and children to work in their factories?
A because women and children would work for lower wages
B because women and children were less likely to get sick
C because it was illegal for men to work in factories
D because men preferred to work outdoors
4 Which thinker called for workers around the world to unite and overthrow the capitalist system?
A Adam Smith
B Thomas Malthus
C Thomas Edison
D Karl Marx
5 Industrialization led to
A technological advances like railroads and electricity.
B the decline of the middle class.
C less leisure time for ordinary people.
D the decline of capitalist economies.
6 How did medical advances of the 1800s change industrial societies?
A They enabled governments to provide free health care.
B They helped to lower infant mortality rates.
C They caused a decrease in the amount of pollution.
D They ended the need for vaccinations.
7 Many industrial cities in the 1800s
A severely restricted the growth of suburbs.
B had traffic problems as cars became common.
C started to become more livable as infrastructure improved.
D lost population as workers moved back to rural areas.
8 How did government reforms in Britain affect women’s suffrage?
A Women lost the right to vote.
B Women could vote only if they were over 50.
C Women could only vote in local elections.
D Women could vote in all elections.
9 Which letter on the map below indicates the country where the Dreyfus affair occurred?
![Map]
A A
B B
C C
D D
10 Both Toussaint L’Ouverture and Simón Bolívar
A served as colonial governors for Spain in the Americas.
B were priests who argued for better treatment of native peoples.
C fought against the spread of Enlightenment ideas.
D led independence movements in the Americas.
11 When was slavery abolished in the United States?
A at the beginning of the Revolutionary War
B during the Civil War
C before the Louisiana Purchase
D at the end of the French and Indian War
12 Two of the first countries in Europe to unify under nationalist movements were
A Austria and Poland.
B Norway and Greece.
C Spain and Austria.
D Italy and Germany.
13 Giuseppe Garibaldi is associated with Italian
A exploration.
B monarchy.
C isolationism.
D nationalism.
14 The quote below by France's minister of foreign affairs in 1883 is an attempt to justify what policy?
"The policy of colonial expansion is a political and economic system . . . One can relate this system to three orders of ideas: economic ideas, ideas of civilization in its highest sense, and ideas of politics and patriotism."
A industrialization
B imperialism
C nationalism
D reform
15 One reason the British wanted to control India was
A to encourage Indian nationalism.
B to buy manufactured goods from India.
C to get access to India's raw materials.
D to set up a democracy in India.
16 What caused the Boxer Rebellion in China?
A military duties that were forced on the Chinese
B resentment against foreigners
C resistance to the introduction of modern technology
D the fear of a Japanese invasion
17 How did the Meiji Restoration affect Japan?
A Japan's economy became modern and industrialized.
B Japan became more isolated.
C China invaded and occupied Japan.
D Japan moved away from Western ideas
18 What happened at the Berlin Conference?
A Germany and France signed an agreement to end the Franco-Prussian War.
B European leaders met to decide how to divide Africa.
C Great Britain and Germany met to discuss how to prevent the spread of industrial technologies.
D Austria demanded that Germany renounce claims to its territory.
REVIEWING THE UNIT
Constructed Response Industrialization, nationalism, and imperialism are all related. Recall what you have learned about each topic. Then write a brief essay in which you summarize how industrialization influenced the rise of nationalism in Europe and how nationalism and the growth of industrial economies contributed to the growth of imperialism.
CONNECTING TO THE PREVIOUS UNIT
Constructed Response Basic ideas about science, knowledge, and progress that developed during the Scientific Revolution contributed to the development of the Industrial Revolution. Recall the major changes that occurred during the Scientific Revolution. Then write a brief essay on how those changes set the stage for the beginnings of the Industrial Revolution.
**TECHNOLOGICAL ADVANCES DURING THE INDUSTRIAL REVOLUTION**
**New Inventions**
New inventions, such as the spinning jenny and steam engine, changed the way people produced goods. Large and complex machines of iron and steel became the main tools of industry.
**New Sources of Power**
To power their new inventions, people burned fossil fuels like coal. Fossil fuels provided abundant energy to move steam-powered machines and generate electricity.
**Creation of Factories**
With new machines and new sources of power, the very nature of how work was organized changed. The huge new industrial machines required people to come together in large factories to produce goods like cotton and wool textiles, railroad cars, and iron and steel.
**Mass Production of Goods**
The scale of industrial production was so enormous that mass production became common, and factories produced more goods than ever before.
**EFFECTS OF THE INDUSTRIAL REVOLUTION ON ECONOMIC SYSTEMS**
- The amount of manufactured goods in industrializing countries increased dramatically, causing prices to fall and standards of living to rise.
- A new middle class of workers developed.
- Cities grew rapidly into industrial centers as people flocked to factories to work.
- Industrial countries worked to secure access to raw materials for their factories and to export their manufactured goods.
- A global economic system dominated by industrial countries began to develop.
How did nationalism affect government and citizenship?
In the 1800s, the rise of nationalism, or devotion to one’s national group, had major impacts on government and citizenship around the world. Nationalism led to revolutions and the rise of the nation-state as the main form of government.
**Effects of Nationalism on Government and Citizenship**
- Revolutions in Europe and Latin America led to the creation of new governments based on national groups—people that share a common identity and features such as language, religion, or culture.
- Citizens felt a connection to their government through a shared identity, common history, and national symbols.
- Nonnational states that were imposed by rulers from the top down were challenged, overthrown, and replaced by new governments.
- The nation-state became the dominant form of government.
**Global Connections**
**Making Connections** This chart shows basic economic data for three different countries today. What does this data indicate about the different levels of industrialization in each country? How do you think the Industrial Revolution affected these countries differently? Write a short essay explaining how this data relates to the Industrial Revolution and its uneven effects around the world.
| | Major Industries | Labor Force | Urban | Per Capita GDP |
|----------------|------------------------------------------------------|------------------------------|---------|----------------|
| **United Kingdom** | Machine tools, electric power equipment, automation equipment, railroad equipment, shipbuilding, aircraft | Agriculture 1.5%, industry 19.1%, services 79.5% | 89.1% | $29,600 |
| **Nigeria** | Crude oil, mining, palm oil, peanuts, cotton, rubber | Agriculture 70%, industry 10%, services 20% | 46.7% | $1,000 |
| **Thailand** | Tourism, textiles and garments, agricultural processing, beverages, tobacco, cement | Agriculture 49%, industry 14%, services 37% | 31.9% | $8,100 |
Source: *The World Almanac and Book of Facts*, 2006
UNIT 7
IN BRIEF
Below is a chapter-by-chapter summary of the main ideas in this unit, followed by a summary activity for the unit.
CHAPTER 21
The Industrial Revolution
1700–1900
MAIN IDEA The Industrial Revolution and the factory system changed how goods were made as industry moved from the home and into factories.
SECTION 1 The Industrial Revolution began in Great Britain, which had the necessary factors of production, and later spread to other countries.
SECTION 2 The factory system changed life for workers and created new labor conditions.
SECTION 3 New economic ideas such as Marxism arose in response to industrialization.
CHAPTER 22
Life in the Industrial Age
1800–1900
MAIN IDEA During the Industrial Age, cities grew and changed, new inventions and advances changed life, and people enjoyed new cultural pursuits.
SECTION 1 The telegraph, telephone, and railroad led to a transportation and communication revolution.
SECTION 2 New ideas in the sciences included discoveries in biology, physics, chemistry, and medicine.
SECTION 3 As cities grew larger and became more livable, a growing middle class enjoyed new leisure activities and new movements in the arts.
CHAPTER 23
Reforms, Revolutions, and War
1800–1900
MAIN IDEA In the 1800s, industrialization in Britain led to reform, a new government formed in France, much of Latin America achieved independence, and a costly civil war struck the United States.
SECTION 1 Reforms in Britain increased voting rights, abolished slavery, and improved working conditions.
SECTION 2 After a revolution against the monarchy, France worked to create a democratic government.
SECTION 3 In the Americas, new countries formed after gaining independence from European rule.
SECTION 4 The United States expanded westward in the 1800s and suffered through a bloody civil war.
CHAPTER 24
Nationalism in Europe
1800–1920
MAIN IDEA During the 1800s, nationalist movements spread throughout Europe, and people united to form their own nation-states.
SECTION 1 After years of rebellion against Austrian control, several Italian states unified to form Italy.
SECTION 2 Otto von Bismarck successfully led the German people in two wars against Austria and France, which finally unified German states into one nation.
SECTION 3 In central and eastern Europe, ethnic groups struggled for independence against two powerful empires—the Austrian Empire and the Ottoman Empire.
SECTION 4 In the 1800s and early 1900s, Russians revolted against the absolute power of the czars.
CHAPTER 25
The Age of Imperialism
1800–1920
MAIN IDEA In the 1800s, European nations colonized large areas of Africa, Asia, and Latin America.
SECTION 1 British rule over India supplied British factories with raw materials like cotton and tea.
SECTION 2 While China was controlled by European traders, Japan had limited contact with the West.
SECTION 3 Europe’s imperial powers divided up and colonized most of Africa despite African resistance.
SECTION 4 While nations in Latin America gained independence from Spain and Portugal, the United States exerted its influence in the Caribbean.
Thinking like a Historian Summary and Extension Activity
The Industrial Revolution had dramatic effects on Europe and the rest of the world. Write one paragraph on each of the following topics to describe how industrialization influenced each:
A. Economies and societies
B. Nationalism
C. The rise of imperialism | 40c2ed6f-fe26-44a2-9048-f48bfcf700bd | CC-MAIN-2020-16 | http://avidworld.weebly.com/uploads/4/9/0/9/4909344/chapter_25.pdf | 2020-03-29T02:59:20+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00109.warc.gz | 21,514,188 | 17,635 | eng_Latn | eng_Latn | 0.996729 | eng_Latn | 0.998311 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | true | rolmOCR | [
1341,
1928,
2443,
4322,
8012,
10490,
13738,
16081,
18153,
20475,
23008,
25129,
29229,
31402,
32773,
35532,
36282,
37183,
38444,
42759,
46987,
47185,
50073,
51924,
54814,
57537,
59775,
63549,
65566,
68660,
71126,
73852,
76391,
79082,
80531,
82660,... | [
4.375,
4.46875
] | 1 | 0 |
Lemongrass Oil
West Indian Lemongrass: *Cymbopogon citratus*
- **Height:** Grows up to 4ft. in height and 3 feet wide.
- **Foliage:** Blush-green leaves
- **Seed Production:** Slow to produce seeds
- **Growth rate:** Fast
- **Origin:** Malaysia
East Indian Lemongrass: *Cymbopogon flexuous*
- **Height:** Grows up to 7 feet in height.
- **Foliage:** Dark-green
- **Seed Production:** Quick
- **Growth Rate:** Fast
- **Origin:** South India
*The most popular use of lemongrass, worldwide, is for the production of lemongrass essential oil.*
**Did You Know!**
- The most common method used to extract lemongrass oil is direct steam distillation which captures the highest amounts of lemongrass compounds.
- Lemongrass oil is extracted from dried and fresh herbs through the process of steam distillation which produces oil and hydrosols (aromatic waters).
- In addition, the lemongrass waste remaining after distillation is used to make paper products.
**Benefits and Uses of Lemongrass Oil:**
- Lemongrass essential oil can be used as an antiseptic, analgesic, astringent, antidepressant, antimicrobial, antibacterial, an insecticide, in culinary arts and in cosmetics.
- Health/Therapeutics → Used to strengthen the immune system, maintain healthy cholesterol levels, reduce fever, control obesity, treat stomach disorder, treat diabetes and cancer, relieve pain, and remove harmful toxic wastes. It is also used in aromatherapy to relieve anxiety and stress by assisting you in clarity and promoting focus. It dispels feelings of despair and lethargy.
**Agriculture Benefits of Lemongrass for Crop Production**
- Due to its root system, lemongrass can be used as ground cover to retain soil moisture and to control soil erosion.
- Planted on boarders or as a divider of crops, it prevents invasive plants and weeds from growing in crop areas.
- When planting various types of greens, lemongrass can be used as a divider between crops to assist in repelling whiteflies and aphids.
- Lemongrass can also be used as a feed additive to improve poultry growth rate.
**Agricultural Benefits of Lemongrass Oil**
Some important components in lemongrass that are effective in agriculture are:
- Citral: An anti-microbial which prevents bacterial and fungal growth on plants. Lemongrass oil is 75% citral.
- Acetate: The most active ingredient in lemongrass essential oil. As a bio-pesticide lemongrass oil is used to trap yellow jackets.
---
This material is based upon work that is supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under award number 2018-38640-28417 through the Southern Sustainable Agriculture Research and Education program under subaward number FS19-316 USDA is an equal opportunity employer and service provider. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.
The Making of Lemongrass Oil
Planting Plot Preparation
Harvesting Irrigation
Processing Building Distiller
Distillation
This material is based upon work that is supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under award number 2018-38640-28417 through the Southern Sustainable Agriculture Research and Education program under subaward number FS19-316 USDA is an equal opportunity employer and service provider. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. | f86f46b1-23e8-4905-9b62-5644364ce14d | CC-MAIN-2021-39 | https://projects.sare.org/wp-content/uploads/final-print-LG-Poster.pdf | 2021-09-17T09:46:46+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780055632.65/warc/CC-MAIN-20210917090202-20210917120202-00297.warc.gz | 517,214,971 | 826 | eng_Latn | eng_Latn | 0.965876 | eng_Latn | 0.990748 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2972,
3630
] | [
2.03125
] | 1 | 1 |
AVAILABLE PROGRAMS
Correlated To Ohio Academic Content Standards
* Enviroscape Model *
How Does A Community Contribute to Water Pollution?
This watershed model demonstrates the different sources of pollution that impact local streams. The learner can visualize how water pollution comes from a wide variety of human activities and land uses. The program also explores how individual actions can reduce stream pollution. Social Studies; K,2,3,5,HS
Ottawa River Watershed Overview
This PowerPoint presentation directs the learner through the many different issues that collectively impact water quality. Participants learn how the Ohio Environmental Protection Agency (EPA) assesses stream water quality. Other key topics are the connection of local streams to our drinking water supply and how we as individuals can have a positive impact on stream health. Social Studies; 8,HS Science; HS
Ottawa River Game *
Through an interactive table game, students experience actions of watershed residents and visualize how the Ottawa River, its nine tributaries and Lake Erie are all impacted by pollution from those actions. Social Studies; K,2,3,5,HS
The Sliding Soil
Soil Erosion Simulation
This is a demonstration of the concept of soil erosion or weathering by water. Students hypothesize, observe, and draw conclusions about the effects of rain on three different land types – bare soil, mulch covered soil, and grass. Social Studies; K,2,3,5 Science; 3,4
Water Testing
If your curriculum includes chemical measurements of rivers and streams, we can help! We have titration method dissolved oxygen test kits, pH probes, sediment sticks to measure turbidity, and test kits to measure Phosphate and Ammonia (N). Better yet, we can help your students understand why these parameters and measurements are important to the stream and water quality. Science; HS
Third Grade Tree Seedling Give-Away
Each year in April we give away Norway Spruce seedlings to each third grader in Allen County. We have been giving away evergreen trees to school children since approximately 1960. A local video production, “Me and My Tree” is used with this program to inform the students about the importance of trees and the different things that should be considered when planting their tree.
Stream Health Exploration
Stream Field Trip
Let us host you and your students to a local stream segment and discover the insects that live in the bed of the stream and the story they tell about the health of that water body. Learners assist in finding, identifying and classifying each insect by its pollution sensitivity and abundance. An assessment form is completed and the water quality is scored. Ideal length of time on-site is 90 minutes. Longer periods of time allow for chemical and dissolved oxygen testing. Science; K,5,HS
River Insects Will Travel – Classroom Program
Let us bring the stream to you, if a field trip is not an option. We will collect the insects in the kick seine nets and then bring them into your classroom. The nets are opened up and laid out on tables for the learners to assist in finding, identifying and classifying each insect by its pollution sensitivity and abundance. An assessment form is completed and the water quality is scored. Ideal length of time is 45+ minutes. Science; K,5,HS
We are your local information source on water and soil resources. If you have a need with any subject other than those presented here, contact us to see how we might be able to help.
* Denotes that kit is also available on loan for educators to utilize themselves.
The Allen Soil and Water Conservation District (SWCD) is a unit of county and state government, established in 1945 through a referendum of Allen County voters.
Allen SWCD is responsible for assisting landowners and land users with managing and protecting soil, water and related natural resources as well as planning to ensure the long term integrity of those resources.
Informational programs and technical assistance provided by the Allen SWCD staff are offered at no charge. Funding for these programs is provided by the Allen County Commissioners, City of Lima, Village of Elida, American Township, Bath Township, Perry Township, and Shawnee Township.
For more information or to schedule programs contact:
Becky Core
Community Outreach and Engagement Coordinator
419-223-0040 x110
firstname.lastname@example.org
www.allenswcd.com
Serving the Allen County area since 1945 | de36fdf4-c13f-4166-a93d-71613998d579 | CC-MAIN-2022-21 | https://www.allenswcd.com/wp-content/uploads/2021/11/educational_school_programs_offered.pdf | 2022-05-18T10:25:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662521883.7/warc/CC-MAIN-20220518083841-20220518113841-00414.warc.gz | 725,175,617 | 908 | eng_Latn | eng_Latn | 0.987299 | eng_Latn | 0.994226 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
3568,
4440
] | [
4.09375
] | 1 | 1 |
Find something with a princess on it
Find something that is a circle
Find something soft
Find something hard.
Find something pink.
Find something you can look through
Find something you can write with.
Find something you can smell
Find something you can see
Find something green. | 7f8b7dd4-295d-46ef-a264-f9c9c283e287 | CC-MAIN-2024-51 | http://images.quickhunts.com/scavenger/wut60zkrmepwk1z7slck23rclxvge8qg.pdf | 2024-12-04T20:56:09+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066308239.59/warc/CC-MAIN-20241204202740-20241204232740-00669.warc.gz | 14,360,466 | 57 | eng_Latn | eng_Latn | 0.862217 | eng_Latn | 0.862217 | [
"eng_Latn"
] | true | rolmOCR | [
288
] | [
2.28125
] | 1 | 0 |
The Karoo Desert National Botanical Garden has its origins in a garden near Matjiesfontein that was started over eighty years ago.
by Christopher Willis, Gideon Smith, South African National Biodiversity Institute (SANBI), Pretoria, and Ian Oliver, SANBI, Karoo Desert National Botanical Garden, Worcester
The Karoo Desert National Botanical Garden (at the time known as the Karoo National Botanic Garden and later as the Karoo National Botanical Garden) had its beginnings in 1921 through the generous donation by James D. Logan of 16 ha of his Rietfontein Estate adjacent to the railway line at Whitehill, 5 km east of Matjiesfontein in the Western Cape. Approximately 250 km from Cape Town, the Garden lay north of the Witteberg mountain range (33°14'6.4"S and 20°18'21"E) at an altitude of 863 m a.s.l. The name Whitehill probably originated from the abundant white quartzite rocks occurring naturally on the site and on the nearby Witteberg range.
The locality of the garden was identified by Prof. Robert Harold Compton (Director: National Botanic Gardens, based at Kirstenbosch from 1919 to 1953) and Dr Neville Pillans (of the Bolus Herbarium; who had previously been instrumental in introducing Prof. Harold Pearson to Kirstenbosch on 10 February 1911) during a journey they made across the western Karoo in 1920. The exact site was chosen by railways horticulturist Frank Frith, Prof. Compton and James Logan. It was a roughly rectangular strip of land with a frontage on the south side of the main railway line, immediately east of the Whitehill Station. Prof. Compton described the area as a 'perfect natural rock-garden'. The rock foundation in the garden area was mainly shale and Dwyka conglomerate with large quartzitic inclusions, known to be especially rich in succulents.
The Garden received an annual rainfall of about 125 mm per annum. Between 1923 and 1928 rainfall at Whitehill ranged from 64 mm to 185 mm per annum, with less than 100 mm received for four of the six years. Rainfall records main-
TOP: Blocks of Dwyka conglomerate with large lenticular quartzite inclusions rise like whale heads out of the ground at Whitehill. Photo: Christopher Willis.
MIDDLE: The Whitehill site was named after the abundant quartzite in the area and the adjacent Witteberg mountains. Photo: Christopher Willis.
ABOVE: Louis Pieterse looked after the collections at the Whitehill site during the Second World War. He was also responsible for moving many of the living plant collections from Whitehill to Worcester in the mid 1940s. Photo: SANBI Collection.
tained during the past nine years have indicated an average of 200 mm per annum.
The Karoo National Botanic Garden, sometimes referred to by Prof. Compton as an ‘outstation’ or ‘substation’ of Kirstenbosch, was initially placed under the general surveillance of the railway staff at Whitehill. Funds for fencing were raised by Mrs H. Burton, and the Railway Department erected the goat-proof fence, which still stands today. Paths were laid out and much planting was done as a result of special collecting trips and contributions from people interested in succulent plants. Remnants of some of the pathways are still visible in the area today, some 80 years after they were established.
The Garden was established for the cultivation and study of the flora of the arid areas of South Africa – especially the succulent plants. According to Prof. Compton, the purposes of the Garden were: (a) to be a nature reserve, (b) to be a ‘repository of some of the most remarkable forms of life that the world contains’, (c) to interest the gardener, and (d) to act as a centre for the supply of plants to the succulent garden at Kirstenbosch, to the railway rockgardens under the control of the railway horticulturist and to members of the Botanical Society of South Africa. It was established that about £230 a year for five years was necessary to ‘set the garden on a sound footing’. In reality, income to the Garden at Whitehill seldom reached £200 a year. The total expenditure of the Garden in 1930 was £184.
**Whitehill staff**
Joseph Archer, former Station Master at Matjiesfontein, was appointed as the Garden’s Curator in January 1925. Archer, who lived at Matjiesfontein, had a strong interest in succulents, and his station garden, comprised mainly of succulents, had several times been judged the best in the whole railway system. Initially working single-handedly in the Garden, he was allocated one staff member in 1927. Archer was helped by the railways horticulturist, Frank Frith, who in 1925 created an award-winning South African succulent garden at the British Empire Exhibition in London. Archer was commemorated in *Drosanthemum archeri*, *Tanquana archeri* and other succulent plant taxa. He resigned in 1939, after fourteen years devoted service to the Karoo National Botanic Garden at Whitehill.
1933 the Botanical Society, through altering its constitution (which up until that time had allowed the Society to give support only to Kirstenbosch), decided to give support to the Karoo Garden, but this support consisted entirely of voluntary subscriptions paid by members in addition to their ordinary subscriptions earmarked for Kirstenbosch. The voluntary subscriptions comprised not less than 10 shillings per subscription, 5% of which was deducted to cover the cost of administration of the Society. Ten packets of Whitehill seed, as chosen from the appendix to the Kirstenbosch seed list, were sent to individuals paying the additional subscription. By 1935, after a period of only two years, the number of subscriptions taken out by members to support the Garden at Whitehill was 189, approximately 10% of the number of Kirstenbosch subscribers at that time. The separate subscription towards the Karoo Garden was abolished in 1948 and at the same time the general rates of annual subscriptions were raised. Over seventy years later, the Kirstenbosch Branch of the Botanical Society of South Africa is still giving financial support to the Karoo Desert National Botanical Garden at Worcester, successor of the old Garden at Whitehill.
**Whitehill plants**
The natural vegetation at Whitehill generally consists of a comparatively uniform layer of knee-high ‘Karoobossies’, usually with gnarled stems appearing to be centuries old. Their leaves are fine, thin and non-succulent. These shrublets are perfect nurse plants for the multitude of miniature succulents that germinate under their shady protection. In fact, most of the succulent species of the area spend their entire life cycle under these environmentally less harsh conditions.
Repeated visits by Kirstenbosch staff to the Whitehill area culminated in 1931 in a publication on the flora of the Whitehill District, including the prominent Witteberg range a few kilometres south-east of the Garden, by the Royal Society of South Africa. In this publication, four new genera and fifty-two new species were described. The flora of Whitehill is typified by a high percentage of succulents, small woody plants and geophytes. Common genera occurring naturally in the area include *Astroloba*, *Avonia*, *Crassula*, *Conophytum*, *Drosanthemum*, *Euphorbia*, *Hermannia*, *Ruschia*, *Tylecodon* and *Hyobanche*.
---
**ABOVE LEFT:** *Tylecodon reticulatus*. Photo: Christopher Willis.
**ABOVE RIGHT:** The red-flowered parasitic plant *Hyobanche rubra* growing at the base of a dry Karoo shrub on Whitehill. Photo: Christopher Willis.
**BELOW:** A species of *Holothrix* (Orchidaceae) growing on the Whitehill site. Photo: Christopher Willis.
During the early years of the Karoo Garden at Whitehill, many plants were brought into the Garden, either through donations or through plant collecting, to supplement the natural flora of the site. In 1946 most of the cultivated plants, such as the large specimens of *Aloe dichotoma*, other *Aloe* species and other succulent plants, were moved from Whitehill to the new garden site at Worcester. Most of these plants were sent by rail and fetched from the Worcester Station by the staff of the new Garden. A few of the cultivated plants that were left at the old site, such as *Pleiospilos compactus* and *Cheiridopsis denticulata*, are still growing there today.
Although the location of the original Karoo Desert NBG at Whitehill Station is in a region very rich in succulents, it does not coincide with the natural distribution range of a single species of *Aloe*. On one of the black-and-white photographs taken during the early days of the Garden’s development at this locality, a number of aloes, almost certainly *Aloe ferox*, are shown where they had been planted in a series of rows flanking a path. Today, there is no sign of these plants, or any other *Aloe* species for that matter. The plants were either lifted and transported to the new location of the Garden at Worcester, or they eventually succumbed to the
**ABOVE LEFT:** *Crassula columnaris* at Whitehill. Photo: Christopher Willis.
**ABOVE RIGHT:** *Crassula pyramidalis* at Whitehill. Photo: Christopher Willis.
**BELOW:** The succulent-stemmed *Euphorbia mauritania* (foreground) and succulent-leaved *Crassula rupestris* (background) and adjacent rocks provide a spectacular rock garden on the Whitehill site. Photo: Christopher Willis.
harsh aridity of the Whitehill location once irrigation ceased. A few kilometres from the Garden, on the road to Ceres, two species of *Aloe* occur in abundance. The first, *Aloe microstigma*, is a medium-sized aloe with a short trunk clothed in the remains of dried leaves. It has copiously spotted leaves that are borne erectly. The second species is the miniature *Aloe variegata*, or partridge-breasted aloe, which nestles in the dappled shade of low-growing Karoobossies, or karoo shrublets. Whitehill is near the south-western extreme of its distribution range.
**Move to Worcester**
Between 1944 and 1945 investigations and negotiations took place with a view to finding a more suitable site for the Garden. A combination of drought, diversion of the national road to a distance of 5 km away from the Garden and poor public support, especially during the Second World War, forced Kirstenbosch to vacate the Whitehill site in 1946 and re-establish the Karoo Garden at Worcester, where land had become available through donations from both the Worcester Municipality and Mr Charles Heatlie.
The new site was also less than half the distance from Kirstenbosch and therefore far more accessible to Kirstenbosch staff. Jacques Thudichum, a Swiss horticulturist and former cattle rancher in Argentina, was responsible for establishing the new Garden at Worcester in the mid-1940s, using many plants transferred from the Whitehill site near Matjiesfontein, and served as Curator of the Garden from 1945 to 1958. Prof. Compton described the move as follows: ‘Materials, water pipes etc. were moved from Whitehill, but the fence was left to continue the old garden’s function as a nature reserve, the land reverting to the Logan estate, and the plants left in charge of Louis Pieterse pending their removal to Worcester. This took place in July, 1946. A house for the Curator was built in the Garden by the Public Works Department and was occupied in 1948.’
**ABOVE:** *Pleiospilos compactus.*
**BELOW:** View looking southwards towards the Witteberg mountain range from Whitehill. Photos: Christopher Willis.
The Karoo National Botanic Garden was officially opened at Worcester on 25 September 1948 by the Governor-General, Mr G Brand van Zyl, who had been a member of the Board of Trustees of the National Botanic Gardens for several years. The Botanical Society contributed £1 000 to the initial costs of establishing the Garden.
**Whitehill today**
The Whitehill site east of Matjiesfontein was purchased by Alan and Jean Veasey in 1996. The former garden site was included within their Rietfontein Private Nature Reserve in September 2002, when the area was declared a private nature reserve by Cape Nature Conservation. The 4 000 ha undulating and mountainous reserve is open to the public and offers a variety of outdoor activities including hiking, a 4-wheel drive trail, bird-watching, mountain biking, game viewing and donkey-cart rides. The Rietfontein Private Nature Reserve includes five self-catering cottages located at varying distances from Matjiesfontein, which can be booked by visitors to the area. For additional information, Alan and Jean Veasey can be contacted either via the e-mail address firstname.lastname@example.org or on the number 082 5573 844.
The establishment and subsequent experiences of the Karoo Garden at Whitehill form an interesting part of the rich history of the South African National Biodiversity Institute since its modest beginnings, together with the Botanical Society of South Africa, in 1913. Fortunately, much of this Garden’s history at Whitehill has been captured for posterity by Prof. Compton in various editions of the *Journal of the Botanical Society of South Africa* and in his publication entitled *Kirstenbosch, Garden for a nation* (1965).
Many lessons can be learnt from the Karoo Garden’s experience at Whitehill, particularly when considering the establishment of new national botanical gardens today. Experiences at Whitehill show how various factors (such as the Second World War, drought, remoteness and the re-alignment of the national road connecting Cape Town and Johannesburg), often beyond the control of the organization, can significantly impact on the viability and sustainability of a national botanical garden. They also emphasize the importance of partnerships, staff commitment (both horticultural and research) and community support (in Whitehill’s case from the South African Railways, members of the local community and the Botanical Society of South Africa) to the survival of a national botanical garden.
**Acknowledgements**
Deon Viljoen, horticulturist in the Karoo Desert NBG, is thanked for his support in sourcing historical information and literature on the Whitehill site. Historical photographs from Whitehill were kindly donated to the Karoo Desert NBG by Frank Thudichum, son of the late Jacques Thudichum. Emsie du Plessis (SANBI, Pretoria) is thanked for editing an earlier version of this manuscript.
**Further reading**
Compton, R.H. 1931. The flora of the Whitehill District. *Transactions of the Royal Society of South Africa* 19, 269-329.
Compton, R.H. 1965. *Kirstenbosch, Garden for a nation*. Tafelberg, Cape Town.
McCracken, D.P. and McCracken, E.M. 1988. The way to Kirstenbosch. *Annals of Kirstenbosch Botanic Gardens* 18, 1-125. | 72c90cb6-82fc-44ea-b579-4ce6daca422d | CC-MAIN-2021-39 | https://www.sanbi.org/wp-content/uploads/2018/03/fromwhitehilltoworcester.pdf | 2021-09-16T16:07:21+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053657.29/warc/CC-MAIN-20210916145123-20210916175123-00195.warc.gz | 1,009,113,782 | 3,318 | eng_Latn | eng_Latn | 0.994094 | eng_Latn | 0.994838 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2573,
4889,
7600,
9319,
11433,
14660
] | [
2.453125
] | 2 | 0 |
The world of electronics has touched all areas of today’s automobiles. It is not enough for auto mechanics to be able to “turn a spanner”; today’s mechanics must have a solid knowledge of automotive electronic systems. The E & L-Nida Automotive Electronics programme is specifically designed to train entry level automotive technicians in the inspection, troubleshooting, and repair of electrical and electronic systems found in today’s high-tech automobiles. The E & L-Nida Automotive Electronics programme utilises an un-intimidating step-by-step process to teach basic electronic component principles and circuit concepts. The competency-based courseware emphasises basic test equipment use and practical circuit trouble-shooting, which are key elements to the success of an automotive mechanic. The E & L-Nida Automotive Electronics programme: “making troubleshooting automobile circuits as natural as turning a spanner”.
The E & L-Nida Automotive Electronics programme teaches electricity and electronics from an automotive perspective. The intent of the programme is to produce competent automotive technicians who are comfortable working with and around electronics. Experiments and troubleshooting tasks are performed on circuit cards that emulate real automotive circuits. Traditional subjects, such as Ohm’s Law, Series Circuits and Parallel Circuits are presented using examples from automotive systems and calculations that are based on actual values found in automotive circuitry. Components such as inductors, capacitors, transistors, diodes and logic gates are introduced in context with the specific automotive circuit where that component is found.
**Supporting Courseware**
**Automotive Electronics Course**
- Introduction to Auto Electronics
- Safety - Metric Notation
- Voltage, Current, Resistance
- Protective Devices
- Basic Electrical
- Ohms Law - Series Circuits
- Parallel Circuits - Series/Parallel
- Circuits - Voltage Dividers
- Relays - AC Circuits
- Electronics
- Capacitors - Diodes - Transistors
- Logic Gates - Inductors
**Vehicle Technology**
- Electrical Systems - Fuel Systems
- Charging and Ignition - Engine
- Cooling - Air Conditioning
- Suspension - Body Design
**Automotive Systems**
- Turn Signal - Starting - Ignition
- Fuel Injection - Engine Cooling
**Additional Courses**
- Mathematics
- Microprocessors (requires Model 130E)
- Car Audio Systems
- Trailer Wiring
**Supporting Hardware**
- **Model 130E**
- Test Console
- **Model TD2000**
- Tec Dec
- **Model 1431**
- Experiment Cards Set
- **Model 4050**
- Test Instrument Module
**Contact**
**E & L-NIDA**
Aerial Road, Llay, WREXHAM, LL12 0TU, UK.
Tel : 01978 853920 Fax : 01978 854564
email@example.com www.eandl-nida.com
Cristiani SRL - Tecnologie e soluzioni per la Scuola
Viale Allea 39
27049 STRADELLA (PV) - Italy
Tel : 0385 42975, 42192
Fax : 0385 240077
firstname.lastname@example.org
www.cristianisrl.it | <urn:uuid:61f06680-4cda-4b7a-9d3b-3132a8df51b8> | CC-MAIN-2019-22 | http://www.cristianisrl.it/nida/Programme%20Series/Automotive/Automotive.pdf | 2019-05-24T10:02:30Z | crawl-data/CC-MAIN-2019-22/segments/1558232257601.8/warc/CC-MAIN-20190524084432-20190524110432-00188.warc.gz | 248,947,750 | 670 | eng_Latn | eng_Latn | 0.884603 | eng_Latn | 0.918628 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
925,
2946
] | [
2.046875
] | 1 | 0 |
Micro-Hydro Scheme
Local Renewable Energy
Bottom-up scheme
Taps water above the village
Stored in small reservoir
Down penstock/pipe to turbines in power house
2007 - £21,000 of finance through Practical Action charity used local labour
Less fuel wood used
Less deforestation
Less land degradation
Less soil erosion
Where
Chamba Montana Peru
1700m
Peruvian highlands
Isolated communities
Village
Few services/school, chapel, health centre
Economy based on farming; coffee + livestock
Benefits
60 families received heating and lighting
100 extra nearby families benefit
Streetlights, school workshop, coffee processing
15kw of power
Low maintenance
Low running costs
Low environmental impact
Lasts for 25 yrs
Figure 7 Peruvian valley with features of micro-hydro | bb2109d9-eb4e-4dd7-b0ee-c35661dd8112 | CC-MAIN-2022-21 | http://nebula.wsimg.com/ba5a3735a3ed9485198ed02ae9c35c2a?AccessKeyId=6113B96BAFC80DAA0109&disposition=0&alloworigin=1 | 2022-05-23T18:10:02+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00449.warc.gz | 43,544,268 | 173 | eng_Latn | eng_Latn | 0.98042 | eng_Latn | 0.98042 | [
"eng_Latn"
] | true | rolmOCR | [
770
] | [
2.125
] | 1 | 0 |
Climate Data Locked Away in Fossils
HUBERT WIERZBOWSKI
Polish Geological Institute,
National Research Institute, Warsaw
email@example.com
Dr. Hubert Wierzbowski is involved with the Polish Geological Institute – National Research Institute’s Climate and Environment Change Program. He studies the paleoclimatology of the Jurassic and Cretaceous, the geochemistry of stable isotopes in sedimentary rocks, and sedimentology.
