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Do you think it was just by chance that Caesar Augustus called for a census? Did it just so happen that Mary and Joseph were traveling to Bethlehem—the very place the Messiah was prophesied to be born? (Micah 5:2) God is in control of all things, which He showed by using a pagan emperor to bring about His plan.
After Jesus was born, Mary laid Him in a manger. A king in a manger! It was so unlikely. But Jesus was no ordinary baby. He was God’s Son, sent in the most humble of positions, “not to be served, but to serve, and to give His life—a ransom for many” (Matt. 20:28).
Imagine the shepherds’ surprise when an angel of the Lord suddenly appeared. The Bible says that they were terrified! But the angel said to them, “Don’t be afraid, for look, I proclaim to you good news of great joy that will be for all the people: Today a Savior, who is Messiah the Lord, was born for you in the city of David” (Luke 2:10-11).
What a relief! This angel had come to bring good news. First, he proclaimed a Savior. The people of Israel were well aware of their need for a Savior. They made sacrifices daily to atone for their sin. Finally, a Savior had come who would be the perfect sacrifice for sin, once and for all.
Jesus was also Messiah the Lord. The word *Messiah* means “anointed one,” especially a king. The Deliverer and Redeemer would be King over His people. And this was all happening in Bethlehem, the city of David—just as the prophet Micah said.
This is the best news ever! An army of angels appeared, praising God and saying: “Glory to God in the highest heaven, and peace on earth to people He favors” (Luke 2:14). The purpose of Jesus’ birth was twofold: to bring glory to God and to make peace between God and those who trust in Jesus’ death and resurrection.
Additional resources for each session are available at gospelproject.com. For free training and session-by-session help, visit www.ministrygrid.com/web/thegospelproject.
During the time Mary was pregnant with Baby Jesus, the Roman emperor, Caesar Augustus, announced that everyone needed to be registered for a census. Every person traveled to the town where his family was from. Since Joseph was a descendant of King David, he and Mary left their home in Nazareth and traveled to Bethlehem, the city of David.
While they were there, the time came for Mary to have her baby. Mary and Joseph looked for a safe place for Mary to have her baby, but every place was full because of all the people who were in town to be counted.
So Mary and Joseph found a place where animals were kept, and that is where Mary had her baby. She wrapped Baby Jesus snugly in cloth, and she laid Him in a feeding trough.
In the same region, some shepherds were staying out in the fields and watching their sheep to protect them from thieves and predators. All of a sudden, an angel of the Lord stood before them. A bright light shone around the shepherds, and they were terrified!
But the angel said to them, “Do not be afraid! I have very good news for you: Today a Savior, who is Messiah the Lord, was born for you in the city of David.”
Then the angel said, “You will find a baby wrapped snugly in cloth and lying in a feeding trough.” A king in a feeding trough? That was no place for a king!
All of a sudden, many angels appeared, praising God and saying, “Glory to God in the highest heaven, and peace on earth to people He favors!”
So the shepherds went straight to Bethlehem to find Baby Jesus. They found Mary and Joseph, and the baby who was lying in the feeding trough. The shepherds went and told others about the baby Jesus.
Everyone who heard about Jesus was surprised and amazed. Mary thought about everything that was happening and tried to understand it.
The shepherds returned to their fields, praising God because everything had happened just as the angel had said.
Christ Connection: The birth of Jesus was good news! Jesus was not an ordinary baby. He was God’s Son, sent to earth from heaven. Jesus came into the world to save people from their sins and to be their King.
Welcome time
Greet each kid as he or she arrives. Use this time to collect the offering, fill out attendance sheets, and help new kids connect to your group. Prompt kids to imagine they could give a gift to every kid in the world. Which gift would they pick? Why? Invite kids to share their ideas.
SAY • Today we are going to hear about a gift that God gave to the whole world—His Son, Jesus.
Activity page (5 minutes)
Invite kids to complete “Gifts on a Grid” on the activity page. Kids should search the grid for a sequence that matches the first four pictures: sheep, manger, star, baby.
SAY • All of these things—sheep, a manger, a star, and a baby—play big parts in our Bible story today.
Session starter (10 minutes)
OPTION 1: “We decree”
Form two teams. Mark two tape lines on the floor and instruct each team to stand at the end of its tape line. The first team will say, “We decree … ” and then describe a way the other team should walk along its tape line. For example,
“We decree you to hop like bunnies.” When the second team finishes, the first team should also complete the task. Then the second team may make a decree. Continue back and forth as time allows.
Sample decrees: wiggle like worms, take giant steps, tiptoe, walk sideways, stomp your feet, shuffle, and so on.
**SAY** • A decree is like a law; it must be followed. Decrees issued by the Roman emperor were common during Jesus’ time. In today’s Bible story, an emperor issued a decree. God used the decree as part of His plan to send Jesus into the world at just the right time and in just the right place.
**OPTION 2:** Gift bag guessing
Before the session, place three or four common objects in separate gift bags and cover the objects with tissue paper. Set the bags in the middle of the room and guide kids to stand in a circle. Choose a player to select one bag and begin passing it around the circle.
At any time, the player who selected the bag may shout, “Stop!” The player holding the bag should reach inside, feel the item, and describe it to the group. The first player to guess what the item is may select another bag to play again. Collect the used bags and objects after each round.
**SAY** • Were you surprised by the gift in the bag? In the Bible story we will hear today, some shepherds were very surprised when they heard that there was a gift waiting for them nearby. We will hear more soon.
**Transition to teach the story**
Countdown
Show the countdown video as your kids arrive, and set it to end as the session begins.
Introduce the session (3 minutes)
[Leader enters carrying several wrapped gifts or gift bags.]
LEADER • Oh! These gifts are kind of heavy! [Set down the gifts.] I sure do like giving gifts at Christmas.
Raise your hand if you prefer giving gifts rather than receiving. [Pause.] Now raise your hand if you would rather receive gifts. [Pause.]
I see. Well, I have a Bible story for you today that is about the greatest gift God gave to us. I’ll give you a hint—this gift did not come in a box. It wasn’t in fancy wrapping paper. It didn’t even have a bow on it. Most people didn’t even think this gift looked very special. But it was the gift that everyone wanted—and needed—most of all. God sent His Son, Jesus, into the world. God’s Son left heaven and was born like us, as a baby.
Big picture question (1 minute)
LEADER • Millions of babies are born every year, but Jesus’ birth was unlike any other. Does anyone know why? [Allow volunteers to respond.] Keep in mind our big picture question and answer as you listen to the Bible story: *Why was Jesus born? Jesus was born to rescue us from sin.*
Giant timeline (1 minute)
Show the giant timeline or big story circle.
LEADER • Remember that the Bible is full of stories, but it all fits together to tell one bigger story: the story of how God sent His Son to rescue people from sin. The stories in the Old Testament point to a promised Messiah. Today we will hear how God kept His promise by sending His Son, Jesus, into the world.
Tell the Bible story (10 minutes)
Open your Bible to Luke 2:1-20. Use the Bible storytelling tips on the Bible story page to help you tell the story, or show the Bible story video “Jesus Was Born.”
LEADER • What an unusual way for a king to be born! Clearly, Jesus was not like the kings people were used to. He was not born in a fancy palace, and there was no big party to celebrate His birth. In fact, Mary and Joseph had to leave Bethlehem because King Herod wanted to kill Jesus! [See Matt. 2:13.] But wrapped snugly in cloth in that feeding trough was a baby who would bring hope to the entire world.
People had waited so many years for God to keep His promise to send a Savior to rescue people from their sins. The time had finally come. *Jesus was born*
to be God’s promised Savior. Not everyone knew it at the time, but Jesus was going to grow up to do great things. God sent Him into the world for a special purpose.
*Why was Jesus born?* The answer is in Luke 2:11. The angel told the shepherds that a Savior, the Messiah, the Lord, was born for them—was born for us. *Jesus was born to rescue us from sin.*
Let’s say our big picture question and answer together. *Why was Jesus born? Jesus was born to rescue us from sin.*
Ever since sin entered the world when Adam and Eve disobeyed God in the garden of Eden, people have been separated by God because of their sin. Everyone sins, but God is holy and He hates sin. God’s people needed someone to fix their relationship with God. No one can be good enough to get to God on their own.
**Christ connection**
**LEADER** • God loves people, and He had a plan to rescue them from their sins. God sent Jesus. *Jesus was born to be God’s promised Savior.* The birth of Jesus was good news! Jesus was not an ordinary baby. He was God’s Son, sent to earth from heaven.
We celebrate Jesus’ birth because Jesus came into the world to save people from their sins and to be their King. He lived the perfect life that we fail to live, and He died the death we deserve for our sin. When we trust in Jesus, God forgives our sin and gives us eternal life.
Key passage (5 minutes)
Show the key passage poster. Lead the boys and girls to read together 1 John 4:9.
LEADER • Today’s Bible story is proof that God loves us. He showed us His love by sending Jesus to be our Savior. We did not deserve to be rescued from sin and death, but God loves us. He wants to have a relationship with us. If you haven’t memorized 1 John 4:9 already, keep working on it. We memorize Scripture so we can remember what is true about God and ourselves. Let’s sing.
Lead boys and girls in singing “God’s Love Was Revealed.”
Discussion starter video (4 minutes)
LEADER • Do you know anyone who got ready for a new baby? Think about how you might welcome home a baby as you watch this video.
Show the “Unit 29, Session 2” discussion starter video. Then lead kids to discuss the following questions:
• What are some ways we celebrate babies today?
• How was Jesus welcomed when He was born?
• Why do you think Jesus was born in such a humble way?
• What is so amazing about God the Son coming to earth?
LEADER • Sometimes it is easy to forget the real reason for Christmas. We have so many parties to go to and gifts to buy. We begin to focus more and more on all the extra stuff. Christmas is a time to celebrate the birth of Jesus. God loves everyone and wants everyone to know Jesus. We can tell others about Jesus and remember why He was born.
Why was Jesus born? Jesus was born to rescue us from sin. One more time: Why was Jesus born? Jesus was born to rescue us from sin.
Sing (4 minutes)
LEADER • One of my favorite ways to celebrate Jesus is to sing about Him. Join me as we give thanks and praise to the Lord with a song.
Sing together “Comfort and Joy.”
Pray (2 minutes)
Invite kids to pray before dismissing to apply the story.
LEADER • Lord God, what a special time of year this is. The story of Jesus’ birth is amazing! You loved us so much that You sent Your Son to earth to be our Savior. What a wonderful gift! We are sinners who do not deserve forgiveness, but we rejoice in receiving it. We love You. Amen.
Dismiss to apply the story
The Gospel: God’s Plan for Me
Ask kids if they have ever heard the word *gospel*. Clarify that the word *gospel* means “good news.” It is the message about Christ, the kingdom of God, and salvation. Use the following guide to share the gospel with kids.
**God rules.** Explain to kids that the Bible tells us God created everything, and He is in charge of everything. Invite a volunteer to read Genesis 1:1 from the Bible. Read Revelation 4:11 or Colossians 1:16-17 aloud and explain what these verses mean.
**We sinned.** Tell kids that since the time of Adam and Eve, everyone has chosen to disobey God. (Romans 3:23) The Bible calls this sin. Because God is holy, God cannot be around sin. Sin separates us from God and deserves God’s punishment of death. (Romans 6:23)
**God provided.** Choose a child to read John 3:16 aloud. Say that God sent His Son, Jesus, the perfect solution to our sin problem, to rescue us from the punishment we deserve. It’s something we, as sinners, could never earn on our own. Jesus alone saves us. Read and explain Ephesians 2:8-9.
**Jesus gives.** Share with kids that Jesus lived a perfect life, died on the cross for our sins, and rose again. Because Jesus gave up His life for us, we can be welcomed into God’s family for eternity. This is the best gift ever! Read Romans 5:8; 2 Corinthians 5:21; or 1 Peter 3:18.
**We respond.** Tell kids that they can respond to Jesus. Read Romans 10:9-10,13. Review these aspects of our response: Believe in your heart that Jesus alone saves you through what He’s already done on the cross. Repent, turning from self and sin to Jesus. Tell God and others that your faith is in Jesus.
Offer to talk with any child who is interested in responding to Jesus. Provide *I’m a Christian Now* for new Christians to take home and complete with their families.
Apply the STORY
SESSION TITLE: Jesus Was Born
BIBLE PASSAGE: Luke 2:1-20
MAIN POINT: Jesus was born to be God’s promised Savior.
KEY PASSAGE: 1 John 4:9
BIG PICTURE QUESTION: Why was Jesus born? Jesus was born to rescue us from sin.
Key passage activity (5 minutes)
Display the key passage poster and lead kids to read aloud 1 John 4:9. Provide a sturdy plastic cup for each kid. Read the key passage again, demonstrating a simple rhythm by tapping on the side or drumming on the top of the cup.
Lead kids to copy the rhythm as they say the key passage. Begin slowly, completing a phrase at a time while kids learn the rhythm and the words.
SAY • We celebrate Jesus’ birth because Jesus was born to rescue us from sin. The little baby in Mary’s arms would grow up to die on the cross so sinners who repent can have forgiveness and eternal life. This is the best gift ever!
Bible story review & Bible skills (10 minutes)
Provide Bibles and guide kids to locate Luke 2. Remind them that the Gospel of Luke is the third book in the New Testament. Invite a volunteer to identify which book comes before Luke. (Mark) Choose another volunteer to identify which book comes after Luke. (John)
Form two teams to review the Bible story. Designate one player on each team to record the team’s answers. Give that
player a pencil and piece of paper. Explain that you will ask a question. Kids should discuss the answer with their teammates before recording a final answer. For each correct answer, a team will earn one point.
Ask the following review questions:
1. To what city did Mary and Joseph travel? (*Bethlehem, Luke 2:4*)
2. Mary and Joseph went to Bethlehem because Joseph was a descendant of which king? (*King David, Luke 2:4*)
3. What did Mary wrap Baby Jesus in? (*cloth or swaddling clothes, Luke 2:7*)
4. To whom did the angel of the Lord appear? (*shepherds, Luke 2:8-9*)
5. How did the shepherds feel when they saw the angel? (*terrified, Luke 2:9*)
6. What type of news did the angel tell the shepherds? (*good news, Luke 2:10*)
7. Where did the angel say the shepherds could find Baby Jesus? (*in a manger, Luke 2:12*)
8. What does the name *Jesus* mean? (“*Savior,” Matt. 1:21*)
9. *Why was Jesus born? Jesus was born to rescue us from sin.*
**SAY** • Great job working together to remember the details of our Bible story. The birth of Jesus was good news—not just for a certain group of people but for everyone! **Jesus was born to be God’s promised Savior.** The Bible says that everyone who turns from their sin and trusts in Jesus will receive forgiveness and eternal life.
**Option:** Retell or review the Bible story using the bolded text of the Bible story script.
**Tip:** Announce how many points each team earned and recognize the winning team.
Activity choice (10 minutes)
OPTION 1: Good news posters
Provide paper and markers or crayons for kids to design the front page of a newspaper or news website. Prompt them to write a short article about Jesus’ birth answering the questions, Who? What? When? Where? and Why?
Consider providing the following headlines as prompts:
- Messiah Born in Bethlehem
- God’s Son Comes to Earth
- Shepherds See Angels Late at Night
- Baby Born, Said to Be a King
- Shepherds Report Seeing Baby Jesus
SAY • The birth of Jesus was good news! The shepherds who found Mary, Joseph, and the baby reported to others what they had seen and heard.
Jesus was not an ordinary baby. He was God’s Son, sent to earth from heaven. **Jesus was born to be God’s promised Savior.** Jesus came into the world to save people from their sins and to be their King.
OPTION 2: Fingerprint nativity scene
Provide various colors of finger paint or washable ink pads and prompt kids to illustrate the Bible story. Kids may use their fingerprints to outline a stable and manger, people’s faces and bodies, and so forth.
Suggest kids use markers to sketch details such as eyes and smiles. As kids work, consider playing the unit theme song, “Comfort and Joy.”