They lived around 200 million years ago, and they resembled today's squids and cuttlefishes. Belemnites can reveal a wealth of fascinating information about climate in past geological eras.
Belemnites (fossil cephalopods of the Belemnitida order) lived in Jurassic and Cretaceous oceans between 200 million and 66 million years ago. Their internal skeletons possessed elongated, spindle- or bullet-shaped elements called "rostra" (or "guards"). Belemnite rostra from the Jurassic can be found in clays, gazes and limestones building the hills of the Kraków-Częstochowa Upland in central-southern Poland, and in marls, limestone and mixed rock from the Cretaceous near Annopol in southeastern Poland and chalk deposits near Mielnik in the northeast. They are also sometimes found in redeposited Scandinavian material, mainly sands and gravels, brought by glaciers during the Quaternary and originating from crushed older rocks.
Life at great depths
Resembling present-day squids and cuttlefishes, belemnites were actively swimming cephalopods with ten arms studded with hooks for grasping prey, a mantle, a funnel for expelling water for propulsion, fins, a pair of gills, an ink sac, and large eyes. They also had an internal skeleton built partly of aragonite (a polymorphic form of calcium carbonate). The aragonite part comprised internal structures known as the proostracum and phragmocone. Belemnites also had a rostrum built of calcite (another polymorphic form of calcium carbonate). The heavy rostra acted as ballast for the air-filled phragmocone, giving belemnites stability and allowing them to swim in a position approaching the horizontal. In contrast to the rostra, the phragmocones and proostra are rarely found in the fossil record. It is assumed that unlike present-day squids, which live in open waters, belemnites were mainly nektobenthic, swimming near the bottom of the sea and avoiding shallow waters. It was a lifestyle similar to that of today's cuttlefishes.
Rings of time
Belemnite rostra have long attracted the attention not of only fossil collectors and hobbyists interested in geology, but also paleontologists, geochemists and paleoclimatologists. They consist of elongated calcite crystals, which grew concentrically from the center of the rostrum. Due to the gradual accretion of the rostra, their cross-sections reveal rings similar to those found in the cross-sections of trees. The growth rings of rostra record the whole life story of these animals.
Studies have shown that in addition to the thicker rings macroscopically visible in rostra, there are also incremental micro-rings. These micro-rings have a diameter from 3 to 90 µm (averaging about 16 µm) in the rostra of Middle Jurassic belemnites and likely reflect daily increments. This is indicated by the similar daily cyclicity of the formation of growth micro-rings in the skeletons of modern cephalopods, which is associated with changes in lighting. Analysis of the incremental micro-rings has made it possible to track the speed and cyclical nature of belemnite growth and their life expectancy. Studies of Middle Jurassic belemnites from the Kraków-Częstochowa Upland have shown that their growth rate was high after hatching from the egg, in the early juvenile period, as well as in the adult one, before reaching sexual maturity. A significant slowdown of belemnite growth rate probably occurred during the spawning period, after which the belemnites died. The observed cyclicity (2-8 days) in the micro-ring thickness may be associated with periods of higher and...
Bolemitite rostra from the Middle Jurassic clays of the Kraków-Częstochowa Upland (genus *Niholites* – 2 specimens on the left, and genus *Pachybelomopsis* – specimen on the right, from the Mesohibolithidae family)
lower activity in acquiring food, or with the cyclical formation of air-filled chambers in the phragmocone, which may have affected the belemnites’ metabolism. Analysis of the number of growth rings indicates that the belemnites lived no longer than one and a half years, with an average life expectancy of about one year. This short lifespan among belemnites is not surprising, since a similar lifespan is seen in most modern cephalopods; for example squids, cuttlefishes, and common octopuses grow quickly after hatching from the egg, and die after about a year, after reaching sexual maturity and completion of spawning.
**Reading the rostrum record**
In addition to these incremental cycles, belemnite rostra also record information about the temperature and chemistry of ancient seawater. This is because of the fact that the fractionation of certain chemical elements and stable isotopes in calcite building the rostra in relation to the same components in the surrounding seawater is approximately constant and independent on temperature (e.g. stable isotopes of carbon and strontium), whereas the fractionation of other components varies with the temperature of the surrounding water (e.g. ratios of magnesium/calcium and strontium/calcium, and the oxygen isotopic composition).
In the former case, geochemical analysis of the rostra can provide information on the composition of ancient seawater, for example on the isotope composition of dissolved inorganic carbon, which consists of HCO$_3^-$ and CO$_2^{2-}$ ions and molecular CO$_2$. This is because dissolved inorganic carbon is the source of the carbonate group in calcium carbonate that is precipitated directly from seawater or by marine organisms. The isotopic composition of dissolved inorganic carbon in
seawater, in turn, depends on the inflow and outflow of carbon to and from the oceans, thus being an indicator of the productivity of the water and perturbations in the global carbon cycle. Phenomena known as carbon isotope events, which are periods of growth or decline in the concentration of the heavy carbon isotope $^{13}$C in seawater, are well reflected in the isotopic record of belemnite rostra. On the basis of the carbon isotopic composition of belemnite rostra from the Russian Platform, for example, we have been able to identify and determine the timeframe for a global increase in the concentration of the heavy $^{13}$C isotope in the seas at the turn of the Middle and Late Jurassic. This increase is probably related to a restriction in the inflow of river-supplied organic matter enriched in the light $^{12}$C isotope as a result of a global sea level rise which occurred at that time. This attests to a global-scale perturbation in the carbon cycle.
The isotope or chemical signatures of marine calcite, which vary with the water temperature from which this mineral crystallizes, are extremely important sources of information about the past climate and its changes. Belemnite rostra are commonly used in Jurassic and Cretaceous climate research, because these animals were widespread in the seas and oceans, and the rostra often remain well-preserved in deposits. On the basis of the oxygen isotopic composition of belemnite rostra it is possible to calculate the temperature of ancient sea water, although the final outcome could also be affected by changes in salinity. Analyses of the oxygen isotopic composition of belemnite rostra has corroborated the theory of Jurassic climate fluctuations. They have evidenced the existence of a very warm period in the latest Early Jurassic (in the Toarcian period, from about 182 million years ago), followed by a cooling of the climate, including most of the Middle Jurassic (from the Aalenian to the Bathonian, i.e. from about 174 to about 166 million years ago), followed, in turn, by a successive warming, which occurred gradually at the turn of the Middle and the Late Jurassic (during the Callovian and Oxfordian periods, i.e. from about 166 to about 157 million years ago). The record of the latter warming can be observed on the basis of the isotopic composition of belemnite rostra from the Middle and Upper Jurassic boundary in the Russian Platform.
**Hot – cold**
Climate fluctuations in the Jurassic were not as strong as in the Tertiary and Quaternary. In addition to the isotopic changes noted in belemnite rostra, they manifest themselves as changes in the distributions of marine faunas and changes in land floras, or changes in sediment types. For example, siliciclastic sediments (sands, muds and clays) were deposited in central Poland during the Middle Jurassic period, and limestones during the warmer Late Jurassic. The cooler Middle Jurassic period was not cool enough to result in global glaciation; however, at that time the existence of periodic ice cover or drifting ice near the former North Pole in Siberia has been noted. The Boreal seas of this period also show poor and endemic fauna of cephalopods, including belemnites, testifying to the difficult life conditions.
**Further reading:**
Lukasiewicz A. (2005). First nearly complete skeleton of the Cretaceous durotoid belemnite Conobulus. *Acta Geologica Polonica* **55**, 147-162.
Wierzbowski H. (2013). Life span and growth rate of Middle Jurassic mesohabitid belemnites deduced from rostrum microincrements. *Volumina Jurassica* **11**, 1-18.
Wierzbowski H., Rogoz M.A., Matyja B.A., Klesiek D., Ippolitov A. (2013). Middle Upper Jurassic (Upper Callovian-Lower Kimmeridgian) stable isotopic and elemental records of the Russian Platform: Indices of oceanographic and climatic changes. *Global and Planetary Change* **107**, 196-212. | f076b316-86e6-4b66-b89a-69bae8a8a9e3 | CC-MAIN-2024-10 | https://journals.pan.pl/Content/126118/PDF/10_ACADEMIA_4_45_2015_Wierzbowski_Climate.pdf?handler=pdf | 2024-02-27T07:43:59+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474671.63/warc/CC-MAIN-20240227053544-20240227083544-00825.warc.gz | 331,803,189 | 2,198 | eng_Latn | eng_Latn | 0.993735 | eng_Latn | 0.994353 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
4010,
6004,
9897
] | [
2.015625
] | 1 | 1 |
The Role of the Commonwealth War Graves Commission
The Commonwealth War Graves Commission was established by Royal Charter of 21 May 1917, the provisions of which were amended and extended by a Supplemental Charter of 8 June 1964.
Its duties are to mark and maintain the graves of the members of the forces of the Commonwealth who died in the two world wars, to build and maintain memorials to the dead whose graves are unknown, and to keep records and registers. The cost is shared by the partner governments - those of Australia, Canada, India, New Zealand, South Africa and the United Kingdom - in proportions based on the numbers of their graves. The Commission acts for its member governments in all matters concerning their war graves of the two world wars.
The Commission's work is guided by fundamental principles which were established in 1920:
- that each of the dead should be commemorated individually by name either on a headstone over the grave or by an inscription on a memorial if the grave was unidentified;
- that the headstones and memorials should be permanent;
- that the headstones should be uniform; and
- that there should be no distinction made on account of military or civil rank, race or creed.
The theme of common sacrifice and equal honour in death was reflected in the policy of non-repatriation of remains and contributed to the non-sectarian design of the headstones used throughout the world. Non-repatriation was strictly applied during both world wars for members of the Commonwealth's forces and resulted in the location of the memorials and cemeteries truly reflecting the scope of both conflicts. Indeed, the Commission's mandate encompasses 1.7 million war dead commemorated in 150 countries in over 23,000 burial grounds.
To be considered war dead a member of the forces must have died in service or as a result of service within the two war periods designated by the participating governments; ie, 4 August 1914 - 31 August 1921 or 3 September 1939 - 31 December 1947.
The Commission’s Head Office is located in Maidenhead, Berkshire, United Kingdom. Normal day to day operations are the responsibility of the Director General and the Commission’s members meet quarterly to approve corporate plans and review progress work against those plans. India is represented on the Commission by her High Commissioner resident in London.
The Commission’s responsibilities are executed through geographically organised Areas or in some cases Agency arrangements are made. For example, the Canadian Agency of the Commission is responsible for the maintenance of war graves in North America while Director, France Area maintains all war graves in France, Monaco and Switzerland. All ensure that war graves in their care receive the necessary attention and there is a solid management cycle in place which allocates and expends the funds granted to the Commission by the participating governments.
**The War Dead of India**
The forces of undivided India, including Gurkha regiments, played a significant part in both world wars, and her 160,000 war dead are buried and commemorated in 50 countries. India’s massive volunteer army suffered by far the heaviest losses, but other branches of the Indian services also played their part.
The Royal Indian Marine was armed in 1914, some of its ships serving with the Royal Navy on escort duties and others as coastal minesweepers or river gunboats in the Mesopotamia campaign. As the Royal Indian Navy in the Second World War, its ships saw action in the Red Sea, the Indian and Atlantic Oceans, the Bay of Bengal and the Mediterranean, as well as in combined operations off the coasts of Sicily and Burma. In both wars, the role of the Indian merchant services in transportation and supply was no less essential than that of their comrades in arms.
The Royal Indian Air Force was formed only in 1933. Initially a small tactical air force, it grew in size throughout the war, joining forces with the army in the Burma campaign. Many of its officers also served with the Royal Air Force in Burma and other theatres.
In accordance with the requirements of their faith, most Hindu and Sikh servicemen who died are commemorated on special cremation memorials erected in many of the war cemeteries, whilst the graves of most of the Muslim casualties are marked by headstones. The names of those servicemen who have no known grave are inscribed on memorials to the missing in the main campaign areas.
**India in the First World War**
During the First World War, the strength of the Indian Army rose sixfold to over 1,400,000 men and it was active from the earliest days, first seeing action in German colonies in China in August 1914. By the end of October 1914 the Indian Expeditionary Force was in the line on the Western Front, facing a winter of mud and bitter cold, having arrived just in time to stem the German onslaught, a feat which would not have been possible without them. The Indian Corps fought its first great action as a single force at Neuve-Chapelle in March 1915, and Indian troops further distinguished themselves in the Ypres Salient and at Loos, before the two infantry divisions of the force left for other theatres in November 1915, the two cavalry divisions remaining. Of the 130,000 Indians who served in France and Belgium, almost 9,000 died.
A force of nearly 150,000 Indians saw action in Egypt and Palestine, playing a major part in the defence of the Suez Canal between February 1915 and August 1916 and the final phase of the Palestine campaign in September and October 1917. Over 20,000 Indian lives were lost. An Indian Brigade also took part in the ill-fated Gallipoli campaign of 1915, most notably at “Y” Beach, Gully Spur and Gully Ravine. In the assault on Sarl Bair in August, men of the 1/6th Gurkha Rifles were the only troops to reach the summit of the ridge before being forced back by Turkish counterfire. More than 1,500 Indians were killed in fighting on the peninsula.
An Indian expeditionary force of two brigades also campaigned against the Germans in East Africa, but it was in Mesopotamia that the Indian forces suffered their heaviest losses. Over half a million Indian troops swelled the expeditionary force that fought there against the Turks in what was a long and difficult campaign, made more hazardous by climate and disease which claimed almost 45,000 Indian lives.
By the end of the First World War, 1,100,000 Indians had served overseas, at a cost of 60,000 dead, earning over 2,200 decorations, including eleven VCs. These figures include the contributions of 26,000 Indian State Force Imperial Service troops who served overseas.
**India in the Second World War**
With 2½ million men, from an initial 95,000, the Indian Army of the Second World War was the largest of the Royal Indian Army Service Corps in France as part of the British Expeditionary Force evacuated from Dunkirk in May 1940, and the 4th Indian Division seeing action against Italian forces playing a major role in their expulsion from Egypt in December 1940, from Abyssinia in May 1941, and, along with the 5th Indian Division, from Eritrea in May 1941.
For the next two years Indian divisions took part in the see-saw struggle between Allied and Axis forces across the deserts of North Africa, culminating in the Battle of El Alamein in October 1942 and the pursuit into Libya and Tunisia in the early months of 1943. During the most critical period of the campaign, when Axis forces threatened to break through into Asia, six of the fourteen divisions under Allied Command were Indian and the Axis surrender on 6 May volunteer army the world had ever seen. These figures include the units of the Indian State Forces, which by the end of the war totalled some 100,000 troops, of whom over 41,000 were serving outside their states, many of them overseas.
Again, the Indian Army participated in early operations, with a mule company...
was taken by an officer of the Indian Army. Campaigns in North and East Africa cost 2,500 Indian lives.
Three Indian divisions, half of the Commonwealth force, also fought in Italy between 1943 and 1945, leading the assault on the German defensive Bernhardt Line, and taking part in the battle for Monte Cassino and the pursuit of German forces northwards. More than 5,500 Indians died in this campaign.
On the Malaya peninsula, Indian troops had already been sent to reinforce local defences when the Japanese invaded in December 1941, but the Japanese advance could not be contained and, by the time Singapore fell in February 1942, 65,000 Indian soldiers were prisoners of war. More than 16,000 Indians died in the short and violent campaign, or later in captivity. The Japanese went on to take Burma (Myanmar) and to occupy a part of North East India, and Indian forces again played a key role in their recovery in 1944/45, but with a loss of more than 25,000 lives.
The Commitment in India
Over 62,000 Commonwealth war dead of the two world wars are commemorated by the Commission in India. Casualties during the First World War died on the North West Frontier or in garrisons, and, as it was not possible to maintain all the civil, cantonment and outpost cemeteries in which many of them were buried, their names are recorded on memorials in the war cemeteries at Delhi, Madras and Kirkee, and on the Memorial Arch in New Delhi (today known as the India Gate).
During the Second World War, cemeteries for hospitals and lines of communication were established at Ranchi, Kirkee, Madras, Digboi and Gauhati, and for the battlefields at Imphal and Kohima. Delhi War Cemetery was established after independence to accommodate wartime graves from cantonments in Northern, Western and Central India.
Maintenance and Visits
The cemeteries and memorials are maintained by locally engaged staff under the management of two group supervisors. One based at Kohima War Cemetery is responsible for the sites in North East India and the other, based at Delhi War Cemetery, for all the others. Inspection visits are regularly made by the Commission's officials from Maidenhead. Also based in Delhi is the Commission's Honorary Liaison Officer, who acts as a line of communication between the Commission and the Indian government.
For further information contact:
The Commonwealth War Graves Commission
2 Marlow Road
Maidenhead
Berkshire
SL6 7DX
United Kingdom
Tel: (01628) 634221
Fax: (01628) 771208
Telex: 847526 Comgra G
E-mail: firstname.lastname@example.org
or
Outer Area
2 Marlow Road
Maidenhead
Berkshire SL6 7DX
United Kingdom
Tel: (01628) 634221
Fax: (01628) 771643
Telex: 847526 Comgra G
E-mail: email@example.com
or
Honorary Liaison Officer
C/o The United Services Institute of India
Ministry for Culture and Heritage
Postbag No 8
Vasant Viar Post Office
New Delhi 110057
India | <urn:uuid:4547c312-df0b-4a80-8dcd-d445dd0a2b6b> | CC-MAIN-2017-34 | https://web.archive.org/web/20100618081321/http:/www.cwgc.org/admin/files/cwgc_india.pdf | 2017-08-18T20:41:17Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00009.warc.gz | 832,845,316 | 2,380 | eng_Latn | eng_Latn | 0.996908 | eng_Latn | 0.997816 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2016,
7954,
10842
] | [
2.75
] | 2 | 0 |
## LAUSD PROGRESS BENCHMARKS FOR ENGLISH LEARNERS
Elementary ELD, ELA and Math
### STRUCTURED ENGLISH IMMERSION PROGRAM
| Classification | LEP/EI | LEP/EI | LEP/EI | LEP/EI | LEP/P | RFEP |
|----------------|--------|--------|--------|--------|-------|------|
| Years in Program | 1 | 2 | 3 | 4 | 5 | NA |
| ELD Portfolio | ELD Level 1 | ELD Level 2 | ELD Level 3 | ELD Level 4 | ELD Level 5 | NA |
| Overall CELDT | Beginning (1) | Early-Interm. (2) | Intermediate (3) | Early-Advanced (4) | Advanced (5) | |
#### California Standards Tests, Grades 2–5
| Subject | Score Range |
|---------|-------------|
| ELA | FBB → BB → B → P → A |
| Math | FBB → BB → B → P → A |
CST KEY: FBB=Far Below Basic, BB=Below Basic, B=Basic, P=Proficient, A=Advanced
#### District Standards-Based 6–8 Week Benchmark Assessments, Grades K–5
| Subject | Score Range |
|---------|-------------|
| ELA* | Strategic → Benchmark |
| Math* | Strategic → Benchmark |
*Scores May Range From Strategic To Benchmark
English learners are expected to meet the State’s content and performance standards for their respective grade levels in the core curricular areas. Schools are required to develop an action plan outlining the steps to support students whose scores fall below the corresponding performance range.
### BASIC BILINGUAL PROGRAM
| Classification | LEP/WB | LEP/WB | LEP/WB | LEP/WB | LEP/P | RFEP |
|----------------|--------|--------|--------|--------|-------|------|
| Years in Program | 1 | 2 | 3 | 4 | 5 | NA |
| ELD Portfolio | ELD Level 1 | ELD Level 2 | ELD Level 3 | ELD Level 4 | ELD Level 5 | NA |
| Overall CELDT | Beginning (1) | Early-Interm. (2) | Intermediate (3) | Early-Advanced (4) | Advanced (5) | |
#### Primary Language (Spanish) Tests, Grades 1–5 (APRENDA/Spanish Standards Test)
| Subject | Score Range |
|---------|-------------|
| Reading/Math | 40th percentile or above and/or Basic → Advanced |
#### California Standards Tests, Grades 2–5 (English)
| Subject | Score Range |
|---------|-------------|
| ELA* | Far Below Basic → Below Basic → Basic → Proficient → Basic → Advanced |
| Math* | Far Below Basic → Below Basic → Basic → Proficient → Basic → Advanced |
*Scores To Range From Far Below Basic To Advanced
#### District Standards-Based 6–8 Week Benchmark Assessments, Grades K–5 (Spanish and English)
| Subject | Score Range |
|---------|-------------|
| Language Arts | Benchmark in Spanish → Benchmark in English |
| Math | Benchmark in Spanish → Phase IIB in Spanish/Phase IIIA in English/Strategic/Benchmark → Benchmark in English → Benchmark in English |
T3 SEI-WB Benchmarks 9-18-07 | <urn:uuid:8dcd6f57-f139-401a-9853-14474fdd0339> | CC-MAIN-2017-51 | http://chasek5.com/gocougars/wp-content/attachments/REF-835_Benchmarks_9-18-0720100409.pdf | 2017-12-16T16:58:54Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00094.warc.gz | 50,509,837 | 751 | eng_Latn | eng_Latn | 0.854293 | eng_Latn | 0.854293 | [
"eng_Latn"
] | false | rolmOCR | [
2723
] | [
2.0625
] | 3 | 0 |
Rhythm Unit Assessment
Name: ___________________________ Grade: ___________
Composing Rhythms using the Time Signature(s): 4/4, 3/4, 4/4, 5/4
***Don’t forget to use Notes and Rests***
1.
2.
3.
4.
5. Circle the Rhythm that is an example of syncopation.
a.
b.
c.
d.
Rhythm Unit Assessment
Name: ___________________________ Grade: ___________
Composing Rhythms using the Time Signature(s): 4/4, 3/4, 4/4, 5/4
***Don’t forget to use Notes and Rests***
1.
2.
3.
4.
5. Circle the Rhythm that is an example of syncopation.
a.
b.
c.
d. | <urn:uuid:2bbaff5c-00ed-4a3e-ad0a-0f3e56388d23> | CC-MAIN-2017-51 | http://www.montgomery.k12.ky.us/userfiles/1242/My%20Files/Rhythm%20Unit%20Assessment.html?id=430401 | 2017-12-16T16:55:41Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00096.warc.gz | 418,165,368 | 192 | eng_Latn | eng_Latn | 0.985054 | eng_Latn | 0.981687 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
284,
563
] | [
3.75
] | 1 | 0 |
Map & Compass for All Ages
Working with maps and compasses provides girls with many valuable learning experiences. Age appropriate activities allow them to develop their navigational skills while being challenged, but still having fun. The key to success in this area is explaining the basic concepts clearly, and repeating them often with a variety of games and activities.
**Sparks**
- Learn the four cardinal directions (North, South, East, and West)
- Demonstrate using a compass to find north.
- Use a picture-based map in a treasure hunt.
- Follow a trail marked with pictures or ribbons. Make sure each marker is clearly visible from the one before.
**Brownies**
- Practise the four cardinal directions, and add the four secondary points (NE, SE, SW, NW)
- Find the four cardinal directions using a compass.
- Create a picture-based map of a small area, such as a room or yard.
- Follow a marked trail using a compass to find North, South, East, and West. Trail markers should be within 30-50 feet of the previous mark, without obstacles in between but do not need to be visible from the previous station.
**Guides**
- Learn to set a compass and follow a given bearing.
- Practise sighting on a distant object.
- Follow a pre-set trail using a compass (e.g. Walk 23 paces at a bearing of 117 degrees). The trail should be fairly simple, without obstacles between stations, to prevent the need for sighting on intermediate objects.
**Pathfinders**
- Use a compass in combination with a map to determine bearings.
- Follow more complex trails requiring intermediate sights or maps.
- Create simple trails for younger girls to follow.
- Draw simple maps for Brownies or Sparks. | <urn:uuid:e3f1a72c-acf7-4465-a987-0498168236a3> | CC-MAIN-2017-51 | http://myguidestuff.com/PDF_Documents/Map&Compass.pdf | 2017-12-16T16:52:03Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00065.warc.gz | 182,973,899 | 358 | eng_Latn | eng_Latn | 0.997194 | eng_Latn | 0.997194 | [
"eng_Latn"
] | false | rolmOCR | [
1686
] | [
4.15625
] | 1 | 0 |
Balloon Rockets
Aerospace engineers apply Newton’s Third Law (“to every action there is an equal and opposite reaction”) to take us to the Moon and beyond.
Materials:
- Tape
- Clothes peg
- Straw
- Scissors
- Scrap paper
- Cereal box (or stiff paper, paper, or plastic cup)
- Balloon (long skinny ones work best)
- Long piece of fishing line (or smooth string)
- Bottle cap or marble (to use as cargo)
Instructions:
- Design and build a rocket that will transport cargo.
Guidelines:
- The propulsion for the rocket will be an inflated balloon.
- Build a cargo container from paper, a cereal box, or a paper or plastic cup.
- The rocket will travel along a piece of fishing line, which is threaded through a straw on the rocket. Remember to include the straw in the design.
Launching the Rocket:
- Blow up the balloon and use the clothes peg to hold it closed.
- Tape one end of the fishing line to a wall about chest high. Hold the other end at approximately the same height.
- Load the cargo (bottle cap, marble, or any other small, light object) into the container.
- Thread the fishing line through the straw attached to the balloon rocket.
- Unclip the clothes peg and watch the rocket fly!
What’s Happening?
When you blow up a balloon, you force air into a small space. Air particles don’t like to be squished (engineers call it “compressed”). The particles want to move to a less crowded area. When you let go of the clothes peg, the air in the balloon rushes out to the lower pressure (less crowded) room. All that air rushing out the back of the balloon pushes it forward. Remember, for every action—air rushing out the balloon opening—there is an equal and opposite reaction—the balloon rocket shooting off down the line. | <urn:uuid:e1257853-fb2e-4dad-a676-d564371a814a> | CC-MAIN-2017-51 | http://myguidestuff.com/PDF_Documents/BalloonRockets.pdf | 2017-12-16T16:52:54Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00095.warc.gz | 194,417,883 | 389 | eng_Latn | eng_Latn | 0.997711 | eng_Latn | 0.997711 | [
"eng_Latn"
] | false | rolmOCR | [
1736
] | [
3.453125
] | 1 | 0 |
Pennsylvania’s Fair Housing
Finding a New Home Coloring Book
Illustrations by Kristina Webb 2017
FAIR HOUSING NOTICE
This notice will serve to advise all residents of FULTON COUNTY that the following actions, if based on race, color, religion, sex, national origin, familial status (families with children), or handicap, are considered discriminatory.
• Refusing to sell or rent to, deal or negotiate with any person.
• Discriminating on terms or conditions for buying or renting housing.
• Discriminating by advertising that housing is available only to persons of a certain race, color, religion, sex, national origin, familial status, or handicap.
• Denying that housing is available for inspection, sale or rent when it really is available.
• Blockbusting-for profit; persuading owners to sell or rent housing by telling them that minority groups are moving into the neighborhood.
• Denying or making different terms or conditions for home loans by financial institutions.
• Denying to anyone the use or participation in any real estate services, multiple listing services or other facilities related to the selling and renting of housing.
All residents are hereby notified, that KAREN M. HANN-MCFADDEN is designated as Fair Housing Officer for the COUNTY OF FULTON and that any resident that believes they have been discriminated against under any of the above conditions may file a complaint with the Fair Housing Officer at the following address:
COUNTY OF FULTON
KAREN M. HANN-MCFADDEN
FAIR HOUSING OFFICER
116 WEST MARKET STREET, SUITE 205
MCCONNELLSBURG PA 17233
TELEPHONE: 717-485-6864
Email: firstname.lastname@example.org
Somewhere in Pennsylvania, Cam and his family have lost their home and are looking for a new one.
We need to search for a new home.
Cam and his family travel towards Erie to find a new home that will suit them.
After visiting more neighborhoods, Momma Dragon asks about renting this house in Philadelphia.
I LIKE this house. It’s nice!
The landlord said he does not rent to families. The Dragon family is feeling sad.
You can’t live here.
Why not?
Will we ever find a home?
The Dragon family travels to a country neighborhood in Lancaster, PA in search of just the right house.
Cam says I really like this house. It has many boulders the kids can play on!
Sorry, we don't rent to people with green skin!
The Dragon family was even more unhappy when they could not rent the house in Lancaster because they have green skin!
What are we going to do now Dad?
A woman with a service animal came up to the Dragon family as they sat and wondered what they were going to do next.
Why are you all so sad?
We have been looking for a home to rent but we are the wrong color and no one wants to rent to families.
The woman explained that in Pennsylvania you have the right to live wherever you want regardless of your age, race, sex, color, religion, national origin, ancestry, disability or even if you are a family with children or are pregnant.
WOW!
Thank you for letting us know that we Dragons can live wherever we want!
The Dragon family and the woman with the service animal set out in search of a home. She thinks she knows just the right place that they will like. And it’s right in her neighborhood!
Let’s GO!
OH Boy!
The Dragon family is so happy! They have found a new home in Pittsburgh that suits them!
Yipee! Love it!
WOW!
The Dragon family now knows that we all have the right to live wherever we want.
FAIR HOUSING
COLORING AND
DRAWING CONTEST
Once or twice a year the PA Human Relations Commission will judge colored pictures from this book or new drawings about dinosaurs and their fair housing rights.
If you are between the ages of five and 11 and wish to have your picture “judged” please write your name, age and contact information on your picture and send it to this address:
PA Human Relations Commission
333 Market Street, 8th Floor
Executive Director’s Office
Harrisburg, PA 17101
Contest winners will receive a certificate from the PHRC’s Executive Director along with a prize.
If you think you are or have been a victim of housing discrimination, please visit:
on line: www.phrc.pa.gov;
or call for someone to help you:
pennsylvania
HUMAN RELATIONS COMMISSION
PA Fair Housing Hotline
855-866-5718
Brought to you with funds from the U.S. Department of Housing and Urban Development.
and the Fulton County CDBG Program. | 710e86b1-0756-4908-9cf7-d31ee2f925a7 | CC-MAIN-2022-05 | https://co.fulton.pa.us/files/live-folders/cdbg-fair-housing/Fair%20Housing%20Coloring%20Book.pdf | 2022-01-24T00:05:51+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304345.92/warc/CC-MAIN-20220123232910-20220124022910-00601.warc.gz | 205,043,808 | 989 | eng_Latn | eng_Latn | 0.983478 | eng_Latn | 0.998492 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
98,
1638,
1772,
1852,
1979,
2121,
2354,
2625,
2756,
3071,
3275,
3387,
3469,
4062,
4408
] | [
2.046875
] | 2 | 0 |
Lessons 2-11 will help you master consecutive interpretation and increase your accuracy in this mode. The exercises contained in these ten lessons will allow you to learn and automatically apply:
- 8 techniques to take notes faster, more clearly and efficiently.
- More than 36 symbols to represent words that are commonly used in regular speech.
- Tips to increase your listening and memory skills.
Finally, lessons 12-20 provide practices for beginners to develop simultaneous and sight interpretation skills.
**How Do I Study?**
This Lesson Plan can be used by: 1) a single student, 2) pairs, or 3) a group class. Having a study partner can increase your commitment to this program, while improving your sessions due to the exchange of perspectives. If possible, meet with a study-buddy (either in person, over the phone, or through Skype).
Study 2 to 3 times a week. Set aside two hours for each lesson. If a lesson takes you less time to complete, you may want to go on to the next one until putting in two full hours.
Make sure you read the materials needed for the upcoming lesson ahead of time, so you can gather what you will need and be ready to get started without delays.
The Lesson Log offered in the following pages will help you keep track of your study sessions, so make as many printed copies as you need (or fill it out with an erasable pencil or pen to reuse it). Keeping a written record of your studies lets you always know exactly what stage of the process you are in and what comes next in the Lessons Plan.
To master each subject, feel free to repeat any lesson that gives you difficulties. Go through the lesson again and again until you feel truly comfortable with its contents. Repetition allows you to get the best out of each lesson. Remember, practice makes perfect.
Interpretrain wishes you great success in your quest to become the best interpreter you can be! | <urn:uuid:6029c8b9-a41d-4e60-b24c-57e2911759a6> | CC-MAIN-2017-51 | http://interpretrain.com/pdfs/Lesson_Plan.pdf | 2017-12-16T16:52:07Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00082.warc.gz | 151,396,391 | 397 | eng_Latn | eng_Latn | 0.998918 | eng_Latn | 0.998918 | [
"eng_Latn"
] | false | rolmOCR | [
1901
] | [
3.125
] | 1 | 0 |
CONCUSSIONS ARE UNDERREPORTED IN COLLEGE SPORTS
HeadStrong is an interactive web application that educates student athletes about the effects concussions, providing them with knowledge and confidence to report their head injuries immediately for a faster recovery.
THE ELEMENTS OF HEADSTRONG:
- **THE FACTS**
- Concussion Education
- **DECISION MAKING**
- Choose Your Own Adventure
- **THE STORY**
- Testimonials & Interviews | <urn:uuid:8c020a17-98dc-4dfd-88f6-2ae86474977d> | CC-MAIN-2017-51 | http://christinapaulk.com/images/img/headstrong_handout.pdf | 2017-12-16T16:31:06Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00119.warc.gz | 47,933,006 | 96 | eng_Latn | eng_Latn | 0.968509 | eng_Latn | 0.968509 | [
"eng_Latn"
] | false | rolmOCR | [
436
] | [
2.28125
] | 2 | 2 |
Fog
Carl Sandburg
The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches¹
and then moves on.
WORD CHOICE
Reread lines 1–2 without
the word little. Does this
change the meaning of
the poem? Explain.
1. haunches: the hind legs of a
four-legged animal. | <urn:uuid:956f394c-108c-477e-a6d3-55bd9e2a69a2> | CC-MAIN-2017-51 | https://steamnews.edublogs.org/files/2017/07/Fog-2dbn2fp-1z92wk4.pdf | 2017-12-16T16:37:34Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00140.warc.gz | 679,547,835 | 84 | eng_Latn | eng_Latn | 0.999168 | eng_Latn | 0.999168 | [
"eng_Latn"
] | false | rolmOCR | [
289
] | [
2.875
] | 1 | 0 |
4 THEATER & EXHIBITIONS
Don’t miss the short film *Who We Are* in the Lelawi Theater. Then visit the two exhibition galleries to learn about Native beliefs and history.
3 SPECIAL EXHIBITIONS & FAMILY ACTIVITIES
Explore Native art and culture in the special exhibition gallery. Discover the foundations of the Inka Road in the exhibition *The Great Inka Road: Engineering an Empire*. Enjoy hands-on displays in the family-friendly imagiNATIONS Activity Center.
2 CHANGING EXHIBITIONS & MUSEUM SHOP
Discover the Native communities of Washington, D.C., in *Return to a Native Place*. View changing exhibitions in the Sealaska Gallery. And visit the museum store for one-of-a-kind gifts and souvenirs.
1 **POTOMAC ATRIUM, THEATER, & CAFES**
Join a tour in the Potomac Atrium or catch a performance or film in the Rasmuson Theater. Feast at the Mitsitam Cafe. Enjoy a beverage at the Espresso Bar.
**LEVEL 1**
- Welcome Desk (visitor information)
- Potomac Atrium (highlights tours begin here)
- Elevators to Levels 2, 3, and 4
- Mitsitam Native Foods Cafe
- Mitsitam Espresso Bar
- Group Orientation Room
- Rasmuson Theater
- Group Entrance
**LEVEL 2**
- *Return to a Native Place: Algonquian Peoples of the Chesapeake* exhibition
- Roanoke Museum Store
- Sealaska Gallery
**LEVEL 3**
- Window on Collections exhibitions
- imagiNATIONS Activity Center
- Exhibition Gallery
- *The Great Inka Road* exhibition
- Education Workshop
**LEVEL 4**
- Lelawi Theater (your visit begins here)
- *Our Universes* exhibition (Native beliefs)
- *Nation to Nation* exhibition
- Window on Collections exhibitions
- Patrons Lounge
- Conference Center (Rooms 4018/4019) | <urn:uuid:20411235-144d-4cd5-97f4-8f1d0d7b1ac7> | CC-MAIN-2017-51 | http://ujr.dk/Indian_002.pdf | 2017-12-16T17:07:08Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00116.warc.gz | 300,814,415 | 420 | eng_Latn | eng_Latn | 0.920434 | eng_Latn | 0.921967 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
500,
1658
] | [
2.171875
] | 1 | 0 |
THE BURNSIDE SYMPHONY ORCHESTRA
The Burnside Symphony Orchestra is a non-professional community orchestra, founded in 1956 by John Black, then Reader in Agronomy at the Waite Agricultural Institute. Subsequent conductors have included flautist David Cubben, violinist Robert Cooper, and, since October 1982 - 1989, conductor James Ferguson. Tonight’s concert is conducted by Alphonse Anthony.
Alphonse Anthony Studied conducting under the Israeli conductor Shalom Ronli-Riklis and has conducted in Singapore and Tasmania before coming to Adelaide. Apart from being a member of the Tasmanian Symphony Orchestra, he was also choirmaster of St Mary’s Cathedral from 1972 - 75. Alphonse Anthony has been a member of the Adelaide Symphony Orchestra since 1976. As from the start of 1989, Alphonse Anthony has been appointed conductor of the Burnside Symphony Orchestra.
PROGRAMME
OVERTURE
Mikhail Glinka (1804 - 1857)
“Russian and Ludmilla”
Mikhail Glinka was a Russian Composer, regarded as founder of the Russian National School. In 1838, he began to compose his second opera, Russlan and Ludmilla. The work was completed in 1842 and produced at the Imperial Opera in November 1842. This was a much finer work than his first opera but less favourably received by the public. Glinka possessed a gift of fresh and spontaneous melody, and a fine sense of orchestration. Liszt called him the ‘Prophet-Patriarch’ of Russian music. He was the first composer to endow Russia with music of a definitely national character.
Simple Symphony for String Orchestra
Benjamin Britten (1913 - 19)
Composed in 1934, it is entirely based on material from works which the composer wrote between the ages of 9 and 12. It was used for a ballet in 1944. There are four movements.
I Boisterous Bourree: a brisk Allegro, strongly contrapuntal, is built mainly from two contrasting motives, one spiky and lively, the other lyrical.
II Playful Pizzicato: a scherzo and trio movement (entirely pizzicato) is fast and pert in the main section. This is repeated and laced with bucolic humour in the trio.
III Sentimental Saraband: a most effective string writing with many characteristic harmonic touches, is ironically eloquent and spaciously laid out.
IV Frolicsome Finale - Prestissimo con fuoco: the work concludes with a powerful upwards thrusting phrase, given at first to the entire consort in unison. The development of this simple idea is astonishingly bold and eventful.
INTERVAL
Symphony no 2 in D Major, op. 43
Jean Sibelius (1865 - 1957)
I Allegretto II Tempo andante ma rubato
III Vivacissimo IV Allegro moderato
When Sibelius began composing, Brahms dominated the world of symphonic music; Brahms influenced the young Finnish composer profoundly. They met in Vienna in 1890, when young Sibelius went to Berlin and Vienna to further his studies in music.
Back in his native land in 1891, Sibelius became aroused by national consciousness, and by the spirit of rebellion among his countrymen, against Russian oppression. Fired with the dream of seeing Finland liberated, he acquainted himself with the history and traditions of his country. This national awareness entered his musical writing and motivated him to strive for Finnish identity.
The Second Symphony received its premiere in Finland, under the composer's direction in 1902. It has all the virtues of youth - drive, buoyancy, gusto and excitement. The patriotic fervour of its finale is both immediate and stirring and is the least complex of his symphonic movements. | <urn:uuid:ba9af513-22c0-4fa2-aff9-2f0808e36d72> | CC-MAIN-2017-51 | http://bso.org.au/wp-content/uploads/2016/09/19900502.pdf | 2017-12-16T16:42:54Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00123.warc.gz | 44,394,972 | 816 | eng_Latn | eng_Latn | 0.99758 | eng_Latn | 0.99758 | [
"eng_Latn"
] | false | rolmOCR | [
3531
] | [
2.171875
] | 2 | 0 |
CONCERTO FOR BASSOON OPUS 75
Carl Maria Von Weber (1786 - 1826)
Weber is regarded as the founder of German romantic opera. He composed his first opera at age 13, a second at 16. At 17, after serious study in Vienna, he was appointed conductor at Breslau. At a later stage in 1816 he was appointed conductor of the Dresden court opera where he did a lot to establish German opera. Besides operas, he composed contatas, overtures, and concertos. Amongst the concertos was the Bassoon concerto which comprises
Allegro ma non troppo
Adagio
CASSE NOISETTE (NUTCRACKER SUITE) OPUS 71
Peter Tschaikowsky (1840 - 1893)
Tschaikowsky's ballets, Swan Lake, The Sleeping Beauty and the Nutcracker are recognised as masterpieces. His music depicts an abundance of vitality and charm.
In this overture "The Nutcracker Suite" there are no cellos or basses, the deepest voice being from the violas. In the Dance of the Sugar Plum Fairy, Tschaikowsky has made good use of the base clarinet, with highly original effect. The Trepac - a Russian Dance - is clearly intended for toy dance. The Arabian and Chinese dances have their own obvious styles and humours. The final tune, the Valse de Fleurs, is famous not only for its varied melodies but also for its exciting harp part.
The Burnside Symphony Orchestra is an amateur orchestra founded in 1956. It is supported by the City of Burnside Council and performs in aid of various charity organisations.
Past conductors of the orchestra were scientist John Black, flautist David Cubbin and violinists Robert Cooper and James Ferguson.
The orchestra's present conductor is Alphonse Anthony. Alphonse Anthony studied conducting under the Israeli conductor Shalom Ronli-Riklis and has conducted in Singapore and Tasmania before coming to Adelaide. Apart from being a member of the Tasmanian Symphony Orchestra, he was also choirmaster of St. Mary's Cathedral from 1972 - 75. Alphonse Anthony has been a member of the Adelaide Symphony Orchestra since 1976.
BURNSIDE SYMPHONY ORCHESTRA
Alphonse Anthony
Conductor
BURNSIDE TOWN HALL BALLROOM WEDNESDAY 21ST NOVEMBER 1990 AT 8.00 PM
PROCEEDS: Save the Children Fund
KONZERT FOR VIOLA AND BASSO CONTINUO
George Philipp Telman (1681 - 1767)
Telemann, a German composer and organist, taught himself the art of composing while still at school. He wrote his first opera at 12. At Leipzig he wrote sacred contatas and formed a student society for performing public concerts. Much of his music is forgotten, but this four movement Concerto should endure.
Largo
Allegro
Andante
Presto
SYMPHONY NO. 4 D MINOR
Robert Schumann (1810 - 1856)
Schumann inherited strong literary tastes from his father, and it was the piano which dominated his thoughts. When he was sent to study law at Leipzig he chose to study the music of Bach and Beethoven instead. He married a pianist, Clara, who became the most famous interpreter of his music. In one year alone he composed 130 of his finest songs.
It was after 1840 that Schumann composed four symphonies. Tonight you will hear his fourth symphony which comprises.
Overture
Scherzo
Finale
INTERNATIONAL | <urn:uuid:97d455f3-6321-49fd-9fe6-1e2cc2e872e9> | CC-MAIN-2017-51 | http://bso.org.au/wp-content/uploads/2016/09/19901121.pdf | 2017-12-16T16:37:22Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00115.warc.gz | 47,387,165 | 776 | eng_Latn | eng_Latn | 0.99698 | eng_Latn | 0.99698 | [
"eng_Latn"
] | false | rolmOCR | [
3129
] | [
2.40625
] | 2 | 0 |
Eastport: A Maritime History
BY C. DONALD BROWN
WHEN one thinks of Eastport, one necessarily thinks of the sea, for the sea has supplied Eastport with a livelihood for the past century and a half. The very existence of the town is linked inextricably to the ocean and well might this be so, for Eastport forms a part of eastern United States which thrusts itself out into the Bay of Fundy. The waters which form the deep and navigable Passamaquoddy Bay are the waters of the Atlantic Ocean, which pour through Fundy to form one of the best harbors on the Atlantic coast. Thus upon the sea depends the fortunes of the people of this town.
The maritime history of Eastport, so far as history records, began in 1604 when a small group of French colonists, led by Sieur de Monts, explored the Bay of Fundy and proceeded into the waters of the Passamaquoddy where they made a settlement on what was named Dochets Island in the St. Croix River. The climate here was so severe that the following year saw the colonists depart for Arcadia taking with them a small boat built during the winter. That boat was undoubtedly the first ship ever launched in these waters by a white man.
Soon the British began to sense the possibilities of the region and, in 1613, Captain Argol was sent up from Virginia to dislodge the French. There followed a series of skirmishes which finally ended with the Peace of Paris in 1763 by which English supremacy was established.
The treaty ending the Revolutionary War left the exact boundary of eastern Maine undefined. The treaty specified the middle of the St. Croix River as the boundary, but an argument soon arose as to which of the three rivers, the Cobscook, the Schoodick, or the Macadava, was the real St. Croix, and some twenty years were to elapse before the question was settled. This accounts for the long British occupation after the War of 1812 was over. The controversy which was finally settled by a commission in 1817 gave to the United States Moose Island, Dudley Island, and Frederick Island and gave to Great Britain the rest of the islands in the
vicinity.\textsuperscript{1} This decision was to come into prominence in 1935 when a projected power project was stopped because Canada, owning Campobello and other islands involved in the plan, refused to consent to the building of a dam on their territory.\textsuperscript{2}
The earliest settlers of Eastport were fishermen from Lynn, Marblehead, Cape Ann, and Portsmouth, who came here to take and cure fish at the close of the Revolution. Boats were used as a means of transportation and, as a result, the town itself was irregularly laid out, a fact which has caused some annoyance in later years. As the water provided the best means of transportation, no other method was needed, and when in 1804 the first horse was brought to the island surprise, curiosity and even fear was aroused by his appearance.
Indian Island, across the bay, had already been settled and was at the time used as a trading post. At this time, too, Benedict Arnold was engaged in the fishing business on Treat’s Island, in Eastport harbor.
As the inexhaustible supply of fish—cod, haddock, herring, etc.—brought more people to the island, the settlement spread from the North End of the island where it had originally started, to the eastern side toward Lubec, the water front being at all times the trading heart of the community.
The first vessel built on the island was the schooner \textit{Industry} owned by Captain John Shackford, in 1787. Later, as the fishing industry expanded, he built \textit{Delight}, \textit{Hannah}, and \textit{Sally}, all of which were engaged in the trade. This family is typical of the families that lived in Eastport at this period. Bluff, hearty, and a mighty good sailor himself, Captain John raised a family of seagoing youngsters. By the first of the nineteenth century all of them were engaged in the lucrative West Indies trade. One son, Jacob Shackford, skippered the fast sailing packet plying between Eastport and New York. Later he was to become captain of \textit{New York}, the first steamer to touch at this port.\textsuperscript{3} The family was typical of the Eastport families of this period and the call of the salt water ran strong in their veins. They and many other Eastporters between 1800 and 1890 were to tread the decks of ships which carried them to the West Indies, the South Sea Islands, to Europe, and to ports of call which today are but names on the map but which at that time were common household words.
By 1800 England and France became locked in a titanic struggle for
\textsuperscript{1} These were the islands of Grand Manan, Campobello, and Deer Island.
\textsuperscript{2} This division was the result of the Webster-Ashburton Treaty of 1817 tracing the ‘true course of the St. Croix River.’
\textsuperscript{3} William Henry Kilby, \textit{Eastport and Passamaquoddy} (Eastport: Ed. Shead Co., 1888), pp. 169-170.
supremacy in Europe, and the maritime trade of America soared to unprecedented heights. The number of vessels arriving and departing from Eastport became very large. Most of these vessels were owned by people from other parts of the country but a few belonged to residents. The schooner *Delesdernier* was owned and skippered by Captain John Shackford; another was the sloop *Packet* owned by Captain Anthony Brooks. These were the only ships capable of making long voyages. Captain Joseph Livermore, master of the first packet to Boston, had retired a short time before to enter the revenue service.
In 1807 President Jefferson put into effect his famous Embargo which, to prevent our ships from being sunk by either belligerent, forbade American vessels to trade with them. Maritime trade in all parts of the land languished, but not so in Eastport. Lorenzo Sabine, in his *'Tis Sixty Years Since* says:
In the era preceding the War of 1812, Eastport was one of the most noted places in the country. Its fame was, however, not the kind that people would desire, as the general impression of the place was that its people were bold and reckless men who earned their livelihood by sheltering and sharing the gains of adventurers and smugglers. An enormous trade in contraband goods prevailed for several years and strangers flocked here to engage in it.\(^4\)
As the maritime provinces of Canada had always received their food-stuffs, meats, and naval stores from the United States, it can readily be seen that the border towns did not intend to lose this lucrative trade even if forbidden to engage in it by so eminent an authority as the President himself. The embargo prevented this trade to continue legally, but means were soon found to get around this. Articles of trade were shipped from various parts of the United States to Moose Island legally. Once on the border, persons were found who purchased the articles and, with the help of the British, shipped them across to the provinces. In 1808 ports in New Brunswick and Nova Scotia were opened up to this trade and Eastport became a very busy town. In spite of the efforts of the United States government to stop this trade, it continued to flourish. In less than a month, large quantities of flour were sent here and fourteen vessels with full cargoes lay at one time in the harbor. Later on, 30,000 barrels of flour were received here in one week. In the run of a year, about 160,000 barrels more arrived. Piling places were made on the beaches as all the sheds were full. Besides flour, other articles were sent here and Little River in Perry became the principal market for them.
\(^4\) Lorenzo Sabine, *'Tis Sixty Years Hence* (Eastport: Ed. Shead Co., 1875), p. 60.
Many battles took place between the smugglers and the police, although it is quite significant that no one was seriously hurt. In 1808 the United States sloop of war *Wasp*, Captain J. Smith, and the ill-fated *Chesapeake*, Lieutenant Stephen Decatur, together with three gunboats were sent here to stop the smuggling. Every building and flour pile was strictly guarded and boats and barges were on the alert. On the shore the collector kept a constant vigil. Yet the flour continued to disappear. The risks were great but the rewards were high. At first the smugglers demanded 12.5 cents a barrel, but the risks increased and the price rose to $3.00 a barrel. Boats of all kinds, even canoes, were pressed into service. One man was reported to have made $47.00 in one day. Living expenses were high but who cared?
Fog and darkness aided the smugglers, as did helpers on shore. Bribery was common and for fifty cents a barrel the guards would be elsewhere when the flour was taken. Yet all were not false to their duty as is shown by the stealthiness of the smugglers and by the fact that two British sloops of war waited across the line to protect the smugglers as soon as they reached Canadian waters. The United States sloop of war *Wasp* captured fourteen smuggling boats in one night while the British armed ships lay off Campobello, their decks covered with flour that had been safely smuggled across.
Many ships, when flour sold in Jamaica for $25.00 a barrel and lumber sold for $75.00 a cwt., put out from Eastport and sailed for the West Indies. Arriving there, they would wait until a storm blew up then put into the harbor, claim that they had been blown there by the storm, and sell their cargo ‘in distress.’
Finally in 1809 a battery of six guns covered by a blockhouse with barracks for fifty men was erected on Sullivan Hill, where the high school now stands. As the British still claimed the island, the Governor of Nova Scotia, Sir John Warren, demanded to know by what right the United States had erected military works there.
In the spring of 1809 many of the inducements to smuggling had disappeared, the Embargo having been lifted and the ports of New Brunswick and Nova Scotia having been closed to American produce. The principal remaining trade was in plaster of paris. There was no lawful means of introducing this commodity into America but various methods were tried. One classic example of ingenuity was exhibited by an Eastport merchant. He would purchase a cargo of plaster of paris and have
---
5 William Henry Kilby, op. cit., p. 185.
it shipped to Passamaquoddy Bay. He then would go to the collector of customs and lodge a complaint against his own property. At the sale, it would be arranged that no one would bid against the merchant, who thus got his own property back at a low figure plus his share of the proceeds as an informer. Once in his possession, he could transport the plaster of paris to any port of the country he wished legally. The plaster would be put on board ship, the collector would be accommodating, and the clearance would specify no definite quantity. The ship would head out to Head Harbor where she would complete her loading and the merchant would make a handsome profit on his investments.
In 1812 the United States, for various reasons, declared war on Great Britain. This declaration was not popular in New England where the seaport towns intensely resented it.
News of the war hit Eastport very hard. Many families moved to less exposed places. Tension was felt everywhere. In the harbor off Eastport lay twenty American ships, while in the Canadian port of St. Andrews, just up the river, thirty British ships loaded their cargoes feverishly. By mutual consent, however, the people on both sides of the boundary determined to live amicably, and to a large extent this resolution lasted throughout the war.
During the first year of the war, little suffering was experienced for, although trade with the southern ports was disrupted, that with Boston, New York, and other coastal cities continued. In 1813, however, communication by ship became increasingly dangerous. Open boats must now be used which, by hugging the shore by day and stopping by night, made trips to New York, Boston and Portsmouth, carrying oil and fish and bringing back foodstuffs. Once again Yankee ingenuity provided a solution.
By the latter part of 1813 privateers began making their appearance off Quoddy. So successful were the American privateers in wrecking English trade with St. John and St. Andrews that the British threatened to burn Eastport in retaliation. Privateers from Portland, Salem, Lynn, and other ports came here attracted by thoughts of prizes. Some of the privateers were little more than pirates and often took ships flying their own flag. Finally the British, in exasperation, warned all small fishing smacks to keep within a prescribed area or be taken. Now indeed did Eastport feel the effects of the war. No privateer was owned by Eastport citizens and only one man, Noah Edgecomb, captain of Olive from Portland, was engaged in the practice as an officer.
The latter part of 1813 and 1814 witnessed many cruisers and privateers of the enemy in these waters. Of the ships of war, the frigates *Sparton* and *Maidstone* with the sloops of war *Fontain*, *Rattler*, and *Indian*, the brigs *Plumper* and *Boxer*, with the smaller sloop *Breame*, caused much damage to shipping. *Breame* captured the locally owned schooners *Delesdernier* and *Dolphin*, took Captain John Shackford and Samuel Wheeler prisoners, and forced them to pay ransom for their release. *Dolphin*, under Captain Anthony Brooks, was bound for Cadiz. *Expedition*, second packet to run to Boston, was captured and sent to St. John where she was renamed *Sarah* and after the war was used in the plaster trade.\(^6\)
*Boxer* was well known here and her commander, Lieutenant Blythe, was highly respected. He made several captures off the harbor but always treated his prisoners kindly. A week before his death, John Shackford, Daniel Pierce, and Samuel Shackford were his prisoners. Blythe asked them about *Enterprise* and expressed the hope that he would see her. A week later the two ships met and, although the American brig won, both commanders were killed.
Trade was now entirely disrupted and Eastport began to suffer from its lack. One man was impressed by the British and compelled to serve in their navy. The brig *Orient*, owned by Dana and Wheeler and skippered by the energetic William Shackford, sailed from Eastport bound for Cadiz, but was captured within twenty-five miles of her destination; the crew taken prisoners and interned at San Luccar. The captain, mate, and cook were left to get home as best they could.
In 1814 the British proclaimed a blockade of the Atlantic coast. Eastport became once again the center for the smuggling trade. Ships flying the American or British flags always carried a fake Swedish or Norwegian registry with them so that if stopped they could pose as neutral traders. Even the crews were sometimes disguised as Swedes. Indian Island and Campobello became veritable beehives of industry. English goods were shipped here in ‘neutral’ vessels and smuggled into Eastport at night. Their cargoes consisted of manufactured silk, wool, cotton, and metals. From Eastport the goods would be transferred to wagons and sent to the Penobscot, reaching eventually Portland, Boston, and New York.
On 11 July 1814, a British squadron consisting of some fifteen ships sailed into the harbor and demanded the immediate surrender of the town. Resistance would have been impossible and the officers in command did the only thing possible under the circumstances—they surrendered. Thus began a reign of British occupation that was only ended by
\(^6\) William Henry Kilby, op. cit., p. 172.
the settlement of the boundary controversy in 1817. By the beginning of 1818 the last of the British troops had left these shores never to return again as belligerents.
One interesting occurrence took place at the time of the capture of Eastport. The collector of customs, Lemuel Trescott, attempted to escape with the duty bonds and other valuable papers in his possession. A sloop of war stationed between Lubec and Tuttle's Ferry cut off his escape, so he hid the papers and returned to town. A few days previous to this, he had seized the vessel and cargo of an out-of-town skipper. This man watched Trescott's movements and reported to the British. Now the people who had signed the bonds were in an unpleasant situation as both Uncle Sam and the British authorities demanded payment. To escape the double payment, the obligers were forced to flee the town, five of them going to Lubec where they built wharves and stores and commenced business. Thus an attempt on the part of Eastport citizens to avoid payments on duty bonds to the British was the main reason for the founding of the town of Lubec.\(^7\)
Eastport, being under British control, was allowed to trade with the maritime provinces and Castine, for the latter had become a British possession shortly after Eastport. Ships traveled between these ports under the convoy system. Soon American merchants flocked to the border to participate in this trade. The risks were great as American patrols attempted to stop it. Risks, however, pay off in profits, and the old fake-register game was once more put into effective use. One such vessel, *Abo*, owned by a New Brunswick resident living in Eastport, was supplied with several registers and changed her nationality whenever the need arose. Loaded to the water's edge, she was yet so fast a sailer that voyages to Sweden or Norway in one day were, thanks to the fake registers, among her accomplishments.
America, as well as England, was now growing heartily sick of a war that was driving her maritime commerce from the seas, and which was sowing seeds of dissension and even secession in her New England states. Arrangements for peace were made and, by the Treaty of Ghent, 1815, hostilities ceased.
Trade was resumed and by 1818, after the last of the British had left, shipping to and from Eastport grew by leaps and bounds. In 1803, when Eastport first became a port of entry, only three ships were locally owned. By 1820 the number had doubled and by 1830 twenty-eight vessels totaling more than 3,000 tons had entered. From 1818 to 1830, twenty-one
\(^7\) Lorenzo Sabine, op. cit., p. 82.
ships had been built, averaging 105 tons each. Yet with all the trade and business of the place, only three vessels had entered here from foreign ports. They were the sloop *Sumner* from the West Indies carrying rum, sugar, etc., the brig *Eliza Ann* from Cadiz in ballast, and the English ship *Protector* from Liverpool with salt.\(^8\)
From 1812 on, trade increased enormously. In 1844 there were, in the harbor, 139 vessels of a total of 7,333 tons, and five foreign vessels of 943.47 tons. In 1833, there were thirty-nine American vessels of 3,957.49 tons, and 1,784 foreign vessels of 108,659.07 tons. This huge increase in foreign shipping was due to the admission of British vessels on equal terms with our own from 1839 on. Most of the ships came from Liverpool and the West Indies. In 1833, the number of foreign ships nearly equaled that of New York and exceeded all other American ports. In that year, there were 1,925 ships in New York harbor and 1,017 at Boston that hailed from foreign ports. When the British colonial ports were opened up to the American trade as a result of a change in the Navigation Acts, Eastport lost much of this trade as ships could proceed from the place of production directly to the place of consumption without stopping at the frontier ports.
Eastport, in the 1830's, presented a striking appearance indeed. The *Eastport Northern Light*, a paper of that day, stated in 1831 that in one day there were, in the harbor, more than thirty British vessels carrying cargoes of plaster, grindstones, and the like, to exchange for flour, lumber, fish, etc. This, according to the paper, was the largest number of ships entering in one day. What a contrast this scene presents to the harbor of the present day!
The first Eastport-to-Lubec ferry was established in 1820. In that year, also, over $60,000 was spent in wharves, warehouses, and stores. Eastport settled down to enjoy prosperity such as she has never known since.
Much of Eastport's maritime activity was due to the growing packet trade with Boston, New York, and the southern ports. Foreign trade was carried on with England, Germany and Scandinavia. In those days, the coastal trade was carried on in 'coasters'—three-, four-, and even five-master schooners, while the foreign trade was characterized by barks, brigs, and the like.
Eastport was justly proud of her packet trade, and well she might be. Although not nearly as speedy as the later-day clippers, these sturdy craft could make England in twenty-three days, which was no mean feat at that time. The ship's longboat was lashed amidships to make room for
\(^8\) Ibid., p. 88.
hens, sheep, and pigs which were carried to insure a supply of fresh meat.
In the late 1830's, when steam first made its appearance, Jonathon Bartlett (who had taken over the firm of Dana, Wheeler and Bartlett) tried steam service to Bath and Castine; but people were not yet accustomed to this new mode of travel and the trade soon went back to the noted sailing packets of the day—Boundary, Edward Preble, Sarah, Splendid, and Hayden.
When steam did become more popular, the sailor looked on boats using it with contempt, and skippers made it a point to run past such craft as close as possible to show their superior speed.
The North Atlantic packet trade was a splendid school for hardy seamanship. Here many an Eastport lad received the training which was to earn for him his captain's papers and which was to help make Yankee seamanship famous around the world.
The years between 1830 and 1890 saw much activity in Eastport shipyards. In 1830, there was but one yard in the town but by the end of the Civil War, the number had increased considerably, due to the coastal and foreign trade.
The shipyard located at Houston's Cove played a prominent part in Eastport's shipbuilding history. Situated on a natural inlet on the island, the yard was well adapted for sheltered construction and an average rise and fall of eighteen to twenty-eight feet in tide allowed for the building of large, deepwater ships. One of the most famous ships to be built on the island was Grey Feather, built by C. S. Houston for J. W. Bass of New York. This clipper was built in 1850 and was named for a chief of the Passamaquoddy Indians. She was 138 feet long, 30 feet beam, and 19 feet deep. Her net tonnage, 586, was small for the California trade in which she entered.
The first skipper of Grey Feather was Captain Dan McLaughlin, a native of Grand Manan, but who hailed from Eastport. He became well known in the California trade and compiled an excellent record while a shipmaster, for Grey Feather was but one of the many fine vessels which he commanded. Under McLaughlin, Grey Feather made her maiden voyage from New York to San Francisco, returning by way of Calcutta and Peru. In those precanal days, ships traveling from New York to California must take the long and arduous voyage around South America's Cape Horn. Yet Grey Feather, under Captain McLaughlin, made the long voyage in 126 days, leaving New York 4 November and arriving in San Francisco 15 March, a run that the master of many a larger ship would have been proud to claim. In 1852, Grey Feather, under Captain McLaughlin, left New York for San Francisco with fifteen other vessels. This was one of the most remarkable races ever to be run around the Horn, for each vessel was rated among the best in the trade. Handicapped by a full cargo which kept her well down forward, the small *Grey Feather* gave a good account of herself, making the trip in 144 days, twelve days behind the winner. From this trade, she was taken, in 1855, and put into the Australian trade where, under McLaughlin, she made a record-breaking run from Melbourne, Australia, to Calcutta, India, in thirty-six days. Yet, so accustomed had her skipper become to her speed, he only records in his log:
8:30 p.m. saw Fals Point bearing N. by W., then shaped a course for the pilot station. At 11:45 p.m. took pilot and proceeded up the river. This ends the abstract and also the quickest passage ever made between the two ports.
In 1860, under Captain Mayo, a Hampden, Maine, man, *Grey Feather* made the 14,000-mile trip from New York to Melbourne in eighty-four days—a record run for ships of this size, and one that would have done credit to the clippers of a later day. From Melbourne, Captain Mayo sailed to Ceylon, back to New York, then to Madras to complete her lading. Finally, in 1862, this grand ship whose keel had known the waters of the seven seas and whose exploits had created a legend among sailing ships, was sold to Ruget Brothers of Bremen, Germany. She ended her life in drudgery as a coal packet plying between Baltic ports.
Many other ships were built or entered here at this time whose feats were to spread the fame of Maine all over the globe. In 1852, the bark *Comet* entered here from Pembroke. She was followed by *Queen of the Pacific*, a clipper ship of 1,356 tons which made several record runs.\(^9\) While attempting to break the record from New York to San Francisco she was lost, 19 September 1859, off Pernambuco on the coast of South America. *Juniper*, a ship of 514 tons, left the ways here in 1853. Her life was cut short in 1857 when she was lost off Pernambuco. *Red Gauntlet*, in a Liverpool to Boston run, ran into one of the worst storms in years. She was in the storm for fifty-six hours, losing her boats and staving in her bulwarks. Later, in 1863, she was burned by the Confederate cruiser *Florida*. The following year saw the launching of *Western Continent* and *Crystal Palace*; both ships being sold to merchants in Massachusetts. *Dictator*, 1,923 tons, built in 1865, had the misfortune to meet with the Confederate cruiser *Georgia* which, following the custom of armed raiders,
\(^9\) Customs Records, Port of Eastport, makes note of the entry of these and others. These records, 1815 to 1896, are in the National Archives.
burned her. Other vessels of smaller tonnage were the brig *Robert Mowe*, the sloop *Dolphin*, the schooner *Tarbox*, and the schooner *E. C. Gates*.\(^{10}\)
The decade of the 60’s to 70’s saw continued activity in the shipyards of Eastport. Although the Civil War took many of the young men into the army and navy, enough of them remained to continue the work of building and sailing ships. In that decade were built the schooner *Margie*, a coaster of 105 tons, the bark *Saint Mary*, 708 tons, and the schooner *Palos*, 259 tons which entered the California trade. The schooner *C. B. Paine*, a 206-ton coaster, became a packet. The 195-ton schooner *Lucy* was sold to a New York concern, and the brig *Daisy Boynton* was sold up river to Ernest Shackford, who entered her in the West Indies and Southern trade. This list does not include the locally owned vessels which were to make Eastport a thriving fishing center.
This decade also saw the development of a type of boat that was entirely local in character. The ‘Eastport pinkie’ was built on fast lines, having a low, rakish appearance, carrying a huge press of sail, and being schooner-rigged. This type of craft shows the ingenuity of her Eastport builders who knew that the tides and weather peculiar to this section demanded a boat which would be speedy and at the same time seaworthy.
Shipbuilding attracted numberless craft to Eastport for rigging and outfitting and, as a result, the ship chandlery business grew to occupy a place of its own. Eastport was now more than ever before bound to the sea, and youngsters sailed their own little boats around the harbor, knowing that an adventurous life on the sea was to be theirs in their manhood. It was to be these lads who were to skipper the ships and barter Eastport goods all over the world.
After the 1870’s, the shipbuilding industry began to lag. However, these years saw the launching of the schooner *Carrie W.*, the sloop *B. B. B.*, the schooners *Zelia* and *Annie*. The hermaphrodite brig *Eugene Hale* was sold to a group of Calais merchants who put her into the West Indies trade. The coasting trade was still booming as well as that with the West Indies, Spain, and Italy. At one time, Captain Raye had several vessels of the three or four hundred-ton class in the coasting trade. Coal was brought from southern ports and lumber shipped out. A large export trade was conducted in cured fish: hard salted line fish which were dried and packed in drums for the West Indies and South America. Large herring from the Magdalene Islands were brought to Eastport, packed in salt in barrels, sometimes smoked, and then shipped out.
\(^{10}\) Much more of the effects of the Civil War on Eastport’s sailors may be found in Kilby’s book.
With the inception of the sardine industry, cargoes of salt were brought here from Turks Island in the West Indies, and from Trapani, Italy. In this era, foreign ships with foreign crews were common in the harbor.
Yet all was not what it seemed, despite appearances. The growth of steam had struck a telling blow to the sailing ship, and the railroad was, by the early 90's, crippling the steam trade. In 1901, it is true, the 154-ton schooner *Benjamin Russell* slid down the ways to be followed by several others. But this was only a dying flurry. The year 1896 saw but ten vessels clear for foreign ports where, twenty years before, twice that number had sailed each week. The trade by sea was over; although World War I was to give it some impetus, the life and fire was gone.
In the late 1830's, Jonathan Bartlett had tried to inaugurate a steam service with Bath and Castine. He was an extensive shipowner and, in the 1840's, became a pioneer of steamboat navigation at Eastport. *New York, Patent, Eagle, Tom Thumb,* and *Lafayette* were the first steamers here permanently. Bartlett also dealt in the foreign trade, importing salt and British manufactures in exchange for timber, etc. After the Civil War, he erected a large saltworks at Princes Cove but a change in tariff ruined this. He was followed by Daniel Kilby, whose ships were *Henry Clay, Ambassador,* and *Hobart.* These ships were thought to be large but many of the later schooners were to exceed them by far.
During the decade preceding the Civil War, steam was beginning to make serious inroads in the sailing trade, and by the end of the war it was obvious that the heyday of sail was over. 'Fulton's folly' was introducing a new factor in American life and the romance of the sailing ship had to give way to the more prosaic but swifter steam.