SAY • What was so unusual about Jesus’ birth? God sent Jesus to save people from their sins and to be their King. You might expect a king to be born somewhere a little more important or clean than a stable. You
might expect the news to go out first to all of the important leaders. But Jesus was born in Bethlehem and the angels appeared first to a group of shepherds. He left behind the glory of heaven to come to earth as *Immanuel*, “God with us.”
**Journal and prayer (5 minutes)**
Distribute journal pages and pencils. Guide kids to think about and answer the questions listed on the page:
- What does this story teach me about God or the gospel?
- What does the story teach me about myself?
- Are there any commands in this story to obey? How are they for God’s glory and my good?
- Are there any promises in this story to remember? How do they help me trust and love God?
- How does this story help me to live on mission better?
As kids journal, invite them to share their ideas. Then pray, praising God for keeping His promise to rescue sinners. Thank Him for His great love and pray that kids will remember the gift of Jesus as they celebrate with their friends and families.
As time allows, lead kids to complete “Word Choice” on the activity page. Kids should circle the correct word for each blank to complete the Christ connection.
Tip: Give parents this week’s *Big Picture Cards for Families* to allow families to interact with the biblical content at home. | 19d14226-c790-4c67-9949-ba60eb7e63a7 | CC-MAIN-2025-08 | https://hccporterville.org/wp-content/uploads/2020/12/Leader-Guide-Older-12-27-20.pdf | 2025-02-18T02:41:14+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832259621.79/warc/CC-MAIN-20250218014826-20250218044826-00179.warc.gz | 262,931,071 | 4,564 | eng_Latn | eng_Latn | 0.992939 | eng_Latn | 0.995817 | [
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Contents
Preface ix
Acknowledgments xi
List of Primary-Level Group Topics with Objectives and Activities (Grades K–3) xiii
List of Intermediate-Level Group Topics with Objectives and Activities (Grades 4–7) xv
List of Secondary-Level Group Topics with Objectives and Activities (Grades 8–12) xvii
PART 1
SOS Groups: The Structure 1
Chapter 1
Choosing to Work with Groups 3
What Makes Group Work Different? 3
Specific Benefits 4
The Meaning of a Strengthened Sense of Self 6
Chapter 2
Learning the SOS Group Model 11
Overview of the SOS Group Model 11
The Group Counseling Approach 13
The Solution-Focused Counseling Approach 15
The Psychoeducational Counseling Approach 18
Appendix 2.A
Primary-Level Single- and Multiple-Unit Group Schedule 21
Appendix 2.B
Intermediate-Level Single- and Multiple-Unit Group Schedule 23
Appendix 2.C
Secondary-Level Single- and Multiple-Unit Group Schedule 25
Chapter 3
Being an SOS Group Leader 27
Facilitating and Trusting the Group 27
Healthy Group Boundaries 28
Leadership and Self-Awareness 31
Group Leadership Skills 33
Chapter 4
Setting Up SOS Groups in Schools 43
Collaborative Relationships 43
Working Out the Logistics 47
Membership of the Group 50
Special Confidentiality Considerations 53
Organization and Management of Group Materials 54
Accountability for SOS Groups 54
Appendix 4.A
Forms for Implementing SOS Groups 57
Chapter 5
Getting Kids Ready for Group 79
Interviewing for Solutions 79
Setting Goals with the Solution-Focused Approach 86
Placing the Student in Group 90
Appendix 5.A
Interviewing for Solutions-Focused Goal-Setting Language for Specific Problems 93
Appendix 5.B
Solution Focused Interview Guide 97
Chapter 6
Facilitating Group Sessions 99
SOS Group Format 99
PART 2
SOS Groups: The Content 103
Chapter 7
Six-Session Group Unit 105
Session I 105
Sessions II Through V 108
Chapter 8
SOS Group Lesson Plans and Activities
Self-Knowledge and Acceptance 115
Interpersonal and Communication Skills 138
Responsible Behavior 171
Conflict Resolution 196
Decision Making 224
Self-Care 251
References 273
About the Authors 275 | 68e0925c-5f0d-46bd-982b-bce78a7dd8dc | CC-MAIN-2024-18 | https://www.proedinc.com/Downloads/11995TOC.pdf | 2024-04-20T03:43:29+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817474.31/warc/CC-MAIN-20240420025340-20240420055340-00574.warc.gz | 874,654,415 | 545 | eng_Latn | eng_Latn | 0.50245 | eng_Latn | 0.512312 | [
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The Albert Medal
By William Brock
The Albert Medal of the Royal Society for the Encouragement of Arts, Manufactures and Commerce was struck in 1863 to commemorate the long Presidency of the Society by Prince Albert between 1843 and his death in 1861. It was awarded annually from 1864 "for distinguished merit in promoting Arts, Manufactures, and Commerce." The medal's obverse portrays Prince Albert; the reverse three allegorical figures representing the areas promoted by the Society since its foundation in 1754. Shown here is a letter to Hofmann from the Society's President, Edward Prince of Wales (later King Edward VIII), awarding him the Albert Medal for "eminent services rendered to the Industrial Arts by his investigations in organic chemistry, and for his successful labour in promoting the cultivation of chemical education and research in England." The award, therefore, reflected Hofmann's contributions to the creation of the British dyestuffs industry, and the training of chemists at the Royal College of Chemistry between 1845 and 1865. The medal had previously been presented to Justus von Liebig in 1860 for his "contributions to the development of food economy and agriculture." The only other German chemist ever to have received the medal was Robert Bunsen in 1898.
Obverse and reverse of the Albert Medal
Image reproduced by courtesy of the RSC, London.
Photography by Howard Hughes.
Hofmann and chemical models
By William Brock
In his 1862 RI lecture Hofmann had introduced wires shaped into a cube into which different coloured zinc cubes representing hydrogen, carbon, nitrogen, chlorine and oxygen could be placed and substituted. This was purely an architectural visual aid to help understand substitution and how chemists could build larger molecules from these four types of hydrogen, water, methane and ammonia. It was never meant to represent chemical reality. It was about this time that, exploiting the new photographic science, the Scots chemist Alexander Crum Brown introduced graphic formulae. Hofmann immediately saw that these linear formulae could be built in three dimensions by bolting the coloured zinc cubes he had hitherto used together and assembling them on a tripod. For ease of manipulation ceramic balls instead of zinc cubes were used. Again, these models were not in any way representative of real chemical structures, but they gave vivid ideas of how chemists had the ability to assemble complex molecules by means of substitution and elimination reactions. With the aid of his Royal College of Chemistry (RCCh) assistant, Herbert McLeod, he assembled models using miniature billiard or croquet balls, using the same coloured signifiers he had used previously. These ‘croquet’ models, which you see here, were first demonstrated in another public lecture to the RI in 1865.
Although Hofmann appears not to have viewed his models as literal images of molecules, historians have noted that he inherited an interest in architecture from his father (who designed the enlargement of Liebig’s laboratories at Giessen in 1839). It has also been noted that the adult game of croquet, which was first introduced to England in 1856, quickly led to table croquet sets that chemists could play with in middle-class homes. Such sets used ceramic balls. Hofmann would undoubtedly have been familiar with these cultural and recreational developments, though whether they directly influenced his modelling of molecules in the 1860s has yet to be convincingly demonstrated.
Hofmann’s Friday evening discourse at the Royal Institution on 11 April 1862
By William Brock
In his penetrating report on the chemical exhibits at the 1862 London International Exhibition at South Kensington, Hofmann foresaw that coal was destined to be the primary source of colours and that synthetic dyes would soon equal or even surpass natural dyes. This was the theme of a remarkable illustrated lecture that Hofmann gave to members of the Royal Institution on Friday 11 April 1862 when he was president of the Chemical Society.
Arguing that coal was ‘a sort of magazine of several elements’, he claimed these elements could be shuffled into four ‘types of construction’ or templates, namely hydrogen, water, ammonia and methane. He proceeded to illustrate this ‘type theory’ with wire cubes into which blocks of zinc, each painted in colours representing hydrogen (white), carbon (black), oxygen (red), nitrogen (blue), chlorine (green), etc., could be lowered. He later called the volume of space his lattice wire cubes occupied a ‘crith’, which went on to become the chemists’ ‘mole’.
In a further dazzling sequence of aids and practical demonstrations, Hofmann showed the audience samples of the aniline dyes that he and his pupils had prepared. These samples accompanied the printed version of the lecture in *Phil. Trans.* (preceding, shown here). The lecture ended with a moral: when Faraday had first prepared benzene at the RI in 1825, he had never intended to find something useful. Chemists should not be free to pursue pure synthetic research for its own sake and allow economic and commercial applications to emerge in the course of time. Privately, however, Hofmann’s own experience with his pupils demonstrated that progress would be even more rapid when there was a symbiosis between science and trade – a view that he did much to encourage on his return to Germany in 1865.
‘Let him indulge in the pursuit of truth. – of truth pure and simple. – of truth not for the sake of Mauve, not for the sake of Magenta – let him pursue truth for the sake of truth!’
John Tyndall is known as a physicist rather than a chemist, but he had greater regard for no other German man than Robert Bunsen.
In October 1848, Tyndall travelled to Marburg with Edward Frankland. Following an invitation from Bunsen to Frankland, they had proceeded to study for their PhDs at the university where Bunsen was a professor. They were the first from Britain to do so.
Tyndall found Bunsen’s lectures superb. He thought the teaching impressive, and that it would take years of devoted effort to bring England up to the same standard. His surprisingly neat notebooks from those days have recently been discovered, and are shown here. These are predominantly in German, with only occasional portions in Kurrentschrift, the old German form of handwriting.
Tyndall would later become known as one of the most engaging lecturers in England, and he was both inspired and influenced by Bunsen. When Tyndall finally got his big break—the offer of a professorship at the Royal Institution—it was to Bunsen that he turned for advice. Tyndall had given four lectures ‘On Air and Water’ to qualify him formally for consideration. He wrote to Bunsen, who suggested the complete structure and experiment for a fifth lecture on water. Following this, Tyndall gave his second Friday Evening Discourse, the set-piece lecture to the RI’s Society audience, ‘On some of the physical phenomena of Iceland’. Again, he received advice from Bunsen, who had visited Iceland.
Over subsequent years the two men maintained a friendly correspondence. Tyndall was an important conduit between the German world of science and the British; he had many German papers translated and made available in English, and actively promoted their recognition by the Royal Society. He proposed Bunsen for the Copley Medal in 1857, and Bunsen received the award in 1860.
Robert Bunsen’s lectures were “superb” (as reported by Tyndall) and are now preserved courtesy of the Royal Institution of Great Britain.
Robert Warington, Justus von Liebig and the Chemical Society
By Anna Simmons
On 30 March 1841 the Chemical Society of London was constituted with seventy-seven founder members. Robert Warington was one of its two secretaries and Justus von Liebig its first foreign member.
The first edition of *Proceedings of the Chemical Society of London* contained an abstract of Liebig’s paper ‘On the Preparation and Formation of Yellow Prussiate of Potash’, which had been read at the Society’s meeting on 29 April 1841, while the first edition of *Memoirs of the Chemical Society of London* contained his article ‘On the Preparation of Cyanide of Potassa, and some Applications’, which had been read at the Society’s meeting on 1 March 1842. Both articles are shown here, along with correspondence between the two men.
Warington wrote to Liebig on 4 June 1841 informing him of his appointment as a foreign member of the Chemical Society. Liebig replied thanking the Society for conferring this distinction upon him and wishing it every success. Further letters from Liebig demonstrate their close friendship which developed between the two men, a relationship which was typical of the strong links existing between German and British chemists at this time.
The central role German chemists played in shaping chemical research and education in Britain was exemplified in the Royal College of Chemistry, founded in 1845, and another institution with which Warington was involved. Liebig actively supported the project, writing that he believed its foundation will be followed by a new era in Chemistry in England. At one point Liebig and Warington had developed a close friendship, with Liebig sending Warington ‘a dozen bottles of genuine Rhein wine’ and writing:
‘Regarding myself I like London perhaps more than any other place. I have in this town so many friends among whom, my dear Warington you are one of those I most esteem.’
Justus von Liebig was the first foreign member of the Chemical Society and published in the first edition of *Memoirs of the Chemical Society*. © Royal Society of Chemistry
Robert Warington was his lifelong force behind the formation of the Chemical Society. © Royal Society of Chemistry
Michael Faraday and German-speaking chemists
By Frank James
By the time of Faraday’s death in 1867, the centre of excellence in chemistry had shifted to the German-speaking lands. While Faraday was fluent in French, he never mastered German. While he did try, unsuccessfully, to learn the language, he increasingly came to regret being unable to read the ever increasing number of fundamental papers written in German.
Somewhat surprisingly one German chemist whom Faraday did not know particularly well was Robert Bunsen. However, one of Bunsen’s students, Henry Roscoe, came to know Faraday reasonably well and even presented Faraday with a portrait of Bunsen. Working with Gustav Kirchhoff, Bunsen invented the spectroscopic method of chemical analysis. This work enjoyed spectacular success during the first half of the 1860s; for instance, August Hofmann, German-born professor at the Royal College of Chemistry on Oxford Street, lectured on the subject to various members of the Anglo-German royal family, including Queen Victoria.
Despite Faraday’s inability to understand German, he nevertheless ascertained, through the agency of others, much of what was happening in German chemistry and physics more generally. To a large extent this can be attributed to his status as one of Europe’s foremost natural philosophers and chemists of the day. It took some effort of some kind in contact with him. Such admiration was perhaps most succinctly summed up by Hofmann in his 1875 Faraday lecture to the Chemical Society, quoting the great organic chemist Liebig:
‘I have heard mathematical physicists deplore that Faraday’s records of his labours were difficult to read and understand, that they often resembled rather abstracts from a diary. But the fault was theirs, not Faraday’s. To physicists, who have approached physics by the road of chemistry, Faraday’s memoirs sound like an admirably beautiful music.’
The Royal College of Chemistry – a Chemical Landmark
With thanks to William Griffith
The Royal Society of Chemistry’s Chemical Landmarks Scheme is an initiative recognising sites connected to a chemical discovery or development that has made a significant contribution to health, wealth, or quality of life. The distinctive blue plaques are publicly visible, giving passers-by an insight into chemistry’s relevance to everyday lives.
This blue plaque, commissioned and rededicated to celebrate the 150th anniversary of the Gesellschaft Deutscher Chemiker, will replace an older plaque currently mounted on Oxford Street in London to mark the former site of the Royal College of Chemistry. August von Hofmann was its first director, President of the Chemical Society of London from 1861 to 1863, and on his return to Germany, founding President of the Deutsche Chemische Gesellschaft in 1867.
The foundation stone of 299 Oxford Street was laid by Prince Albert on 16 June 1846 and the building completed in May 1847, having cost some £3,000. The Royal College of Chemistry was the first constituent college of Imperial College London and eventually became the Imperial College Chemistry Department.
The former site of the Royal College of Chemistry on Oxford Street. Reproduced with kind permission from the archives of Imperial College London. | 652ac97b-4ba8-41ad-b116-758c0458e5ec | CC-MAIN-2021-10 | https://www.rsc.org/globalassets/07-news-events/rsc-news/features/2017/10-october/gdch-exhibition.pdf | 2021-03-05T11:30:30+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178370752.61/warc/CC-MAIN-20210305091526-20210305121526-00596.warc.gz | 951,180,763 | 2,681 | eng_Latn | eng_Latn | 0.996275 | eng_Latn | 0.997311 | [
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From the Principal’s Pen
Mrs. Veronica Clay
Reading for Meaning
Who? What?
Where? When? Why?
Experienced readers ask themselves these questions as they read. Finding the answers helps them understand the story.
To boost your child’s comprehension, ask a few simple questions before and after reading.
What do you know?
Together, look at the cover of the book before you begin reading. Read the title and talk about the cover’s picture. For example, a book called “Polar Bears of the Cold” may have a picture of a mother polar bear with her baby. Ask your child, “What do you already know about polar bears?” She may say: “They are white. They eat fish.” This gets your child thinking about polar bears before she starts to read the story.
What do you want to know?