The first steamer to run regularly from Eastport to Boston was *Bangor* in the 1840's. She was followed by *City of Portland, Telegraph,* and *Huntress.* Later came *Admiral, Eastern City,* and *Adelaide.* Other steamers which plied up and down these waters were *Bay State, Cumberland, Olivette, Pantagoei, Winthrop, Camden, City of Richmond, Express, Empress, New Brunswick, Tremont, Yale, State of Maine, Lewiston, Calvin Austin,* and *Governor Dingley.*
The first registered steamship company here was the International Steamship Company, followed by the Eastern Steamship Company, the Eastern Steamship Corporation, and the Eastern Steamship Lines, Incorporated. The boats of these lines made trips to Boston, touching at Portland and Eastport, and terminating at St. John. *Rose Standish* and
---
11 These ships would make the trip from Eastport to Boston in two days. It was not unusual for tickets to be purchased weeks in advance. Business, especially during the summer, was quite brisk.
Charles Houghton plied the river between Eastport and Calais. It has been said that several of these ships could be seen at one time laying off in the harbor waiting for a chance to land. In those days, boats left for Boston every day.
These old side-wheelers must have been a picturesque sight as they paddled majestically up the river. For cargoes one could see, piled high on the decks, tin plate, barrels of cottonseed oil and, later, sardines, wool, tanned hides and many other articles.
Of all the shipping carried on by these vessels, only three wrecks were suffered—New England ran aground on Molasses Rock off the Wholves in 1872, State of Maine grounded on the rocks of Point Lepreaux in 1886, and Portland sank in a gale off Cape Cod. In the last wreck three hundred people were drowned, the only wreck in which lives were lost.
Local history centers perhaps more around the smaller river craft that operated up the St. Croix. Belle Brown, Rose Standish and Henry F. Eaton were familiar sights on the river. The latter was renamed St. Andrews because Mr. Eaton, to quote Mr. Leavitt, ‘told me that he was sick and tired of having his father’s name drawn through the sawdust of the St. Croix River.’
When World War I broke out, the Eastern Steamship Lines were taken over by the government and some talk was made about turning the boats into sub chasers, but nothing came of it.
The first American sardines were packed in Eastport about 1875 and for forty years represented a canning business of no mean proportions. The first sardines were packed by William Martin and Alan Balkam, who began operations in the kitchen of a small house in North End (Beardsley’s present location). The first fish were fried in oil, dried, packed in handmade cans, and bathed in a wash boiler. Thus from humble beginnings began a business which for years was to be Eastport’s main source of income. In 1882 there were thirteen factories in the town and by 1898 the number had risen to nearly twenty.
The fish were caught in weirs which have changed little with the passing of years. From there they were loaded into the sailing boats, pinkies, carrying about ten or fifteen hogsheads. Later, as the industry grew, tugs were sent out to the weirs to pick up the boats, bringing them back in long, picturesque tows in which there were sometimes thirty or more boats. In the factory, all the work was done by hand and the fish were cooked in an oven and later placed in oil. The old folks used to call them ‘fish biled in ile.’
12 This remark was made to the writer during an interview with the late Mr. Leavitt.
As progress was made in the shipping world, the type of sardiner changed from pinkie to sturdier lighter craft and, in time, to the modern gas and oil carriers of today. These carriers, with greatly increased capacity and speed, can bring fish from distant weirs in locations which previously had not been visited because of the inability of the boats' cruising range. By 1921, all sardine carriers were powered. One such craft, *Calumet*, owned by the MacNichol Packing Company, had been previously a yacht and had a speed of seventeen knots. This craft was equipped with a two-way telephone between the ship and the factory. Progress has indeed been swift in the sardine industry.
The price of sardines has always fluctuated with supply and demand. From a low asking price of $5.00 per hogshead in 1913 to a high of $75.00 per hogshead during World War I and finally to an all-time low of $3.00 per hogshead in 1932 has caused the industry trouble. During the depression years the industry suffered reverses. Hit by fire, depression, and western and European competition, the packers were placed at a serious disadvantage. Today the industry survives, but its ever-present problem is to increase its share of sales in a market dominated by low prices.
During and after the war years, improved trawlers, seiners, and carriers made it possible to seek larger catches. The emphasis was to switch from weir fishing to seining. This new approach to an old industry consisted of using large seining vessels carrying miles of netting folded in such a manner that it could be paid out over the stern of the ship. By swiftly completing a large circle an entire school of herring could be trapped and captured in the seine, then 'pursed' in such a way that as the seine was brought aboard the fish were gathered in the ship's hold.
The present decade is witnessing the addition of a completely different fishing craft. A steel-hulled floating laboratory equipped with the very latest innovations, the new fishing vessel may fish for herring or tuna from New England to the waters off South America. A far cry indeed from the string of small sail-driven pinkies of the 1880's.
The depression years witnessed the death blow to shipping other than the fishing industry. It was in 1931 that *Governor Dingley*, last of the Eastern Steamship Line, was pulled off the Eastport to Boston run. The last surviving tugboat, *Mary Arnold* was sold to a Belfast concern, there being no further need locally for tugboat service.
A brief glimpse of former glories was witnessed in 1932 when several four-masters were towed into the harbor. However, the final destination of these fine old ships whose holds once carried the cargoes of the world,
was the junk yard. They were burned for the copper that held the sturdy frames together. Relics of their destruction may still be seen at Deep Cove.
While it is true that the old-time shipyards have long since disappeared, a brisk business in the building of small eighteen-foot pleasure craft well-suited for the rugged coastal waters of the area, is carried on locally.
The water front no longer is ringed by docks and wharves to shelter the many ships which once frequented this port city. A new, modern pier and breakwater now offers ample shelter to all craft large and small that seek haven here. Yet sometimes one wonders if at night when the moon is low and the sou’west wind blows gently over the waters, the sounds one hears as he walks along the water’s edge may not be the creaking of the stays as some ghostly ship slides silently to her berth at some long-gone dock along the water front.
C. Donald Brown is a native of Eastport, Maine. He has a long interest in the history of the region and teaches American History in Morse High School, Bath, Maine.
---
**Sea Lawyer**
On 20 May 1736, the body of Samuel Baldwin, Esq., barrister of the Inner Temple, in compliance with an injunction in his will, was placed in a leaden coffin and dropped into the sea off the Isle of Wight. To the surprise of the mourners, it did not sink which occasioned various suggestions among the superstitious but, several holes being bored in the coffin, it quickly slid from view.
Mr. Baldwin’s motive for this extraordinary mode of burial for a lawyer, was to prevent his wife from ‘dancing over his grave,’ which she had frequently threatened to do in the event she survived him.
Captain Edgar K. Thompson, U.S.N. (Ret.) | 07e28a7d-6165-41f4-b29d-bfffc412f9b4 | CC-MAIN-2023-50 | https://navalmarinearchive.com/research/pdf_am_nep/am_nep_28_p113.pdf | 2023-12-03T01:42:39+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100476.94/warc/CC-MAIN-20231202235258-20231203025258-00609.warc.gz | 478,018,375 | 8,777 | eng_Latn | eng_Latn | 0.998923 | eng_Latn | 0.99907 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2094,
4974,
7710,
10286,
12848,
15590,
18206,
20847,
23428,
26170,
28934,
31759,
34369,
37099,
38824
] | [
3.265625,
2.421875
] | 2 | 0 |
A living memorial to the Holocaust, the United States Holocaust Memorial Museum inspires citizens and leaders worldwide to confront hatred, prevent genocide, and promote human dignity. Federal support guarantees the Museum’s permanent place on the National Mall, and its far-reaching educational programs and global impact are made possible by generous donors.
For the dead and the living we must bear witness
United States Holocaust Memorial Museum
Name: Bruno Klein
Date of Birth: July 12, 1914
Place of Birth: Osijek, Yugoslavia
Bruno was the youngest of six children born to Jewish parents in the city of Osijek in eastern Croatia when it was still part of the Austro-Hungarian Empire. He attended elementary school in Osijek and then completed his secondary schooling in Poega, a Croatian town where his parents had moved in 1923. In 1932 the Klein family moved to Zagreb, the capital of Croatia.
This card tells the story of a real person who lived during the Holocaust.
1933-39: While living with his parents in Zagreb, Bruno attended medical school until 1938, when he graduated. He specialized in internal medicine and continued his studies as an intern in one of Zagreb’s hospitals. The outbreak of World War II in September 1939 had no direct effect on Bruno, because Yugoslavia remained a neutral country.
1940-44: In April 1941 Germany invaded Yugoslavia and Croatian fascists came to power in Zagreb. Because doctors were badly needed in nearby Bosnia, Bruno, unlike most of Croatia’s Jews, was not deported to a Croatian concentration camp. Instead, he was sent to be a doctor in the town of Banja Luka. There he worked during the week, but every Saturday he had to present himself to the local police station, where he was locked up on weekends with common criminals, without food, water, or even a cot to sleep on.
Bruno was killed during an Allied bombing of Banja Luka on Monday, April 24, 1944. He was 29 years old.
To learn more about the places and events described in this card or to find other personal stories from the Holocaust, visit the Holocaust Survivors and Victims Resource Center (Wexner Center, Second Floor) or the Museum’s website, ushmm.org. | <urn:uuid:1fa16918-fcdf-4c64-8c97-2cdedb42ec16> | CC-MAIN-2017-51 | http://ujr.dk/Holocaust_2_001.pdf | 2017-12-16T17:04:58Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00113.warc.gz | 293,025,316 | 470 | eng_Latn | eng_Latn | 0.996159 | eng_Latn | 0.998412 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
451,
981,
1838,
2187
] | [
2.875
] | 1 | 0 |
1. OVERTURE "THE HEBRIDES"
Mendelssohn (1809-1847)
When the composer visited Scotland and stayed at Holyrood Palace in 1827, he was inspired to write both his "Scotch" Symphony and the Hebrides Overture (sub-titled "Fingal's Cave"). This latter work was completed several years later and depicts vividly the changing moods of the sea.
2. TONE POEM "EN SAGA"
Sibelius (1865-1957)
Sibelius first gained public recognition with the performance of his Kullervo Symphony in 1892. It was such a success that the conductor Kajanus commissioned Sibelius to write a short popular work for the orchestral repertoire. The result was "En Saga", an evocative sound picture depicting the wonder and excitement of the world of Scandinavian mythology. After the first performance it was thoroughly revised by the composer, who was at the time a teacher at the Philharmonic Society and so had an orchestra at hand to try out his new compositions. It is the revised, slightly shorter, version that we normally hear today.
--- INTERVAL ---
3. SYMPHONY No 3 in E flat major ("The Eroica") Beethoven (1770-1827)
Beethoven's first two symphonies are understandably modelled on those of his predecessors Haydn and Mozart. The "Eroica" written in 1803 reveals a new dimension in Symphonic writing, containing as it does an underlying theme. The subject matter is the combats, triumphs and death of the ideal hero. The Symphony was dedicated originally to Bonaparte, but the title was angrily scratched out by the composer on learning that Napoleon had assumed the title of Emperor.
It is unusual in being scored for three Horns instead of the normal two or four. Beethoven himself conducted the first performance in Vienna in 1805. It was his favourite Symphony.
The movements are:
Allegro con brio
Marcia funebre: Adagio assai
Scherzo e Trio: Allegro vivace
Allegro molto: Poco andante: Presto.
(Refreshments will be available during the Interval)
---
MEMBERS OF THE BURNSIDE SYMPHONY ORCHESTRA
Conductor: ROBERT COOPER
1st Violins:
Donald Woolford (Leader)
Frances Griffin
Maxine Komlos
Anne Blewett
+Julie Newman
Athalie Scholefield
Gordon Barr
Dan Carty
Flutes:
Martin Hampton-Smith
Sally Eads
+Helen Greacen
Piccolo:
Martin Hampton-Smith
Oboes:
Alan Phillips
John Priest
2nd Violins:
Ernest Hirsch
Frank Ashman
+Jenny Newman
Robert Lockwood
Christina Lester
Clarinets:
Barbara Radcliffe
+John Veale
Violas:
Philip Griffin
George Hann
Bruce Gooden
Eunice Clark
Sheila Radcliffe
Bassoons:
Neil Nilsson
Ian Beveridge
Horns:
David Hampton-Smith
Peter Sutton
Celli:
Jennifer Eime
Anne Bluff
Keith Phillips
Skye McGregor
Patricia Roberts
Trumpets:
Tony Hodges
Douglas Pearce
Timpani:
Kevin Roper
Bass:
Peter Grivell
Bill Rushton
Robin Sanderson
Concert Manager:
Mrs Jessie Edgecombe
+ The Committee and Members of the Burnside Symphony Orchestra are grateful to have these artists as guest musicians. | <urn:uuid:1524e02b-6427-49f8-acec-fbebf4455bac> | CC-MAIN-2017-51 | http://bso.org.au/wp-content/uploads/2016/09/19810912-1.pdf | 2017-12-16T16:47:10Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00164.warc.gz | 42,716,996 | 747 | eng_Latn | eng_Latn | 0.987491 | eng_Latn | 0.987491 | [
"eng_Latn"
] | false | rolmOCR | [
2916
] | [
2.21875
] | 2 | 1 |
The two most important things at the beginning of playing chords are forming the chords and strumming. There are hundreds of chords on the ukulele, but actually, you only need two or three to get you started. I’m going to give you three chords in the key of C to begin with. Practise forming the chords, and then changing from one chord to another.
Once you can change chords with a little more ease, we’ll look at strumming.
The most common way of showing chords is a chord diagram, or chord window. The illustration on the left should explain how it works. The thick, darker line at the top represents the nut on the ukulele, or the “zero fret”. Each thinner horizontal line is a fret, and the vertical lines represent the string. The black blobs show where you’ve to place your fingers, and sometimes there is a number in the blob which tells you which finger to use. Try forming some chords and strumming your finger through all the strings.
First Chords: The 3-Chord Trick
Every key has a set of three chords which are the most common chords used in that key. That set of chords is known as “The 3-Chord Trick”, because once you know the three chords, you can play many, many songs. The chords for the key of C are C, F and G7; for the key of G they’re G, C and D7; for the key of D they’re D, G and A7. Notice that different keys have some of the same chords in common.
Subsidiary Chords: Minors and Sevenths | 6ca24b0e-d98e-4b1f-bdc7-b1e5da49e1cc | CC-MAIN-2024-22 | https://www.nigelgatherer.com/tunes/tunes/zTheory/Ukulele/U-CH/U-CH-1u-LH.pdf | 2024-05-30T10:50:12+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059632.19/warc/CC-MAIN-20240530083640-20240530113640-00133.warc.gz | 804,180,121 | 336 | eng_Latn | eng_Latn | 0.998948 | eng_Latn | 0.998948 | [
"eng_Latn"
] | true | rolmOCR | [
1419
] | [
3.5625
] | 2 | 1 |
Story Map
Use this organizer to take notes on a book that you read.
Title:
Author:
Type of text (genre):
Setting (where the story takes place):
The main characters are
The main problem in the story is
Summary:
An important event in the beginning of the story is
An important event in the middle of the story is
An important event in the end of the story is | <urn:uuid:a7ebe5c5-4169-46b0-b868-55c65d07edb9> | CC-MAIN-2017-51 | http://www.jenksps.org/pages/uploaded_files/story%20map%202.pdf | 2017-12-16T16:58:39Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00184.warc.gz | 392,041,045 | 83 | eng_Latn | eng_Latn | 0.990032 | eng_Latn | 0.990032 | [
"eng_Latn"
] | false | rolmOCR | [
368
] | [
3.578125
] | 1 | 0 |
1) Armand Ganajian is hovering 1500 m above the earth’s surface in his homemade hot air balloon. Armand notices there is a swimming pool below and decides to go for a swim. A) Assuming Armand hangs over the edge and lets go of the side, how long does it take Armand to reach the pool? B) How fast is Armand going when he reaches the pool? C) If 1 mph is equal to 0.447 m/s, how fast is Armand going in mph?
\[ V_0 = 0 \text{ m/s} \]
\[ g = -10 \text{ m/s}^2 \]
\[ \Delta y = -1500 \text{ m} \]
\[ t = ? \]
\[ V_f = ? \]
A) \( \Delta y = \frac{1}{2} g t^2 + v_0 t \)
\[ -1500 = \frac{1}{2} (-10) t^2 \]
\[ t^2 = \frac{-1500}{\frac{1}{2}(-10)} \]
\[ t = 17.32 \text{ s} \]
3) Michael Sarna is testing his egg drop project for physics. He climbs to the top of his 2nd story house, 20 m, to begin the test. A) What velocity must he throw the egg up with to reach a height of 40 m from the ground? B) How long does it take for the project to get back to the height it was thrown from? C) If the project can only handle hitting the ground with a speed of 31.6228 m/s, from what height can it be dropped?
\[ V_0 = ? \]
\[ g = -10 \text{ m/s}^2 \]
\[ \Delta y_n = 40 - 20 = 20 \text{ m} \]
\[ V_f = 0 \]
A) \( V_f^2 = V_0^2 + 2g \Delta y \)
\[ 0^2 = V_0^2 + 2(-10)(20) \]
\[ V_0^2 = 400 \]
\[ V_0 = 20 \text{ m/s} \] | <urn:uuid:dad68285-b611-4da6-a668-df7aa45318b8> | CC-MAIN-2017-51 | http://jdevenney.com/index_htm_files/U1%20WS%2012.pdf | 2017-12-16T16:39:36Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00199.warc.gz | 145,949,314 | 481 | eng_Latn | eng_Latn | 0.927683 | eng_Latn | 0.927683 | [
"eng_Latn"
] | false | rolmOCR | [
1313
] | [
2.359375
] | 1 | 1 |
The Fight Against Usury
Lending money at interest has been condemned by men such as Plato, Aristotle, Plutarch, Seneca and Cicero, early fathers of the Christian church; the majority of popes and councils up to 1830; likewise modern authors such as Goethe and Wagner.
By Juri Lina
The fight against usury goes back to the earliest known beginnings of civilization. From the days of Sumer to the present, decent people have struggled against this tool of the forces of darkness. Charging interest was condemned by the ancient Greek philosophers. Money was to them something dead; something dead cannot be allowed to grow. Aristotle wrote in his work Politics (Book One, part X): “The most hated sort, and with the greatest reason, is usury, which makes a gain out of money itself, and not from the natural object of it. For money was intended to be used in exchange, but not to increase at interest…. Wherefore of all modes of getting wealth this is the most unnatural.”
Up until the end of the Middle Ages it was forbidden for Christians to charge interest. To charge interest on a loan was tantamount to murder and robbery. Later, those who charged interest were treated as heretics.
Martin Luther stated plainly: “All usurers are thieves and belong in the gallows.” Everyone who lent money at an interest rate of 5 to 6 percent was considered to be a usurer. During the Middle Ages only Jews were allowed to lend money with interest. In Deuteronomy a Jew is forbidden to charge interest from his brother. But the goy (non-Jew) was not his brother. And to Jewish extremists plunder was not unfamiliar.
In ancient Babylonia the legal interest rate was 30 percent on money and 50 percent on grain. In Assyria there was no upper limit for interest rate. The farmers were often so deep in debt that they starved to death along with their families. This led to ruthless exploitation of the soil.
In the city of Uruk in Sumer there lived two brothers who lent money with interest. When a borrower no longer could repay his loan, he lost his house and had to start working for free for the brothers. The slave could be lent also to other employers. This is a classical example of economic slavery.
Almost 3,700 years ago the ruler of Babylon, Hammurabi (1848-1805 B.C.), who was descended from the Amorite dynasty, forbade through his legal acts (containing 93 paragraphs) the taking of interest on interest, which meant that the borrower had to give in addition to the assets he had borrowed the same amount in goods or money. Anyone who broke the rule was severely punished, though very few abided by it. The 282 statutes of Hammurabi, written in Akkadian, were found in 1901-02 at excavations at Susa in ancient Elam (now Iran).
The tribune Tiberius Gracchus of the Roman Empire tried in 133 B.C. to reduce the power of the moneychangers through stricter laws against usury and to limit the legal land ownership to iugeri (about 600 acres) per family. He was murdered the same year.
In 48 B.C. Julius Caesar deprived the moneychangers of the right to coin money and had it done himself. With a larger money supply he was able to erect many public buildings. Common people adored Caesar for his contribution to making money more available. After the murder of Caesar there was an end to the abundance of money. The money supply was reduced by 90 percent. Taxes rose sky-high. As a result most people lost their land and their homes. The slander of Caesar goes on even today.
The Freemasons wanted to acquire as much wealth as possible in order to serve their demons during the 19th and 20th centuries.
The Irish economist Margrit Kennedy has pointed out that a 1 percent loan is doubled in 70 years. A 3 percent loan with accumulated interest doubles in only 24 years. A 6 percent loan doubles in 12 years, and at 12 percent the amount is doubled in just six years.
If anyone had lent one cent in A.D. 1 and charged a 4 percent interest, in 1750 he could have bought gold weighing as much as the whole Earth. (At 5 percent interest it would have been possible as early as the year 1403.) In 1990 he would have been able to buy 12,246 such “nuggets.”
These extreme examples show how madly interest damages each country’s economy.
After the so-called French Revolution the use of paper money was widespread.
The gold traders began practicing economic fraud to become even more powerful. They lent secretly part of the gold that had been deposited with them and kept the interest they made on such illegal loan. The gold traders then issued more receipts (bank notes) of gold deposits than they had gold, then lent these notes and charged interest on them. Far more money was lent than what the creditor had cover for. Soon these money crooks lent as much as up to 10 times more than they had gold deposited.
This breach of trust has become common in all areas in the world of the Freemasons. The American banks have the right to lend 10 times more money than they actually have. This means that their interest actually is close to 80 percent and not 8 percent, which is officially claimed. The Masonic bankers create money out of nothing and force us to pay interest thereon.
The Prieuré de Sion initiated, with the aid of the money-changers (above all the Portuguese Rabbi Menasseh ben Israel, who lived in the Netherlands, and Antonio Fernandez Moses Carvajal), the insurrection of 1642, led by Oliver Cromwell, which in turn led to the first republic (commonwealth) in England in 1649. In the year 1643 a large group of rich Jews came to England. They met with the Portuguese ambassador in London, Antonio de Souza, a Maranno, where further moves were discussed. All their actions were coordinated by Carvajal.
Having deposed and executed Charles I in 1649, naming himself as dictator in 1653, Cromwell became bloodthirsty and hostile to cultural development, letting the moneychangers strengthen their financial power. Under the puritanical rule of the Lord Protector Cromwell, music and other cultural activities were practically banned. Even colorful garments were forbidden.
In November of 1688 (under the sign of the scorpion) the Catholic king of England James II (Stuart) was overthrown through a well-organized invasion financed by the moneyed Jews of Amsterdam and led by the Prieuré de Sion and the Orange Order. The king was exiled to France and in February of 1689 William of Orange, the prince of Nassau, was put upon the English throne by means of a coup d’état, which became known as the Glorious Revolution. Even official historians admit that the people did not participate in this coup.
England at that time was in poor condition after more than 50 years of war with France and the Netherlands, and the new king, William III (of Orange), asked several powerful bankers for help. They provided the English state with a loan of 1.25 million pounds but only delivered 750,000 pounds. The terms of the loan were as follows: the names of the lenders were not to be revealed, and these were guaranteed the right to found the Bank of England, whose directors were ensured to establish a gold reserve so as to be able to issue loans to a value of 10 pounds for each pound deposited gold in the bank vault. They also were allowed to consolidate the national debt and secure payment for annuity and interest through direct taxation of the people.
The privately owned Bank of England was established in 1694 with absolute control over the currency (the right to issue bank notes). The lending of money on usury was able to continue at an even larger scale. Thus the English people suffered a huge national debt. Taxes had to be raised and prices doubled. To the Masonic bankers it was necessary to have a monopoly on money issuing. That way they were able to make enormous profits and also control political processes.
The Bank of England was allowed to lend money to an amount 10 times the security the lender put up. With 5 percent interest it only took two years for the bank to earn back an amount equal to the original security.
By the year 1698 the national debt had risen from one and a quarter million pounds to 16 million. In 1815 it was 885 million pounds and in 1945 it had grown to 22.5 billion pounds. By 1995 the national debt had risen to more than 300 billion pounds, equal to 45 percent of GNP.
Not even the Macmillan Committee, which was appointed in 1929, managed to find out who governed the Bank of England. Only one name has leaked out—that of Rothschild. All great wars have been started and financed by the economic conglomerate emanating from one single banking family—the Rothschilds.
In the Netherlands, secret societies had been able to found a central bank as early as 1609. About 40 of the world’s most important central banks were established in a similar way as that of the Bank of England. In that way the Masonic bankers ruled the long-term development in the world with loan interest as a method, the central banks as middlemen, the politicians as dummies and the people as ignorant wage slaves. The Freemason-controlled banks thus can govern political life by acting without being seen. The English people strengthened the power of these invisible Freemasons through paying taxes during three centuries. Central banks were supposed to keep the economy stable.
In reality it works quite differently.
Benjamin Franklin wrote of the British colonies in North America in the 1750s: “Nowhere on Earth does one find a happier and more well-being people.” He explained that this was due to that “we in the colonies make our own currency,” called “colonial scrip.” He further explained: “By issuing our own currency we can control its buying power, and we are not obliged to pay interest to anyone.”
In these British colonies in New England, there was a wealth contrasting sharply to the poverty and misery in England. There was enough money, and it was definitely interest free.
When the Masonic bankers in England heard Franklin’s
speech to the British Parliament, they made sure that Parliament forbade the colonies to use their own financial system and instead demanded they use interest money in gold and silver. Only an insufficient amount of this money was to be available. The money supply was reduced in half, and the colonies were forced to borrow money from the Bank of England. The result was steep interest and price increases. Within a year the streets were full of unemployed people.
In American schoolbooks the reason given for the outbreak of the Revolutionary War was the tea tax, but according to Franklin “the colonies would gladly have borne the little tax” [of 2 percent] on tea and other matters had it not been that England took away from the colonies their money which created unemployment and dissatisfaction.” The result of the influence of the English banks on the British Parliament was horrendous poverty in America. When this situation had been created, it was easy to get people ready for war, which the Freemasons did with satisfaction. They wanted a safe base for their future global activities.
Among the men who drew up the Constitution of 1787, there were those who thought one should protect oneself against the financial drain of the international bankers. Therefore Article I, Sec. 8 of the Constitution reads: “Congress shall have power . . . to coin money, regulate the value thereof . . .”
Alexander Hamilton, a Freemason and secretary of finance in the government of George Washington, and also the agent of the international financiers, ordered the establishment of a privately owned union bank and the introduction of interest money. His argument was simple: “A limited national debt would be a blessing to a nation.” He considered it dangerous for the government to issue its own currency.
Thus the United States got its first central bank in 1791. It was privately owned but had a contract running for only 20 years. It was not renewed when it expired. Andrew Jackson referred to the fact that the Constitution had given Congress the right to issue currency in sufficient quantity but not transfer this right to others.
The historian Richard Boesen disclosed that the Freemason Nathan Rothschild (1777-1836), who in 1806 had founded his bank in London and who partly financed the Napoleonic wars through the Bank of England, subsequently issued an ultimatum—either the contract be renewed or there would be war. Jackson called the Masonic bankers a bunch of thieves and promised to exterminate them. Rothschild gave his own orders: “Teach these insolent Americans a lesson. Force them back to a colonial status.”
The British government began to limit the American sea trade and checked the American expansion in Canada. President James Madison in 1812 had no other choice but to let Congress declare war on England. The intention of the leader of the Freemasons, Rothschild, was to lay waste the country to such an extent that the Americans would be forced to seek financial aid. Great Britain, however, failed to regain the lost colonies, and the United States failed to occupy Canada. The war was actually fought in 1814.
Many lives were lost, but Rothschild did not triumph this time. The renewed central bank contract was again suspended in 1836 during Andrew Jackson’s presidency (1829-1837), despite the fact that he was grand master of Tennessee. The central bank was abolished.
Even so European bankers and their American agents managed to exercise an extensive control of the American monetary system. Gustavus Myers admits in his book *History of the Great American Fortunes* (1910): “Under the surface the Rothschilds had for a long period of time a direct influence by dictating the American financial laws. The legal records show that they were the ones in control of the old Bank of the United States.”
In American history books there is nothing about the role of the banks in the first and second American wars of independence (that is 1775-83 and 1812-1814). Neither is there anything about the debt-free “greenbacks” that Abraham Lincoln issued. Their existence is only verified by a few encyclopedias.
To finance the American Civil War, which broke out on April 12, 1861, President Abraham Lincoln was forced to utilize the right of the Congress to issue its own currency. Between the years 1862 to 1864, 450 million interest-free “greenbacks” were printed. Lincoln promised at his re-election in 1864 to begin fighting the banks as soon as the war was over. Lord Goschen, the representative of the financial world, wrote in *The London Times*: “If this financial policy becomes permanent, the government can without expenses acquire necessary monetary provision. It can pay its debt and repay its loans without debt. It will have enough money to trade (on the open market). It is going to be more healthy than any other (before) in history. If we do not overthrow this government, it will overthrow us.”
The North during the Civil War was financed by the Rothschilds through their American agent August Belmont (actually Schoenberg) and the South by the Erlanger brothers who were related to the Rothschild family.
The Civil War ended on April 9, 1865, and international Freemasonry got busy to remove President Lincoln.
The assassination of Lincoln was carried out by John Wilkes Booth (Botha), a Freemason of the 33rd degree, on April 15, 1865 in Washington, D.C., only six days after the end of the Civil War. Izola Forrester, Booth’s granddaughter, stated in her book, *This One Mad Act* (1937), that Booth belonged to the lodge Knights of the Golden Circle and also Giuseppe Mazzini’s “revolutionary” movement Young America. Izola Forrester revealed in detail that the Freemasons were involved in the assassination of the president. Booth was soon eliminated.
The above-mentioned Masonic lodge Knights of the Golden Circle was mixed up in the plot. This name had begun to be seen in the press, and so the Freemason leader Albert Pike in 1866 decided to rename it the Ku Klux Klan; “kyklos” in Greek meaning “circle.”
It was officially founded as a new organization in 1866 in Pulaski, Tennessee. In 1882 it was banned. The present group with the same name was founded in 1915 by William Joseph
Simmons and thus has not grown out of the Masonic lodge that existed in the 1860s and 1870s.
After the demise of Lincoln, things were “normalized.” The amount of money in circulation, which in 1866 amounted to $1.9 billion or $50.46 per capita, had by 1876 been reduced to $605 million or $14.60 per person.
As a result there were 56,446 bankruptcies in 10 years and a loss of $2 billion. In 1887 the Masonic bankers reduced the money amount further to $6.67 per head. The Irish writer Margrit Kennedy stated in the book *Interest and Inflation Free Money* that the interest rate always goes up when there is a shortage of money. This in turn leads to bankruptcies and worsens the unemployment rate.
In American schoolbooks it is claimed that it was all for the good that the Democratic candidate for president in 1896, William Jennings Bryan, was not elected, since he was against the gold footing and the “sound money” of the banks (that is money that creates debt). Bryan explained in his “Cross of Gold” speech at the Democratic National Convention, in Chicago on July 9, 1896: “When we have restored the money of the Constitution, all other necessary reforms will be possible, and that until that is done there is no reform that can be accomplished.”
Bryan was not elected, and 17 years later, in 1913, Congress passed a bill (introduced by the Masonic President Woodrow Wilson), that purported to repeal the right of the Congress to issue currency and transferred this right to a “federal reserve” funding system.
Congressman Charles A. Lindbergh, father of the famous aviator, had the following to say about this: “When the president signs it, the invisible government of the money brokers has become legalized. The worst legal crime of the century is a fact. The day of reckoning is only a few years removed.”
The man who played a very important role in providing the United States again with a central bank was Paul Warburg. He was a German immigrant, arriving in America together with his brother Felix. Both brothers became partners in the banking house Kuhn, Loeb & Co., led by the Illuminatus Jacob Schiff, who also belonged to B’nai B’rith. The Warburgs were supported by Nelson Aldrich (later to become grandfather to Nelson and David Rockefeller), known as the handyman in the Senate of John Pierpoint Morgan. The family of (Samuel Moses) Del Branco in 1559 moved from Italy to Germany taking the name Warburg. In 1798 the family founded the bank of M.M. Warburg & Co.
The 1907 financial panic had been caused by Masonic banker J.P. Morgan, historian Fredrick Lewis Allen concluded in 1949. This was used as pretense to show that there was a need for a central banking system.
Frank Vanderlip, who worked for Rockefeller, admitted in his memoirs: “I do not believe I exaggerate in saying that our secret excursion to Jekyl Island was the actual beginning of that which eventually became the Federal Reserve System.”
During the aforementioned Jekyl Island meeting at the end of 1910 Paul Warburg had emphasized that the term “central bank” should be avoided under all circumstances. It was decided to present the project as a Regional Reserve System.
It was made sure that Morgan’s candidate, the Freemason Thomas Woodrow Wilson, was elected president. His campaign was financed by Jacob Schiff, Bernard Baruch, Henry Morgenthau, *New York Times* publisher Adolph Ochs and other powerful Jewish financiers and Freemasons.
The high-ranking Freemason Edward Mandel House, by many historians considered the “actual” president of the United States during Wilson’s administration, proposed in his novel *Philip Dru: Administrator* (1912), which was published anonymously, a transition to a progressive income tax and a central bank. These requirements were known from the Illuminati five-point program. House was in favor of forming a world government and adopting the kind of socialism Marx dreamed of. To accomplish this he was willing to use political fraud.
The Federal Reserve bill was presented the night of December 22, 1913, when most of the members of the congressional committee were asleep. That same day the bill hastily was pushed through the House of Representatives and the Senate, President Wilson signed the Federal Reserve Act and control over money supply was transferred from Congress to private Masonic bankers. Four times earlier the American people had managed to get rid of a central bank, but not the fifth time.
The Federal Reserve Act was hailed as the victory of democracy over the money trusts, which was hardly the case. Paul Warburg immediately began working at the Federal Reserve for a salary substantially less than that he received as a banker. Neither the president, members of Congress nor the secretary of treasury have any authority over the Federal Reserve.
The Federal Reserve System is actually a cartel of 13 large private banks, of which the Bank of New York is the most important.
President Woodrow Wilson allowed the national debt to grow from $1 billion to $455 billion. Interest became the third largest post of the federal budget.
The United States borrowed up to $4 trillion from various private banks in 1992. At the same time the deficit was $285 billion. In 1991 another 2 million people were registered as poor in the United States. The national debt was slightly less than $1 trillion in 1980; in 1995 it was $5 trillion. The 32.9 million Americans who in the year 2002 lived in poverty were 1.3 million more than those of 2000 (31.6 million).
The economist Milton Friedman is convinced that the economic collapse of 1929 took place because the Federal Reserve System refused to buy government bonds, which would have given the banks more cash, and thus it caused the monetary crash, which in turn led to the deep economic crisis.
In the 1810s the Freemasons had been brought into Europe in order to prepare their socialistic revolutions. Particularly bad was the situation on Guernsey in 1815, one of the Channel Islands. Less than half the size of Jersey, it enjoys a mild and humid climate and fertile soil. People had no money to buy things; production stopped and workers went idle. Bankruptcy
was near, since taxes to England and interest to the creditors could not be paid, and no new loans were granted. The situation was desperate. People were beginning to leave the island and emigrate to Australia.
In 1815 Guernsey needed a new market hall. There was no money. Then somebody proposed that the island should avail itself of its ancient prerogative and issue its own interest-free money. At first the proposal was turned down, but as they urgently needed 5,000 pounds and only had 1,000 pounds in hand, the Bailiff Daniel de Lisle Brock in 1816 decided to issue 4,000 pounds in one-pound interest-free Guernsey state notes. This was in addition to the current supply of English pounds, which two main banks were circulating on the island already.
Work was begun on the market hall, everything being paid for with this new money. When the hall was finished, customers arrived, and business was better than expected. By 1822 the market hall was paid for. The 4,000 one-pound notes were destroyed. The first project with the new money was so successful that it was soon followed by others. Next a new road was needed; there was gravel, stone and plenty of labor—but no money to pay for it. In all, the states issued 55,000 pounds’ worth of notes, which paid for the rebuilding of the market. A new school was built, then several more, the whole surroundings of the market hall were renewed, and several other public buildings were constructed, as well as widening of the streets. A new harbor was built along with the best new roads in Europe and sewers. The sum was paid for with taxation, and the notes were again destroyed. All these projects provided employment and economic stimulation.
In 1827 de Lisle Brock was able to speak of “the improvements which are the admiration of visitors and which contribute so much to the joy, the health and well-being of the inhabitants.” Things had certainly improved since 1815. It is significant that the great depression never troubled Guernsey. There was no unemployment, and the income tax was 10 pence on the pound.
Things got even better. The import of expensive English flour was reduced. The money supply never exceeded 60,000 pounds. Unemployment was practically nonexistent. Guernsey became a prosperous island community. But the Freemasons disliked this paradise, for fear that the idea should spread to other parts of Europe. In that case they would no longer be able to continue their destructive projects.
In 1830 the banks launched a counterattack and began to flood the island with their own notes. The bankers Finkelstein & Co. of London were the first to open an office on the island. There they started their propaganda for “better money,” “real money.” People believed this hogwash, which resulted in money shortage and loan applications in the banks. De Lisle Brock fought like a lion to save the island’s sound economy and high standard of living—but to no avail. The intrigues and undermining work of the Freemasons steered the island economy over to the banks and their exploitation.
The Guernsey example of 1816 to 1837 speaks for itself. We can do without Masonic economy and do much better. But to try to do away with interest is considered the worst possible crime against humanity.
By 1837, 55,000 pounds had been put into circulation by the government for the primary purpose of local projects such as the sea walls, the roads, a new marketplace, a church and a college. These 55,000 pounds more than doubled the money supply, but there was no inflation.
In 1914, while the British restricted their own money supply, Guernsey issued more—another 140,000 pounds over the next four years. By 1958, over 500,000 pounds of interest-free money was in circulation on Guernsey, and still no inflation.
By 1990, there was a total of 6.5 million pounds in circulation, issued interest free. There was no public debt as in the rest of Britain, which was still paying for its war debts. And yet on Guernsey, prosperity was very much evident everywhere.
It was nothing new. In 1793, Liverpool suffered from extreme cash flow problems, and solved this by creating out of nothing by an act of Parliament some 300,000 pounds of non-repayable money, which was used for public works with great benefit to the city and its people. This issue of money by the Liverpool Corporation alleviated the immediate debt crisis.
On June 30, 1934, the London magazine *New Britain* published a statement by the Freemason and former Prime Minister David Lloyd George: “Great Britain is a slave under the international financial powers.”
The Masonic bankers during the last 25 years have lent money to the governments of the industrial nations, which find it harder and harder to repay their enormous debt. The private sector has become exactly that much richer. This monetary power has enough money to stop any intransigent politicians. Popularly elected politicians no longer have any means of conducting the policies they wish. They cannot take back their power until the debts are paid. For every dollar borrowed, the politicians relinquish more power. The developing countries are in much worse situation. They are not even able to pay interest on their loans.
During 1982-1990 the banks of the industrial nations received $1.345 trillion in interest and annuity from these poor countries.
The Argentine-German economist Silvio Gesell (1862-1930) wished to introduce “free money.” Margrit Kennedy relates in her book *Interest and Inflation Free Money* (1988) how adherents to Gesell’s theory of a free economy in the 1930s made several attempts with interest-free currency in various countries, including Germany, Switzerland, Spain and the United States. Particularly successful was the model used in the small town of Woergl in the Tirol in Austria. In 1932 the ideas described in Gesell’s book *Die natürliche Wirtschaftsordnung* (*The Natural Economic Order*, 1916) were introduced.
In August 1932 the town council of Woergl issued their own bank notes, called work certificates, to a value of 32,000 schillings. Backed by an equivalent amount of ordinary schillings in the bank, the town put 12,600 work certificates into circulation. The fee on the use of the money was 1 percent per month or 12 percent per year. This fee had to be paid by the person who had the banknote at the end of the month, in the form of a stamp worth 1 percent of the note glued to its back.
The town paid for wages and building materials with this money. A ski-slope was built; streets were renewed as well as the canal system. They built bridges, improved roads and public services, and paid salaries and for materials with this money, which was accepted by the butcher, the shoemaker, the baker, by everyone.
The small fee made everyone put this money into circulation before using one’s “real” money. Within a year 32,000 work certificates had been in circulation 463 times and thus had made possible the exchange of goods and services to value of 14,816,000 schillings. In comparison to the sluggish national currency it circulated eight times as fast. Unemployment was reduced by 25 percent within a year. When, however, 130 communities in Austria began to be interested in adopting this model the Austrian National Bank on September 1, 1933, prohibited the printing of any local currency.
Unemployment returned, prosperity disappeared, and the situation was “normalized,” that is, Freemasonized.
**Economic Slavery**
Interest charges are always included in today’s prices, which makes all goods and services very expensive and leaves very little money in the wallet. The economic historian John King has pointed out that because of interest, businesses must constantly raise their prices. This is camouflaged as inflation. He recommended abolishing interest as soon as possible, so as to avoid economic catastrophe. Everyone must now help pay interest. It is included in all prices—about 77 percent of rental rates, for instance. Taxes and other fees and imposts add up. Thus we have become slaves of the bankers. All goods would be only half as expensive without interest payments.
According to the Swedish historian Herman Lindqvist, the Freemasons decided in the 1810s that wages should be fixed at the poverty level. Such an attitude shows an enormous contempt for ordinary people. Between the years 1860 and 1910 almost a million Swedes left for America in connection with several years of famine, poverty and difficulties in providing for themselves.
During the Middle Ages conditions were much better than the Masonic myths claim. It has been calculated that a Saxony bricklayer, in addition to free food, made, in today’s currency, at least 26,000 marks a month. Craftsmen normally received various benefits in addition to their wages. Despite the high wages, working hours were short, normally eight hours a day, and at work five and a half days a week. Mining journeymen in Saxony only worked six hours a day. Not until 1479 did they put in an extra hour. Often the journeymen enjoyed a free Monday, called “blue Monday,” usually without wage reduction. This was terminated in Sweden with the 1669 guild order.
So as not to be confused with noblemen, craftsmen in Freiburg, in Saxony, were advised not to wear gold jewelry and velvet and satin clothes, even though they could well afford all this. The fact that the economy and cultural life flourished was due to the bracteate coins, which were the basis of a system with continuous withdrawal of coins, since they often broke. Withdrawal occurred thrice yearly and also served as taxation. Using old coins was not permitted. No one wanted to hang on to “bad” money, so as not to make a loss, since by exchange of 12 (old) coins one received only nine (new) ones. The economy prospered because the effect of interest-generating money was not present. There was to be no interest charged. For the frail, the old and the sick there were sick houses, and the rich usually provided housing, clothing and free meals for the poor. Wealth
was relatively evenly distributed at all levels of society.
All this disappeared when the Masonic bankers took control of the economy. From then on, no one could afford a decent life. To enable people to stand this misery, the lie that things were much worse before is propagated, which is certainly not true.
The current interest system makes it possible for those that already have money to get even richer, while those in need find it increasingly hard to make ends meet. From 1968 to 1982 the national income of West Germany increased by 300 percent, while the interest on the national debt increased by 1,160 percent. In 1982 that interest amounted to 29 billion DM. When interest is abolished, inflation vanishes. Kennedy stressed in her book that the income tax must also be abolished. The government will have to be satisfied with a very low VAT; otherwise the gray economy will grow. As of now interest rates go up when there is not enough money available.
The European Community during the years 1982-88 lost up to 735,000 jobs due to the debt crisis, while the United States lost 1.8 million jobs during the same period.
The Swedish national debt was 1.4 trillion crowns in the fall of 1997, which makes Sweden more debt-ridden than either Brazil or Argentina. Interest on the national debt was 111 billion kronor yearly, which is about 40 billion more than the cost of old-age benefits. Every Swede owed various banks 158,558 crowns each in 1997. Half of Swedish national income goes to pay interest. Twenty-five percent of the export income went to support of the national debt in 1990. The head of the central bank, Bengt Dennis, said: “In the circles where I move, it is expected that Sweden keeps a high interest rate.”
In the beginning of the 1990s the bankers Salomon Brothers, which had provided the Swedish government with huge loans, demanded that the Swedish crown be devalued. The government complied.
Argentina went bankrupt in the spring of 2002, having a national debt of $132 billion. Two Jewish banks (Banco de Patricios and Banco de Mayo) collapsed in 1998 due to the owners’ criminal activities. This was a final blow to the national economy.
The Italian national debt in the summer of 2001 was astronomically 2,391,663,000,000,000 lire ($145,831,500,000), roughly equivalent to 105 percent of the GNP.
The sultanate of Brunei in northern Borneo has free schools and free medical care. There is no tax and no VAT, but the standard of living is very high. Interest rates are very low. The country has enormous amounts of oil and gas, which is exported and has given them large incomes. The sultan, Muda Hassanal Bolkiah, is one of the richest men in the world. His assets are roughly estimated at $20 billion.
Norway also has oil and gas, but the politicians do not wish to abolish the income tax and other charges. Prices are horribly high; medical care means long lines.
On May 1, 1998, exactly 222 years after the founding of the order of the Illuminati (222 being a third of 666, which in turn is a third of 1998), the European Central Bank was established, actually a cartel of private banks. All of the people shall be in debt through taxation. The Masonic bankers are thus trying to realize the Knights Templars’ ancient idea of creating a European super state by means of the banking system.
The Danish “no” to the “euro” at a referendum in September 2000 and the Swedish “no” in September 2003 showed, however, that not everything goes as planned. One does not have to be a prophet to see that the euro does not stabilize the economy, though one must not say it out aloud. Bernard Connolly, who was head of the department of currency policy at the European Commission in Brussels, in 1996 published a book, *The Rotten Heart of Europe*, claiming that fixed exchange rates and the monetary union (EMU) would lead to instability and growing unemployment. He felt the result would be horrifying. Connolly was summarily fired.
At a visit to Sweden in August 2003, Connolly stressed that the introduction of the euro would lead to economic disaster and to the fall of the European democracies. He warned that the euro is used as a pretext for forming an economic, political and military super state.
The problems have become worse in southern Europe. Portugal for instance is already at the brink of a political breakdown, and riots in the streets are not far away. This will then spread to the rest of Europe. He compared the situation to the economic collapse in Argentina, but the EMU countries are worse off. Argentina was able to cut its connection to the dollar, but EMU countries cannot abandon the euro.
One meter was one meter in 1910, just as now. A liter is a liter, but a Swedish krona of 2004 is no longer worth the same as in 1910. Its value has sharply declined. Is that not strange?
Swedish and U.S. official statistics state that in the year 2000, roughly 140 percent of the average working man’s income went to necessities such as food, living, clothing, education medical care, as compared to 75 percent in the early 1970s. Today it is barely enough for both parents to work to make ends meet.
In the 1970s the total value of the world trade of industrial goods was 50 percent, the rest was in stocks and shares. In the
THE ROTHSCHILDS’ PLAN TO CONQUER AMERICA FOR THE BANKERS
Count Cherep-Spiridovitch, a tsarist general who battled the Bolsheviks in the Russian Revolution, published a book in 1926 entitled *The Secret World Government*, which shows how the Rothschilds’ plan for world tyranny dominates modern history. He cites an interview with German Chancellor Otto von Bismarck in 1876, in which Bismarck explained that the Rothschilds, who already controlled Europe, were afraid, in the middle of the 19th century, that the United States would become independent of them if it remained one nation. The plan, therefore, was to divide the United States between England (controlled by Lionel Rothschild) and France (controlled by James Rothschild). France was to take over the South while British Canada annexed the defeated North. As a preparatory move, in 1863, France and Spain invaded Mexico with 30,000 troops. Britain, France and other European powers were ready to snuff out the young republic but were deterred by Russia, the only European nation not in the Rothschilds’ thrall. Tsar Alexander II sent his fleets to New York and San Francisco and declared that an attack on the United States was an attack on Russia. Meanwhile the U.S. Congress, stimulated by Lincoln, created “greenback” dollars to finance the war and escape indebtedness to the foreign financiers. “They [the Rothschilds] understood at once that the United States would escape their grip,” Bismarck said. “The death of Lincoln was resolved upon. Nothing [was] easier than to find a fanatic to strike.” Cherep-Spiridovitch concludes: “According to Bismarck the awful Civil War in America was fomented by a Jewish conspiracy, and Abraham Lincoln . . . was killed by the same Hidden Hand that killed six Romanov tsars, 10 kings and scores of ministers only to more easily bleed their nations.”
year 2001 the relation was 1 percent goods and 99 percent with securities. Speculation dominates.
The current monetary system encourages fraud and extension of the gray economy and has led to the fact that those who constantly are in need of money lose more and more to those who have far more than they need. More and more money is collected in the hands of certain individuals, who happen to be Masonic bankers. If interest is abolished, everyone benefits from the new system, not only the 80 percent considered poor.
Alfred Herrhausen, member of the board of Deutsche Bank, has pointed out: “Those responsible for the current monetary system, know very well that it cannot last, but they do not know any alternative or do not want to know of any.”
To the Freemasons it is important to keep us in economic slavery; otherwise they would have done everything to abolish interest. Through taxes and duty the government owns most of the result of the economic activities of the people. What are then the Freemasons’ beautiful phrases of humanism really worth? The Masonic leaders’ foremost goal has been to conceal as best as they can the current economic slavery. One must ask oneself if they have been successful.
BIBLIOGRAPHY:
“Bonners stora lexikon” / Bonnier’s Encyclopaedia, Stockholm, 1985, 252.
*Diagnosen* (German magazine), February 1986.
Daniel, John, *Scarlet and the Beast*, Vol. III, Tyler, U.S.A.
Grubiak, Olive & Jan, *The Guernsey Experiment*, Omni Publications, 1960
Jaikaran, Dr. Jacques S., *The Debt Virus: A Compelling Solution to the World’s Debt Problems*, 1992.
Kennedy, Margrit, *Interest and Inflation Free Money*, Goeteborg 1983, 137-39.
*Juri Lina* is an internationally renowned writer. His chief specialty is political economy, with a specific concentration on the connection between finance and political regimes. He presently lives in Sweden. | 8b2d7e67-2e5e-4596-b96a-da8cb14eff22 | CC-MAIN-2019-47 | http://whale.to/c/usury.pdf | 2019-11-11T22:50:11 | crawl-data/CC-MAIN-2019-47/segments/1573496664439.7/warc/CC-MAIN-20191111214811-20191112002811-00088.warc.gz | 180,271,705 | 8,985 | eng_Latn | eng_Latn | 0.998892 | eng_Latn | 0.99916 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
3537,
9994,
16243,
22426,
26210,
32486,
37775,
41512
] | [
3.4375,
1.9765625
] | 1 | 0 |
The New Jersey Clean Communities Program provides grant funds to municipalities to change the attitudes that cause littering and irresponsible handling of solid waste through public information and education.
The Fair Lawn Recycling Division administers the award winning Fair Lawn Clean Communities Program by holding several annual litter clean up days, sponsoring educational assembly programs at schools, litter enforcement through our Litter Marshal program and anti-litter education through social media, a booth at the Borough Street Fairs and other events.
The Fair Lawn Clean Communities Coordinator is available to speak to civic groups and schools free of charge. To schedule a presentation, call the Fair Lawn Recycling Division at 201-794-5341.
Volunteers are also needed to assist in cleaning up litter in Fair Lawn. Visit the Borough website (fairlawn.org) or call the Recycling office for dates and other information.
**Resources**
Bergen County Office of Alcohol & Drug Dependency
https://www.co.bergen.nj.us/health-services-addiction-services
New Jersey Division of Addiction Services
US Food & Drug Administration
Safe Needle Disposal at 1-800-643-1643 or e-mail email@example.com
Fair Lawn Recycling Division
20-05 Saddle River Road
Fair Lawn, New Jersey 07410
201-794-5341
firstname.lastname@example.org
Source: New Jersey Department of Environmental Protection
New Jersey Statute NJSA 2C:36-6 permits persons 18 or older to legally possess up to 10 hypodermic needles or syringes, without a prescription, from licensed pharmacies. It also requires safe disposal of such needles and syringes.
**Proper Disposal**
1. Place used syringes and needles into an FDA approved sharps container or into a heavy-duty plastic container (such as a detergent bottle). The bottle should be puncture resistant, sturdy and leak proof.
2. Do not use coffee cans as the lids can come off too easily.
3. Close the screw on lid tightly, secure with duct tape and label the bottle as "Do Not Recycle. Contains Sharps"
**Improper Disposal**
Improperly disposing of syringes puts others at risk for disease transmission and injury. This not only includes the general public, but also sanitation crews, parks and recreation employees, police, EMS and other emergency responders.
**Disease Transmission**
Used needles and syringes can transmit diseases such as AIDS, Hepatitis B, Hepatitis C and other diseases to someone stuck by the needle.
**Wrong Types of Disposal**
Never discard your syringes...
- On the ground.
- On playground equipment.
- In recycling.
- Unsecured in the garbage.
- In public garbage cans.
- On the street or highway.
Do NOT try to remove, bend, break or recap syringes and needles used by another person.
Pet owners who use needles to give medications to their pets should follow the same guidelines outlined above.
Containers with needles and syringes does NOT be put in the recycling. It is to be put out with garbage collection only.
**Regulated Medical Waste**
Medical waste produced by health care workers (physicians, nurses, home health aides, etc.) as a result of providing medical care in the home is NOT home generated medical waste. It is Regulated Medical Waste (RMW) as defined in N.J.A.C. 7:26-3A, and MUST be disposed of by a licensed RMW generator in accordance with the New Jersey Department of Environmental Protection (NJDEP) RMW regulations. **The responsibility for the proper and safe disposal of regulated medical waste rests with the health care professional providing service in your home.**
NJDEP has a guidance document for regulated medical waste, which can be found at: https://nj.gov/dep/dshw/rrtp/rmw.htm.
**Other Disposal Options**
Check with your physician or pharmacist to see if they will take the used needle container for proper disposal.
**Accidental Needle Sticks**
If you are accidentally stuck by a needle belonging to another person wash the exposed area right away with soap and water or use a skin disinfectant, such as rubbing alcohol or hand sanitizer. Seek medical attention by calling your physician, urgent care clinic or local emergency room.
**Diabetes Resources**
American Diabetes Association
www.diabetes.org
Diabetes Foundation
201-444-0337
https://diabetesfoundationinc.org/ | 4f0d3f0b-87e0-42c5-a811-84fa7ead21a2 | CC-MAIN-2024-51 | http://q5.qscendcms.com/Home/DownloadDocument?docId=dd994599-dd13-4fb6-ac83-012e90419a52 | 2024-12-12T18:41:07+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066110042.43/warc/CC-MAIN-20241212155226-20241212185226-00229.warc.gz | 25,070,128 | 916 | eng_Latn | eng_Latn | 0.984974 | eng_Latn | 0.993094 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1399,
4303
] | [
2.0625
] | 1 | 0 |
Design a Strong Arm
A cantilever is a structure that sticks out from a support and usually bears a load of some kind. Cantilevers are used everywhere. The most common use is as a support to hang signs, but they are also used in bridge construction.
Materials:
- Newspaper
- Doweling (to roll newspaper)
- Masking tape
- String
- Plastic cup (or yogurt container)
- Marbles, pennies, or other small, heavy items
- Scissors
Instructions:
- Design and build a strong arm.
- There’s no right or wrong way to build a strong arm, just do whatever you want with the materials.
- Remember, you will hang something off your arm 60 cm from the table edge, so make sure your arm is at least 60 cm long.
- Attach your strong arm to the edge of the table.
- Make the testing device by attaching a string to the plastic cup (or yogurt container) so the cup won’t tip.
Testing:
- To test the arm, hang the cup from your arm 60 cm out from the table.
- One-by-one, add marbles or pennies to the cup. Once your arm has broken, you can weigh the cup (or count the marbles or pennies) to see how much it held. (If you don’t want to break your arm, stop adding weight as soon as there’s any bending.)
Further Investigation:
Think you can improve on your first design? Record how much weight it held and try again. See if you can improve your results. Build several arms and try to find out what design works best.
Tips & Hints:
Engineers use various techniques to strengthen structures. Bundling is a technique in which a collection of materials is fastened together. When bundled together and tied securely, the material is significantly stronger than individual items in the bundle.
Last Modified: 31-May-04 | <urn:uuid:083fd697-23a0-47a6-af14-f2db9d431604> | CC-MAIN-2017-51 | http://myguidestuff.com/PDF_Documents/StrongArm.pdf | 2017-12-16T16:53:46Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00190.warc.gz | 198,878,941 | 391 | eng_Latn | eng_Latn | 0.999099 | eng_Latn | 0.999099 | [
"eng_Latn"
] | false | rolmOCR | [
1696
] | [
4.15625
] | 1 | 0 |
BIBLE TIME
Doubting Thomas
(John 20:24-29)
Thomas had not been with the disciples on Easter evening when Jesus had appeared to them in the locked room. When the disciples told Thomas that Jesus was alive, he did not believe them. A week later Jesus appeared to them again. This time Thomas was there. After seeing Jesus’ nail and spear wounds, Thomas believed Jesus was alive.
MEMORY TREASURE
"Blessed are those who have not seen and yet have believed."
John 20:29
(Tune: Are You Sleeping?)
SONGS
Mr. Golden Sun
Over in the Meadow
5 Little Ducks
Lord, I Lift Your Name on High
He’s A Peach of a Savior
PLANNING TIME
We will use binoculars to find a toy or area of interest. We will also roll a dice with the numbers 1, 2, 3 on it. We will explain one, two, or three parts of our plan to the group.
OUR STORIES
Ten Naughty Little Monkeys
There’s a Nightmare in My Closet
Ninja
Noisy Nora
When Spring Comes
And Then It’s Spring
Rhoda’s Rock Hunt
Let’s Go Rock Collecting
SMALL GROUP
We will be learning about the letter N. We will write both lower and uppercase N and paint with noodles. We will go on a nature hunt this week. We will collect 10 natural treasures that we find on our walk. We will sort our rocks and other treasures. We will discuss similarities and differences. We will order the treasures from smallest to largest. We will balance and build sculptures with our rocks and other natural treasures.
MOVEMENT
We will finish up our “Rope Action” unit. We will make the letters C, Z, and V with our ropes. On Friday, we will play games and have relay races with plastic eggs. (Hopefully we will have game day outside!)
RECALL TIME
The children will each get a paper bag and put one toy or object inside. They will give clues to their classmates to guess. The children will also make sound boxes, putting one toy inside to shake it and guess what it is, based on the sound.
(KEEP READING FOR MORE NEWS!)
SAVE THE DATES
Parent-Teacher Conferences: Spring parent-teacher conferences for 3K/4K students will be offered April 9-12. Links to the sign-ups were sent out. Please sign-up for a date and time that works for your family. Please talk to your child’s teacher if other accommodations need to be made.
Singing in Church: The 3K/4K children will have one more opportunity to sing in church at St. Peter on Sunday, April 15, during the 10:30 AM service.
1000 Islands Environmental Center: We will visit 1000 Islands in Kaukauna on Tuesday, April 24 from 8:45 AM-Noon. We will be sending out more information and looking for chaperones at the beginning of April.
Mother’s Day Tea: The 3K/4K students will celebrate with our mothers on Thursday, May 3 from 8-11:30 AM. Please mark this date on your calendar.
SPECIAL REMINDERS
Easter Break: Have a blessed Easter celebration! St. Peter ECM will be closed on March 30 (Good Friday) and April 2 (Easter Monday).
Holy Week Worship at St. Peter/The Core: Please join us for any or all of the worship opportunities at St. Peter and The Core during Holy Week:
Maundy Thursday (3/29): 6:30 PM at St. Peter
Good Friday (3/30): 2 PM at St. Peter, 6:30 PM at The Core
Easter Sunday (4/1): 6:30 AM, 8:30 AM & 10:30 AM at St. Peter, 9 AM at The Core
Snow Gear: Now that spring has begun and it is beginning to warm up, please take your child’s snowpants and boots home. (Hopefully we will not need them in April or May!) Depending on the forecast, please continue to send coat, hat, and mittens as needed. Rubber rain boots are also suggested after rain!
“God demonstrates his own love for us in this: While we were still sinners, Christ died for us.” Romans 5:8 | <urn:uuid:313bd1e1-7632-455b-a7e7-8687a791e3a2> | CC-MAIN-2018-17 | http://922church.com/Websites/922church/files/Content/5888735/ECM_Newsletter_-_April_2-6,_2018.pdf | 2018-04-23T07:45:39Z | crawl-data/CC-MAIN-2018-17/segments/1524125945855.61/warc/CC-MAIN-20180423070455-20180423090455-00278.warc.gz | 4,857,850 | 915 | eng_Latn | eng_Latn | 0.998288 | eng_Latn | 0.998546 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1930,
3636
] | [
2.5625
] | 1 | 0 |
Object Documentation – Write It Down:
- What is it?
- Why is it important?
- Why do you have it?
- Who should get it when you pass away?
- If you have any receipts or other documentation about it.
- If and where there are photographs or documents associated with it.
Protecting Books:
- Store in acid-free, lignin-free boxes.
- Avoid stick-on labels.
- Control humidity to prevent mold (below 55%).
- Use clean hand or wear gloves.
Firearms:
- Wear gloves when handling.
- Clean, and then apply paste wax.
- Relative humidity below 45%.
- Store barrel down if stock is weak or damaged.
- Clean off excess oils.
Paper Objects:
- Don’t tape paper tears.
- Protect paper-based prints from light.
- Don’t laminate.
- Don’t glue to a backboard.
Objects In Use:
- Clean regularly. Dust traps moisture.
- Don’t store in trunks or acidic cardboard boxes.
- Don’t use oils or dressings on leather.
- Wax protects wood from humidity shifts and soiling.
Metal Toys Still in Use:
- Metal corrodes with moisture.
- Bring inside when raining.
- Clean periodically.
- Coat with paste wax.
Working with big photo collections:
- Consult a conservator early on.
- Wear gloves to handle negatives.
- Store in conservation safe materials.
- Take extra precautions with nitrates.
Maintaining Your Collections:
- Moderate temperature.
- Keep relative humidity level constant, with few fluctuations.
- Don't crowd objects.
- Store dolls face down to protect eye weights.
- Protect from light and dust.
- Don't hang textiles.
- No pins, tape, or ink.
- Don't place in or on wood.
Broken Ceramics:
- Save all the pieces.
- Don't do home repairs.
- Find a conservator. | <urn:uuid:c2b0b1fa-fe1d-4fdc-9fc8-9db4fe06551b> | CC-MAIN-2018-17 | http://d1vmz9r13e2j4x.cloudfront.net/NET/misc/00027786.pdf | 2018-04-23T08:01:48Z | crawl-data/CC-MAIN-2018-17/segments/1524125945855.61/warc/CC-MAIN-20180423070455-20180423090455-00278.warc.gz | 72,938,711 | 377 | eng_Latn | eng_Latn | 0.995961 | eng_Latn | 0.997007 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
946,
1650
] | [
3.109375
] | 2 | 2 |
Thank you Chairperson.
Croatia aligns itself with the statement of the European Union.
We wish to thank the Committee on the Enhancement of Cooperation and Assistance for its work and efforts. We particularly see the value in further development of the individualized approach concept and the platforms for partnerships.
**The International Symposium “Mine Action 2017”**
The Government Office for Mine Action (GOMA), Croatian Mine Action Centre (CROMAC) and Centre for Testing, Development and Training Ltd. (CTDT) organized the International Symposium “Mine Action 2017” under the high patronage of the Croatian Parliament Speaker for the 14th time in Biograd, Croatia. The Symposium drew attendance of 150 participants from 30 countries, representing ministries, state institutions, international organizations, equipment producers, academia and civil society.
Within four panels during plenary sessions experts discussed the following: twenty years of the Ottawa Convention – challenges and achievements; non-technical and technical survey; latest experiences in cluster munitions disposal; experiences and methods of approach to the issue of IEDs; new technologies in mine action. As such, the Symposium provided an overview of the latest scientific and practical achievements and offered sustainable solutions in dealing with mines, cluster munitions, IEDs and ERW in general.
More information about the 14\textsuperscript{th} Symposium is available in the supplement to this statement which will also be posted at the ISU’s website.
**Regional Senior Managers’ Course in ERW and Mine Action**
The Centre for International Stabilization and Recovery (CISR) in collaboration with the College of Business at James Madison University has been carrying out training programs for managers in mine action system for several years already. “The Regional course for senior managers” in mine action and the removal of explosive remnants of war” integrates the latest achievements in the field of business management with practical knowledge and experience of workers in mine action and disposal of explosive remnants of war (ERW).
The main goal of this program is to create conditions for the managerial segment in national mine action systems to master the additional skills needed for more successful and efficient work in operating their systems.
Thus, from 20 March – 7 April 2017, 20 participants from 12 countries in Europe and Eurasia, as well as Colombia, gathered for the 3\textsuperscript{rd} Regional Senior Managers’ Course in ERW and Mine Action in Biograd, Croatia. The Course was funded by the U.S. Department of State and implemented by the CISR in coordination with the partners from the Croatian mine action system.
**Other activities in 2017**
At the test site Benkovac, Croatia, a research team from the University of Manchester conducted a trial of experimental detection equipment. The aim of the project is to help counter the problems of discrimination of targets in uncooperative (highly mineralized) soils and to research more advanced electromagnetic detectors to the benefit of the international mine action community. The trial is financed by the UK based charity Find a Better Way, founded by the football legend Sir Bobby Charlton.
Croatian mine action system coordinates the project “Biological Methods (Bees) for Explosive Detection” which is financed by the NATO Science for Peace and Security Program with participation of the universities from Croatia, Bosnia and Hercegovina and the United Kingdom. The goal of this 3-year project is development of innovative methods and technologies for
landmine detection through the advancement and integration of current state-of-the-art techniques (honeybees) in combination with explosive vapor sensors and advanced imaging techniques.
In November 2017, the CTDT conducted a training course in Serbia for 18 employees of the Russian company Emercom Demining on various topics of demining management (project leaders, site leaders, team leaders, QA/QC officers). This was the second training course implemented CTDT for this company.
Thank you.
The following is a list of the most important and frequently used terms in the field of computer science. It is intended to provide a quick reference for those who need to understand or use these terms in their work.
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data in a computer program so that it can be accessed efficiently.
3. Database: A collection of data organized in a way that allows for easy retrieval and manipulation.
4. Database Management System (DBMS): A software system that provides services for creating, maintaining, and using databases.
5. Encryption: The process of converting information into a code so that it cannot be read by unauthorized users.
6. Hashing: A technique for converting data into a fixed-size string of characters.
7. Interface: A way of communicating between two systems or programs.
8. Object-Oriented Programming (OOP): A programming paradigm that emphasizes the use of objects to represent real-world entities.
9. Operating System (OS): A software system that manages the hardware and software resources of a computer.
10. Programming Language: A set of instructions that a computer can understand and execute.
11. Query: A request for information from a database.
12. Security: The protection of data and systems from unauthorized access or modification.
13. Software: A set of instructions that a computer can understand and execute.
14. System: A collection of related components that work together to achieve a common goal.
15. User Interface (UI): The way a user interacts with a computer program or system.
16. Virtual Machine (VM): A software implementation of a computer system that can run on top of another computer system.
17. Web Application: A software application that runs on a web server and is accessed through a web browser.
18. XML: eXtensible Markup Language, a markup language used for structuring and storing data.
19. API: Application Programming Interface, a set of rules and protocols for building software applications.
20. Cloud Computing: The delivery of computing resources over the internet, allowing users to access and use these resources without having to manage the underlying infrastructure.
21. Big Data: Large volumes of data that require specialized techniques for analysis and management.
22. Machine Learning: A subset of artificial intelligence that focuses on developing algorithms that can learn from data and make predictions or decisions based on that learning.
23. Natural Language Processing (NLP): A field of study that focuses on enabling computers to understand and generate human language.
24. Robotics: The design, construction, and operation of robots, which are machines that can perform tasks autonomously or under human control.
25. Internet of Things (IoT): A network of physical devices, vehicles, appliances, and other items embedded with sensors, software, and connectivity that enables them to connect and exchange data.
26. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data.
27. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively.
28. Artificial Intelligence (AI): The simulation of human intelligence processes by computer systems, including learning, reasoning, and self-correction.
29. Cybersecurity: The protection of computer systems and networks from cyber attacks and other forms of cybercrime.
30. Data Science: The interdisciplinary field of study that involves extracting knowledge and insights from data.
The 14th International Symposium “Mine Action 2017”, the annual international gathering of mine action experts, was held under the high patronage of the Croatian Parliament Speaker from 25th to 27th April 2017. The Symposium drew attendance of 150 participants from 30 countries, representing ministries, state institutions, international organizations, equipment producers, academia and civil society. On the margins of the 14th Symposium, a traditional meeting of the South East Europe Mine Action Coordination Council (SEEMACC) was held.
Within four panels during plenary sessions experts discussed the following topics: twenty years of the Ottawa Convention – challenges and achievements; non-technical and technical survey; cluster munitions disposal – latest experiences; IEDs – experiences and methods of approach; new technologies in mine action.
For the second time, the role of partner country was introduced – Columbia (a country with mine/ERW problem and a recipient country) and Norway (donor country; for number of years among the Top 5 donors in mine action globally). Added value of this concept is the fact that Norway (with the USA) is the initiator of the Global Demining Initiative (GDI) for Colombia. Croatia, on the other hand, as a host is perceived in the role of a „bridge“ between donor and recipient countries because of its dual experience (from 2011, according to the OECD indexation, Croatia is a donor country). Against this backdrop, a parallel workshop was held, which included representatives of Croatian mine action system and MFEA, National Centre against Explosive Devices and Mines (CENAM) of Colombia and Norwegian Ambassador to Croatia.
The Symposium provided an overview of the latest scientific and practical achievements and offered sustainable solutions in dealing with mines, cluster munitions, IEDs and ERW in general. Thus, joint Workshop of the International Advanced Robotic Program (IARP) and International CBRNE Institute (ICI) was also held, with the topic of C-IED and C-CBRN EOD Action. As in previous
years, participants used this opportunity to share their experiences, both technological and managerial.