Have your youngster think of questions she has about the story. She might ask: “How much do polar bears weigh?” “How do they keep warm in icy water?” “Do they teach their babies to fish?” By deciding what she wants to know, she has set a goal to reach by reading.
What did you learn?
Ask your child questions about the story after you’ve finished reading it together. For example, “Did you find out what you wanted to know about polar bears?” “Did you learn some new things? What were they?” This will reinforce what he/she has learned.
Congratulations October Essay Winners!
The following students’ essays were chosen by Mrs. Clay as the winners of the October Writing Rocks contest.
Congratulations for all your hard work and wonderful writing!
Winners
K – Brianna Ramsey
1 – Kyleigh Burton
2 – Avery Bowman
3 – Zachary Olson
4 – Meghan McCowan
5 – Olivia Knott
Honorable Mention
K – Teleyah Heath
K – Kristian Jones
1 – Grant Stone
1 – Nadia Cammon
1- Matt McCowan
2- Edwin Bustamante
2- Anna Carol Masten
2 – Felix Alley
3- Carlee Hawkins
3- Meghana Patel
4- Noemi Bustamante
4- Nick Parsons
5-Kourtney Ellis
5-Adam Ramsey
Inside this issue:
PTSO News 2
Counselor’s Corner 3
Music Notes 3
Tipi Man 3
Honor Roll 4
AR Party 4
AIG Math Matters 5
Kindergarten Field Trip 5
Media Center News 5
Calendar of Events 6
Parents of Car Riders
Please note: For the safety of all children at Stories Creek, please remain in your car in the afternoon when school dismisses. Monitors will get your child safely to your car. Thank you for your cooperation.
Join the PTSO
PTSO membership only costs you $5, but it provides a lot to the students and the school. Your $5 helps purchase AR books and tests, playground equipment, teacher supplies, and much more!
If you are interested in joining, please fill out the form that was sent home and return it with your $5 to the school.
The PTSO has many great things planned for the 2008-2009 school year! Thank you for taking an active role in your child's education by joining the PTSO.
Save Those Labels!!!
Look for these labels on your groceries, clip, and send them into school! Tyson prefers us to send in the entire label as seen here (1,2,3 / Support Your School) and not just the little black Project A+ box. Tyson pays us 24 cents per label!!
Clip Box Tops from your favorite products
Look for the 10¢ Box Tops coupon on hundreds of your favorite products. Look over that box or bag before throwing it away! You can find Box Tops on brands such as Cheerios®, Betty Crocker®, Pillsbury®, Ziploc®, Kleenex®, Hefty® and more!!!
Shop at your favorite online stores
At the Box Tops Marketplace, you can shop at over 60 online stores including Barnes & Noble, Lillian Vernon, Gap, & Office Depot. A portion of every qualifying purchase is donated to your school - all at no additional cost to you! Go to http://www.boxtops4education.com/AboutBoxTops/ and click on the "Marketplace" tab at the top!
Stories Creek Elementary School
133 Stories Creek School Rd, Roxboro, NC 27573
Phone: 336-503-8071 Fax: 336-503-8083 E-mail: email@example.com
Website: www.person.k12.nc.us/storiescreek
Vision Statement: Stories Creek Elementary School is committed to developing a learning environment in which all students succeed and are performing on or above grade level. Using our knowledge about learning processes, child development and best teaching practices, our environment will be safe and orderly, rigorous and relevant, hands-on, and responsive to the needs of diverse learners.
Mission Statement: The guiding mission of Stories Creek Elementary is to promote a cooperative partnership among students, parents, community and staff. Our goal is to provide a learning environment conducive to academic achievement that will prepare our students for life in the 21st Century.
Belief Statement: Public education is imperative to the preparation of globally competitive students. To this end, we at Stories Creek believe:
All of our students can and must learn a rigorous and relevant core curriculum. Our school must meet the unique learning needs of each of our students. Our homes, school and community must serve and support one another. There must be a consistently, safe and orderly environment for teaching and learning to occur. Appropriate resources and services are essential for effective instruction. All stakeholders must continue to learn, and our school must continue to improve.
Counselor’s Corner
This month in Guidance our character trait was responsibility. The students have learned all about what responsibility is and how they can show that they are responsible.
The Kindergarten, First and Second graders read *The Legend of the Indian Paintbrush*, the third graders learned about a character named Lazy Larry and the fourth and fifth graders read about Booker T. Washington. The kids also learned about safety. Next month the children will learn about caring and feelings.
Music Notes
The Gold Medal Musicians for the first nine weeks were the following students:
- Kindergarten - Alivia Davis
- First Grade - Aniya Fuller
- Second Grade - Jayce McIver
- Third Grade - Meghana Patel
- Fourth Grade - Ian Parsons
- Fifth Grade - Blake Jones
These students were always putting forth their best effort, listening, and following directions to the best of their ability. These awards will be given out each nine weeks. Congratulations to these fine musicians!
The K-2 Winter Music Program will be presented on Thursday, December 11 at 7:00 p.m. We hope you will join us as we celebrate the holiday season through music.
An Exciting Presentation by the Tipi Man
On Friday, November 14th, Mr. Brett Butler from Boone, NC was invited to come to Stories Creek and set-up an authentic Native American tipi for our second grade classes. Brett has lived in a tipi full-time for the past two years. He set up his full-size, painted tipi in the gymnasium. Brett’s exciting presentation allowed students to watch the entire process of building a tipi, from the initial placement of the poles to the canvas-covered finished structure. Students also took a tour of the inside before returning to class. Throughout the presentation, he entertained questions regarding everyday tipi life and how he lives in communion with nature such as by building fires to stay warm in the winter and finding adequate food through hunting and gathering.
Brett brought in many unique Native American crafts, beadwork, and tools to share with the students. He also demonstrated primitive fire-making with the use of a bowdrill. This was a unique opportunity for the students and it was a real pleasure to have him come and share with our school.
First Nine Weeks Honor Roll
Congratulations to the students who made the A or A/B Honor Roll for the first nine weeks!
A reception was held on Wednesday, November 12, 2008 for the students and their parents. Mrs. Clay presented each student with a certificate, pencil, and announcement that could be used at their church or in the newspaper. Afterward students enjoyed refreshments with their parents.
Congratulations again for all your hard work!
**A Honor Roll**
- **Third Grade**
- Carlee Hawkins
- Meghana Patel
- **Fourth Grade**
- Noah Carver
- Virginia Harris
- Preston Mayberry
- Meghan McCowan
- Catie Mooney
- Miracle Page
- **Fifth Grade**
- Blair Bradsher
- Trey Golden
- Mary Louise Kafer
- Olivia Knott
- Adam Ramsey
- Jordan Scoville
- Rachel Shotwell
**A/B Honor Roll**
- **Third Grade**
- Camryn Black
- Bryson Mooney
- Zachary Olson
- Bradley Shores
- Alexis Starvaggi
- Carrie Suttle
- Alexis Thompson
- Noah Wallace
- **Fourth Grade**
- Dalton Blume
- Luke Burton
- Noemi Bustamante
- Shynecia Cameron
- Makayla Carr
- Kelli Carver
- Jacob Coleman
- Cameron Crowder
- Marsall Duncan
- Maggie Gentry
- Henry Lewis
- Izik Martinez
- Logan Martinez
- Lindsay Nemeth
- Brooke Peed
- Sarah Sumner
- Bobby Lee Vaughan
- Cody Walker
---
First Nine Week AR Party
Friday, November 7, 2008 second through fifth grade students who met their AR goal with an 80% accuracy or above attended an AR Carnival. Students had the opportunity to have their face painted, do modern line dancing, paint a pumpkin, and have a snack. Everyone had a lot of fun!
A Special THANK YOU to Brown Farms and Wade Farms for each donating over 40 pumpkins!!!
AIG Math Matters
Graphing and Data Analysis:
The AIG students have created graphs on cancer statistics, the 2008 Presidential candidates’ tax proposals, cigarette use by different demographic groups, and tuition at NC universities. After creating the graphs, students analyzed the data by finding the range, median, mode, and mean.
Voki:
The AIG students are creating a math terminology Voki. A Voki is a talking character that you can customize to look like you or take on the identity of lots of other types of characters. Students can use their own voice or a computer generated voice for their Voki. Each student will publish their Voki on a special AIG wiki.
Kindergarten Field Trip
In October, the Kindergarten classes went on a field trip to Brown’s Farm. Students went in the corn maze, were able to pet the animals, and take home their own pumpkin. It was a beautiful day outside and the students really enjoyed themselves.
Media Center News
Have you heard the news? AR has been upgraded! We moved to a web-based version of AR which gives our students access to ALL the AR tests the company has ever made, and ever will make!
To access the new version visit the Stories Creek website at: http://person.k12.nc.us/storiescreek. Then click on the link for the Media Center. About half way down the page you will see a blue box with all the new links.
AR Enterprise is the version students use at school to take quizzes. AR Book Finder is what you use to look up if a book is AR or not. Also, Parents can now access their child’s quiz results, points, and accuracy by visiting Home Connect. A letter will be sent home soon with more information about Home Connect.
AR All Stars!
| Grade | Name | Points |
|-------|----------|--------|
| 2nd | Bowman | 98 pts |
| | Burton | 48 pts |
| | Sherron | 40 pts |
| 3rd | Dallas | 109 pts|
| | Hodges | 74 pts |
| | Woodham | 49 pts |
| 4th | Carver | 68 pts |
| | Montgomery | 88 pts|
| | Osman | 37 pts |
| 5th | Blain | 167 pts|
| | Briggs | 210 pts|
| | Dietz | 109 pts|
The Reading Race
| Grade | Name | Books |
|-------|-----------|-------|
| Kindergarten | Long | 126 books |
| | Hungate | 191 books |
| | McAneny | 305 books |
| First Grade | Oakley | 359 books |
| | Chandler | 341 books |
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Bhutan is a small, landlocked Himalayan country, bordered by India and China. Many parts are difficult to access and the population is dispersed in remote rural areas.
Population: 748,900 – under-five children comprise 8 per cent of the population; children aged 0-18 years: 30 per cent; and adolescents (aged 10-19): 18 per cent!
Source: Population and Housing Census 2017
The country has a constitutional monarchy and introduced democracy in 2008. In recent years, Bhutan has experienced rapid modernization and urbanization.
In 2018, annual GDP per capita was estimated at USD 3,438. The country’s main income sources are hydropower, agriculture and tourism. There is a limited private sector.
Bhutan is a Least Developed Country (LDC) and expected to graduate to Lower Middle-Income Country (LMIC) status by 2023.
There has been no major emergency or civil unrest in the recent past. However, the risk of earthquakes is high.
[1] Figure rounded from population Projection 2017-2047
[2] https://bit.ly/3lqOvh
### Bhutan Key Indicators on Children
| Indicator | Value | Year | Source |
|------------------------------------------------|-----------|--------|---------------------------------------------|
| Under-five mortality (per 1,000 live births). | 34 | 2017 | Population and Housing Census of Bhutan |
| | 30 | 2019 | (PHCB) State of the World’s Children (SOWC) |
| Infant mortality (per 1,000 live births) | 15 | 2017 | PHCB |
| | 25 | 2019 | SOW/C |
| Neonatal mortality (per 1,000 live births) | 21 | 2012 | NHS |
| | 16 | 2019 | SOWC |
| Stunting in under-five children | 21% | 2015 | National Nutrition Survey |
| Primary education net enrolment | 91% (boys 90%; girls 92%) | 2019 | Annual Education Statistics |
| Early Childhood Care and Development (ECCD) net enrolment | 21% | 2019 | Annual Education Statistics |
| Gross enrolment rate in Early Childhood Care and Development (ECCD) centres. | 25% | 2019 | Annual Education Statistics |
### Biggest challenges facing children and UNICEF results against 2014–2018 targets
- 72 per cent of the population have access to **basic sanitation** services (JMP 2019). Only one third of students at basic education level achieve the required scores in key subjects. A National Education Assessment Framework is being developed.
- Only 1 in 4 children aged 3-5 years has access to **early learning** / Early Childhood Care and Development (ECCD) centres.
- **Inequity in education** – 86 per cent of children from the wealthiest quintile complete primary education, compared to 27 per cent from the poorest quintile.
- The needs of **children with disabilities** are not sufficiently addressed. Twenty-one per cent of children aged 2-9 years have at least one form of disability.
- More than 60 per cent of children aged 13-17 have experienced **violence**, with girls experiencing more sexual violence than boys.
---
[3] Annual Health Bulletin, 2020 (note that data from the JMP is used in the Annual Health Bulletin)
[4] Annual Education Statistics, 2019
[5] Bhutan Multiple Indicator Survey, 2010
[6] Two-staged Disability Survey for children 2- years old in Bhutan, 2011
[7] Violence Against Children Study in Bhutan, 2017
Key results against targets in current UNICEF Country Programme Document (CPD) 2019-2023
• Immunization coverage for 11 antigens maintained at more than 95 per cent.
• Births attended by skilled personnel increased from 74 per cent in 2012 to 96 per cent in 2019; the Bhutan Every Newborn action plan was adopted in 2017.
• Child development screening tool (CDST) validated and includes the Mother and Child Health Care Book.
• Standards for Inclusive Education developed in 2017 now being rolled out.
• Net enrolment rate (NER) in ECCD increased from 9 per cent in 2014 to 21 per cent in 2019, with support to centre-based ECCD in rural and remote communities.[8]
• For basic education, the NER was 90 per cent in 2019 with support to inclusive, quality and special education.[9]
• The National Plan of Action for Child Wellbeing and Protection (2019-2023) is in place.
• There is a focus on preventing violence against children, including creating women and child protection desks in 13 of 20 districts nationwide.
• The National Child Policy is under development and the National Youth Policy and National Youth Action Plan are being revised.
Type of UNICEF programme, presence, partnerships and salient issues
• Delivering as One, UNDAF 2019-2023 / Country Programme Document. UNICEF has a programme budget of USD 27.5 million (USD 4.7 million regular resources and USD 22.7 million other resources). UNICEF with 30 staff is the second largest UN agency after UNDP (39 staff).
• UNICEF flagship programmes are: nutrition, sanitation, early childhood care and development (with a strong focus on early detection of disability), prevention of violence against children, youth and adolescents.
• Given the level of development, the main thrust of the Country Programme is a mix of policy and service delivery, with the government as the main implementing partner.
• UNICEF has strong partnerships with multiple government agencies, academia, the judiciary, civil society organizations (CSOs) and a network of youth volunteers.
• Bhutan is part of the Polio Endgame Strategy (certified polio-free in 2014) and the Sanitation and Water for All (SWA) global partnership. UNICEF is Coordinating Agency for Global Partnership for Education (GPE) and member of the Global Fund Country Coordinating Mechanism (CCM).
• Few development partners and only three embassies are resident (India, Bangladesh and Kuwait).
• Bhutan is in transition towards LMIC status and is therefore facing declining aid support from traditional development partners. This leaves the country vulnerable to a variety of risks.
UNICEF has established a strong presence in the country and ongoing support will be critical to sustain gains and contribute to further improvement in the well-being of children.
[8] Annual Education Statistics, 2019
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WHAT IS A COMPRESSOR STATION?
The “engines” that power an interstate natural gas pipeline.
WHAT IS A COMPRESSOR STATION?
Compressor stations, sometimes called pumping stations, are the “engines” that power an interstate natural gas pipeline. As the name implies, the compressor station compresses the natural gas, to push the gas through the pipeline.
PIPELINE COMPANIES INSTALL COMPRESSOR STATIONS ALONG THEIR PIPELINES, TYPICALLY ONE EVERY 40 TO 100 MILES. THE SIZE AND THE NUMBER OF COMPRESSORS VARIES, BASED ON THE DIAMETER OF THE PIPE AND THE VOLUME OF GAS TO BE MOVED. NEVERTHELESS, THE BASIC COMPONENTS OF A STATION ARE SIMILAR.
SEPARATING THE GAS
When the natural gas enters the compressor station, it flows through separators used to remove solids and liquids from the natural gas in the pipeline. These separators are provided mainly to protect the compressor from any small debris that has entered the pipeline during construction and water from integrity testing. It should be noted that except for the small amount of debris and liquids captured to protect the compressors, and the natural gas needed to run the compressor station, all the natural gas that enters a compressor station leaves it again through the pipeline.
After going through the separators, the natural gas is then compressed by a centrifugal or reciprocating compressor.
TYPE OF COMPRESSORS
Simplistically, a centrifugal compressor works like a fan; each fan is called an impeller, and there may be one, or several, impellers in a series, depending on how much pressure is needed.
A reciprocating compressor, on the other hand, is made up of one or several pistons configured much like an engine block. Deciding between which type of compressor to use is based on the flowrate through the compressor, as well as the amount of pressure needed.
The compressor is driven by a gas turbine, electric motor or reciprocating engine.
A gas turbine is very similar to a jet engine found on an airplane except that instead of using the thrust to push the airplane, the jet turns a large fan to spin or rotate the compressor. An electric motor is a larger version of the electric motors you see every day, just as the reciprocating engine is similar to your car engine, just larger. The gas turbine and reciprocating engines typically use natural gas from the pipeline, where the electric motor uses power from an electric transmission line.
Selection of this piece of equipment is based on air quality, available power and the type of compressor selected. Typically, electric motors are used when air quality is an issue. Gas turbines are used when electric power is not readily available. Reciprocating engines are used when smaller compressors are needed.
THE AUTOMATION SYSTEM
Most compressor stations are automated so that the compressors can be started, controlled and stopped from a central control location regardless of the weather conditions, time of day, or day of the week. The automation system also acts to protect the equipment, facility, and surrounding area in the event that the equipment is not operating as it was intended. The operators of the system continuously monitor and adjust the mix of compressors that are running to maximize efficiency, as well as keep detailed operating data on each compressor station. The control center also can remotely operate shut-off valves along the pipeline system. | <urn:uuid:c9c247d8-a0af-48c1-81d6-01d967dc67b2> | CC-MAIN-2018-17 | http://northeastsupplyenhancement.com/wp-content/uploads/2016/11/compressor-stations.pdf | 2018-04-26T19:06:31Z | crawl-data/CC-MAIN-2018-17/segments/1524125948464.28/warc/CC-MAIN-20180426183626-20180426203626-00593.warc.gz | 235,236,505 | 691 | eng_Latn | eng_Latn | 0.988879 | eng_Latn | 0.997738 | [
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How much odour comes from a composting toilet?
None. Air is being continuously drawn into the unit and up the vent stack, creating a partial vacuum in the unit. In addition, the composting drum fosters a good aerobic compost which produces no odours.
How often do you empty it?
Never completely. You typically empty some of the compost out of the drum once per year for cottage use, once every few months for residential use. In cases of continuous use, you may extract some compost more often. This always sits in the drawer to cure before being removed - you are never handling any fresh waste when the unit is properly operated.
How do you clean it?
You only have to clean the bowl, in a central system, as you would a regular bowl, except without the use of chemicals. Recommended cleaners are hot water that is mixed with baking soda or vinegar.
Can you throw the paper in the toilet?
Yes. The paper is a source of carbon for the compost. You do not need to buy special toilet paper to use in our system, as a properly operating compost will break down regular toilet paper in a short period of time. Of course single ply will break down faster, but it is not necessary - and anybody who tells you it is is probably trying to sell you fancy expensive toilet paper!
How many toilets can I hook up to a Centrex System?
You may connect up to 3 toilets to any one system. The amount of toilets is not as important as the number of people using the system.
Advantages of the Centrex Range:
- Small under floor space requirements
- Simplicity of installation
- Minimal maintenance
- No raking, shovelling or moving of chambers
- Only have to remove a small tray some 3 - 4 times per year
- No pumps or valves
- Odourless
- No Chemicals
- Minimal waste
FOR FURTHER INFORMATION:
Call 1800 707076
Email: email@example.com
Or visit www.enviropro.com.au
The Centrex toilets are split systems with a unique and patented rotating drum beneath the floor. The bio-drum sets up optimal composting conditions by regularly aerating and mixing the contents and maintaining even moisture distribution.
WHY?
Every living organism consumes nutrients and creates waste. To transform waste back to nutrients and complete this cycle, nature uses the processes of decomposition and evaporation. As is often the case, nature seems to be doing business in the best way possible.
That’s why Sun-Mar toilets are designed not only to harness these natural processes but to optimise and accelerate them.
Toilet waste is over 90% water content. This can be evaporated and carried back to the atmosphere through the vent system. The small amount of remaining material is recycled into a useful fertilising soil.
Sun-Mar units are economical, quick to install and easy to use. Because no chemicals and no septic systems are needed, fragile environments can be protected. A Sun-Mar composting unit is an environmentally healthy choice for recycling human waste. The Sun-Mar system produces no pollutants while collecting nutrients. With a Sun-Mar, recycling is made easy!
Unique patented Bio-drum
Selecting the right unit.
When it comes to picking the right unit for your needs, first decide whether you need an electric or non-electric unit. If you have continuous 240 Volt power, an electric unit is suggested. These feature a 370 watt 240v thermostatically controlled heater in a sealed compartment beneath the unit, and a standard 30 watt turbo fan directing air up a 50mm vent stack. The combination of fan and heater are able to evaporate up to 9 litres of liquid per day; depending on usage there may be little or no liquid output.
There is also the opportunity to have a partial flush unit, which uses 500ml of water per flush. These units will enable you to have multiple toilets within the home. In some cases there can be a combination of a dry toilet and a partial flush.
The chosen unit will depend on the requirements of the system.
In the Centrex range there are a variety of models. There are those that require 240 volt power (Centrex 2000 & 3000) and for clients off the grid and who do not have access to 240 volt supply, there are units that require only 12 volt. (Centrex 2000NE & 3000NE)
But unlike other composting toilets for those wishing to have a traditional bathroom type toilet, there are partial flush toilets. These are especially attractive to people wanting multiple toilets in different locations throughout the house. With these partial flush units, the underfloor component can be located up to 5 metres from the pedestal above, and multiple pedestals used if required.
In the case of the dry toilets they are called Centrex 2000AF and Centrex 3000AF.
| Unit | People |
|-----------------------|--------|
| Centrex 2000 AF NE | 3-5 |
| Centrex 2000 NE | 3-5 |
| Centrex 2000 AF | 4-6 |
| Centrex 2000 | 4-6 |
| Centrex 3000 AF NE | 5-6 |
| Centrex 3000 NE | 5-6 |
| Centrex 3000 AF | 6-7 |
| Centrex 3000 | 6-7 | | 7b4bb670-2c62-42e3-b637-2bfe949162b6 | CC-MAIN-2022-05 | https://www.enviropro.com.au/media/images/products/2017/12/Centrex_Range_brochure.pdf | 2022-01-22T15:39:13+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320303864.86/warc/CC-MAIN-20220122134127-20220122164127-00651.warc.gz | 812,667,065 | 1,132 | eng_Latn | eng_Latn | 0.998584 | eng_Latn | 0.998669 | [
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Dear Parents,
We find ourselves at Half Term wondering how it came upon us so quickly! After the long dark and rainy days of January, February has picked up the pace and we find we have completed six busy and stimulating weeks of school.
January and February 2020 have rushed by in a whirl of activity at Ashton House. Teaching and learning have continued apace complemented with workshops, class outings and guest speakers.
This term’s value is Kindness...treating others with consideration, friendliness and generosity. Being kind often requires courage and strength. Kindness has many benefits including increased happiness and a healthy heart. Those who perform random acts of kindness often find that doing so reduces stress and boosts self esteem. It is also the right way to live our lives. We take every opportunity to recognize and celebrate the acts of kindness the children do, sometimes unconsciously, rewarding those who are displaying this value in their everyday lives.
A huge thank you from all the children and staff must go to the PTA who funded our two days of Architecture Workshops. Combining elements of STEAM each class created amazing structures using wood and rubber bands. There were opportunities for teamwork, problem solving and creativity at every step of the way.
This time of year is the cold and flu season and we have had many children off with illness and some whole families stricken with one bug or another. At school we constantly remind the children to wash their hands and we have hand sanitiser in the classrooms. May I remind you not to send an ill child to school. It is wretched for them and potentially will infect their classmates and teachers. Thank you for your consideration on this point.
May I wish you all a very happy Half Term and we look forward to an exciting Book Week on our return to school.
Angela Stewart
Younger siblings?
Extended families are the lifeblood of AHS. Do you have someone who is looking forward to the day they’re ‘big enough’ to start at Ashton House?
Now is the time to contact the school office for an Enrolment Form if you would like to enrol a family member in Pre-Prep for September 2020.
Architecture Workshop
In January we welcomed Vivienne from Architecture Workshops to Ashton House School. The workshops focused on STEM and STEAM areas of learning and the children had a wonderful time working collaboratively to build a variety of structures.
Miss Gillis
Year 4 at the Science Museum
Year 4 took part in a science workshop at the museum. The children had the chance to be scientists for the day by participating in different trials and experiments. They realised how much science and maths we use in everyday activities. What a great day!
Mrs Oderda
Year 2 visit to Aquarium
Year 2 had a fabulous time on our trip to Sea Life London Aquarium. We learned about the different layers in a rainforest and considered what animals would live in each micro-habitat. We had an opportunity to touch a starfish, had a very close (too close for some!) look at a hissing cockroach and put our head in a bubble with insects crawling all around us. And of course we saw many sea creatures and enjoyed spending time with them and watching them in their habitats.
Miss Brown
Year 6 at the Synagogue
Year 6 visited Richmond Synagogue on 14th February. It was a lovely morning learning about Jewish festivals and celebrations. They looked at the Torah and learned how it was made. They listened to stories about various Jewish festivals and shared their knowledge. They said prayers in Hebrew and tasted grape juice and challah.
Miss Quigley
Ashton House School has achieved a Gold Star accreditation for the School Travel Plan.
Ms Quigley has worked hard completing the travel activities and consultations and providing evidence. Ashton House is among the top 10% of London Schools to achieve this award.
Tiana had her long hair cut short. She will be donating her hair to charity. AMAZING!
Year 3 earned their Hockey badges for taking part in tournaments and bravely competing with other schools.
U11 Hockey Tournament
On Friday 17th January our U11 Hockey Team played against St Johns.
It was a fantastic display from both teams demonstrating amazing skill and sportsmanship. Well done to all who took part.
Coach Charlie
U 11, 10 & 9 Hockey Tournament
On Friday 24th January 2020 Ashton House played Hockey matches against Clifton Lodge. The final score was 2-1 to AHS. I played on the right wing and managed to score a goal. Sonali and Salma scored the second goal. During the second half Clifton Lodge managed to get a goal past us. We showed great team work and we left the pitch in good spirits.
Thank you to Coach Charlie for organising the match for us.
Krieshiv Year 5
U 8 & 9 Hockey Tournament
On Friday 7th February our U8 and U9 hockey teams welcomed Twickenham Prep. Our U8s drew 1:1 in both games. Both games were very exciting and great fun for all involved. Our U9s played a spirited Twickenham side who made things difficult for Ashton House in the first half. But Ashton’s quality was on full display with some lovely passing and clinical shooting. Ashton went on to win in convincing fashion 7.0.
Coach Charlie
Krieshiv adopted a Mountain Gorilla. He donated money to WWF to save the gorillas. He raised the money by completing a readathon and his family and friends sponsored him. He was very happy with his certificate and toy. Krieshiv said that he will continue to support the good work of the WWF.
Shreya was awarded a trophy for Attitude and Achievement in Mixed Martial Arts and she achieved a merit in Ballet from Royal Academy of Dance, Grade 1. Jaya was given Certificate of Achievement Level 1 in Athletics and Isha and Saiyan progressed in Tae Kwon Do to Green belts.
Tara won a 1st place medal in Swimming for her age group. In Gymnastics she achieved Level 7 and also Level 8 proficiency awards. David was the fastest swimmer U8s for LBH Swimming Club. He was awarded a medal and Mohsin progressed in Tae Kwon Do to a Yellow belt with a Green stripe. Amara achieved a pass in Ballet from Royal Academy of Dance, Grade 1.
Vaani progressed to level 5 in swimming and her brother Jai to level 2. Alhena was awarded a distinction for Solo Introductory Stage 2, LAMDA.
Congratulations Everybody!
School Council News
Congratulations to Shriyans the new Witham House Captain
Character Awards - “Acts of Kindness”
Rajvir, Ariana, Isha, Shaurya M, Sonali, Vaani, Diya, Viyaan, Iman, Jaya, Angel, Amrun, Tolu, Shriyans, Vinay, Salma, Tiana and Zaydan.
Who I Am Makes A Difference
www.bluefishhome.org
“Fish of the Week”
| Year 3 | Year 4 | Year 5 | Year 6 |
|--------------|------------|------------|------------|
| Leo | Isha | Salma | Iman |
| Nivan | Rahul | Tiana | Vinay |
| Saiyan | Roma | Drake | Sanvi |
| Diya | Naina | Sonali | Daniel |
| Arham | Lily | Krieshiv | Shriyans |
| David | Leo | Zaydan | Sophia |
| Angel | Armaani | Zainab | |
| Esam | Saira | Angelica | |
| Oliver | Tara | Rohini | |
The Upper School Vote
The Upper School vote on topics weekly. This half term we have looked at the following topics. The children voted either Yes or No on the topic, following a discussion.
Should teenagers work at the weekend?
Yes—69%
No---31%
Should there only ever be one winner?
Yes ----46%
No -----54% | 86028703-716a-450f-a8c8-44d6cf64cf98 | CC-MAIN-2021-39 | https://www.ashtonhouse.com/wp-content/uploads/2020/10/jan-feb-2020-newsletter.pdf | 2021-09-16T10:41:48+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00202.warc.gz | 685,356,416 | 1,705 | eng_Latn | eng_Latn | 0.996356 | eng_Latn | 0.998809 | [
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Give a Girl a Chance – and she’ll make the most of it!
from Blessed Bakhita Girls School in South Sudan
I am Josephine Nakuru Benjamin John. I am fifteen years old. Toposa by tribe. I am now in class eight. I am an orphan. I have a mother only my father died when I was still young. I live in Narus with my mother and brother. I am from a very poor family.
I started my primary school in 2014, but life was not easy for me to continue with my studies. Fortunately, in 2016 you started supporting me with all the requirements up today. I am working very hard never to shame you, not even to bring shame to my family.
I wish to become a Minister of Education. I would like to do the way you have done to me, helping the poor especially supporting them in Education. I wish to see you face to face one day.
Give...till it helps!
Learning Tour Goes for the Gold
Two end-of-the-summer Learning Tours took participants of all ages to Denali & Kenai Fjords National Parks in Alaska and Yellowstone & Grand Teton National Parks. Wildlife aplenty, with a side of amazing geologic features, greeted both groups.
The Alaska group may have set a Guinness record by seeing off-cloud-encased 20,310-foot Denali six days in a row AND was in Seward the day of 17-year-old gold and silver Olympic medalist Nathan Jacoby’s homecoming parade! Not to be outdone, the Yellowstone/Tetons group had two sightings of mother bears and cubs.
COVID Response: Myanmar
Thanks to the generosity of our network, NCP has raised nearly $75,000 to help our neighbors in Africa, Asia, Latin America and the Dine reservation in New Mexico deal with the many impacts of COVID. The most recent campaign raised $3600 for oxygen concentrators urgently needed by our partners in Myanmar. The February military coup coupled with on-going poverty have left that Southeast Asian country particularly vulnerable to the pandemic.
Catching Some Rays
NCP is turning even further toward the sun by beginning to provide financial support for Give Solar, a Harrisonburg, VA group installing solar panels on the roofs of nonprofit agencies. They have also begun adding panels to local Habitat for Humanity builds so that the low-income owners’ energy will come at near zero cost and zero emissions.
Raising Some Cain
NCP staff are doing their best to get into “good trouble” here, there, and everywhere, including David Radcliff making over 30 virtual and live presentations in the past six months in schools, colleges, conferences, and congregations in OH, VA, PA, IA, KS, IN and NC. He also taught three online classes at Elizabethtown College and led two Learning Tours. Along with new greenhouse houses and increased garden space to meet local food needs, NCP Vermont has modified irrigation and water catchment systems in response to climate change. A second day of food distribution has been added each week, along with Meals on Wheels for seniors. And Everyone Eats program. EE helps keep restaurant workers employed while sourcing local food to create healthy prepared meals for those in need.