Participants also greatly valued a field demonstration at the technical survey site which included demonstration of the status and analysis of suspected hazardous area; technical survey preparation and implementation (organization, protective measures, methods, key personnel); demonstration of expected outputs; introduction to new and emerging technologies in mine action; presentation of equipment, machines and devices.
Finally, the Cooperation Agreement between Croatian Centre for Testing, Development and Training Ltd. (CTDT) and International CBRNE Institute (ICI) was signed, through which the parties commit themselves to mutual support and exchange of knowledge, as well as to defining plans and activities for future cooperation. | d96fc8f5-92ec-483f-bbd0-ac8f1d0dc04b | CC-MAIN-2023-14 | https://old.apminebanconvention.org/fileadmin/APMBC/MSP/16MSP/day3/11c_COMMITTEE_COOPERATION_AND_ASSISTANCE_-_Croatia.pdf | 2023-03-26T22:34:41+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946535.82/warc/CC-MAIN-20230326204136-20230326234136-00779.warc.gz | 487,233,681 | 2,064 | eng_Latn | eng_Latn | 0.986601 | eng_Latn | 0.990691 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1387,
3635,
4133,
7882,
9942,
10792
] | [
2.25
] | 1 | 0 |
Examine the poster for the elements listed below. Place a check in each column to indicate placing earned.
**Exhibitor Name or Number**
Class _______ Lot _______ Ribbon _______
| EDUCATION 50% | Excellent | Good | Fair | No Placing |
|---------------|-----------|------|------|------------|
| ● Main Idea/Theme | 9 | 6 | 3 | 0 |
| ● Communicates Simply | 9 | 6 | 3 | 0 |
| ● Originality/Innovation | 9 | 6 | 3 | 0 |
| ● Accuracy | 9 | 6 | 3 | 0 |
Education Total
| ARTISTIC PRESENTATION 40% | Excellent | Good | Fair | No Placing |
|---------------------------|-----------|------|------|------------|
| ● Power to Attract/Interactive | 7 | 5 | 2 | 0 |
| ● Holds Attention | 7 | 5 | 2 | 0 |
| ● Easily Read Lettering | 7 | 5 | 2 | 0 |
| ● Arrangement | 7 | 5 | 2 | 0 |
Artistic Presentation Total
| WORKMANSHIP 10% | Excellent | Good | Fair | No Placing |
|-----------------|-----------|------|------|------------|
| ● Neatness | 3 | 2 | 1 | 0 |
| ● Construction Detail | 3 | 2 | 1 | 0 |
| ● Medium | 3 | 2 | 1 | 0 |
| ● Spelling | 3 | 2 | 1 | 0 |
Workmanship Total
GRAND TOTAL
Judge’s Comments
Bonus Points
### EDUCATION 50%
1. **Theme**: Does the poster attract attention, focus your interest, and motivate you to take action? Does it stimulate thought, teach facts, or show a process?
2. **Simplicity**: Is the poster limited to one idea and readable at a glance? Is the message brief and direct?
3. **Originality/Innovation**: Does the poster use innovative ways to convey an idea?
4. **Accuracy**: Is the subject matter accurately represented?
### ARTISTIC PRESENTATION 40%
1. **Power to Attract/Interactive**: Does it invite the reader to stop and learn more? Does it cause audience to want to try it?
2. **Holds attention**: Does it hold attention long enough to educate?
3. **Easily Read Lettering**: Is it large and legible? Does the combination of colors contribute to effectiveness of poster?
4. **Arrangement**: Are the components well-balanced and not overpowering?
### WORKMANSHIP 10%
1. **Neatness**: Is the work clean and firmly secured? Are draft lines and erasures cleaned up?
2. **Construction Detail**: Have materials of different textures and shapes been chosen to create visual dimension?
3. **Medium**: Have visual interest materials been selected that add/enhance the poster theme or idea?
4. **Spelling**: Are words spelled correctly?
### Additional Judge’s Comments | <urn:uuid:f1451c90-73ad-4215-b7a7-4711007718a2> | CC-MAIN-2021-39 | https://s3.wp.wsu.edu/uploads/sites/2069/2013/10/Ed_Poster_ScoreSht.pdf | 2021-09-20T20:45:11+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057091.31/warc/CC-MAIN-20210920191528-20210920221528-00205.warc.gz | 554,003,243 | 702 | eng_Latn | eng_Latn | 0.942064 | eng_Latn | 0.99296 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1393,
2693
] | [
2.625
] | 3 | 0 |
Halloween is one of the most thrilling nights of the year for children, and also one of the most dangerous. Halloween can indeed be scary, with increases in pedestrian injuries, burns and falls among children.
1. **Pedestrians and Traffic**
- Children should trick or treat in groups and be accompanied by an adult. They should never enter a home or an apartment unless accompanied by an adult.
- Visit only people you know in familiar areas.
- Carry a flashlight to see and be seen. Use reflective tape on costumes, bags and sacks.
- Do not cut across yards. Lawn ornaments and clothes lines become “hidden hazards” in the dark. Tell your children to stay on the sidewalk at all times and to cross streets at crosswalks and intersections.
- Motorists – Obey all traffic signs and signals. Slow down in residential neighborhoods. Watch for children walking in streets, medians and on curbs. Enter and exit driveways and streets slowly and carefully. Teach children to exit and enter cars on the curb side, away from traffic.
2. **Costumes**
- When purchasing a costume, check to be sure it’s flame resistant.
- Make sure your costume lets you see and hear perfectly. You need to be able to watch and listen for cars.
- Make sure your costume fits. It’s easy to trip on costumes that are too long or shoes that are too big.
- Wear light or brightly-colored clothing. Put “glow-in-the-dark” or reflective patches or strips on your costumes so drivers can see them better.
3. **Treats**
- Teach children to not eat treats until an adult checks them for tampering.
- Check any toys or novelty items for choking hazards to children less than three years of age.
4. **Decorations**
- Use glow sticks or battery operated candles inside jack-o-lanterns instead of open flame candles.
- Keep candles, pumpkins with candles, matches and lighters out of children’s reach.
- If you do use candles in your jack-o-lanterns, never leave them unattended.
- Remove obstacles from lawns, steps and porches when expecting trick-or-treaters.
- Indoors, keep candles and jack-o-lanterns away from curtains, decorations and other combustibles that could be ignited.
- Indoors or outside, use only lights that have been tested for safety by a recognized testing laboratory.
- Check each set of lights, new or old, for broken or cracked sockets, frayed or bare wires, or lose connections. Discard damaged sets. Don’t overload extensions cords. | <urn:uuid:8a17d9a1-3388-4cfd-9b71-ad312ea09fd8> | CC-MAIN-2018-17 | http://lancasterfd.org/downloads/prevention-resources/halloween.pdf | 2018-04-23T11:43:40Z | crawl-data/CC-MAIN-2018-17/segments/1524125945942.19/warc/CC-MAIN-20180423110009-20180423130009-00565.warc.gz | 177,340,254 | 545 | eng_Latn | eng_Latn | 0.998727 | eng_Latn | 0.998727 | [
"eng_Latn"
] | false | rolmOCR | [
2477
] | [
2.796875
] | 4 | 1 |
Clean Your Stream!
Trash is unsightly...unsanitary...and unsafe for you, your family, and wildlife!
Maintain Septic Systems!
Any part of your "plumbing system" can become damaged or simply wear out over time. And any plumbing that's not working properly can be a source of pollution.
Simple Solutions:
- Have your septic system pumped regularly.
- Reduce or eliminate the amount of bleach, chemicals, oil and grease that you wash down the drain.
- Contact your County Board of Health for more information.
If you have just moved into a home, you may not know the size of the tank. In this case, you should contact your County Board of Health for information on your septic system and for information on pumping. The frequency of pumping depends on several factors:
- capacity of the septic tank
- volume of wastewater (related to size of household)
- amount of solids in wastewater (e.g. garbage disposals produce more solids)
- number of people in the household
Get Involved!
Stream Monitoring:
Sample the stream for macro-invertebrates. These insects live in the stream all year round and are an important indicator of water quality.
NO DUMPING
DRAINS TO CREEK
Storm Drain Stenciling:
Stenciling your storm drains is a reminder to "Dump No Waste, Drains to Creek." Contact your Soil and Water Conservation District for more information.
Stream Clean-ups:
Join your community for annual clean-up activities in the watershed or adopt-a-spot near your home and keep it clean.
Community Storm Water Management Plans:
As of March 2003 your community might have been required to develop a storm water management program by Ohio EPA. Your community needs your help planning and implementing their storm water management plan, which addresses water quality and water quantity problems in your community. Take the opportunity to voice your opinion and concerns or just find out what it's all about.
Protect Your Storm Drains!
Storm drains and ditches in the watershed flow directly to streams and creeks. Never deposit waste or trash into storm drains. They can become clogged and flood nearby basements, including your own! Also, sweep up and reuse fertilizers left on sidewalks and driveways. Always recycle used motor oil and anti-freeze. Contact your County Solid Waste District for information on recycling locations in your community.
Help Monitor the Chagrin River
Ohio’s landscape is changing rapidly. The health of our rivers and streams is closely linked to their surrounding watersheds. Responsible planning and continued monitoring can reduce the impact of inappropriate development along Ohio’s waterways.
Biological monitoring is a proven way of determining the quality of rivers and streams. Developed in 1983 by the Division of Natural Areas and Preserves, Ohio’s Stream Quality Monitoring (SQM) Project uses a variety of biological testing techniques to compile information on the quality of the state’s scenic rivers and streams. With the help of volunteers, the Ohio SQM Project maintains data on 20 state scenic river segments. Biological monitoring can be performed year-round, but most volunteers participate during warmer weather months, usually April through October. Ongoing monitoring is essential to protecting the health of Ohio’s scenic rivers. Abnormal changes can indicate potential pollution problems, which would prompt further investigation.
Being an SQM volunteer is easy, fun and doesn’t take a large commitment of time or any prior experience. Volunteers range from individuals and organizations to teachers and their entire classes. For more information, please call ODNR, Natural Areas and Preserves at (330) 265-6453 or look on ODNR website at http://www.ohiodnr.com/dnap/monitor.
Acting today to maintain the Chagrin River Watershed
Enhance Your Stream in Your Backyard & Beyond!
Six in a series of six fact sheets on stream management | <urn:uuid:8d2d7817-be60-46a3-b293-d3aac3e3062c> | CC-MAIN-2018-17 | http://munsontwp.com/New_Site/Stormwater/6_EnhancetheStream.pdf | 2018-04-23T11:15:47Z | crawl-data/CC-MAIN-2018-17/segments/1524125945942.19/warc/CC-MAIN-20180423110009-20180423130009-00564.warc.gz | 211,423,792 | 776 | eng_Latn | eng_Latn | 0.995849 | eng_Latn | 0.996844 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2343,
3886
] | [
3.609375
] | 1 | 6 |
Six Steps to Success
You have been handed an assignment and there is so much information out there, you don’t know where to begin. You might even think it is an impossible challenge! Here is a little secret: It only takes six steps!
1. **DEFINE THE PROBLEM**
Before jumping in, take some time to understand what is needed.
a. What is the topic?
b. What do I want to focus on?
c. What do I need to find out? (list key words, phrases, related ideas, and questions to be answered)
2. **LIST ALL POSSIBLE SOURCES**
Think about the type of information you need to gather (e.g. news reports, pictures, statistics) and make a list of all the possible sources, such as:
a. Books & Journals
b. Magazines & Newspapers
c. Electronic Databases
d. Experts
3. **LOCATE YOUR SOURCES**
Pick out the relevant sources on your list that you are able to obtain or have access to.
a. Where do I go to find it and who can assist me?
b. Can I find the information I want within the source? (compare against your listed key words to determine this)
4. **USE THE SOURCES AND EXTRACT INFORMATION**
Take down all the information you need, including information for citation purposes.
a. Is the information relevant?
b. Does it answer my question?
c. Does it give me new ideas or lead me to other sources?
d. Can I understand the information?
e. Is the source and information reliable, accurate, and up-to-date?
5. **ORGANISE AND PRESENT YOUR INFORMATION**
With all the information in your hands, it is time to put everything together.
a. Did I answer all the questions adequately?
b. Do I have enough information from multiple sources?
c. Did I present a fair and balanced argument?
6. **EVALUATE**
Now you are almost at the finish line!
It is good practice to double-check your work.
a. Have I completed all parts of the assignment?
b. Is it presented in a logical and proper order?
c. Is my argument supported with facts and cited properly?
References:
www.crlsresearchguide.org/big_six_steps.asp
www.big6.com
fb.com/sgsure
sure.nl.sg
S. U. R. E.
Source • Understand • Research • Evaluate | <urn:uuid:b700ae35-e81d-4cac-94d8-eea2c5750f0c> | CC-MAIN-2021-17 | https://sure.nlb.gov.sg/infographic/NLB_6Steps_LR.pdf | 2021-04-10T14:36:44+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038057142.4/warc/CC-MAIN-20210410134715-20210410164715-00512.warc.gz | 658,610,218 | 525 | eng_Latn | eng_Latn | 0.998445 | eng_Latn | 0.998445 | [
"eng_Latn"
] | false | rolmOCR | [
2154
] | [
3.578125
] | 1 | 0 |
Gestational Diabetes
- What is gestational diabetes?
- What is diabetes mellitus?
- What causes gestational diabetes?
- Will I be tested for gestational diabetes?
- If I develop gestational diabetes, will I always have diabetes mellitus?
- Who is at risk of gestational diabetes?
- How can gestational diabetes affect pregnancy?
- What are the risks to babies born to mothers with gestational diabetes?
- What are the long-term effects of gestational diabetes for both mothers and babies?
- If I have gestational diabetes, how can I control it?
- If I have gestational diabetes, will I have to take medication?
- Will gestational diabetes affect the delivery of my baby?
- If I had gestational diabetes, is there anything I should do after my pregnancy?
What is gestational diabetes?
*Gestational diabetes* is *diabetes mellitus* that develops in women for the first time during pregnancy. Some women found to have gestational diabetes actually may have had mild diabetes before pregnancy that was not diagnosed.
What is diabetes mellitus?
Diabetes mellitus (also called “diabetes”) is a condition that causes high levels of *glucose* in the blood (see the FAQ Diabetes and Women). Glucose is a sugar that is the body’s main source of energy. Health problems can occur when glucose levels are too high.
What causes gestational diabetes?
Gestational diabetes is caused by a change in the way a woman’s body responds to *insulin* during pregnancy. Insulin is a *hormone*. It moves glucose out of the blood and into the body’s cells where it can be turned into energy. During pregnancy, a woman’s cells naturally become slightly more resistant to insulin’s effects. This change is designed to increase the mother’s blood glucose level to make more nutrients available to the baby. The mother’s body makes more insulin to keep the blood glucose level normal. In a small number of women, even this increase is not enough to keep their blood glucose levels in the normal range. As a result, they develop gestational diabetes.
Will I be tested for gestational diabetes?
All pregnant women are screened for gestational diabetes. You may be asked about your medical history and risk factors or you may have a blood test to measure the level of glucose in your blood. This test usually is done between 24 weeks and 28 weeks of pregnancy. It may be done earlier if you have risk factors.
If I develop gestational diabetes, will I always have diabetes mellitus?
For most women, gestational diabetes goes away after childbirth. However, they remain at high risk of having diabetes later in life. For women who had mild diabetes before pregnancy, it is a lifelong condition.
Who is at risk of gestational diabetes?
Gestational diabetes is more likely in women who
- are older than 25 years
- are overweight
- have had gestational diabetes before
- have had a very large baby
- have a close relative with diabetes
- have had a stillbirth in a previous pregnancy
- are African American, American Indian, Asian American, Hispanic, Latina, or Pacific Islander
How can gestational diabetes affect pregnancy?
Gestational diabetes increases the risk of having a very large baby (a condition called macrosomia) and possible cesarean birth. High blood pressure and preeclampsia are more common in women with gestational diabetes.
What are the risks to babies born to mothers with gestational diabetes?
Babies born to mothers with gestational diabetes may have problems with breathing, low glucose levels, and jaundice. With proper prenatal care and careful control of glucose levels, the risk of these problems decreases.
What are the long-term effects of gestational diabetes for both mothers and babies?
Women who have had gestational diabetes are at higher risk of having diabetes in the future, as are their children. Women with gestational diabetes will need to have regular diabetes testing after pregnancy. Their children also will need to be monitored for diabetes risks.
If I have gestational diabetes, how can I control it?
If you have gestational diabetes, you will need to keep your blood glucose level under control. Controlling your blood glucose level may require daily tracking of your glucose level, eating healthy foods, exercising regularly, and sometimes, taking medications.
If I have gestational diabetes, will I have to take medication?
Gestational diabetes often can be controlled with diet and exercise. If diet and exercise are not enough, medication may be needed to control your blood glucose level. Some women may take oral medications; others may need insulin.
Will gestational diabetes affect the delivery of my baby?
Most women with gestational diabetes are able to have a vaginal birth but are more likely to have a cesarean delivery than women without diabetes to prevent delivery problems. Labor also may be induced (started by drugs or other means) earlier than the due date.
If I had gestational diabetes, is there anything I should do after my pregnancy?
You should have a test for diabetes 6–12 weeks after you give birth. If your postpartum glucose test result is normal, you need to be tested for diabetes every 3 years. Your child also should be checked throughout childhood for risk factors for diabetes, such as obesity.
Glossary
Cesarean Birth: Birth of a baby through surgical incisions made in the mother’s abdomen and uterus.
Diabetes Mellitus: A condition in which the levels of sugar in the blood are too high.
Gestational Diabetes: Diabetes that arises during pregnancy.
Glucose: A sugar that is present in the blood and is the body's main source of fuel.
Hormone: A substance made in the body by cells or organs that controls the function of cells or organs. An example is estrogen, which controls the function of female reproductive organs.
Insulin: A hormone that lowers the levels of glucose (sugar) in the blood.
Jaundice: A buildup of bilirubin that causes a yellowish appearance.
Macrosomia: A condition in which a fetus grows very large.
Preeclampsia: A condition of pregnancy in which there is high blood pressure and protein in the urine.
Stillbirth: Delivery of a dead baby.
If you have further questions, contact your obstetrician–gynecologist.
**FAQ177:** Designed as an aid to patients, this document sets forth current information and opinions related to women’s health. The information does not dictate an exclusive course of treatment or procedure to be followed and should not be construed as excluding other acceptable methods of practice. Variations, taking into account the needs of the individual patient, resources, and limitations unique to the institution or type of practice, may be appropriate.
Copyright September 2013 by the American College of Obstetricians and Gynecologists | <urn:uuid:075a6ca0-9027-440a-9962-3c1a2f5703ff> | CC-MAIN-2021-17 | https://img1.wsimg.com/blobby/go/7d1bccf4-567c-49d9-9882-88f066841a05/downloads/ACOG_Gestational_Diabetes%5B1%5D.pdf?ver=1614699908476 | 2021-04-10T14:28:37+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038057142.4/warc/CC-MAIN-20210410134715-20210410164715-00513.warc.gz | 420,748,917 | 1,392 | eng_Latn | eng_Latn | 0.996334 | eng_Latn | 0.999044 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2381,
6148,
6771
] | [
2.1875
] | 6 | 1 |
Individual Contest
Time limit: 90 minutes
Instructions:
● Do not turn to the first page until you are told to do so.
● Write down your name, your contestant number and your team’s name on the answer sheet.
● Write down all answers on the answer sheet. Only Arabic NUMERICAL answers are needed.
● Answer all 15 problems. Each problem is worth 10 points and the total is 150 points. For problems involving more than one answer, full credit will be given only if ALL answers are correct, no partial credit will be given. There is no penalty for a wrong answer.
● Diagrams shown may not be drawn to scale.
● No calculator or calculating device is allowed.
● Answer the problems with pencil, blue or black ball pen.
● All papers shall be collected at the end of this test.
1. In a sequence of squares, the 1-st one has side length 1 cm. The side length of each subsequent square is equal to the length of a diagonal of the preceding square. The diagram below illustrates the construction of the 2-nd and 3-rd squares. What is the side length, in cm, of the 11-th square?
2. Twenty girls stood in a row facing right. Four boys joined the row, but facing left. Each boy counted the number of girls in front of him. The numbers were 3, 6, 15 and 18 respectively. Each girl also counted the number of boys in front of her. What was the sum of the numbers counted by the girls?
3. The diagram below on the left shows ten advertisements A, B, C, D, E, F, G, H, I and J in the ten boxes on a $2 \times 5$ billboard, on a certain day. Each day, the advertisements move from box to box following a fixed pattern. On the day after, they appear as in the diagram below on the right. How many days will it take before all the advertisements return to their starting positions together for the first time?
4. Each side of a square of side length 10 cm is divided into three equal parts. Some of these division points are connected to the vertices of the square, as shown in the diagram below. What is the area, in cm$^2$, of the shaded region?
5. Two opposite corner dots from a $4 \times 4$ array have been removed, as shown in the diagram below. How many different squares can be formed using four of these 14 dots as vertices?
6. How many positive integers under 1000 with units digit 9 can be expressed as the sum of a power of 2 and a power of 3? Note that 1 is both a power of 2 and a power of 3.
7. Alice replaces each of the 2008 numbers 6, 7, 8, ..., 2012, 2013 with the sum of its digits. Brian replaces each of Alice’s numbers with the sum of its digits, and Colin replaces each of Brian’s numbers with the sum of its digits. What is the number which Colin obtains most frequently?
8. What is the smallest positive integer which is 2 times the square of some positive integer and also 5 times the fifth power of some other positive integer?
9. Every positive integer can be expressed as a sum of distinct powers of 2. Note that 1 and 2 are powers of 2. How many three-digit numbers are sums of exactly 9 distinct powers of 2?
10. In triangle $ABC$, $D$ is the midpoint of $BC$ and $E$ is the midpoint of $CA$. $AD$ and $BE$ are perpendicular to each other. The diagram below shows the point $G$ where they intersect. This point is called the centroid of $ABC$, and has the property that $AG = 2DG$ and $BG = 2EG$. What is the value of $\frac{BC^2 + AC^2}{AB^2}$?
11. \( O \) is a point inside a quadrilateral \( ABCD \) such that its distances from the four vertices are 1, 2, 4 and 7 cm in some order. What is the maximum area, in \( \text{cm}^2 \), of \( ABCD \)?
12. From the product \( 1 \times 2 \times \cdots \times 2013 \), what is the smallest number of factors we must remove in order for the units-digit of the product of the remaining factors to be 9?
13. A positive integer is said to be \textit{strange} if in its prime factorization, all powers are odd. For instance, 22, 23 and 24 form a block of three consecutive strange numbers because \( 22 = 2^1 \times 11^1 \), \( 23 = 23^1 \) and \( 24 = 2^3 \times 3^1 \). What is the greatest length of a block of consecutive strange numbers?
14. Half of the squares in an \( 8 \times 8 \) board are shaded, as shown in the diagram below. What is the total number of \( 2 \times 2 \), \( 4 \times 4 \) and \( 6 \times 6 \) subboards such that half of the squares in each are shaded?
15. A positive integer with at most 9 digits is said to be \textit{good} if its units digit is 0 or 1, its tens digit is 0, 1 or 2, its hundreds digit is 0, 1, 2 or 3, its thousands digit is 0, 1, 2, 3, or 4, and so on. Thus the first ten good numbers are 1, 10, 11, 20, 21, 100, 101, 110, 111 and 120. What is the 100-th good number? | <urn:uuid:fe8e7a19-6f17-404a-a93d-4689e6e25587> | CC-MAIN-2024-30 | https://sofuganda.org/documents/pastpapers/imc/elementary/2013i.pdf | 2024-07-16T15:23:38+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.37/warc/CC-MAIN-20240716142214-20240716172214-00766.warc.gz | 473,686,145 | 1,267 | eng_Latn | eng_Latn | 0.997048 | eng_Latn | 0.998991 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
777,
2226,
3375,
4711
] | [
3.171875
] | 2 | 0 |
Anna Reistad
Teacher Christopher Cavanaugh School Plainfield High School | Plainfield, IN
Issue Same-sex marriage is only legal in 19 states and Washington, D.C., meaning that there are same-sex couples in 31 states that are being denied equal protection of their state’s laws.
Project Description When I decided to make my project about marriage equality, I didn’t know a lot about the subject. My first step was to research same-sex marriage and find out specifics regarding its status not only in my home state of Indiana but in every state. I took a look at different court cases relating to same-sex marriage and miscegenation cases from the 60’s. Then I began to make a website that presented the information I found and made an argument as to why the audience should support marriage equality. I showed the website to friends and family and asked them to take a look and give me feedback, and then share it with others. A problem I encountered was how to get my audience involved with the issue. To help with this, I provided a link to a list of each state’s representatives’ contact information, so if the audience wanted to voice their opinion they could do so easily.
Project Outcome By doing this project I’ve learned there is an imbalance when it comes to the rights of heterosexuals versus those of the LGBT community. There are over 1000 federal rights and benefits connected to marital status that same-sex couples are deprived of in states where same-sex marriage isn’t legal. Those rights and benefits vary from tax breaks to being able to visit their partner in the hospital.
Request I am asking my governmental representatives to remember all of the people they represent in government. If we legislate to benefit only the majority, we turn “we the people” into “us” and “them”. Simply because the majority may desire the traditional idea of marriage, doesn’t mean it is right.
Project Link www.marriageequalityawareness.weebly.com | <urn:uuid:d33052cc-c2fc-45b1-af64-30c50d81a776> | CC-MAIN-2019-47 | https://cdn.civicsrenewalnetwork.org/wp-content/uploads/2019/08/Indiana.pdf | 2019-11-17T10:49:51 | crawl-data/CC-MAIN-2019-47/segments/1573496668910.63/warc/CC-MAIN-20191117091944-20191117115944-00162.warc.gz | 352,351,297 | 397 | eng_Latn | eng_Latn | 0.998191 | eng_Latn | 0.998191 | [
"eng_Latn"
] | false | rolmOCR | [
1957
] | [
2.859375
] | 1 | 0 |
An innovative soil scientist adapted the bicycle to the railroad tracks and used it for soil survey transportation in 1913.
Bull probes or push probes are common features on vehicles used today.
Some soil scientists used this rig in 1927 to save the backbreaking work of an auger.
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at 202-720-2600 (voice and TDD).
To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call (202) 720-5964 (voice or TDD). USDA is an equal opportunity provider and employer.
Celebrating 100 Years of the National Cooperative Soil Survey 1899-1999 Photos from the Past
This year marks the centennial of the soil survey in the United States — perhaps the largest and most valuable natural resource database in the world.
Early tools of the trade included the auger for excavation.
In the early days, it was not uncommon for the soil scientist to push the limits of their transportation buggy to find that typical landform and describe that typical soil profile.
Two soil scientists are gathering soil samples in 1914. The canvas cloth on the ground contains color vials. These vials were tested as a mechanism to standardize colors.
Distances are very important. An odometer was mounted on some horse-drawn buggies to automate the measuring.
The early soil scientist used a plane table and sighted through an alidade to plot soil lines on the base map.
The agriculture experiment stations were active partners in producing soil surveys from the very beginning. The sign on the car says, “Texas Agricultural Experiment Station Soil Survey.” | <urn:uuid:e37dbee4-5a31-47e4-96fa-651b1009b26d> | CC-MAIN-2021-17 | https://www.blogs.nrcs.usda.gov/Internet/FSE_DOCUMENTS/nrcs142p2_052005.pdf | 2021-04-10T14:12:06+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038057142.4/warc/CC-MAIN-20210410134715-20210410164715-00508.warc.gz | 769,922,869 | 443 | eng_Latn | eng_Latn | 0.988432 | eng_Latn | 0.993091 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1303,
2128
] | [
2.125
] | 2 | 0 |
Learning Language From Unpleasant Experiences
WebQuest Description: My web-quest aims to motivate 11-12 grade students and raise their awareness of studying any language, specifically English. Moreover, I want them to analyse their failures connected to the studying process and to connect them to their core values and attitudes.
Type of activity: Energiser,
Grade Level: 9-12
Curriculum: Life Skills / Careers
Keywords: Speaking, Writing, Reading, Listening, Presentation, meta-cognitive skills, pleasant feelings, self-esteem, positive attitudes.
Published On: Last Modified: 2018-04-05 14:53:36
WebQuest URL: http://zunal.com/webquest.php?w=369473
Introduction
In most cases teachers ignore the values and attitudes of students connected to the language learning process. If the student do not realize the value of studying language they cannot get acquainted with the target language efficiently. Moreover, student should connect the learning process to their troublesome experiences and try to analyze the consequences, the alternative results and finally, they should decide the future plans of improving their knowledge.
Tasks
The class is divided into 3 groups of 3 students, they are all obliged to make Posters under the heading "Learning from unpleasant experiences" in 20 minutes. All students must be equally involved in the process, they need to gather information by the use of internet in 20 minutes and then have to make 3-minute presentations and introduce their topics in the classroom. So, overall preparation time is 45 minutes and each presentation takes 3 minutes.
Process
Lead-in Show them the video: Breaking the language barrier | Tim Doner | TEDxTeen 2014. TEDx Talks (group work) make notes, write down the examples from the video and think about them. Step 1 (group work) 5-10 minutes) 1. Each group is asked to remember an unpleasant experience that they had recently, and write a brief description of this experience. 2. Ask the groups to identify one or two mainly positive aspects of this experience and write them down. Step 2 (group work) 4C 5-10 minutes) 1. participants discuss with each other these positive aspects and explore their benefits take notes. Step 3 (group work) 20 minutes Participants turn their notes into posters, then go around and visit each group. Step 4 (group work) 3 minute each presentations of their postersStep 5 (5-10 minutes) Hold a short debriefing session to explore the following questions: – What did you learn during this activity? – What kind of relationship is there between the unpleasant events and useful experiences? – Is there a common pattern? – How could this activity be made useful for you in your future learning process?
Evaluation
Presentations are evaluated with the help of group-assessment.
| Category and Score | | | | | | Score |
|--------------------|---|---|---|---|---|-------|
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | Total Score |
Conclusion
By the end of this project 11-12th grade Students will be able to see things from different perspectives, to cope with complex issues and avoid one-dimensional answers, to evaluate situations and issues to look for solutions with the involvement of all parties. They will be able to gain self-knowledge and introspection.
I as a teacher always ask myself why? and make my students ask themselves the same question as well, because I believe that they need to think through the values and needs of learning process and especially studying a foreign language.
**Standards**
http://zunal.com/webquest.php?w=369473
**Credits**
In this Web quest I will get a credit of MA subject "Multimedia".
**Other**
For Teachers: Hold a short debriefing session to explore the following questions:
- What did you learn during this activity?
- What kind of relationship is there between the unpleasant events and useful experiences?
- Is there a common pattern?
- How could this activity be made useful for you in your classroom?
- What learning outcomes would you expect to reach with your students? | <urn:uuid:cdf327ff-e2a7-4e47-aa2f-f0dd1a4bcba0> | CC-MAIN-2023-14 | http://zunal.com/att-export-pdf.php?w=369473 | 2023-04-01T07:20:47+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00001.warc.gz | 105,115,924 | 906 | eng_Latn | eng_Latn | 0.997135 | eng_Latn | 0.99692 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3114,
4202
] | [
4.1875
] | 1 | 0 |
PART—A
Instructions: (1) Answer all questions.
(2) Each question carries three marks.
(3) Answer should be brief and straight to the point and shall not exceed five simple sentences.
1. At a point in a layer of oil, the shear stress is 0.2 N/m$^2$ and velocity gradient is 0.25 m/sec/m. Calculate the coefficient of dynamic viscosity.
2. Convert an intensity of pressure of 1 N/mm$^2$ into pressure head in ‘m’ of water. Sp.wt. of water is 10 kN/m$^3$.
3. Define uniform flow and non-uniform flow.
4. What is an orifice? State the classification of orifices according to size and shape.
5. Define velocity of approach. State the formulas for calculating the velocity of approach.
6. State the various classification of notches.
7. Define laminar flow and turbulent flow in pipe flow.
8. Define the following:
(a) Hydraulic radius
(b) Hydraulic depth in open channel flow
9. Name the parts of a reciprocating pump.
10. Explain the function of a surge tank.
PART—B $10 \times 5 = 50$
Instructions: (1) Answer any five questions.
(2) Each question carries ten marks.
(3) Answers should be comprehensive and the criterion for valuation is the content but not the length of the answer.
11. A sluice gate of breadth 2 m and depth 1·2 m contains a liquid of specific gravity 1·45 on the U/s of it up to a height of 1·5 m above the top edge of the gate. There is water on the D/s up to the top edge of the gate. Find the resultant pressure and centre of pressure.
12. A 20 cm $\times$ 10 cm venturi meter is mounted in a vertical pipe carrying water the flow being upwards. The throat section is 30 cm above the entrance section of the venturi meter. For a certain flow through the meter, the differential gauge between the throat and entrance indicates a gauge deflection of 30 cm assuming the coefficient of orifice meter is 0·95. Find the discharge.
13. (a) Water is discharged through an external cylindrical mouthpiece under a constant head of 4 m. Find the discharge through it, if the dia of the mouthpiece is 4 cm.
(b) Distinguish between mouthpiece running full and mouthpiece running free.
14. The catchment area of a tank is $5 \times 10^6$ sq.m. The max rainfall in the catchment is 5 cm per hour. Out of this 80% will reach the tank. Find the length of waste weir, if the depth of the water is not to exceed 1 m.
Assume $C_d = 0·6$
15. Water flows through a pipe 250 cm diameter, 80 m long with a velocity of 3.5 m/sec. Find the loss in friction using
(a) Darcy’s formula;
(b) Chezy’s formula.
Assume Chezy’s constant as 55.
16. Derive the expression for condition of most economical section of a trapezoidal channel.
17. Explain Francis turbine with a neat sketch.
18. (a) An old water supply distribution pipe of 250 mm diameter of 1 m length is to be replaced by two parallel pipes of equal diameter having equal length and identical values of coefficient of friction. Find the diameter of the pipes.
(b) Find the most economical cross-section of a rectangular channel to carry 0.25 m$^3$/sec of water when the bed slope is 1 in 1000, assume $C = 60$. | <urn:uuid:8530ae71-2c1b-4f7f-9212-6151845e2353> | CC-MAIN-2023-14 | https://polyelearning.gnomio.com/pluginfile.php/16450/mod_folder/content/0/C09/304/3%20OCT%202014.pdf?forcedownload=1 | 2023-04-01T07:27:13+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00003.warc.gz | 509,842,193 | 781 | eng_Latn | eng_Latn | 0.985953 | eng_Latn | 0.990601 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
791,
2360,
3091
] | [
3.34375
] | 1 | 0 |
1. **Introduction**
- Welcome to the course
- What is sound?
- Why is sound important?