There is collaboration with the village to expand community gardens and build a pavilion - it would be used for gardening classes, workshops and monthly community meals.
Our Harrisonburg site hosted eight summer interns who promoted food justice, solar energy for low-income folks, educational programs, carbon farming, and an initiative to make the city 100% renewable by 2045.
Outside of town, the Jubilee Climate Farm is testing annual vegetable food systems to determine how to capture the highest levels of carbon into the soil, with the overall goal of becoming a model for larger scale climate-friendly agriculture. The produce is delivered to a women’s shelter and low-income apartments.
Falling Into Place
The final pieces of last fall’s A Place of Their Own campaign are falling into place. Batwa women are harvesting crops from their new fields in Rwanda; Malawian girls attending high school 30 and 50 miles away now have dormitories rather than squalid rental rooms; flood-ravaged tukuls are being rebuilt on higher ground in South Sudan.
Hungry hungry hippos – and more
Our partners’ requests for our Tell Us What You Need fall campaign include:
- Hippo (and fish) habitat restoration in Congo along Lake Tanganyika to assist families (including hippos) and local fishers;
- A beekeeping project in rural Malawi for income and nature in the face of climate change
- A tailoring center for women in Rwanda (rent of a market stall currently supports half the staff)
- A tiny house for a Dinéh family in New Mexico (they now spend much of the day under a tree)
Altogether, our fall campaign comes to over $35,000. A great holiday giving opportunity for your school, congregation, family, club or yourself! More info on page 2 and the website.
Time for Us to Fly (maybe)
After a COVID-dictated pause, we are hoping to resume international Learning Tours in 2022. First in line is Nepal (January), then the Ecuadorian Amazon (early June), and possibly Africa. We’re also planning on Lybrook, Denali, and Arctic Village next summer. More on page three.
Wind in Our Sails
Consider a year-end gift to NCP, and/or contribute to our Endowment Fund, now nearing $100,000!
Dear Mr. Radcliff, thank you for showing us interesting things about the world. The pictures were so cool. I will pick up a lot of litter to save the planet. I will recycle, reuse, recycle as much as I can. I hope you go to other places and learn more – and most of all have fun.
-Trissan, 4th grade, Frank Park Elementary School, Fort Wayne
As the World Turns is published by the New Community Project, a nonprofit organization. Contact NCP at: 117 Nature Road, Blue Ridge, VA 24064; 844-804-2985; firstname.lastname@example.org. Website: www.newcommunityproject.info
Justice—or Just Us
Seeking fairness for people everywhere
Fall Campaign: Tell us what you need
We asked our partners what they needed most, beyond our normal grants. Here’s what they requested:
**Auba, Congo:** well
“I have visited this pygmy village and their request me to help them to dig a well for the fresh water. They now travel two hours to look for the water at the Sangya River. Traveling a long distance has caused many assaults against the men and women, and the area has not enough time to study. Drinking the river water has also caused many diseases among them - especially children and older people. Almost 850 households will benefit from this project. $7855 is the cost.” – Ron Lubungo
**Batwa community, Rwanda:** fruit trees
“We would like to plant 500 fruit trees. We will grow them in the nursery and distribute them to people, especially the young people & Batwa women to plant in their homestead. We will also plant trees on collective land to share the fruits with the vulnerable in society in a period of five years. Cost: $1270.” – Etienne Nsanzimana
**Holy Trinity Peace Village, S. Sudan:** grinding mill
“The World Food Program is providing sorghum and maize for St. Thomas primary school, but there is the risk of no more grinding since the area is remote—the closest grinding mill is 60 miles away. Therefore, the 279 children (including 45 girls receiving NCP scholarships) mostly eat boiled grains as they cannot make flour. The grinding mill will not only help St. Thomas primary school but other nearby schools. The cost is $3660.” – Gladys Mananyu
**Lybrook, New Mexico:** tiny house
“A young Diné family has such a poor house that they spend most of the day under a tree. If you could provide $3500 worth of materials and also send a group to help with construction, as well as weatherization of other homes, that would be great.” – Erik Dennison
**Lake Tanganyika, Congo:** hippo & fish habitat
“Grass and trees along this lake have been destroyed by human activity and flooding. As a result, there is soil erosion, fish don’t have a place to lay eggs, and hippos are more prone to head inland at night to graze, destroying crops. That’s why we would love to plant trees and grasses there. We request $5,000 to restore 7.5 acres but can use more if it is available.” – Ron Lubungo
**Truth...or Dare!**
What we don’t know can hurt us—especially in the long run. NCP doesn’t shy away from facing the truth about our world, challenging all of us to dare to act for something better. Thus, this Truth...or Dare! segment: By the numbers: Face the truth, dare to act!
- After learning about our *A Girl and A Bike* program ($110 provides a bicycle and first-term scholarship for girls walking 7-14 miles to school in Malawi), children in a Virginia congregation decided to hold a bike-a-thon to raise money to help out. 187 miles around a parking lot later, they had wheeled in over $3300! 30 girls in Malawi go’ be riding to school!
- When her congregation held a Care for Creation weekend led by NCP staff, Amy came away “feeling determined” (her Facebook tag) to act. “Paper towels are *not a friend of our environment*, so I cut up some dish rags into smaller pieces of cloth. When they are dirty, they will be washed to be able to be reused, thus reducing our waste!” (51,000 trees a day to produce paper towels for the USA—who needs ‘em!)
- Concerned about climate change and wanting to do their part on this issue and generally care for our earth, a congregation in Pennsylvania held a special end-of-the-summer fundraiser for our *Million Tree Campaign* (100,000 trees a year for 10 years). The pastor preached a 5-sermon series with the titles Rooted, Grounded, Sown, Flourish, Grow; then they put out a basket and raised $5400 over several weeks—$2500 of which was doubled by a matching grant—bringing the total to nearly $8,000, which equals 80,000 trees @ ten cents per tree! (trees per dollar driffer in our partner areas, but that’s the cost in Myanmar and South Sudan)
- Inspired by our Food Justice work in Vermont (where 1 in 3 people are food-insecure), a youth group partnered with us to build their own Little Free Pantry at their church. We have also worked with the town of Starksboro to expand the community garden and build a pavilion for community meals, and to install an electric vehicle charging station.
- “When you go on a trip to Alaska with NCP and a few weeks later you finally break up with your clothes dryer… I’ve missed my clothesline for years. Bringing it back home (embroidered some fancy knots).” – Christine from CO [With melting glaciers, thawing permafrost and struggling wildlife, Alaska reveals the stark truth about climate change. Using a clothesline can save as much as 2400 pounds of CO² per year!]
---
**Experiential Learning**
Go. Meet. Learn. Grow. Be renewed. Change—youself and your world.
**Experience of a lifetime**
Experiential learning is NCP’s way of helping us see ourselves and our world in a different way. Visit our reopening Sustainable Living Centers; invite a speaker to your school or congregation; join a Learning Tour (see *Backyard Fence*, page 4).
**2022 Learning Tours**
(Upcoming trips subject to COVID-19 situation)
**Nepal** (January 7-18, 2022) Travel to this beautiful but impoverished Himalayan country, hosted by Shakti Samaha, an anti-trafficking group supported by NCP. Experience teeming Kathmandu, as well as rustic rural areas. Visit shelters for returnees from the sex trade. Go to an amazing vantage point to behold the Annapurna Range and to Chitwan National Park (rhinos!).
**Africa** (dates and destinations TBD) Experience African culture, vitality and natural wonders on this trip to one or more of the following countries: Rwanda, Nigeria, South Sudan, Malawi. Visit schoolgirls, women’s groups and reforestation programs supported by NCP, and be wowed by wildlife in a National Park.
**Ecuadorian Amazon: Deep Jungle** (June 3-9) Explore places deep in the rainforest where outsiders rarely venture, meet renowned shamans and all manner of amazing plant and animal life (monkeys, sloths, pink dolphins!), visit NCP rainforest preservation projects.
**Lybrook, NM** (June 23-28) Work alongside Diné (Navajo) elders and youth on community projects; talk with and learn from local artisans. Learn about the history, culture and current challenges facing the Diné, including hydraulic fracking; visit Chaco Culture ruins.
**Youth Wilderness Adventure** (July 21-25) For youth 18 and under, this trip begins at NCP’s Sustainable Living Center in Harrisonburg, VA for teambuilding and info on earth care and backpacking skills, then camp and hike in the Shenandoah National Park.
**Denali/Kenai Fjords National Parks, Alaska** (July 27-August 4) Camp and hike in the Denali National Park, see bears, moose, caribou, a sled-dog demonstration—and hopefully Denali, the highest mountain in North America. Seward offers a cruise in Kenai Fjords NP to see whales, puffins and a calving glacier.
**Arctic Village, Alaska** (August 5-13) Visit this north-of-the-Arctic Circle community. Gwich’in by birth, caribou by culture. Hike and camp in sight of the Brooks Range. Learn about the threats to their way of life posed by oil drilling in the Arctic National Wildlife Refuge and by climate change. Enjoy traditional foods. | 91e366ef-36f7-4b52-9b93-fb0695217253 | CC-MAIN-2021-49 | https://2aaeb409-4b61-4d82-8245-80451a788e90.filesusr.com/ugd/f12bd6_b37b823a488a46ff8a96855b260828c0.pdf | 2021-11-27T18:35:30+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358208.31/warc/CC-MAIN-20211127163427-20211127193427-00600.warc.gz | 150,496,755 | 2,992 | eng_Latn | eng_Latn | 0.997362 | eng_Latn | 0.997519 | [
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Welcome to Dublin Castle’s Family Trail!
Follow the route of kings, queens, aristocrats, presidents and heads of state through the Castle’s famous State Apartments.
Battleaxe Landing
1. The symbols woven into the corners of the carpet represent the four provinces of Ireland. Can you name them all?
1. ________________________
2. ________________________
3. ________________________
4. ________________________
The Drawing Room
2. Can you see the pattern in the wooden floor? This is the Greek key symbol, some say it represents the flow of life and eternity. Draw the image in the space below:
What kind of symbol would you use to decorate your own castle? Draw it here:
3. Can you find the portrait of the woman dressed in black? Who is she?
Throne Room
5. This throne was made for King George IV’s visit to Ireland in 1821. As you can see from its size, he was quite a tall and large man! Draw a picture of what you think the King looked like here.
6. The symbols above the throne represented the kingdoms of Ireland, Scotland and England. Draw a line matching each country to its symbol below:
| Symbol | Country |
|--------|---------|
| Unicorn | England |
| Harp | Scotland |
| Lion | Ireland |
Now, look up at the chandelier. You should see a wreath made up of thistles, shamrocks and roses. Which symbol matches which country?
| Symbol | Country |
|--------|---------|
| Shamrock | Scotland |
| Thistle | England |
| Rose | Ireland |
The Portrait Gallery
7. This room has a number of portraits of the Viceroys who served the British Crown at Dublin Castle. Take a look at the titles on the portraits.
8. If you were a member of the nobility here in the 18th Century, what title would you and your family give yourselves? Would you be a lord or a lady? A duke or a duchess? A Viceroy or a Vicereine?
9. Before photography was invented, wealthy families hired artists to paint portraits of them. Now it’s time for you to be the artist! Draw a portrait of your family in the space below.
St. Patrick’s Hall.
Now it’s time for some detective work:
First, find the restoration plaque in the Hall.
It says that work was completed on this hall in the year MDCCCLXXXVII. The year is written in Roman numerals.
Historians are like detectives. They need to understand how Roman numerals work in order to understand the past. Using the key below, see if you can figure out what year they completed work on the hall.
M = 1,000, D=500, C=100, L = 50, X = 10, V = 5
What year do you think they finished the work?
\[ M + D + C + C + C + L + X + X + X + V = \]
Upper Yard
Take a few moments to look around. See if you can spot what this building is.
This thing runs but cannot walk
Sometimes sings but never talks
Lacks arms, has hands, lacks a head but has a face….
Can you see me? What am I?
Something very valuable was stolen from the Bedford Tower in 1907. Have you discovered what was taken?
The Garden
Take a look around the garden. The answers to each of the questions below can be found in the word search. You can finish this at home if you like.
1. Dublin takes its name from this very site. Can you find the information panel that tells you how the city got its name? Find out what the Celtic words were. I’ll give you a hint … the English translation of those words is ‘Black Pool’.
D _ _ _ L _ _ _
2. There is an old building in the garden. The Vicerey once kept his carriage here. What is it called?
_ _ _ C H _ _ _
3. Find the weather vane on top of the Chester Beatty Library. Can you figure out what type of bird it is?
P _ _ _ _ K
4. Did you notice the pattern in the gardens? What kind of reptile do you think you saw? I’ll give you another hint … St. Patrick banished them!
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Overview
Learn about the amazing ocean voyages that many of our ancestors made to get to Aotearoa / New Zealand.
Learning intention
Tamariki are learning about the importance of ocean voyaging to our country, and some of the technologies used to navigate.
| Learning areas: | Achievement objectives: |
|-----------------|------------------------|
| **Aotearoa NZ Histories**
Origins, voyaging and adaptation
Whakapapa me te Whanaungatanga | The stories of groups of people from different periods in our history convey their reasons for and experiences of migration. These stories have shaped their culture and identity in Aotearoa New Zealand. |
| **Te Ao Maori**
Te reo (language), tikanga (customs and traditional values) | By learning te reo Māori, students are able to participate with understanding and confidence in situations where te reo and tikanga Māori predominate and to integrate language and cultural understandings into their lives; strengthen Aotearoa New Zealand’s identity in the world. |
| **English** | Listening, Reading, Viewing |
| **Social Science** | Understand how places influence people and people influence places...understand that people have social, cultural and economic roles and rights and responsibilities. |
Success criteria
Children understand how early Māori journeyed across the Pacific Ocean / Te Moana-nui-a-Kiwa.
Background information for teachers:
People arrived in Aotearoa after a great adventure across the ocean using many navigational skills.
Ancestors of Māori journeyed from South East Asia across the Pacific about 4000 years ago – an amazing migration story from the time when the Egyptians were still building the pyramids! They used the sun, stars, clouds, wind, currents and observation of animals to help them navigate. According to the people of Ngāpuhi (tribe of the Far North), the first explorer to reach New Zealand was the intrepid ancestor, Kupe. Using the stars and ocean currents as his navigational guides, he ventured across the Pacific on his waka hourua (voyaging canoe) from his ancestral Polynesian homeland of Hawaiki. It is said that Kupe made landfall at the Hokianga Harbour in Northland, around 1000 years ago.
European ancestors sailed on tall ships across the world many years later using a variety of navigational aids as well as observing the world around them as Māori did. On board the Endeavour in 1769 with James Cook was Tupaia, a Tahitian navigator who could speak English and helped communicate with Māori when they arrived in Aotearoa.
Sailing continues to be important to many New Zealanders. As an island nation with approx 15,000km of coastline, most people living in Aotearoa are never far from the ocean. New Zealand has shown itself to be a competitive and innovative country when it comes to sailing – with success and challenges at international level in the Olympics, America’s Cup, and Sail GP, as well as many other competitions.
LESSON PLAN
Ocean explorer ancestors
Teachers are encouraged to choose and adjust activities to suit the learning needs and interests of their tamariki.
Inspire
Allow approximately 5 mins
Look at the amazing exploration and voyaging skills of our ancestors.
• Watch – this video from Sir Ian Taylor – Land of Voyagers (from the Mātauranga website) A nation born of sailors. What questions do you have?
Video is 4:37 minutes
Find connections to travelling on the ocean, and find out more about technology used to navigate and sail.
- **List** - different types of vessels that can travel on the water. Think about ancient forms of water travel, and more recent ways of moving across the sea such as hydro foiling boats. You could take this further by sorting the list into a timeline of when each vessel was first invented / created.
- **Watch** - [Young Ocean Explorers video – Whai and navigation](#). Think – how do the stars help people find where they are? How do people learn to navigate this way?
![Video is 5:32 mins]
- **Learn more about waka hourua**. What helped them sail so well? [Here is a good video from ‘Land of Voyagers’ explaining waka hourua](#).
- **Watch** - [learn about hydrofoiling boats used in Sail GP](#). What are the differences to traditional yachts that help them sail faster? *The video is 12 mins long* – the first minute explains what Sail GP is, and then it goes into detail about how the boats work. Teachers can best gauge how much is relevant for their tamariki’s interest level.
Go outside and pick up at least 1 piece of plastic or other rubbish – make a difference for YOUR community. Log your rubbish data on the 21 day challenge graph.
Each daily entry goes into the draw to win amazing prizes for your class and school.
Find North.
Make your own compass.
Use the sun (this experiment requires at least 30 mins and the use of an outside area on a day with enough sunshine to make shadows).
Graph – Survey your class and make a graph of all the different ways they have travelled on the sea.
Create a model of a waka hourua or other sailing boat. Try making one that could sail. Test it.
EXTRA LEARNING IDEAS AND RESOURCES
Watch
• Hear from some of NZ’s current competitive sailors. Blair Tuke and Peter Burling talk about their experiences in this interview with Young Ocean Explorers in 2020. (15 mins)
Video is 15:22 mins
• TED Ed talk – how did Polynesian wayfinders navigate the Pacific Ocean?
Video is 5:31 mins
Read
• Tupaia – master navigator – School Journal level 3
• Hui te Rangiora – the navigator – School journal Level 2
EXTRA LEARNING IDEAS AND RESOURCES
Research
• Find out more about the star compass used for navigation.
• Learn how to find South using the Southern Cross star constellation.
• Take a look at this infographic about European ships and exploration. Make a list of what you think would be the five most difficult things about being an explorer on one of those ships.
Take this learning further
• Explore the website ‘Matauranga’ – Land of voyagers. There are some great lessons and videos on there to help you understand voyaging history more.
Find out more:
There are many other lesson ideas from Young Ocean Explorers – choose another one. You can find out about some of the amazing creatures that live in or visit the Hauraki Gulf. There are also lessons on some of the amazing places in Tikapa Moana. Or you could explore ideas of how people are connected to the moana / ocean. | 079ff169-1f38-4d1a-a8da-8f1e88765d1d | CC-MAIN-2024-33 | https://www.youngoceanexplorers.com/static/uploads/lessonplans/2024/Lesson_Plan_Day_03_Our_journey_to_Aotearoa.pdf | 2024-08-04T15:30:59+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640404969.12/warc/CC-MAIN-20240804133418-20240804163418-00723.warc.gz | 856,196,259 | 1,427 | eng_Latn | eng_Latn | 0.976692 | eng_Latn | 0.995926 | [
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Iron is an important nutrient, but one that is often lacking in most children’s diet. Let’s take a closer look at iron—what it is, why it’s important, and where it’s found.
**What is iron?**
- Iron is a mineral that our body needs. Our body does not make it on its own. It must be eaten in the diet.
**Why do infants and toddlers need iron?**
- Iron is a building block of hemoglobin in the blood. Hemoglobin is responsible for carrying oxygen to all parts of the body.
- During the last few months of pregnancy, newborns build up iron stores in their body that will last the first 4 to 6 months of life.
- When newborns reach 4 to 6 months of age, they are usually ready to begin solids (iron-fortified cereal) and will begin consuming iron through their diet.
**What happens if a child does not get enough iron?**
- Iron deficiency anemia can occur if a child does not get enough iron.
- Symptoms of anemia include:
- Pale skin
- Feeling tried or weak
- Headaches
- Irritability
- Dizziness
- Rapid heartbeat
- Difficulty breathing
- Trouble concentrating
- Difficulty fighting infections
- Difficulty learning in school
**How to know if your child’s iron levels are adequate?**
- First, ask yourself if your child is exhibiting any of the symptoms listed above. If they are, it might indicate the need to see your child’s pediatrician.
- The pediatrician or a local lab can test your child’s iron levels. They will take a small sample of blood by pricking your child’s finger.
- The lab will run a blood test to determine how much hemoglobin is in your child’s blood. If the hemoglobin number is low, it is an indication that they are not meeting their iron needs.
Where does iron come from?
- Iron comes from plant and animal sources
- Iron is added to foods like breads and cereals during processing
Plant sources of iron:
- Leafy Greens: Spinach, Kale, & Collard Greens
- Beans & Legumes
- Dried Fruit: Raisins, Dates, and Prunes
- Peanut Butter
Animal sources of iron:
- Chicken
- Beef
- Pork
- Fish
Foods with added iron:
- Cereal
- Breads
- Pastas
How can you help your child’s body consume more iron?
- Offer a variety of animal and plant sources of iron. **Animal sources** of iron are easily absorbed by the body. **Plant sources** of iron are bound to other molecules making it harder for the body to absorb.
Vitamin C helps the body absorb iron. Serving foods that are high in Vitamin C alongside foods that are high in iron will help your child’s body absorb more iron.
Foods high in Vitamin C:
- Tomatoes
- Oranges
- Strawberries
- Pineapples
Limit milk intake to 16 to 24 ounces per day. **Calcium** interferes with iron absorption, so limiting milk to a healthy portion can help the body absorb more iron.
Here is a kid-friendly meal idea that incorporates these recommendations:
Bean & Cheese Burrito served with fresh Tomato Slices, fresh Orange Wedges and Water
KRISPY PB&J BALLS By: Amy Halfmann, M.Ed, RDN, LD
This toddler-approved recipe combines favorite childhood foods: rice krispy treats AND peanut butter and jelly. But with a nutrient dense twist that makes this treat high in iron and protein.
Ingredients:
8 tsp jelly (any flavor)
8 oz pitted medjool dates (about 15 dates)
2 cups peanut butter, melted
3 cups puffed rice cereal separated
Directions:
1. Line a sheet pan with parchment paper. Using a 1/2 tsp measuring spoon, make 16 dollops of jelly on the parchment paper. Place in the freezer until firm; approximately 10 minutes.
2. Add dates, melted peanut butter, and 2 cups puffed rice cereal to a food processor. Blend until all ingredients are thoroughly combined.
3. Place the remaining cup of puffed rice cereal into a ziplock bag, and close the bag tightly. Using your hand or a rolling pin, crush the cereal into powder. Transfer the crushed cereal to a small bowl.
4. Take the frozen jelly out of the freezer, and begin preparing the balls.
5. Measure 2 Tablespoons peanut butter mixture into your hand and form a ball. Smash the ball to form a flat disc. Place 1 dollop of jelly into the center of the disc. Carefully pull the sides of the disc up around the jelly, and roll in the palm of your hand until a smooth ball is formed.
6. Place the ball in the crushed cereal, and roll until the outside of the ball is fully coated in cereal dust. Place the ball on a cookie sheet. Repeat until all of the peanut butter mixture has been formed into balls.
7. Place the balls in the fridge for 3 to 4 hours or in the freezer for 15 to 30 minutes until firm. Enjoy :)
Serve with a glass of orange juice or side of fresh strawberries to promote iron absorption. Store leftovers in an airtight container in the fridge for up to 7 days, or in the freezer for up to 3 months.
KIDS IN THE KITCHEN: Involve your toddler in making these yummy Krispy PB&J balls! They’ll love helping you dollop the jelly, roll the peanut butter mixture, and cover the balls in cereal dust. EVEN MORE, they’ll love munching on these yummy treats for a morning or afternoon snack! | ae5a6526-58f0-4786-90c0-ca2fbebe8cde | CC-MAIN-2024-18 | https://www.gopb.net/files/139995139.pdf | 2024-04-15T11:31:01+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816977.38/warc/CC-MAIN-20240415111434-20240415141434-00594.warc.gz | 735,957,878 | 1,185 | eng_Latn | eng_Latn | 0.997458 | eng_Latn | 0.998015 | [
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People have altered the expansive salt marshes of Delaware Bay for centuries to farm salt hay, try to control mosquitoes, create channels for boats, to increase developable land, and other reasons all resulting in restricted tidal flow, disrupted sediment balances, or increasing erosion. Sea level rise and coastal storms threaten to further negatively impact the integrity of these salt marshes. As we alter or lose the marshes we lose the valuable habitats and ecological services they provide.
DBEP works to support efforts to learn more about the techniques to conserve and restore salt marshes and support the populations of fish and wildlife that rely on them. We support new and ongoing coastal resiliency initiatives and coastal planning as they pertain to habitat restoration and conservation. We are interested in finding effective tools and mechanisms for conserving and restoring salt marsh integrity on a meaningful scale and support efforts that bring partners together to approach this challenge. The scale of the threats to salt marshes and the scale of solutions means that conserving or restoring what we have requires many partners working effectively together.
We work with partners to implement projects addressing the importance of resilient salt marsh as a buffer between wave and storm energy and the coast. Loss of these marshes results in the loss of the salt marsh habitat relied on by so many species but also causes severe erosion and storm damage to upland habitats, infrastructure, and coastal communities. We support living shoreline, land protection, planning for marsh migration, thin layer placement, and other conservation and applied science projects that benefit salt marsh.
Addressing the all-important sediment balance of salt marshes is critical for preserving their resilience. A healthy resilient marsh may be able to keep pace with erosion and sea level rise through sediment accretion and growth of vegetation. However, the delicate sediment balance of salt marshes is often disrupted by barriers to tidal influence and altered drainage onto and off the marsh resulting in sediment starved systems, excessive mudflats, or increased erosion.
The saltmarsh sparrow is an example of an “at risk” species relying on salt marsh in Delaware Bay. This species nests on high marsh, an area flooded by only the highest tides and storm surges and often characterized by saltmeadow cordgrass. Very small increases in the height or frequency of tidal influence in these areas can mean unsuccessful nesting. The survival of these species relies on marsh accretion keeping up with increasing sea level rise, marsh migration, or intervention through restoration.
DBEP encourages the use of living shorelines to protect shorelines and enhance coastal resilience. Bulkheads and riprap are conventional shoreline armoring techniques that disconnect the land from the water resulting in lost fish and wildlife habitat, disrupted sediment movement and balance, and concentrated wave energy. Conversely, living shorelines can be designed to keep a connection between the land and water, create habitat, dissipate wave energy, and maintain a natural aesthetic.
The Delaware Bay Estuary Project is part of the Coastal Program, a habitat conservation program of the U.S. Fish and Wildlife Service that focuses on conserving the ecological integrity of beaches, bays, estuaries, and coastal watersheds. We work through voluntary partnerships with a variety of public and private entities, such as private landowners, land trusts, municipalities, states, and other federal agencies, to enhance, restore, conserve, study, and monitor habitat for key federal trust wildlife resources in the Delaware River and Delmarva Peninsula ecosystems.
For more information contact:
Delaware Bay Estuary Project
2610 Whitehall Neck Road
Smyrna, DE 19977
Phone: (302) 653-9152
TDD: (800) 877-8339
E-mail: firstname.lastname@example.org
www.fws.gov/delawarebay/
Salt marshes are highly productive intertidal systems and especially productive along their edges with open water. The concentrated populations of forage fish species, such as mummichogs that live on the marsh and Atlantic silversides that lay their eggs at the edge of the marsh, abundant crabs and snails, and high concentrations of plankton and nutrients makes this area a unique and critical link in the food web of both the open water and uplands. This productive system supports recreational and commercial fisheries, long-legged wading birds, diamondback terrapins, and other wildlife. | 9c21d17b-e8c7-4de1-9189-4559ed70ae53 | CC-MAIN-2023-40 | https://www.fws.gov/sites/default/files/documents/Salt%20marsh%20DBEP%20factsheet%204-7-2020.pdf | 2023-09-27T01:45:26+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00100.warc.gz | 866,790,660 | 874 | eng_Latn | eng_Latn | 0.992772 | eng_Latn | 0.993459 | [
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Exploration of the Second Important Limit Teaching under the Background of Information Teaching
Yanmei Ding
Shandong Industrial Vocational College, Zibo, Shandong 256414, China
Keywords: The Second Important Limit, Exponent Function, Information-Based Teaching
Abstract: The second important limit is the key content of advanced mathematics. Because of the complex formula, students are easily confused, which becomes a difficult point in teaching. Through the classroom teaching design of the second important limit, this paper builds a continuous compound interest calculation model, and guides students to independently form the image representation of the exponential function model; In the process of exploration, the psychological representation of important limit formulas is further formed; historical reappearance, mathematics master comprehension and application models are integrated, so that students can experience mathematics; clever thinking and expansion, cultivate students' innovative awareness and application ability, and achieve teaching goals.
1. Current situation of teaching
There are two important limits in the limit part of advanced mathematics, namely $\lim_{x \to 0} \frac{\sin x}{x} = 1$, $\lim_{x \to \infty} (1 + \frac{1}{x})^x = e$, which play a pivotal role in limit calculation. Among them, the first important limit $\lim_{x \to 0} \frac{\sin x}{x} = 1$ is easy to remember, the application is relatively simple, and the students are highly accepted. In contrast, the second most important limit $\lim_{x \to \infty} (1 + \frac{1}{x})^x = e$ formula is difficult to memorize, and it is also difficult for students to apply it in practice. Some students use rote memorization methods to memorize, and they are especially prone to make mistakes because of the confusion of the two forms.
Based on the above situation, this paper organically integrates the history of mathematics, mathematical thinking methods and mathematical cultural background in the process of teaching mathematics knowledge: by designing life-like situations, creating a strong atmosphere of inquiry to guide students to consciously immerse themselves in teaching activities Make full use of modern information technology, design dynamic mathematical experiments, enhance students' participation and cooperation, and let students feel in the operation; embed mathematical history and application examples in life, so that students can appreciate and appreciate in the experience. In this way, a
good teaching effect can be achieved.
2. Instructional Design Ideas
The author will give the teaching process of the second important limit according to his actual teaching in the following:
2.1. Introduction from Daily Life
The story of loan interest: Qian Jin, a cheapskate, encountered troubles. He lent his neighbor Lao Wang 1,000 yuan and Lao Wang did not repay it for three days. During the account collection, Qian Jin found that he received interest from 100% once a month to 50% twice a month. Interest, 1/3 interest is collected three times, the income is more and more, and the power index function is constructed by Qian Jin's dream of making a fortune.
2.2. Experimental Exploration and Historical Reappearance
Using the mathematical software GeoGebra to conduct a mathematical experiment, the change trend of the $x$ power index function, the students in the experiment found that with the increase of the value of the power index function, the value of the power index function began to increase rapidly, but the change became smaller and smaller, and infinitely approached a value between 2 and 3.
At the same time, the teacher explained the mathematical history of mathematicians Jacob Bernoulli and Euler's discovery of the irrational number e, and affirmed the students' research work, so that students can understand the process of math masters discovering important limits.
3. Calculation and Application
Give the core content of this lesson: the second important limit, and take advantage of the situation to solve the problem of loan interest at the beginning. The animation gives the equivalent form of the formula, and enters three example questions:
Example 1 Which function’ limit value in the following of the is equal to $e$ ( )
A. $\lim_{x \to \infty} (1 + \frac{3}{x})^3$
B. $\lim_{x \to 0} (1 + \tan x)$
C. $\lim_{x \to \infty} (1 + \frac{3}{x})^x$
Use the equivalent form of the formula to summarize the form of the last two options $(1 + \text{Infinitesimal})^{\text{Infinity}}$, and then further analyze the options B and C to find that infinitesimal and infinite in the above formula should be reciprocals of each other, lock the answer B, and use C as an introduction for example 2.
Example 2 $\lim_{x \to \infty} (1 + \frac{3}{x})^x$
\[ \lim_{x \to \infty} \left[ \left(1 + \frac{3}{x}\right)^{\frac{x}{3}} \right]^3 = e^3 \]
When explaining Example 2, the problem-solving process is written on the blackboard, guides students to construct formula features, and explains the key to solving the problem: (1) Determine the \((1 + \text{Infinitesimal})^{\text{Infinity}}\) type (\(1^\infty\) type), (2) Do the identity deformation.