2. **Sound in Nature**
- Natural sounds
- Sound in the environment
3. **Sound in Technology**
- Technology and sound
- Sound in communication
4. **Sound in Society**
- Sound in culture
- Sound in society
5. **Conclusion**
- Summary
- Next steps
6. **Resources**
- Additional readings
- Online resources
7. **Q&A**
- Questions and answers
- Discussion forum
8. **Feedback**
- Course evaluation
- Suggestions for improvement | <urn:uuid:4d11a338-f266-452a-a660-d09a1f4ba09d> | CC-MAIN-2023-14 | https://www.pedagogie.ac-nantes.fr/medias/fichier/bearhunt_script_visuel_2_chemin_du_retour_1364977814920.pdf?ID_FICHE=1364977824519&INLINE=FALSE | 2023-04-01T07:36:52+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00002.warc.gz | 1,046,540,675 | 144 | eng_Latn | eng_Latn | 0.99408 | eng_Latn | 0.99408 | [
"eng_Latn"
] | false | rolmOCR | [
567
] | [
2.78125
] | 1 | 0 |
PART—A
Instructions: (1) Answer all questions.
(2) Each question carries three marks.
(3) Answers should be brief and straight to the point and shall not exceed five sentences.
1. What are you going to do in the coming weekend after your examinations?
2. Write a paragraph on what you used to do in the evenings when you were in school.
3. Fill in the blanks with appropriate forms of verbs indicating probability:
(a) If you swim, you —— (reduce) your weight.
(b) If he —— (go) early to the theatre, he will get tickets.
(c) If we work hard, we —— (succeed).
4. Write three expressions of disagreement for the following issues:
(a) Wealth is more important than health.
(b) Using plastic covers is better than using paper covers.
(c) Sending an e-mail is difficult.
5. Rewrite the following sentences using ‘must/should/have to’:
(a) Keep the place clean.
(b) Respect parents.
(c) Follow traffic rules for safety on roads.
6. What is meant by non-verbal communication? List out the gestures that you should avoid at an interview.
7. Define the following terms used in an e-mail:
(a) Mail id
(b) Compose
(c) Inbox
8. List out the subheads that you will include in your resume.
9. You are the class representative. Your teacher has asked you to inform that all students should submit the filled in exam application forms by Tuesday, the 27th. Write a message on the board to inform your class.
10. What is the purpose of a cover letter?
PART—B
Instructions: (1) Answer any five questions.
(2) Each question carries ten marks.
11. Write a paragraph about your role model who inspired you.
12. Study the flowchart which describes the process of opening an account in a bank. Write a paragraph giving the details:
Go to the bank
↓
Ask for an application form to open an account
↓
Fill in the application form (Name, date of birth, address)
↓
Affix your photograph
↓
Take signature of the person introducing you
↓
Submit to the bank authorities
↓
Deposit money
↓
Collect your pass book
13. Draw a pie chart showing the popularity of three different cell recharge service providers $A$, $B$ and $C$. Nearly 45% of people prefer $A$ because the charges are reasonable and there are no hidden charges too. Another 38% prefer using the services of $B$ because network coverage is good though the charges are a little high. $C$ is the least preferred with only 17% opting for it. From the information, it can be gathered that service provider $A$ perhaps makes a great deal of profit.
14. Write a letter to the Police Inspector complaining about your lost bike or cycle.
15. Write your resume that you can submit to your probable employer.
16. Write a letter to your senior seeking suggestions to plan for your career after your diploma.
17. State the various processes involved in getting ready for a job.
18. Your Principal asked you to make a survey of the students’ attendance in the first hour on Monday. You went around 5 classrooms of different branches and collected the data. Now, write a report to submit it to the Principal.
*** | <urn:uuid:ab45f5ce-5d35-444b-9412-595e177ef1a5> | CC-MAIN-2023-14 | https://polyelearning.gnomio.com/pluginfile.php/16450/mod_folder/content/0/C09/401/2%20APRIL%202014.pdf?forcedownload=1 | 2023-04-01T08:51:36+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.56/warc/CC-MAIN-20230401063607-20230401093607-00000.warc.gz | 530,045,151 | 719 | eng_Latn | eng_Latn | 0.998398 | eng_Latn | 0.998575 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
577,
1651,
3117
] | [
3.578125
] | 1 | 0 |
Measurement Activity
Look at the pairs of objects below. Color the object that is longer.
Name ___________________________ | <urn:uuid:a7d7632f-5a19-4037-a1cd-a4e8b9552ebc> | CC-MAIN-2017-26 | http://cleverlearner.com/number-activities/images/measurement-worksheet-color-the-longer-object-3.pdf | 2017-06-28T03:46:30Z | crawl-data/CC-MAIN-2017-26/segments/1498128322320.8/warc/CC-MAIN-20170628032529-20170628052529-00001.warc.gz | 84,687,173 | 22 | eng_Latn | eng_Latn | 0.996806 | eng_Latn | 0.996806 | [
"eng_Latn"
] | false | rolmOCR | [
124
] | [
2.96875
] | 2 | 0 |
The graph shows three curves representing different functions of $x$. The x-axis is labeled "x" and ranges from 1 to 8, while the y-axis ranges from 0 to 0.4. The curves are labeled with numbers: 2, 1, .5, and 0, which likely correspond to the values of the function at specific points on the x-axis. The curve labeled 2 is orange, the one labeled 1 is blue, and the one labeled .5 is red. The curve labeled 0 is green. The graph also includes a vertical line at $x=1$ and a horizontal line at $y=0$. | <urn:uuid:7e499bda-0ec8-440c-932e-168ea906fda9> | CC-MAIN-2017-51 | http://gams.cam.nist.gov/14.4.F22.pdf | 2017-12-16T16:27:32Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00124.warc.gz | 109,115,369 | 137 | eng_Latn | eng_Latn | 0.998591 | eng_Latn | 0.998591 | [
"eng_Latn"
] | false | rolmOCR | [
500
] | [
2.625
] | 1 | 0 |
A Complete the text. Use only one word in each space.
Listening to music is one of the 0 ____________ enjoyable ways to spend your free time. There is music for every mood. If you’re feeling sad, then it can be very comforting to 1 _______________ to classical music. If you feel 2 _______________ dancing, then some loud disco or rock music could be just the thing. 3 _______________ just bought a new CD the other day. I was very impatient to get home and listen to it. Unwrapping it quickly, I put it in the CD player. I pressed ‘play’ but 4 _______________ happened. Imagine how upset I was! So I went back to the store in 5 _______________ to tell them that the CD was damaged. I couldn’t find the receipt but I hoped that they 6 _______________ change the CD for me. They asked me when I 7 _______________ bought it and then one of the shop assistants recognised me, so everything was fine. I 8 _______________ have worried. It would have been 9 _______________ lot worse if the assistant hadn’t been there as they might 10 _______________ have helped me.
B Complete the sentences. Circle the correct answers, a, b or c.
0 David Beckham __________ by many to be the best footballer in the world.
a is thought b are thought c have thought
1 It was __________ fantastic weather that I couldn’t stay at home.
a so b such a c such
2 Do you know when __________?
a when does the film start b starts the film c the film starts
3 As the theatre was almost empty, we __________ tickets in advance.
a didn’t need buy b needn’t have bought c don’t need to buy
4 I wonder __________ everyone left the party so early.
a why b when c where
5 Mary is __________ annoying that I can’t stand being with her at the moment.
a such b so c so much
6 __________ one bar of chocolate, Matt then started on the next.
a Having to finish b Finishing c Having finished
7 Polish __________ to be a difficult language to learn.
a is said b are said c says
8 I don’t care what __________. Just go away and leave me alone.
a are you doing b you do c do you do
9 I __________ revise much for my exams as I’d been working hard all year.
a didn’t need to b needn’t c needn’t have
10 We were in __________ hurry to get to the airport that we almost forgot our passports!
a such b such a c so
C Rewrite the sentences using the words given.
0 Sam went to the supermarket because he wanted to buy something for dinner.
in order to
Sam went to the supermarket in order to buy something for dinner.
6 Sally phoned Matt because she wanted to apologise.
to
7 It’s such horrible weather that I don’t want to go out.
so
8 Most people think that a positive attitude keeps you healthy.
is thought
9 We took our umbrellas with us but it wasn’t necessary.
needn’t
10 ‘Why does Jack eat so much junk food?’
I don’t know
D Read the text. Some of the lines have an extra, unnecessary word. Write the words at the end of the line. If the line is correct, put a tick (✓).
I’ve never been able to understand why so many people enjoy watching horror movies. I can’t think of anything more worse than spending a couple of hours sitting on the edge of my seat and closing my eyes every five minutes because I’m too much scared to look at the screen! But obviously there are loads of people who enjoy watching at these films. I guess they get some kind of thrill from being afraid of.
I prefer romantic comedies because I like to escape from the rather boring reality of my life. I can to imagine that I am the heroine who she is about to meet the love of her life in some strange way. I think it’s a much more therapeutic to laugh than to scream.
Of course, it also depends on who the actors are. There are some I would go to see them, whatever the film is. Unfortunately, there are not that such many good films any more, which is why I don’t often go to the cinema. I prefer to watch old Hollywood movies at home on DVD. There are too so many to choose from and even if I’ve already seen some them, I don’t mind watching them again.
A Complete the sentences. Circle the correct answers, a, b or c.
0 I’m afraid you’ve .......... me. I have no idea what you’re talking about!
a lost b made c caught
1 The film was so scary I was on the ........... of my seat.
a top b front c edge
2 Tom is .......... intelligent than he looks!
a nothing like b far more c lot more
3 I was so tired I couldn’t stop ...........
a yawning b chuckling c screaming
4 The plane .......... early this morning.
a took off b set off c went off
5 If you speak slowly I hope I’ll be able to .......... of what you’re saying.
You know my German isn’t very good.
a get the understanding b get the words c get the gist
6 I think French is .......... as difficult as German.
a even more b just c like
7 Well, that was totally .......... . I didn’t understand a single word.
a misunderstanding b understandable c incomprehensible
8 Do you feel like going .......... a walk? It’s such a lovely day.
a for b to c out
9 Could you repeat that, please? I couldn’t .......... out what you were saying.
a find b make c catch
10 We’re going .......... holiday next week. I can’t wait.
a on b for c to
B Complete the sentences with the words in the box.
muzak disco rock tune didgeridoo country classical beat live hum lyrics
0 I really don’t like that awful .......... they play in so many shops these days.
1 Beethoven is my favourite .................. composer. I just love the Ninth Symphony.
2 I can’t dance so I don’t really enjoy listening to .................. music.
3 When Bob was in Australia he learned to play the .................. .
4 Peter really can’t sing! He’s always slightly out of .................. .
5 We went to a fantastic concert yesterday. The music sounded so much better .................. .
6 Can you understand the .................. of this song? I can’t make out a word.
7 A lot of people make fun of .................. and western music, but I love it!
8 This music has a good .................. – it’d be great to dance to.
9 Whenever I hear music I like, I want to .................. along.
10 The last .................. concert we went to was so loud that it really hurt my ears!
A. Choose the correct item.
1. ........... of the two applicants got the job?
A) Who B) Which
C) What D) Whose
2. We go swimming ............ week.
A) another B) the other
C) each other D) every other
3. Everyone knows what to do, ............ ?
A) don't they B) doesn't he
C) don't you D) don't we
4. "Are there any questions?" "No, ............ ."
A) neither B) none
C) either D) no
5. If you don't learn from your mistakes, you won't ............ progress.
A) make B) do
C) have D) happen
6. This charity provides food and shelter for ............ homeless.
A) a large quantity B) an
C) a D) then
7. Hardly ...... people turned up for the meeting.
A) some B) no
C) any D) every
8. Toby and Greg always play tennis ............
the weekends.
A) by B) in
C) of D) at
9. Ann spent four months in ............ hospital before she was cured.
A) an B) the
C) any D) --
10. Travelling ............ bus is cheaper than taking a taxi.
A) on B) at
C) by D) in
11. It was ............ awful weather that we cancelled the barbecue.
A) so B) such
C) such an D) what
12. Sam doesn't like fruit, and Jim doesn't ..........
A) neither B) nor
C) too D) either
B. Using the word given complete the sentences so that the second sentence has a similar meaning to the first sentence.
13. Someone gave Sindy a sports car for her birthday.
given Sindy .......................................................... for her birthday.
14. Someone stole my traveller's cheques when I was on holiday.
had I .......................................................... when I was on holiday.
15. She would have met you, but she had to work late.
not If .......................................................... work late, she would have met you.
16. "You must accompany me to the station," the policeman said to me.
on The policeman .......................................................... to the station.
17. She reminded me to feed the dog.
not She .......................................................... to feed the dog.
18. "Yes, I drank all the orange juice," she said.
drinking She .......................................................... all the orange juice.
19. He smoked a lot, so he had a very bad cough.
due His very bad cough .......................................................... a lot.
20. Beef isn't as fattening as lamb.
more Lamb .......................................................... beef.
21. She spoke so softly that none of the students at the back of the classroom could hear her.
make She spoke so softly that she ........................................... at the back of the classroom.
22. Tina ate almost nothing at dinner last night.
anything Tina ................................................................. at dinner last night.
23. As soon as she had breakfast, she left the house to go to work.
had No .................................................. than she left the house to go to work.
24. Anna arranged the garden party at the church.
that It ................................................................. garden party at the church.
25. Mrs Black is 50, but she still dresses like a teenager.
her In ................................................................. , Mrs Black still dresses like a teenager.
26. I'm sure the news was quite upsetting.
been The news ................................................................. quite upsetting.
27. John worked in a shop all winter.
spent John ................................................................. in a shop.
28. The decorators were still painting the flat when I moved in.
painted The flat ................................................................. when I moved in.
29. No one in the club can beat him at chess.
player He is ................................................................. in the club.
30. John likes football, Mark likes football too.
and Both ................................................................. football.
C. Fill in the blanks with the correct particle(s).
31. Can you put ............... the interview until next week? I'm too busy this week.
32. Are you going to the airport to see Julie ...............?
33. Jane always stands ............... me when I'm in trouble. She's a good friend.
34. We were surprised when Mandy turned ............... at the party. She hadn't been invited.
D. Fill in the blanks with the correct preposition(s).
35. The new laws are still ............... discussion.
36. After climbing five flights of stairs, she was ............... breath.
37. Whales are ............... danger of becoming extinct.
38. ............... her astonishment, she completed the test successfully.
E. Find the word which should not be in the sentence.
39. Both of Elena and Sue were "shopaholics" until they received
40. huge bills which they couldn't pay them. The girls used to
41. go to a shop which was the more expensive than any other in town.
42. When they couldn't afford themselves to pay in cash they used
43. their credit cards, but bills not been paid on time had interest
44. charges added so as that they worked all month just to pay them.
F. Use the words in capitals to form a word that fits in the space in the same line.
Many people are under the (45) .............................................. that without an
adequate (46) .............................................. it is extremely difficult to get a good job
and therefore you will be (47) .............................................. to financially support yourself.
While qualifications are (48) .............................................. assets, common sense and
determination can be equally (49) .............................................. . Many an uneducated
person has achieved success, much to the (50) .............................................. of their
more highly-qualified associates. | <urn:uuid:775bdaa0-49fd-4e5a-a0c6-33fd70148c38> | CC-MAIN-2023-14 | http://obninsklingvo.ru/wp-content/uploads/2021/05/oc-mat-shk-A1-V2-v-sred.pdf | 2023-04-01T05:33:06+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00799.warc.gz | 34,949,902 | 2,763 | eng_Latn | eng_Latn | 0.998442 | eng_Latn | 0.999381 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2276,
4015,
6254,
8815,
12307
] | [
3.890625
] | 1 | 0 |
The Burnside Symphony Orchestra
The Burnside Orchestra, founded in 1956, is an amateur orchestra. It is supported by the City of Burnside Council and performs in aid of various charity organisations. Past conductors of the orchestra have been scientist John Black, flautist David Cubbin and violinists Robert Cooper, James Ferguson and Alphonse Anthony.
The orchestra's current conductors are Martin Butler and David Sharp.
Martin Butler
Martin Butler was born in London and began learning violin at the age of eight. When he was eleven Martin received a scholarship to the Guildhall School of Music. After leaving school he studied composition at Surrey University, graduating with a First Class Honours and Masters Degree. After a spell as a keyboard player in a rock band, Martin moved to Portugal where he played violin in the 'Teatro Nacional de Sao Carlos' in Lisbon. In Portugal he also pursued many other musical interests including ensemble, gypsy and jazz. During his last year in Portugal Martin began playing viola in the orchestra. In 1980 he joined the Adelaide Symphony Orchestra.
Glenn Madden
Glenn Madden has been a member of the Adelaide Symphony Orchestra since 1966, and has held the position of Principal Trumpet since 1982. Born in Tasmania, Glenn had his first experience as an orchestral soloist in the ABC Instrumental and Vocal competition, (now the Young Performers Awards) appearing in 4 state and 2 national finals. His solo appearances with the ASO have ranged from country tours to an audience of 30,000 at the 1994 ANZ Symphony Under the Stars. He has been soloist with the Tasmanian Symphony Orchestra on several occasions. An accomplished chamber music player, Glenn founded the Adelaide Brass Quintet. The Quintet has made several recordings and broadcasts for ABCFM and ABC Radio National. They have made three commercial recordings and have performed for the Adelaide Festival. In 1979 Glenn spent a year playing with the Malme Symphony Orchestra in Sweden. While overseas, he took private lessons with several international trumpet players in Switzerland, Denmark and the USA. He spent another seven months in Sweden in 1990/1 playing with the Stora Teateral Orkester in Gothenburg. Glenn was Musical Director of the Elizabeth Brass Band from 1980 to 1989, taking them to 'A' Grade Champions of South Australia. He teaches trumpet at TAFE School of Music and conducts the school's Brass Choir.
If you enjoyed tonight's performance and would like to be informed of other programmes to be performed by the Burnside Symphony Orchestra, please complete the following and forward by post to:
Mr Douglas Pearce
Concert Manager, Burnside Symphony Orchestra
15 Pleison Street
Lockleys 5032
Name Ms/Miss/Mrs/Mr/Dr_____________________________________
Address__________________________________________________________________________________________
Programme
Soirees Musicales Op 9 B Britten (1913-1976)
March
Canzonetta
Tirolese
Bolero
Tarantella
Sonata for trumpet strings and continuo
H Purcell (1659-1695)
Soloist - Glenn Madden
Concerto in C major for two trumpets, strings and continuo
A Vivaldi (1675-1741)
Soloists - Glenn Madden
Geoff Bradley
Interval
Symphony No 1 in C minor, Op 68
J Brahms (1833-1897)
Un poco sostenuto. Allegro
Andante sostenuto
Un poco allegretto e grazioso
Adagio. Allegro non troppo, ma con brio
Soirees Musicales, Op 9 B Britten (1913-1976)
March
Canzonetta
Tirolese
Bolero
Tarantella
Britten wrote two suites that are orchestral arrangements of songs and dances by Giocchino Rossini (1792-1869). Rossini had himself published an album of short vocal pieces (songs and duets) under the title Soirees musicales, in 1835, six years after his opera, William Tell. The pieces were described as being 'for the study of Italian song', and their wide variety of technical character made them susceptible to varied instrumental arrangement. Six of them were used by Britten, three in each Suite, and the same album was also the basis of Respighi's orchestrations for the Massine ballet (1919).
Soirees musicales was written in 1936, as a result of Britten's involvement with the budding film industry. He composed no less than 22 scores between 1933 and 1939. For more than one of these, including Men of the Alps (1936), he drew on Rossini sources.
This Suite was first published in 1938 and came to the attention of a choreographer named Anthony Tudor who used it for a ballet in London. The Suite begins with a march, the source being the ballet music in William Tell. Then follows three items taken from the vocal album mentioned above. The final movement 'Tarantella' (an Italian dance in 6/8 time) comes from La Carita, a sacred part-song for women's voices, which Britten remembered his mother singing to him as a child. The bright orchestration of these pieces would have been perfect for film music.
Sonata for trumpet, strings and continuo
H Purcell (1659-1695)
Soloist - Glenn Madden
This sonata which was preserved only in manuscript form shows how beautifully Purcell could take the fire and fury of the Italian style of that time and give it his own 'English' personality. The opening Maestoso in D major is reminiscent of the airs that he wrote for opera and masque - the trumpet takes an almost vocal line answered by the strings. The Adagio is for strings alone as the natural trumpet (mostly limited in notes to the harmonic series) was not expected to take a slow melodic line. The final movement is particularly striking in its use of the trumpets low notes near the close. | <urn:uuid:022a76fc-2086-48e5-b1e4-8ff05f6f90ec> | CC-MAIN-2017-51 | http://bso.org.au/wp-content/uploads/2016/08/19961127.pdf | 2017-12-16T16:36:04Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00128.warc.gz | 40,820,537 | 1,258 | eng_Latn | eng_Latn | 0.997634 | eng_Latn | 0.997634 | [
"eng_Latn"
] | false | rolmOCR | [
5575
] | [
2.015625
] | 1 | 0 |
YAO Baseball Bermuda (“YAO”)
Parent/Volunteer/Player
Code of Conduct
Preamble:
The essential elements of character building and ethics in sports are embodied in the concept of sportsmanship and six core principles: trustworthiness, respect, responsibility, fairness, caring, and good citizenship. The highest potential of sports is achieved when competition reflects these “six pillars of character.”
Parent/Volunteer:
☐ I will remember that children participate to have fun and that the game is for youth, not adults.
☐ I will inform the coach of any physical disability or ailment that may affect the safety of my child or the safety of others.
☐ I (and my guests) will be a positive role model for my child and encourage sportsmanship by showing respect and courtesy, and by demonstrating positive support for all players, coaches, officials and spectators at every game, practice or other sporting event.
☐ I (and my guests) will not engage in any kind of unsportsmanlike conduct with any official, coach, player, or parent such as booing and taunting; refusing to shake hands; or using profane language or gestures.
☐ I will not encourage any behaviors or practices that would endanger the health and well being of the athletes and coaches.
☐ I will teach my child to play by the rules and to resolve conflicts without resorting to hostility or violence.
☐ I will demand that my child treat other players, coaches, officials and spectators with respect regardless of race, creed, color, sex or ability.
☐ I will teach my child that doing one’s best is more important than winning, so that my child will never feel defeated by the outcome of a game or his/her performance.
☐ I will praise my child for competing fairly and trying hard, and make my child feel like a winner every time.
☐ I will never ridicule or yell at my child or other participant for making a mistake or losing a competition.
☐ I will emphasize skill development and practices and how they benefit my child over winning. I will also deemphasize games and competition in the lower age groups.
☐ I will promote the emotional and physical well being of the athletes ahead of any personal desire I may have for my child to win.
☐ I will respect the officials and their authority during games and will never question, discuss, or confront coaches at the game field, and will take time to speak with coaches at an agreed upon time and place.
☐ I will demand a sports environment for my child that is free from drugs, tobacco, and alcohol.
☐ I will refrain from coaching my child or other players during games and practices, unless I am one of the official coaches of the team.
☐ I will refrain from drinking alcohol at all games and practices.
☐ I will refrain from taking drugs at all games and practices.
☐ I will refrain from using any tobacco products within 200 feet of the dugout at all games and practices.
Players Agree:
☐ Respect and follow your Coaches’ directives. They are there to help you to learn and to succeed. Being human they will at times make mistakes. As long as you have done as instructed, they will shoulder the blame. Do not attempt to second-guess a coach’s decision; he/she has made it in the team’s best interest.
☐ Player Umpire Conduct: Umpires are there to make sure that a fair game occurs. They do their best to make the correct calls. No player in the YAO should ever question an umpire’s decision, yell abuse or look back at an umpire to show disapproval. All conversations with an Umpire regarding a decision or call will be left to the Coaching Staff.
Player/ Player Conduct: Support your teammates. Whether you are a starter or not, always cheer on your teammates. Talented teams with players who support one another can reach nearly any goal they aim for. Talented teams with players who constantly bicker among themselves or think only of “me me me” generally underachieve and end up having a mediocre season.
Throwing of Equipment & Use of Profane Language: There is no “I” in “Baseball” and no room for people interested only in their own accomplishments. Playing baseball is the ultimate team sport. Swearing, the throwing of helmets or bats or other acts of aggression will not be tolerated. We will all strike out & we will all get frustrated. Focus your frustration in a positive manner; cheer on the next batter, or get the next out. It will be far better for the team.
Player-Opposition Conduct: YAO Players are to project a positive attitude when on the field. You cheer on your teammates with sincere, positive comments. You never heckle or taunt the other team (even if they are engaging in this conduct). Ignore comments coming from the other team and focus on the job at hand. This is the mark of a first class team and organization.
I also agree that if I fail to abide by the aforementioned rules and guidelines, I will be subject to disciplinary action that could include, but is not limited to the following:
- Verbal warning by official, head coach, and/or a Director of the YAO organization
- Written warning
- Meeting to determine future player and or parent participation in the YAO
Any questions or concerns should be sent, in writing, to the attention of the President of the YAO Baseball Bermuda. | <urn:uuid:8dce7dfe-d319-4d5c-a75e-fb79cce90645> | CC-MAIN-2019-47 | http://yaobermuda.sportssignup.com/site/File/download/613a323a7b733a323a226964223b693a3239373636343b733a343a226e616d65223b733a34313a22646f632d55323034333039312d4c454147323939312d524e443633333935393535313130382e706466223b7d | 2019-11-17T10:17:46 | crawl-data/CC-MAIN-2019-47/segments/1573496668910.63/warc/CC-MAIN-20191117091944-20191117115944-00164.warc.gz | 287,357,164 | 1,113 | eng_Latn | eng_Latn | 0.999008 | eng_Latn | 0.999048 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3564,
5242
] | [
2.1875
] | 1 | 0 |
TONG BATIK
SEAsTra works directly, on site with a selected number of South East Asian Artisans and Artisan Groups to promote hand crafted products of exceptional quality. Tong Batik in Northern Thailand is one of those groups.
Thong Batik is situated in the Khorat Plateau, the center of the traditional silk weaving area of Thailand. Batik dyeing has a long history in Khorat yet has been practiced by only a small number of artisans who then train select younger artisans. Batik dyed cloth utilizes a wax-resist technique of dyeing. Traditional floral designs are hand drawn on the silk cloth using a canting, a tool that dispenses hot, liquid wax through a narrow spout. The silk cloth is dyed; however, the wax covered area resists the dye. When the wax is removed in boiling water, the pattern is revealed. Thong Batik is a master of this traditional yet unique process.
The process of making batik is very complicated and requires a lot of time and effort. The first step is to draw the design on the fabric using a wax resist technique. This involves drawing the design with a special wax pencil or brush, which is then heated to melt the wax onto the fabric. Once the design is complete, the fabric is dyed in a vat of dye, and the wax is removed by boiling the fabric in water. The final step is to dry the fabric and iron it to set the dye.
Batik is a traditional art form that has been practiced in Indonesia for centuries. It is known for its intricate designs and vibrant colors, and is often used to make clothing, tablecloths, and other household items. The process of making batik is very time-consuming and requires a great deal of skill and patience. However, the end result is a beautiful and unique piece of art that can be enjoyed for years to come.
The process of making batik is very complicated and requires a lot of time and effort. The first step is to draw the design on the fabric using a wax resist method. Then, the fabric is dyed with various colors and patterns. After that, the wax is removed and the fabric is washed to reveal the final design. This process can take several days or even weeks to complete.
In the picture above, we can see two women working in a batik workshop. They are carefully handling the fabric and ensuring that the designs are properly aligned. The workshop is well-lit and has all the necessary tools and equipment for making batik. The women are wearing aprons and gloves to protect themselves from the chemicals used in the dyeing process. Overall, the picture gives us a glimpse into the intricate world of batik making and the dedication required to create these beautiful pieces of art.
The process of making batik is quite complex and requires a lot of skill and patience. The first step is to draw the design on the fabric using a wax resist technique. This involves drawing the design onto a piece of paper and then transferring it onto the fabric using a special tool called a canting. The canting is used to apply the wax resist in a controlled manner, ensuring that the design is transferred accurately onto the fabric.
Once the design has been transferred onto the fabric, the next step is to dye the fabric using natural dyes. The dyes are made from various plants and minerals, and the colors can range from bright and vibrant to more subdued and earthy tones. The fabric is then rinsed and dried, and the wax resist is removed by boiling the fabric in water. This process is repeated several times until the desired effect is achieved.
The final step in the process is to iron the fabric to set the colors and ensure that the design is permanently fixed onto the fabric. The finished product is a beautiful piece of art that showcases the intricate designs and vibrant colors of traditional Balinese batik. | <urn:uuid:32c32024-4a40-4d76-8a33-287b492ea02b> | CC-MAIN-2017-51 | http://seasiatrade.com/TongBatikArtisans.pdf | 2017-12-16T16:32:28Z | crawl-data/CC-MAIN-2017-51/segments/1512948588294.67/warc/CC-MAIN-20171216162441-20171216184441-00155.warc.gz | 239,661,787 | 787 | eng_Latn | eng_Latn | 0.996594 | eng_Latn | 0.999098 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
227,
877,
1774,
2657,
3790
] | [
2.609375
] | 1 | 0 |
Nonfiction
Ada, Alma Flor. *Yes! We are Latinos* (J 973.046 ADA). Thirteen young people living in America are introduced in this book celebrating the rich diversity of the Latinx experience in the United States. Free-verse fictional narratives include events such as the Spanish Civil War, immigration to the US, and the internment of Latinos with Japanese ancestry during World War II.
Brimner, Larry Dane. *Strike! The Farm Workers' Fight for Their Rights* (J 331.892 BRI). César Chávez's story: growing up in a family of migrant workers, becoming an organizer, and leading the National Farm Workers of America, using tactics such as strikes, boycotts, and fasting.
Brown, Monica. *Side by Side: The Story of Dolores Huerta and Cesar Chavez = Lado a lado: la historia de Dolores Huerta y César Chávez* (J World Languages: Spanish 331.88 BRO). Every day, thousands of farmworkers harvested the food that ended up on kitchen tables all over the country. But at the end of the day, when the workers sat down to eat, there were only beans on their own tables. Then Dolores Huerta and Cesar Chavez teamed up. Together they motivated the workers to fight for their rights and, in the process, changed history.
Carlson, Lori M. *Cool Salsa: Bilingual Poems on Growing Up Latino in the United States* (J World Languages: Spanish 811 CAR). Growing up Latino in America means speaking two languages, living two lives, learning the rules of two cultures. *Cool Salsa* celebrates the tones, rhythms, sounds, and experiences of that double life.
Engle, Margarita. *Bravo! Poems about Amazing Hispanics* (J 920.009 ENG). Musician, botanist, baseball player, pilot—the people featured in this collection come from many different countries and from many different backgrounds. Celebrate their accomplishments and their contributions to a collective history and a community that continues to evolve and thrive today.
Engle, Margarita. *Enchanted Air: Two Cultures, Two Wings: A Memoir* (J 811 ENG). Margarita is a girl from two worlds. Her heart lies in Cuba, her mother’s tropical island country, but most of the time she lives in Los Angeles. As a revolution breaks out in Cuba, Margarita fears for her far-away family. When the hostility between Cuba and the United States erupts at the Bay of Pigs Invasion, Margarita’s worlds collide in the worst way possible. How can the two countries she loves hate each other so much? And will she ever get to visit her beautiful island again?
Herrera, Juan Felipe. *Portraits of Hispanic American Heroes* (J 973.046 HER). An inspiring tribute to Hispanic Americans who have made a positive impact on the world. This book showcases twenty Hispanic and Latinx American men and women who have made outstanding contributions to the arts, politics, science, humanitarianism, and athletics.
Hood, Susan. *Ada's Violin: The Story of the Recycled Orchestra of Paraguay* (J 784.206 HOO). Ada Rios grew up in Cateura, a small town in Paraguay built on a landfill. She dreamed of playing the violin, but with little money for anything but the bare essentials, it was never an option...until a music teacher named Favio Chávez arrived. He wanted to give the children of Cateura something special, so he made them instruments out of materials found in the trash.
Rosa, Sonia. *When the Slave Esperança Garcia Wrote a Letter* (J 306.362 ROS). In 1770, the slave Esperança Garcia bravely penned a letter to the governor of Piauí state, in Brazil, describing how she and her children were being mistreated and requesting permission to return to the farm where the rest of her family was living. Although she never received an answer, she is remembered today for being the courageous slave who wrote the first letter of appeal in Afro-Brazilian Brazil.
Roth, Susan L. *Parrots over Puerto Rico* (J 598.71 ROT). Parrots thrived in Puerto Rico long before the first human settlers arrived, but by 1975, only 13 of the birds were still living in the wild. The parrots’ survival was entwined with Puerto Rico’s very history (bees and rats from Spanish settlers’ ships wreaked havoc on the birds’ nests) but ongoing efforts are now rebuilding their numbers.
Schmidt, Gary D. *Martín de Porres: The Rose in the Desert* (J 282.092 SCH). As the illegitimate son of a Spanish nobleman and a former slave, Martín de Porres was born into extreme poverty. Even so, his mother begged the church fathers to allow him into the priesthood. Instead, Martín was accepted as a servant boy and soon, the young man was performing miracles. Rumors began to fly around the city of a strange boy with healing hands, who gave first to the people of the barrios. Martín continued to serve in the church, until he was finally received by the Dominican Order, no longer called the worthless son of a slave, but rather a saint and the rose in the desert.
Smith-Llera, Danielle. *Che Guevara's Face: How a Cuban Photographer's Image Became a Cultural Icon* (J 972.91 KOR). Alberto Korda’s 1960 photo of Che Guevara’s defiant face has traveled the world in many forms and shows up wherever people struggle for freedom and human rights. And in the 21st century, the controversial photo continues to inspire, entertain, and even infuriate.
Biographies
Brown, Monica. *Frida Kahlo and her Animalitos* (J BIO KAH). The pets and animals in Frida Kahlo’s life--spider monkeys, a parrot, and a fawn, among others--illustrate aspects of her personality as she developed into an artist.
Brown, Monica. *Pablo Neruda: Poet of the People* (J BIO NER). From the moment Neftali could talk, he surrounded himself with words. At sixteen, he began publishing his poems as Pablo Neruda. He wrote about the people of Chile and their stories of struggle. Because above all things and above all words, Pablo Neruda loved people.
Brown, Monica. *Tito Puente, Mambo King = Tito Puente, Rey del Mambo* (J BIO PUE). Tito Puente loved banging pots and pans as a child, but what he really dreamed of was having his own band one day. From Spanish Harlem to the Grammy Awards--and all the beats in between--this is the true life story of a boy whose passion for music turned him into the "King of Mambo."
Dominguez, Angela. *Sing, Don't Cry* (J BIO DIA). Once a year, Abuelo comes from Mexico to visit his family. He brings his guitar, his music--and his memories. In this story inspired by the life of Apolinar Navarrete Diaz--the author's grandfather and a successful mariachi musician--Abuelo and his grandchildren sing through the bad times and the good.
Grande, Reyna. *The Distance Between Us* (J BIO GRA). The story of a childhood spent torn between two parents and two countries. As her parents cross the Mexican border in pursuit of the American dream, Reyna and her siblings are left behind with their grandmother. Her mother returns to bring Reyna and her siblings to America and a new life in a new country.
Otheguy, Emma. *Martí's Song for Freedom = Martí y sus versos por la libertad* (J BIO MAR). As a young boy, José Martí traveled to the countryside of Cuba and fell in love with the natural beauty of the land, but also witnessed the cruelties of slavery on sugar plantations. From that moment, Martí began to fight for the abolishment of slavery and for Cuban independence from Spain through his writing.
Rubin, Susan Goldman. *Diego Rivera: An Artist for the People* (J BIO RIV). A unique insight into the life and artwork of the famous Mexican painter and muralist. The book follows Rivera’s career, looking at his influences and tracing the evolution of his style. His work often called attention to the culture and struggles of the Mexican working class. Believing that art should be for the people, he created public murals in both the United States and Mexico.
Steptoe, Javaka. *Radiant Child: The Story of Young Artist Jean-Michel Basquiat* (J BIO BAS). Jean-Michel Basquiat and his unique, collage-style paintings rocketed to fame in the 1980s as a cultural phenomenon unlike anything the art world had ever seen. But before that, he was a little boy who saw art everywhere: in poetry books and museums, in games and in the words that we speak, and in the pulsing energy of New York City.
Tavares, Matt. *Growing up Pedro* (J BIO MAR). Before Pedro Martínez pitched the Red Sox to a World Series championship, before he was named to the All-Star team eight times, before he won the Cy Young Award three times, he was a kid from Manoguayabo in the Dominican Republic, who loved baseball more than anything.
Tonatiuh, Duncan. *Danza! Amalia Hernández and el Ballet Folklórico de México* (J BIO HER). As a child, Amalia always thought she would grow up to be a teacher, until she saw a performance of dancers in her town square. She was fascinated by the way the dancers twirled and swayed, and she knew that must be a dancer, too.
Tonatiuh, Duncan. *Funny Bones: Posada and His Day of the Dead Calaveras* (J BIO POS). The story of how the amusing calaveras—skeletons performing various everyday or festive activities—came to be.
Winter, Jonah. *Roberto Clemente: Pride of the Pittsburgh Pirates* (J BIO CLE). Growing up in Puerto Rico, Roberto Clemente practiced and practiced until he made it to the Major Leagues. “The Great One” led the Pirates to two World Series, hit 3,000 hits, and was the first Latino to be inducted into the Hall of Fame. But it wasn’t just baseball that made Clemente legendary—he was also a humanitarian dedicated to improving the lives of others.
Winter, Jonah. *Sonia Sotomayor: A Judge Grows in the Bronx = la juez que crecio en el Bronx* (J BIO SOT). Before Supreme Court Justice Sonia Sotomayor took her seat in our nation’s highest court, she was just a little girl in the South Bronx. Justice Sotomayor didn’t have a lot growing up, but she had what she needed—her mother’s love, a will to learn, and her own determination.
Wood, Susan. *Esquivel! Space-Age Sound Artist* (J BIO ESQ). Juan Garcia Esquivel was born in Mexico and grew up to the sounds of mariachi bands. He loved music and became a musical explorer. Defying convention, he created music that made people laugh and planted images in their minds. Juan’s space-age lounge music popular in the fifties and sixties has found a new generation of listeners. | <urn:uuid:24bb3854-b3db-47aa-bb34-0c6e148ee418> | CC-MAIN-2019-22 | https://oppl.org/wp-content/uploads/2018/11/Latinx-Reads-Nonfiction-and-Biographies.pdf | 2019-05-26T16:24:44Z | crawl-data/CC-MAIN-2019-22/segments/1558232259316.74/warc/CC-MAIN-20190526145334-20190526171334-00114.warc.gz | 552,105,971 | 2,423 | eng_Latn | eng_Latn | 0.996925 | eng_Latn | 0.996778 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
7757,
10255
] | [
2.265625
] | 2 | 0 |
American Swallow-tailed Kites *Elanoides forficatus* in Cuba: an exciting occurrence
Juan Pedro Soy
On 9 March 1995 I witnessed a most exciting event over the National Zoological Park of Cuba, about 10 km from Havana, when a flock of nine American Swallow-tailed Kites *Elanoides forficatus forficatus* appeared, soaring and performing aerial stunts (it was a windy day) at a height of about 150 m over the zoo and a nearby dam. The birds were also calling and the local Mourning Dove *Zenaida macroura* population was evidently alarmed by the unusual spectacle. At 11h00 on the same day, my colleagues Alejandro Llanes and José Fernández Milera counted up to 21 kites in a flock over the Institute of Ecology and Systematics, situated adjacent to the zoo.
This area where the kites were observed has been reported as a corridor for migratory birds, and a gathering place for a number of species on their northward spring migration\(^2\).
The kite is reported as a rare winter transient in Cuba\(^1\), and I am unaware of such a large number of birds being seen on one occasion in the country. The event filled all of us with a sense of joy, and needs to be mentioned, not only because of its scientific importance, but because it causes happiness and optimism to those who appreciate nature and believe in conservation.
**References**
1. Garrido, O. H. & García Montaña, F. (1975) *Catálogo de las aves de Cuba*. La Habana: Academia de Ciencias de Cuba.
2. Godínez, E., de la Cruz, J., Soy, J. P. & Cubillas, S. (1992) Tránsito de *Bombycilla cedorum* (Aves: Bombycillidae) en localidades de la Ciudad de la Habana. *El Pitirre* 5(1): 2.
**Juan Pedro Soy**
Apartado 4928, Correo de 23 y 12, La Habana 4 (10400), Cuba | <urn:uuid:c2d324db-7ed2-4108-b759-b997812f8c9d> | CC-MAIN-2023-06 | http://www.neotropicalbirdclub.org/wp-content/uploads/2014/12/Cotinga-05-1996-72.pdf | 2023-02-03T03:17:33+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500042.8/warc/CC-MAIN-20230203024018-20230203054018-00822.warc.gz | 68,185,150 | 461 | eng_Latn | eng_Latn | 0.968552 | eng_Latn | 0.968552 | [
"eng_Latn"
] | false | rolmOCR | [
1724
] | [
2.09375
] | 2 | 0 |
PUPIL VOICE
PUPIL VOICE ZONE
Our Pupil Voice page is the home of our new Sacred Heart School Council and Friendship Squads.
Our Pupil Voice School Council (PVSC) is made up of representatives from Y1-Y6. The PVSC first met on 15th February 2007.
Friendship Squad training took place throughout the Spring Terms 2007 & 2008.
CHILDREN’S RIGHTS:
Download a leaflet or booklet about the United Nations Convention on the Rights of the Child.
Find out more at the UNICEF website.
PROJECT PALESTINE:
The PVSC joined up with Adham Khalil to make children smile in Palestine:
BLOGS:
Join our PVSC Blog - click here
Join our Rights Respecting School Blog - click here
OUR COUNCIL:
Councilors and their behaviour and attitude
- Councilors, as representatives of pupils of the school agree to maintain the highest standards of behaviour
- The councillors will treat with politeness any visitors to the meeting
- Pupils can stand for election to be councillors as often as they want while they are part of the school.
Voting and selection procedures
- A councillor may be voted off the council if their behaviour in school becomes a problem.
- If a vote is a tie, the chairperson will have the deciding vote.
- All decisions taken at school council meetings shall be by show of hands with votes for and against recorded.
- The secretary will be selected by the chairperson.
- The link teacher or headteacher can vote in school council meetings.
- The chairperson will be decided by the link teacher or headteacher.
Structures and procedures at school council meetings
- Meetings will only occur when the link teacher or headteacher is present.
- The council will invite a wide range of people to meetings to help the councillors make the best decisions.
- The link teacher or headteacher will have the right to prevent the school council making a decision that s/he considers is not the responsibility of the council or within its powers to decide.
- Minutes will be taken at every council meeting and every decision made will be carefully written down.
- School council meetings will be held whenever time permits
- The council must make sure that all people likely to be affected by a decision are informed first and have a chance to comment.
- The link teacher or headteacher will have the right to prevent the school council discussing any issues that s/he believes the council do not have the right to discuss or the power to do anything about.
- The chairperson is in charge of the school council meeting and has the right to silence people or remove them from the meeting if they are behaving badly.
- The agenda will be decided at the meeting by all the councillors.
Promoting the school council: giving the school community a voice
- The school council will have a noticeboard in a prominent place in the school.
- There will be a school council suggestion box near the front entrance of the school for anyone, including parents and visitors to the school, to make comments to the school council.
- There will be a school council suggestion box in each classroom for children to make comments to their councillors.
School council rights and responsibilities
- The council will have a responsibility to help the school become more environmentally friendly.
- The council fully supports the UN Convention on the Rights of the Child and will always try to address issues which threaten or violate these rights.
- All members of the school will be informed of the decision the council has taken.
- The council will have the responsibility to think of ways to help the local community become a safer, healthier and more peaceful place to live in. | <urn:uuid:52ef108e-5b95-4294-bfcc-a4c1f7ae273e> | CC-MAIN-2017-51 | http://sacredheart.dns-systems.net/index2.php?option=com_content&do_pdf=1&id=69 | 2017-12-17T00:28:53Z | crawl-data/CC-MAIN-2017-51/segments/1512948592202.83/warc/CC-MAIN-20171217000422-20171217022422-00164.warc.gz | 237,963,124 | 746 | eng_Latn | eng_Latn | 0.995645 | eng_Latn | 0.999519 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
575,
913,
1963,
3192,
3680
] | [
2.34375
] | 3 | 1 |
Is Your Physical & Health Education Class Inclusive and Supportive for Transgender, Non-Binary & Two-Spirit Students?
Many gender-diverse students have negative experiences engaging in physical and health education, which impacts their lifelong health and well-being.
Consider these strategies to embed inclusive practices in your programming and better support gender-marginalized students in your classroom.
| Instead of: | Try this: |
|----------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| Waiting for a trans, non-binary, or two-spirit student in your class to be visible or “come out” | **Be proactive**
Recognize that most transgender, non-binary, and two-spirit students are not visible. Ensure ample representation of sexual and gender diverse bodies and relationships, as well as racial diversity, in your classroom (e.g. posters on walls, content, discussions, etc.). Always assume you have transgender, non-binary and/or two-spirit students in your class and ensure your programming is inclusive. |
| Being afraid to say the wrong thing | **Be vocal about your learning journey**
Show you care by expressing to students that you are learning, and welcome their feedback. Consider how physical and health education might feel exclusionary or unsafe to transgender, non-binary and two-spirit students. Access resources to learn how to be an effective ally for gender-diverse students. Model respectful language and attitudes and require all students to do the same. |
| Making students choose a changeroom | **Create neutral spaces**
Plan activities that can be done in street clothes, until all-gender changerooms are the norm for everybody. While well-intentioned, encouraging students to change in a universal bathroom or changeroom singles them out in front of their peers. |
| Expecting students to choose the “girls’ side” or the “boys’ team” | **Plan all-gender activities**
Gender-segregated activities are uncomfortable and unwelcoming for many transgender, non-binary and two-spirit students. Avoid dividing students by gender. Plan lessons and activities that are meaningful for all genders, or create skill-based rather than sex-based teams. |
| Making decisions for the student | **Let student interests guide activities**
Certain activities can be uncomfortable for transgender, non-binary and two-spirit students. Encourage students to brainstorm and decide which activities they would enjoy participating in. |
| Creating gender-segregated facilities | **Advocate for universal facilities for all**
Use universal design principles to create all-gender, accessible facilities in all new buildings and renovations to existing buildings. |
| Trying to do it alone | **Create a team!**
Ask students what would make them feel heard and seen. Get supportive parents, students, local organizations, educators and administrators working together to transform physical and health education into a supportive space. |
Want to learn more?
Check out the Gender Equity resources on PHE Canada’s website, including a literature review on Transgender, Non-Binary and Two-Spirit Youth & Physical and Health Education.
phecanada.ca | <urn:uuid:13ba54d5-40ea-4734-a024-920b43b0f618> | CC-MAIN-2023-06 | https://phecanada.ca/sites/default/files/content/docs/poster-trans-non-binary-2spirit-youth-and-phe.pdf | 2023-02-03T03:45:48+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500042.8/warc/CC-MAIN-20230203024018-20230203054018-00825.warc.gz | 472,723,825 | 621 | eng_Latn | eng_Latn | 0.993802 | eng_Latn | 0.993802 | [
"eng_Latn"
] | false | rolmOCR | [
3652
] | [
3.03125
] | 1 | 0 |
Music Symbol Dot-to-Dot
The music symbol on the right is a "flat."
Connect the dots to see what the other music sign is. | <urn:uuid:8efa6b26-8c16-435c-adac-78d8a7281032> | CC-MAIN-2017-51 | http://ekkanti.nl/wp-content/uploads/nummertekening-g-sleutel.pdf | 2017-12-17T00:13:11Z | crawl-data/CC-MAIN-2017-51/segments/1512948592202.83/warc/CC-MAIN-20171217000422-20171217022422-00164.warc.gz | 88,068,107 | 30 | eng_Latn | eng_Latn | 0.99858 | eng_Latn | 0.99858 | [
"eng_Latn"
] | false | rolmOCR | [
121
] | [
2.328125
] | 1 | 5 |
PROBLEMS, CAUSES OF STREET CHILDREN AND ECONOMIC POSITION, OCCUPATIONAL CHARACTERISTICS OF STREET CHILDREN’S PARENTS: A CASE STUDY OF COASTAL ANDHRA PRADESH IN AP, INDIA.
DR.ERICHARLA RAJU, B.SAMBASIVA RAO
Abstract: The phenomenon of street children is an offshoot of complex interplay of various socio-economic and cultural factors, religious, cultural, linguistic and geographical diversity. The large-scale presence of street children is a symptom of social disease. Street children have a greater burden than other poor children who are supervised by adults. There is a need to address the issue of street children as a global problem, as almost all over the world, it is possible to find various patterns of street children even though they differ in terms of push and pull factors, lifestyles and social problems. There are many social problems which need to be addressed with an approach, a theory and a model. Problem of street children is no exception. The economic position of the families of most of the respondents is poor. Out of 450 respondents, the economic position of the families of 45 per cent respondents is very poor, 38 per cent is poor and 17 per cent can be stated to be sound. Out of 411 respondents, a majority i.e. 48 per cent of the street children’s father’s occupation is coolie followed by 13 per cent government employees, and the majority, i.e. 54 per cent mother’s occupation is coolie. In this study, it is found that majority of parent’s occupation is coolie. 66 percent of the respondent’s fathers are illiterate, and 72 per cent of the respondent’s mothers are illiterate. 9 per cent fathers and 16 per cent mothers of these children are not alive. The main objective of the present article is to Problems, Causes of Street Children and Economic Position, Occupational Characteristics of Street Children’s family: a case study of coastal Andhra Pradesh in AP, India.
Introduction: There is a need to address the issue of street children as a global problem, as almost all over the world, it is possible to find various patterns of street children even though they differ in terms of push and pull factors, lifestyles and social problems. The phenomenon of street children is an offshoot of complex interplay of various socio-economic and cultural factors, religious, cultural, linguistic and geographical diversity. The large-scale presence of street children is a symptom of social disease. It has acquired a gigantic dimension in the wake of rapid industrialisation and urbanisation especially in the developing countries such as India. It is attributed to exploitative socio and economic structure, lopsided development and inequitous resource ownership, large scale unemployment, rapid urbanisation, rural to urban migration, rapid population growth, extreme poverty, increasing disparities in wealth and income, cutbacks in government social and education budgets, high level child abuse by the parents and society, and the break down of traditional family and community structures etc. Consequently children are forced to live on the street, and earn livelihood for themselves and also in support of their families losing valuable time in life and forgoing all the opportunities for development in life. The risks of children living street life are great and their vulnerability to exploitation is enormous. According to the Human Development Report of the UNDP (2000), our country has the greatest number of street children. It is reported that New Delhi, Bombay, Calcutta have around two lakh street children each and Bangalore has about 45,000 street children. Another estimation (UNICEF – 2001) reveals the fact that in six major cities of India – Bombay, Calcutta, Madras, Hyderabad, Bangalore and Kanpur – there are about 4,14,700 street children and of these about 48 per cent spend their nights on the open street. Thus the phenomenon of street children with all its magnitude and dimensions is a challenging social problem of urban India. The country future depends upon the quality of present day children. Hence, there is every need to attend to this problem.
Methodology of the Study
Objectives
- To examine the Main Problems of Street Children
- To examine Occupational Characteristics of Street Children
- To examine Causes of Street Children as a Problem and Strategies to Contain the Problem.
- To examine the Economic Position of the street children’s Family in the study area
- To examine Occupational Characteristics of Street Children’s fathers and mothers in study area.
Source: this articles is based on the primary and secondary data
Selection of the Sample Respondents: Selection of the respondents has been done through a purposive sample at a few places of concentration of street children in the selected three cities. For the research study, a sample of 150 street children fulfilling the operational definition mentioned above has been selected from each city. The places of concentration selected are seven in each city. These include railway
station, bus stand, busy centres, market centres, temples, hotels, and parks. Out of the total sample of 450 street children from the three cities 57 are girl children.
**The Main Problems of Street Children are:**
- They do not enjoy parental love, affection, protection and guidance.
- They are deprived of the basic needs of food, shelter and clothing.
- They have no access to school education.
- They are misused by anti-social elements.
- The families do not give the feeling of security and love so essential for their normal growth and development.
- They are looked down upon by society as unwanted elements.
- They are given denied medical services when needed.
**The Problems of Street Children:** Street children have a greater burden than other poor children who are supervised by adults. Their problems could be grouped into three classes: social, physical, and psychological.
**Social Problems**
**Poverty and illiteracy:** They lack basic resources to sustain a healthy living. They usually have no financial means to buy food, which is crucial for their development. Street children cannot afford to go to school unless supported by non-formal services provided by NGOs, etc. Even where schools are free, many children cannot afford to buy uniforms, shoes and books. Since they live in places where they are not adequately protected from the environment, they rarely have access to facilities that they need for hygiene and sanitation, such as toilets and clean and safe water supply. They are, therefore, more vulnerable to health problems resulting from poor sanitation.
**Discrimination and Lack of Accessible Resources:** When civic authorities plan towns, cities, etc. street children’s plight tends to be excluded from the planning process resulting in their not having facilities to get medical, educational, recreational and vocational resources. They face problems such as lack of vaccinations; poor health, illiteracy, and they cannot acquire skills needed for finding jobs.
**Violent Environment:** The Street is an unprotected environment and street children are exploited frequently. In some places, street children may even face the possibility of physical injuries or death from violence. Common sources of violence are: the police, gangs, drug peddlers, pimps, other street children, families and sexual partners.
**Stigmatization:** Society usually perceives street children as difficult children who are out there to cause trouble. In general, the public thinks that street children are uncontrollable and violent, have substance use problems, have no morals, have lost all the ability to feel emotions such as love and that they turn into terrorists and revolutionaries. They tend to be unsympathetic to the street children’s plight. This negative attitude may be a result of the society’s inability to care for its people.
**Physical Problems:**
**Lack of Adequate Nutrition:** As street children do not get enough to eat, they are malnourished, anaemic and suffer from vitamin deficiencies.
**Injuries:** Injuries may be caused intentionally (including injuring self while intoxicated or when depressed) and unintentionally, e.g. due to use of tools which have been designed for adults. The rate of injuries is usually higher for male than for female street children.
**Sexual and Reproductive Health Problems:** Sexual and reproductive health problems affect both girls and boys. However, street girls are more vulnerable to physical and sexual abuse and exploitation. Common sexual and reproductive health problems include sexually transmitted diseases, HIV/AIDS and unwanted pregnancies.
**Common diseases:** Street children experience many common diseases such as tuberculosis; skin diseases, dental problems and parasitic diseases which can be prevented easily if these children have enough resources and their basic needs are met.
**Psychological Problems:**
**A Stressful Past:** Many situations and events that pushed these children onto the street in the first place (like natural disasters, manmade disasters, exploitation and conflicts) may have a lasting impact on their well-being. For example, the family conflict that pushed the child onto the streets continues to deprive the child of emotional and material support for years afterwards.
**A Transitory Lifestyle:** Street children in some large cities move frequently from district to district or between cities. Sometimes they do this by choice, but at other times they are forced to move to hide from the police, welfare authorities, gangs, and drug peddlers. This type of lifestyle leads to problems of social isolation and loneliness and difficulties in developing emotional attachments to special individuals.
**Mental Health:** The stress that street children experience makes them vulnerable to emotional problems, psychiatric disorders and learning difficulties. They do not receive adequate care for these conditions.
**Substance Use:** Many street children are involved in harmful use of psychoactive substances. This can lead to overdose, increase the chance of accidents,
violence, unwanted pregnancy and unprotected sex. Over time, the continued use of substances can lead to complications such as brain and liver damage.
**Occupational Characteristics of Street Children:** Typically street children engage in various odd jobs, some of the common ones are described below:
**Rag-picking:** In many cities, it is a common sight to see children carrying gunny bags on their shoulders, scavenging dustbins, garbage heaps, city dumps to collect waste materials such as papers, tins, plastic material, bottles, etc., which have a recycling value.
**Porters:** Many street children work in railway stations, bus stands, godowns, wholesale markets carrying heavy loads to earn their living.
**Hotel Labour:** Street children also work in subhuman working conditions in small hotels, roadside eateries, dhabas, restaurants, etc. earning meagre wages.
**Begging:** Begging is also a form of earning for street children. Children affected by disease or physical handicap are often forced into begging by antisocial gangs for making money.
**Prostitution:** Many street children, especially those who are entirely on their own on the street are engaged in or exploited sexually. Both boys as well as girls are engaged in sexual activities, either for material gains, survival needs, psychological needs or peer group pressure.
**Odd Jobs:** Street children are involved in various other odd jobs such as jobs in parking areas, work as petty-hawkers, peddlers, messenger boys, shoe shines, cleaners, helpers in shops and establishments, gas stations, garages, as labourers in construction sites, small factories and institutions. All these occupations have a destructive effect on their behaviour pattern and social living.
**Causes of Street Children as a Problem:** It is not difficult to isolate the factors responsible for the prevalence and practice of the phenomenon of street children. Family poverty, family disorganization, maltreatment and abuse of children at home, labour demand suitable to the children in the urban informal and unorganized sectors and the lack of interest in education in these children are the common and specific factors that compel the children to be on the streets. Therefore, it is necessary to take the family situation and family dynamics into consideration for understanding the determinants of the problem of street children. The main reason, which prompts these children to run away from home, is their family background, social structure and economic problems.
1. Broken families and irresponsible parents
2. Torture by family members and step parents
3. Excessive control by parents
4. Large family size
5. Poverty
6. Less wages or low income
7. Father’s drunkenness
8. Disinterest in studies
9. Parents’ illicit relationship, actions and practices
10. Anxiety to earn and spend lavishly, according to their whims and fancies.
11. Desire to live in towns and cities
12. Desire to do things independently without restriction
**Strategies to Contain the Problem:** There are many social problems which need to be addressed with an approach, a theory and a model. Problem of street children is no exception. The Three models which are popular in dealing with the problem of street children are:
**Containment** (Reformation): This usually takes place in closed institutions where children are subjected to repressive correctional measures.
**Cure Approach:** This emphasizes on weaning children away from street life, generally providing them education and regular work.
**Prevention:** This implies stopping the children appearing on the streets by eliminating urban poverty, providing free and fair educational facilities to the poor and needy, etc., but the existing and available studies reveal that institutional strategy has largely failed, where as cure strategy has yielded some positive results. The preventive strategy is the best among them but least tried upon.
**Economic Position of the street children’s Family:**
| S. No | Position | Number | Percent |
|-------|------------|--------|---------|
| 1 | Sound | 78 | 17.3 |
| 2 | Poor | 170 | 37.8 |
| 3 | Very poor | 202 | 44.9 |
| | **Total** | **450**| **100** |
Source: Primary data
An analysis of table 1 shows the economic position of the family of the respondents. Out of 450 respondents, for the majority i.e. 202 (44.9%) economic position of the family is very poor, for 170 (37.8%) is poor, and only in respect of 78 (17.3%) family’s economic position is sound.
An analysis of table 2 shows the occupation of the father. Out of 411 respondents, majority 197 (47.9%) of the parents are coolies followed by 53 (12.9%) government employ, 48 (11.7%) agriculturists, 37 (9%) beggars’, 23 (5.6%) business persons, 15 (3.6%) private employees, 15 (3.6%) drivers, 11 (2.7%) topy workers (building work), 6 (1.5%) servant maids, 4 (1%) welding workers, followed by 1 (0.2%) each industrial worker and fish hunter.
An analysis of table 3 shows the occupation of the mothers. Out of 395 respondents, majority 212 (53.7%) of the mothers are coolies followed by 84 (21.3%) house wife, 38 (9.6%) beggars, 17 (4.3%) private employees, 14 (3.5%) agriculturists, 11 (2.8%) government employees, 6 (1.5%) business persons, 5 (1.3%) welding workers, 3 (0.8%) drivers, 2 (0.5%) servant maids, and 1 (0.3%) each industrial worker, water man, topy worker (building work).
**Conclusion:** Rehabilitation and reintegration of the street children is very important, and this leads the child to join the main stream of the society, within a
short period. To achieve this goal, a holistic approach is essential and this approach should invariably involve the family, educational institutions, government agencies, and NGOs keeping in view that each child is unique.
**Suggestions:**
1. There are many NGOs to address street children’s problems but most of them are increasingly isolated. Government and NGOs should work together more effectively to give street children the services and attention needed to reconnect them with their families, and their communities, and develop the right attitude and skills among them by creation a conductive environment through NGOs.
2. Since poverty and discard among the families forced the children to take refuse on streets, some definitive measures should be taken up for improving the economic well being of such at risk families. They can be targeted for income generating schemes such as integrated rural development programme, self employment program for urban poor, etc. Women belonging to these families can be helped to avail the saving and credit schemes under DWACRA, MGNREGP, Mahila Samridhhi Yojana, availing facilities from Rashtriya Mahila Kosh to improve their financial well being.
3. The income generating programmes for families should also be seen as programs for the prevention of children from continuing as street children. Since poverty is clearly the major cause of mothers and fathers for sending children out to the street in search of work, guaranteeing poor families with some income would certainly reduce their incentive to do this. Also to some extent vocational training for parents, and care for the children of working parents from low income neighbourhoods can prevent children from going on the streets.
**References:**
1. Apetekar, Lewis (1989), Colombian Street Children, Gamines and Chupagruesos, Adolescence vol. 24, No. 96, p 784 (12 pages).
2. Barber J and Thompson S (1998), “Analysis and Interpretation of Cost Data in Randomized Controlled Trials, Review of Published Studies,” British Medical Journal 317, p. 1195-1200.
3. Byford S, Buchaman C M, (1991), Results from the UK7000 trial, British Journal of Psychiatry 178, p. 441-447.
4. Creuziger CGK (1997), “Russia’s Unwanted Children: A Cultural Anthropological Study of Marginalized Children in Moscow and St. Petersburg,” Childhood Vol.4, No. 3, p.343-358.
5. Kakar Sudhir M (1981), “Private Children’s Homes: An Analysis of Fee Variations and a Comparison with Public Sector Costs.” Policy and Politics Vol.15, No. 4, P. 221-234.
6. Mulinge, M. M. (2010), Persistent Socioeconomic and Political Dilemmas to the Implementation of the 1989 United Nations Convention on the Rights of the Child in Sub Saharan Africa. Journal of Child Abuse and Neglect; 34: P.10–17.
7. Oliveria De & Letal W (1993), Street Children in Brazil and their Helpers, Comparative views on Aspirations and the Future, International Social Work, Vol. 35, No.2, p. 163 - 176.
***
Post Doctoral Fellow,
Dean, Faculty of Social Science, and Head, Dept of Economics,
Acharya Nagarjuna University, Guntur, Andhra Pradesh, India. | <urn:uuid:1db75811-0535-4c62-a013-e4eab409f679> | CC-MAIN-2017-51 | http://imrfjournals.in/pdf/MATHS/AEIRJ-VOLUME-1-ISSUE-1-2014/28.pdf | 2017-12-17T00:33:57Z | crawl-data/CC-MAIN-2017-51/segments/1512948592202.83/warc/CC-MAIN-20171217000422-20171217022422-00171.warc.gz | 142,368,360 | 3,933 | eng_Latn | eng_Latn | 0.99293 | eng_Latn | 0.997468 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
5024,
10132,
14695,
15751,
18860
] | [
2.109375
] | 1 | 2 |
Ratite Nutrition and Feeding
Julian D. Brake, Broiler Extension Specialist, Animal and Poultry Sciences
There is limited quality research concerning the nutritional requirements of Ratites. However, some dependable guidelines have been established because of work completed in Australia and Africa. As in all diet formulations, a variety of high quality ingredients should be used to meet the nutrient recommendations of the Ratite. Using a wide variety of ingredients helps to decrease the effect of variations that are inherent in all ingredients.
Recommendations for Ratite Diets:
Probably the greatest concern of the Ratite farmer is related to the protein content of the diets being fed to their birds. Some growers feel that the higher the protein the better. This is not necessarily true. Protein value is of greater importance. When the amino acids are balanced, protein content can be reduced without decreasing the quality of the feed. In fact, high levels of unbalanced proteins can be detrimental to bird growth and performance. In a worst case scenario, if an amino acid is deficient in the diet, the birds may actually consume markedly more feed without increased performance and possibly decreased performance.
Another concern of Ratite growers is related to vitamin and trace mineral levels. Again, the level of individual vitamins and minerals are important but not as important as balance. The balance of the vitamins and minerals are of utmost importance. There are many interactions between many of these required micronutrients. If one particular nutrient is very high in the diet, that nutrient may actually reduce the absorption or metabolism of another nutrient. Therefore, the addition of high levels of a particular nutrient to the diet because of a report of its importance may result in more damage than good.
## Recommended Vitamin and Mineral Levels for Diets
| Item | (source) | Amount per ton |
|-----------------------|-----------------------------------------------|----------------|
| Vitamin A | (vitamin A acetate) | 12,000,000 I.U.|
| Vitamin D 3 | (cholecalciferol) | 3,900,000 I.C.U.|
| Vitamin E | (dl-alpha tocopherol acetate) | 45,000 I.U. |
| Vitamin K | (menadione sodium bisulfite complex) | 15,000 mg |
| Vitamin B 12 | (cyanocobalamin supplement) | 25 mg |
| Folic acid | (folic acid supplement) | 2,100 mg |
| Riboflavin | (riboflavin supplement) | 11,000 mg |
| Niacin | (niacin or niacinamide) | 56,000 mg |
| d-Pantothenic acid | (d-calcium pantothenate) | 21,000 mg |
| Pyridoxine | (pyridoxine hydrochloride) | 8,000 mg |
| Thiamine | (thiamine mononitrate) | 4,000 mg |
| Choline | (choline-Cl) | 450 gm |
| d-Biotin | (d-Biotin supplement) | 150 mg |
| Selenium | (sodium selenite) | 272 mg |
| Manganese | (manganous oxide) | 80 gm |
| Zinc | (zinc oxide) | 80 gm |
| Iron | (ferrous sulfate) | 45 gm |
| Copper | (copper sulfate) | 10 gm |
| Iodine | (calcium iodate) | 1 gm |
## Suggested Minimum Nutrient Compositions
| Nutrient | Starter 0-8 wks | Grower 8-25 wks | Maintenance Over 25 wks | Breeder |
|---------------------------|-----------------|-----------------|-------------------------|---------|
| Met Energy (poultry) | 1200 | 1200 | 1200 | 1150 |
| Crude protein (%) | 18.0 | 17.0 | 16.0 | 16.5 |
| Fat (%) | 3.0 | 2.5 | 2.5 | 3.5 |
| Linoleic acid (%) | 104 | 1.4 | 1.4 | 1.4 |
| Lysine (%) | 0.9 | 0.78 | 0.75 | 0.75 |
| Methionine and cystine (%)| 0.7 | 0.60 | 0.55 | 0.60 |
| Calcium (%) | 0.90 | 0.90 | 0.90 | 0.75 |
| Phosphorus (%) | 0.68 | 0.65 | 0.65 | 0.52 |
| Available Phos (%) | 0.22 | 0.22 | 0.22 | 0.22 |
| Sodium (%) | | | | |
| Ingredient | Minimum (lbs/ton) | Maximum (lbs/ton) |
|-----------------------------|-------------------|-------------------|
| Ground Yellow Corn | 0-800 | 0-800 |
| Wheat middlings | 0-450 | 0-600 |
| Soy (44% CP) | 0-300 | 0-250 |
| Corn Gluten Meal | 0-200 | 0-200 |
| Barley | 0-200 | 0-200 |
| Oats | 0-100 | 0-100 |
| Wheat | 0-300 | 0-300 |
| Meat & Bone (50% CP) | 0-150 | 0-150 |
| Alfalfa meal (dehy) | 0-200 | 0-200 |
| Fat | 0-80 | 0-80 |
Deflourinated Phosphate, Limestone, D.L Methionine (99%), L-Lysine.HCl, Salt, Vitamin, and Minerals should be added as required to meet recommendations.
When the feed is manufactured, care should be taken to produce a consistent particle size. The Starter feed should be offered in the crumbled form. All other feed should be pelleted.
**Feeding Your Birds**
If the decision is made to change to this type of formulation, several management procedures should be followed. Always change from one type of feed to another slowly i.e., begin mixing the new diet into the diet which you have been feeding your birds. Initially, mix 1/4 new to 3/4 present diet. After four days, mix the diets 1/2 to 1/2. After eight days, mix the diets 3/4 to 1/4 of the old diet. After two weeks of this process the new diet should totally replace the feed from which the change was made. It is very important to make a slow transition. Problems may arise if a quick change is made. For example, birds may avoid the feed, birds may develop diarrhea, or other responses may be noted. A feeding program is only as effective as the management practices followed.
Birds should be offered an amount of feed on a daily basis that they will actually consume. Forcing the birds to "clean-up" the feed on a daily basis results in the birds consuming a more balanced diet. This keeps birds from picking through the feed and excluding certain constituents from their diet. A feed that is properly pelleted, should not be a problem. Also, leftover feed will either be wasted, get wet and mold, or draw predators and rodents. None of these alternatives are very good for production. Again, management is very important in accomplishing this recommendation. The grower must monitor the consumption of the birds very closely. Do not assume that consumption of feeds used in the past will be the same as new formulations. Feed should be weighed-in in the morning. If feed remains at night, this should be removed and weighed. Feed additions the following day should be consistent with the consumption of the previous day. Growing birds may eat more in subsequent days. If the feed runs out during the day, increase the feed input by 5 to 10 percent on the following day and record the results for future reference.
*Reviewed by Audrey McElroy, associate professor, Animal and Poultry Sciences* | <urn:uuid:2fe80ddb-d3f8-4fc6-b5ff-c67faad7c3fa> | CC-MAIN-2017-51 | https://pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/2902/2902-1089/2902-1089_pdf.pdf | 2017-12-17T00:40:26Z | crawl-data/CC-MAIN-2017-51/segments/1512948592202.83/warc/CC-MAIN-20171217000422-20171217022422-00166.warc.gz | 649,123,677 | 1,836 | eng_Latn | eng_Latn | 0.951233 | eng_Latn | 0.998149 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1842,
5073,
8301
] | [
2.25
] | 2 | 3 |