Example 3 \( \lim_{x \to 0} (1 - 2x)^{\frac{1}{x}} \)
First, give the wrong problem solving process:
\[
\lim_{x \to 0} (1 - 2x)^{\frac{1}{x}} \\
= \lim_{x \to 0} (1 - 2x)^{\frac{1}{2x} \cdot 2} \\
= \lim_{x \to 0} \left[(1 - 2x)^{\frac{1}{2x}}\right]^2 \\
= e^2
\]
Then compare the formulas to find out the reason for the error: find the wrong infinitesimal, and match the overall thinking in mathematics. Then give the correct solution process:
\[
\lim_{x \to 0} (1 - 2x)^{\frac{1}{x}} \\
= \lim_{x \to 0} [1 + (-2x)]^{\frac{1}{-2x}(-2)} \\
= \lim_{x \to 0} \left\{ [1 + (-2x)]^{\frac{1}{-2x}} \right\}^{-2} \\
= e^{-2}
\]
Summary the key to using the second important limit formula to solve the problem: (1). Determine the type, (2). Do the identity deformation.
4. Thinking to improve
Use the knowledge of this course to solve the borrowing interest problem introduced in the course successfully, and deepen the understanding of the mathematical model. Taking «Guessing Technique» as the background, design exercises on continuous compound interest, and do extended training: Generally, if the principal of the savings deposit is \(A_0\), the annual interest rate is \(r\), and the interest is recorded in one-year installments \(n\), then the interest rate for each installment is \(1,000,000 \frac{r}{n}\). The sum of the profit \(A_0(1 + \frac{r}{n})^n\) after \(k\) the year, the sum of the profit after the year
is $A_0(1 + \frac{r}{n})^{nk}$. If the interest accrual period is infinitely shortened ($n \to \infty$), and the continuous compound interest is calculated, $k$ the continuous compound interest after one year is
$$\lim_{n \to \infty} A_0(1 + \frac{r}{n})^{nk} = ?$$
Through this exercise, we respond to the situation introduced in the course, deepen the understanding of the model; design deformation exercises, extend the training, and promote the sublimation and innovation of students' thinking.
5. **Knowledge summary**
The second important limit formula:
$$\lim_{x \to \infty} (1 + \frac{1}{x})^x = \lim_{x \to 0} (1 + x)^{\frac{1}{x}} = e$$
The key to using the important limit formula to solve the problem:
① Judgment type
② Do a good job of isomorphic deformation.
6. **Application extension**
Show the pictures of the suspension cables of Nanjing Yangtze River Bridge and the spider webs attached to the water droplets, explain the application of $e$ in life, and feel the beauty of mathematics.
7. **Summarize**
Through the full application of multimedia animation and mathematical software simulation in advanced mathematics, an intuitive and life-like teaching method not only simplifies the original boring reasoning process, but also deepens students' understanding of the second important limit formula, improving learning efficiency and learning. The effect reflects the principle of "necessary and sufficient" in higher vocational mathematics teaching.
At the same time, through the introduction of life-like examples such as borrowing money and repaying debts in life, a formula teaching class will not be very abrupt, but it will be closer to the students' study and life, and the students' acceptance is high. Interspersed with the teaching is the historical example of Jacob Bernoulli's calculation of continuous compound interest, so that students understand the origin and application of the second important limit, and realize that it is not just a boring formula, it has a deep historical background and rich application examples. The above-mentioned teaching design has been tried by the author in actual teaching. Compared with the previous teaching effect, most of the higher vocational students can firmly grasp the second important limit formula and apply it simply.
**References**
[1] Department of Mathematics, Tongji University. *Advanced Mathematics*. 6th Edition. Background: Higher Education Press, 2007; 23-24, 50-56.
[2] Ding Yong. *The application of action-oriented method in the teaching of the second important*
limit. *Science Education Journal (middle)*, 2016, 1: 129-131.
[3] Cao Hongju, He Suyan, Wan Liying. Two important limit teaching from the perspective of application. *Advanced Mathematics Research*, 2016, (5): 48-50.
[4] Zhang Yanpeng. Informatization Teaching Reform of Mathematics in Higher Vocational Education. *Science Weekly*, 2018, (5): 5-6.
[5] Huang Yulan. Approaching compound interest from the perspective of Mathematics. *Mathematics learning and research*. 2016, (9): 135-136.
[6] Chen Zhongdong. On the two important limit teaching methods of mathematics in Higher Vocational Colleges. *Modern vocational education*. 2019, (17): 202-203. | ab7ae21f-932d-482c-ae1c-c915bd318b72 | CC-MAIN-2022-27 | https://www.clausiuspress.com/assets/default/article/2022/03/24/article_1648180007.pdf | 2022-06-27T02:06:47+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103324665.17/warc/CC-MAIN-20220627012807-20220627042807-00660.warc.gz | 753,839,314 | 2,339 | eng_Latn | eng_Latn | 0.876509 | eng_Latn | 0.988764 | [
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Green Smoothie
**Prep time:** 5 minutes
**Cooking time:** none
**Total time:** 5 minutes
**Allergens:** celery
**Serving:**
1 large portion (approx. 400 ml)
**Ingredients**
- 2 celery stalks—cut into quarters
- ½ small cucumber—cut into quarters)
- 30 g spinach
- 20 g kale—remove stems, roughly chopped
- 100 g pineapple- 2-inch cubes
- ½ lemon—squeezed
- 1-inch fresh ginger—peeled, sliced
- 1 tbsp ground flaxseeds
- 150 ml filtered water
**Preparation**
1. Wash all ingredients well with cold water.
2. Place water followed by ingredients inside a blender and blend until smooth.
3. Add more water if you prefer a smoother, lighter texture.
4. Transfer the smoothie into a glass and enjoy!
This nutritious green smoothie is a great way to kickstart your day. Add an extra protein boost with a spoonful of hemp, chia, nut* or seed* butter. Allow yourself to get creative with whatever you have in your pantry that can add depth, flavour and most importantly, nutrients!
*Allergen
**Recipe Health Benefits**
- Contains high amounts of fibre that promote healthy digestion and supports elimination pathways.
- Flaxseeds are rich in omega 3 (healthy fats) and great source of protein.
- Pineapples contain bromelain which is a digestive enzyme that has anti-inflammatory properties.
- Rich in antioxidants, phytochemicals, vitamins, and minerals.
- Contains immune supportive nutrients such as vitamins (A, C, E, D) and minerals (magnesium, zinc, iron, and selenium).
- Ginger aids with digestive discomfort and can decrease nausea and vomiting.
**Tips**
- It is best to consume the smoothie just after making it to avoid nutrient loss. However, smoothies will keep fresh for up to 12 hours in an airtight glass container in the fridge.
- Pineapples and lemons contain numerous nutritional benefits though very acidic and can cause irritation if you have mouth soreness or indigestion/reflux. Simply swap out for a low acid fruit such as mangoes or melon (*caution high sugar content in mangoes*).
- For diabetics, try removing the fruit from the recipe and replacing with another green vegetable or a fruit that is low in sugar such as avocado or berries.
- If you would like to increase your electrolyte levels, add coconut water which contains magnesium, potassium, and sodium.
- Avoid adding grapefruit to your smoothie recipe as it can interact with the metabolism of certain medications.
- Choose organic fruit and vegetables if accessible. If not, peel when possible and wash well.
Green smoothies are the quickest and easiest way to pack in your nutrients without having to put mountains of greens on your plate should your appetite be reduced. They also produce very little waste.
Recipe created by Gill Compton, CNM London: Naturopathic Nutrition/NaturalChef
References:
- Brydon, Nadia. (2021). CNM Lecture: Juicing, Smoothies and Mocktails. London, United Kingdom. | 07c19ea7-d290-4f95-a44a-26a1142aefc9 | CC-MAIN-2024-18 | https://myeloma.ca/wp-content/uploads/2023/09/5450_1_recette_green_smoothie_print_ang_vf.pdf | 2024-04-15T03:08:41+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816939.51/warc/CC-MAIN-20240415014252-20240415044252-00740.warc.gz | 384,158,257 | 669 | eng_Latn | eng_Latn | 0.995071 | eng_Latn | 0.995477 | [
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Tissue Culture
Lesson 1
This is just a cover sheet, turn to the next page to continue.
Introduction
Lesson Aim
Explain the nature of plant growth processes, in the tissue culture environment.
STAGES OF PLANT DEVELOPMENT IN TISSUE CULTURE
Plant tissue usually goes through several distinct stages in the tissue culture laboratory:
The first stage is normally when there is rapid vegetative growth. The aim of this stage is to increase the amount of tissue from which plants can be developed.
The next stage is usually to differentiate the parts of the plant (i.e. stimulate roots etc.).
The final stage is usually a conditioning stage (i.e. hardening up or bringing the tissue into a condition which is better able to be removed from the tissue culture environment.
Each stage will usually require some changes in the growing environment (e.g. a different growing media, light conditions, temperature etc.)
This lesson aims, among other things, to give you sufficient understanding of the way plants grow, so that you can later relate that knowledge to procedures in tissue culture propagation of plants.
HOW PLANTS GROW
Plants are made up of microscopic cells. The cells are able to take in nutrients, water and gases, absorb energy from the sun and store it in chemicals within the cell.
Plants take in food by it soaking (or filtering) through the walls of the cells, and moving in the same way from cell to cell throughout the plant. Air moves into the plant a little differently, through pores (called stomata) which open up on the under surface of the leaves. Dirty or polluted air can clog up these stomata and cause the plant to become starved for air. Once inside a plant air can diffuse or soak into the cells eventually going into solution. Plant takes carbon out of the carbon dioxide in the air (40% of the dry weight of a plant is carbon which comes this way). Some oxygen is used, but most of it is lost back to the outside air, by reversing this whole process.
When rain falls on plants it washes the stomata clean. (Note: this does not occur on indoor or greenhouse plants and they can often benefit from a washing down)
Up to 90% of the normal weight of a plant is water. From this you can see the need for good water supply. Water is normally taken in through the roots, moves up through the plant, some being used, and some being lost through the leaves to the air.
BIOCHEMISTRY
Biochemistry is the chemistry of living organisms. An organism is anything that is alive or was once alive (a ‘dead organism’).
What, then, is the condition we call ‘life’? We cannot offer a precise definition, but we do know that living things are characterised by metabolism, growth, and reproduction.
Metabolism is the process by which a body introduces into itself (‘ingests’) various energy rich materials from its environment (‘food’), and transforms these materials, with the release of energy, into other substances, some of which are retained by the body (‘growth’ or ‘repair’) and some eliminated.
Reproduction is the process by which one body produces another that is like itself in properties, structure, composition, and function, including metabolism and reproduction.
The distinction between an organism and a material is not always clear. A virus consists of particles several hundred angstrom units in length or diameter; these particles can reproduce themselves in a suitable environment but they do not ingest food, or grow, or carry on any other metabolic processes.
Are viruses, then, living organisms or are they chemical materials that consist of large molecules capable of replicating themselves under suitable conditions? To include viruses among the living the definition of life must be modified. Most broadly, we may consider anything living if it can bring order out of disorder at the expense of energy and has the capability to preserve accidental variations (called mutations) that may occur in the process.
In an organism, the structure called the cell may be considered to be a biochemical reactor. An organism consists of one or more cells, and the various groups of cells in a multicellular organism may be sharply differentiated as to biochemical function. The reactions in the cell are said to occur *in vivo* (Latin, ‘in the living organism’); the corresponding reactions outside of the cell are said to occur *in vitro* (Latin: in glass).
The living cell is not merely a tiny membranous beaker with homogeneous contents. It is, rather, an entity of great complexity, not yet completely understood as to structure and function.
There are specific sites within the cell at which specific reacting systems, metabolic or reproductive, operate. The biochemist seeks to identify these sites, and to illuminate the course and mechanism of the reactions that occur there. Sometimes he tries to remove a chemically reacting system from its cellular environment and duplicate it in vitro. He does this because reactions are usually easier to study under the more controllable conditions of laboratory reactors than they are in vivo.
Biochemical Processes in the Cell
Several anatomical features are so small that they can be revealed only with the aid of an electron microscope. Some of these fine structures of the cell are *non-essential* inclusions, like globules of fat or particles of starch. Others, called *organelles*, perform *essential* functions and are reproduced when the cell divides. *Some of these functions are well known; others still elude us.*
The *mitochondria* are organelles shaped like elongated slippers; their cross-sectional diameters are about 1 micron. The highly differentiated structure of a mitochondrion contains some 40 enzymes, which control a complex series of *redox reactions*, including the conversion of diverse organic substances into ATP. The energy reservoir that is thus stored up is available for biochemical work such as muscle contraction, for electrical work like the action of nerve impulses, and for the activation of other biochemical reactions. Because of these functions, the mitochondria have been called, by an analogy that not all mechanical engineers would accept, the "furnace of the cell".
Chloroplasts are organelles that occur in plant cells and that contain the green pigment chlorophyll. *Chlorophyll* is the catalyst for the *endothermic* process of *photosynthesis*, in which glucose is synthesised from carbon dioxide.
The *nucleus* is a well-defined structure which contains the genetic material of the cell; the nucleus thus is the site of the reproductive function. Each time a cell divides, it reconstitutes itself. This ability of self-duplication is retained by new cells and is transmitted repeatedly through successive generations of cells.
*The reliability of this transmittal accounts for the continuity of species.*
**TRANSPERSION**
Transpiration is the loss of water vapour through the stomata of the leaves. Stomata are small openings in the leaf surface which have guard cells either side. The guard cells can
facilitate the openings to be open or closed controlling the flow of water and gasses into or out of the plant.
The movement of water from the roots through the xylem and up to the leaves is called the ‘transpiration stream’, because transpiration is the main reason for movement along that pathway. This works as follows:
Water evaporates and is lost through stomata on the leaves.
This creates a change in pressure or a lower pressure in the upper leaves, which is evened out by water under higher pressure (further down the plant) moving upwards.
Water will always diffuse or move from cells that have more water into cells with less water.
A chain reaction set in motion by the evaporation from the leaves thus causes movement right along the transpiration stream, and that result in lower levels of water in the roots - that tends to cause water to be absorbed (or sucked) into the roots.
Factors that affect Transpiration and water uptake:
| Factor | Description |
|-------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------|
| Solar energy | Wavelength variations effect photosynthesis, transpiration and morphology. As radiation increases so too does transpiration, limited by irrigation availability. Variations of season and of the plant itself. |
| Atmosphere humidity | As humidity increases, water uptake and transpiration decreases. |
| Wind velocity | As wind velocity increases so too does transpiration. |
| Temperature | Temperature of the plant effects evaporation. Temperature of the atmosphere (if high, so too is water uptake). |
| Stomatal aperture | Stomatal aperture (size of opening) is dependent on light, plant water status, carbon dioxide concentration and the temperature. |
| Available soil water | This is affected by soil type. This effects turgidity which controls stomatal aperture thereby effecting photosynthesis and production. |
| Tenderness of Plant Growth | Tissue which grows fast is tenderer and will lose water easier and faster. |
| Amount of Wax – Coating on Plant Tissue | Leaves, stems and other plant parts develop a waxy coating which normally reduces loss of water from plant tissue. Tissues grown in tissue culture do not tend to develop the waxy, protective coat. This will only develop gradually as the plant |
tissue is removed from the conditions of tissue culture. The removal of the specially manipulated conditions must therefore be controlled and gradual, allowing the waxy coating to build gradually.
**PHOTOSYNTHESIS**
Photosynthesis is a process whereby a plant is able to take light energy, store it within a chemical (i.e. a phosphorus compound), then release the same energy by way of a chemical reaction, for later use. Photosynthesis is very important to plant growth, and normally there is a direct relationship between the rate of photosynthesis and the rate of growth.
Environmental factors which effect photosynthesis include:
| Factor | Description |
|-------------------------|-----------------------------------------------------------------------------|
| Light | As a general rule, as light increases so too does photosynthesis. In relation to C3 and C4 plants, C4 plants will continue to photosynthesise in higher light intensities whereas C3 plants stop its rate of photosynthesis at its saturation point. |
| Carbon dioxide concentration | As CO2 increases, so too does photosynthesis. |
| Temperature: | Photosynthesis will increase with temperature until a point of equilibrium is met. At this point photosynthesis stays uniform as temperature increases. Growth is defined as photosynthesis minus respiration. As temperature increases, respiration will continue to increase, therefore at some point respiration will exceed photosynthesis resulting in no net growth. |
| Water balance: | Stomatal aperture is controlled by light energy, turgor pressure of the surrounding guard cells, temperature, CO2 concentration in the stomatal cavity, and chemicals such as antitranspirants. |
| Leaf age | As the leaf becomes older in age, the photosynthetic capacity of the leaf decreases. |
| Environmental history | Longitude, latitude, and elevation all effect photosynthesis. |
**RESPIRATION**
Respiration in a plant is when:
Energy stored in plant tissue is released.
• Roots the parts which grow below the soil.
• Reproductive Parts flowers and fruits.
Stems
The main stem (and its branches) is the framework that supports the leaves, flowers and fruits. The leaves, and also green stems, manufacture food via the process known as photosynthesis, which is transported to the flowers, fruits and roots. The vascular system within the stem consists of canals, or vessels, which transfer nutrients and water upwards and downwards through the plant (i.e. this is equivalent to the blood system in animals).
Stems may be modified for a variety of reasons. Some modifications are:
• Tendrils
• Thorns
• Stolon or runners above ground
• Rhizome below ground
• Stem tubers - e.g. potato
• Corm function as a food storage to carry the plant over till next season e.g. gladioli.
Leaves
The primary function of leaves is *photosynthesis*, which is a process in which light energy is caught from the sun and stored via a chemical reaction in the form of carbohydrates such as sugars. The energy can then be retrieved and used at a later date if required in a process known as respiration. Leaves are also the principle plant part involved in the process known as transpiration whereby water evaporating, mainly through the leaf pores (or stomata), sometimes through the leaf cuticle (or surface) as well, passes out of the leaf into a drier external environment.
This evaporating water helps regulate the temperature of the plant.
This process may also operate in the reverse direction whereby water vapour from a humid external environment will pass into the drier leaf. The process of water evaporating from the leaves is very important in that it creates a water gradient or potential between the upper and lower parts of the plant.
As the water evaporates from the plant cells in the leaves, then more water is drawn from neighbouring cells to replace the lost water. Water is then drawn into those neighbouring cells from their neighbours, and from conducting vessels in the stems.
This process continues, eventually drawing water into the roots from the ground until the water gradient has been sufficiently reduced. As the water moves throughout the plant it carries nutrients, hormones, enzymes etc. In effect this passage of water through the plant has a similar effect to a water pump, in this case causing water to be drawn from the ground, through the plant and eventually out into the atmosphere.
Leaf modifications include:
**Stipules** at the base of the petiole e.g. peas.
Bulbs storage tissue e.g. daffodil.
Tendrils the leaf is modified into a tendril. Identifiable due to the bud at the base of the tendril with frequently large stipules
Thorn
Phyllode characteristic of Acacias where the lamina is very small and the petiole is enlarged
Pulvinus swelling at the base of the leaf and leaflets, provides the ability to allow movement by turgidity e.g. *Mimosa pudica*
Auricle ear like appendage on grasses
Roots
Soil provides the plant with the following things:
a. Nutrients
b. Water
c. Air
d. Support
Roots absorb nutrients, water and gasses transmitting these ‘chemicals’ to feed other parts of the plant. Roots hold the plant in position and stop it from falling over or blowing away.
Plant nutrients can be supplied, broadly speaking, in three different forms:
Water soluble simple chemical compounds - Nutrients in these compounds are readily available to plants (i.e. the plant can absorb them quickly and easily)
Less soluble simple chemical compounds - The nutrients in these compounds can be used by plants without needing to undergo any chemical change, but because they don’t dissolve so easily in water, they aren’t as readily useable as the more soluble compounds. The diminished solubility may be because of the nature of the compound (e.g. superphosphate) or may be due to something else (e.g. Slow release fertilizers such as Osmocote™, which is made by incorporating the simple chemicals inside a semipermeable bubble thus nutrients move slowly out of the bubble). This second group of nutrients when placed in soil will last longer than the first group of water soluble nutrients.
Complex chemical compounds - These require chemical changes to occur before the nutrients can be absorbed by plants. They include organic manures and fertilizers which need to be broken down by soil microorganisms into a form which the plant can use. They also include other complex fertilizers which need to be affected by natural acids in the soil, or heat from the sun, to become simple compounds which the plant roots can use. Complex chemicals release their nutrients gradually over a long period of time, depending on the range of chemical changes needed to take place before the plant can use them.
Plants grown in a soil derive their nutrients from all three types of compounds. The availability of these compounds varies according to not only the group they come from but also according to factors such as heat, water, soil acids and microorganisms present. As such, it is impossible to control the availability of nutrients in soil to any great degree.
Reproductive Parts
Flowering plants reproduce by pollen (i.e. male parts) fertilizing an egg (i.e. female part found in the ovary of a flower). The ovary then grows to produce a fruit and the fertilized egg(s) grow to produce seed.
Buds
Buds are swellings from which vegetative growth (shoots of stems and leaves), or sexual growth (flowers) emerge. Some buds develop both flowers and shoots from the same bud. These are called mixed buds.
A bud may be positioned apically, axillary, embryonic, adventitious or auxiliary/epicormic (such as with Eucalypts).
When cut open and examined under a magnifying glass or microscope the "premature growths" of new shoots or flowers can be seen inside a bud.
Typical Angiosperm Buds
FIG. 27
Buds of lilac: \(a\), a leaf bud; \(b\), a flower bud. \(S =\) scales. \((x 7.5)\)
\(a\) – Leaf Bud \(b\) – Flower Bud \(s\) - Bud Scales
WHAT HAPPENS AS PLANT TISSUE MATURES?
Structural Characteristics occurring as a plant matures include:
- Cuticle becomes thicker on leaves.
- Bark may peel or split off.
- Leaf shape and thickness *Heterophyllly* is where younger leaves are different shapes to the mature leaves.
- *Phyllotaxis* this is the arrangement of leaves along the stem. Many plants vary this feature as the plant grows and matures.
- Thorniness and shoot orientation thorns on juvenile citrus which become more upright when mature plants.
- Branch number and pattern.
- Shoot growth and vigor some plants are very vigorous when they are juveniles but are less vigorous when mature or reproductive.
- Seasonal leaf retention and pigmentation – e.g. copper beeches top branches lose leaves while juvenile lower leaves are retained.
- Ability to form adventitious roots and buds.
- Partitioning of photosynthesis.
- Cold resistance young trees and woods do not have high cold tolerance.
TYPES OF PLANT TISSUE
Parenchyma: forms the ground tissue of plant bodies. The cells are closely or loosely packed together and is permeated by extensive systems of inter air spaces. It is capable of
reverting to *meristematic* tissue if wounded. Some specialisation can occur for photosynthesis, aeration, food storage or even water storage.
**Mechanical Tissues:** provides the support, strength and protection for tissues. There are two main tissues:
1. **Collenchyma** functions as a support in young plants and capable of resuming meristematic activity. Three types: angular, lacunar and lamella.
2. **Sclerenchyma** rigidity, support and sometimes protection. Two types are: **Sclereids** (stone cells) = short cells, for protection.
Fibres = very elongated cells, for support in mature regions.
* Xylary found in xylem only.
* Extraxylary found anywhere except xylem. Occur in groups called ‘caps’ near vascular bundles. Also occurs in phloem.
**Vascular Tissues:** for the carrying of nutrients and water within the plant. Two main tissues:
1. **Xylem** conducts water and inorganic salts in a continuous upstream from roots to leaves. There are four types of tissues: tracheids, vessel elements, xylary fibres, and parenchyma. The first two function for the translocation process.
2. **Phloem** conducts organic solutes around the plant. This is a compound tissue having four types: 1. Sieve tube element; 2. companion cells; 3. fibres / sclerieds; 4. parenchyma.
**Meristematic Tissues:** is a specific region where active cell division continually occurs from which a permanent tissue is developed. It is commonly referred to as the growth region. There are three regional meristems:
1. Apical at the apex of stems or roots, provides growth in length in height. This is present in all plants.
2. Lateral lies parallel with the surface of roots or stems, provides growth in the width and girth of plants. Not present in all plants.
3. Intercalary found in grasses, results in grasses capable of re-growth when cut.
**METHODS OF SHOOT INDUCTION AND PROLIFERATION**
Vegetative propagation is achieved through the formation and multiplication of shoot meristems, each meristem being a potential plant. *In vitro* cultures used for propagation may be started from either:
(a) Existing meristems the main shoot, the embryo, or subsequently formed axillary shoots, or
(b) Organ explants suitable for the induction of adventitious meristems.
When shoot tips are cultured on medium containing cytokinin, axillary shoots often develop prematurely and are followed by secondary then tertiary etc. shoots in a proliferating cluster. Once such a cluster has developed sufficiently, it may be divided up into smaller clumps of shoots or separate shoots which will form similar clusters when subcultured on fresh medium. Provided the basic nutrient formulation is adequate for normal growth, this process may apparently be contained indefinitely.
Within limits, the rate of proliferation may be controlled by the type and concentration of cytokinin used. Cytokinin almost always inhibits root formation, thereby making the shoot clusters more easily separable at each subculture. Rooting often occurs spontaneously on transfer to medium lacking cytokinin.
**Multiplication by adventitious roots**
In a number of species, shoots arise naturally from mature organs, particularly on leaves, stems and roots. Almost every type of organ can be used as a cutting. Tissue culture has enabled this to occur in many more species.
An *in vitro* callus is an unorganised mass of proliferation cells and may be obtained from almost any type of plant. Callus formation from explants is occasionally spontaneous (like a wound reaction) but generally requires auxin in the medium, often in combination with cytokinin.
The concentrations of the hormones used vary with the species and organ used, but tends to be higher than those needed to induce shoots directly from the explant where this is possible.
On lowering the hormone levels or adjusting the auxin: cytokinin ratio, some calluses will regenerate shoots or embryos. This method, however, cannot be repeated indefinitely because with repeated subculture, the capacity of many calluses to regenerate shoots is diminished or lost.
**RESOURCE FILE**
As you progress through this course of study you are required collect and collate information on the subject into a resource file.
*This file will be submitted for assessment with your lesson 9 assignment.*
The submitted file must include a profile of at least twenty (20) suppliers of environmental control equipment for use in tissue culture production. The profile of each supplier should ideally be kept on standard card file cards (126 x 76 mm) for ease of handling or may be submitted as a printout of a database file.
Each card should contain the following information:
- Name of the supplier.
- Address, phone number and contact person.
- Outline of what the supplier does/sells.
- Any other comments which may be relevant.
The purpose of the resource file is two-fold:
1. To develop your awareness of the industry and different types of environmental control equipment.
2. To develop contacts that might help you with working in the tissue culture industry. You may develop contacts which could eventually lead to work opportunities.
You will also build a file which can help you find information, supplies and facilities quickly and easily when they are needed in your day to day work.
*Begin compiling this file now.*
*Submit at least 3 cards or sheets with your lesson 1 assignment so that the tutor can verify you are compiling the information correctly.*
*Submit the completed collection of cards/sheets with your lesson 9 assignment.*
**GLOSSARY**
**Abscission** - Normal separation of leaves or fruit from a plant using a thin walled layer of cells.
**Adventitious** - Growth from unusual locations (e.g. aerial roots)
**Agar** - A polysaccharide gel, obtained from some types of seaweed.
**Amino Acids** - the structural units of proteins
**Anther Culture (or Pollen Culture)** - tissue culture of anthers to obtain haploid clones
**Apical** - tip or apex
**Apical Meristem** - Meristem located at the tip of main or side shoots.
**Aseptic** - Free from any disease or other microorganisms.
**Asexual** - without sex, vegetative
**Autoclave** - A pressurized container, used to sterilize equipment
**Auxins** - Hormones which cause cell division & enlargement and particularly, root initiation.
**Callus** - An unorganised growing mass of cells; not differentiated to be any particular type of cell or organ.
**Clone** - plants produced asexually from a single plant
**Culture** - A plant that is growing in vitro
**Contaminants** - Any type of microorganism
**Cytokinins** - Hormones which induce bud formation & cell multiplication.
**Deionise** - to remove ions from water by the use of ion exchange resins
**Differentiate** - the modification of new cells to form tissues
**Diploid** - having two sets of chromosomes which is typical of vegetative (somatic) cells
**Embryo Culture** - culture of embryos excised from immature or mature seeds
**Embryogenesis** - formation of the embryo
**Embryoids** - embryolike vegetative structures developing in some cell and callus cultures sometimes capable of developing into embryos
Excise to remove by cutting
Explant the part of the plant used to start a culture
Gibberellins a group of growth regulators influencing cell enlargement
Haploid having half the normal number of chromosomes in vegetative cells
Hormones natural or synthetic chemicals that strongly affect growth
Hybrid the plant from a cross between two different cultivars
Juvenility - Growth stage of a seedling before it becomes able to produce a flower.
Laminar Air Flow - Controlled, regular flow of air in one direction, with no turbulence.
Medium - Agar gel or water, containing nutrient & hormone, in which the tissue culture grows.
Meristem - Undifferentiated types of cells found at the growing tips of roots or shoots (also found in the cambium).
Micropropagation multiplication in vitro, used interchangeably with tissue culture
Polysaccharide - A group of carbohydrates that comprise a number of different sugars.
Primordia (pl. of primordium) plant organs in their earliest stages of differentiation
Protoplast a cell without a cell wall but with a membrane
Protoplast Fusion the uniting of two protoplasts
Regeneration the production of new plants or parts of plants
Somatic vegetative, as opposed to sexual
Somatic Hybridisation the creation of hybrids by vegetative means i.e. protoplast fusion
Totipotence capable of developing into a whole plant. Undifferentiated cells or tissues that are not yet modified for their ultimate role (not differentiated)
SET TASK
Set task 1
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WHAT ARE PRONOUNS?
Pronouns are the way we refer to each other in the third person.
People may use multiple pronouns in different combinations and there are many gender identities and pronouns beyond these listed.
People may choose to explain why they use specific pronouns, or it may be a private matter. Some people who are gender-neutral or transitioning may use non-binary/inclusive pronouns.
what is GENDER NEUTRAL & GENDER EXPANSIVE?
An umbrella term sometimes used to describe people who expand notions of gender expression and identity beyond perceived or expected societal gender norms...
GENDER-SPECIFIC PRONOUNS:
HE HIM HIS
SHE HER HERS
GENDER-NEUTRAL PRONOUNS:
THEY THEM THEIRS
ZE SIE ZIE HIR
PRONOUNCED: zee see zee hear
why PRONOUNS are important in the workplace:
+ shows respect
+ creates an inclusive work environment
+ more people are in the workforce who identify as transgender and/or gender expansive/non-binary
PRONOUNS in action:
“They are a writer and wrote that book themself. Those ideas are theirs. I like both them and their ideas.”
“Ze is a writer and wrote that book hirself. Those ideas are hirs. I like both hir and hir ideas.”
how to use PRONOUNS to demonstrate allyship:
If you find yourself unsure of someone’s pronoun, be attentive to how others refer to this person.
If you are still unclear or concerned that people might be using the incorrect pronoun, politely and privately ask that person what pronoun they use.
Start meetings with everyone introducing themselves and stating their pronouns.
Include your pronouns in your email signature.
When attending meetings or events, add your pronouns to your name tag.
REMINDER:
he/him/his they/them/theirs
she/her/hers ze/sie/zie/hir
BEST PRACTICES:
Acknowledge mistakes, apologize, and correct yourself when using the wrong pronoun.
Ensure that you do not make a big deal out of the mistake. Make the correction & move forward in the conversation. Most people appreciate a quick apology and correction at the time of the mistake!
Using a person’s pronouns correctly is a way to respect someone and create an inclusive environment, just as using a person’s name can be a way to respect them!
Authors:
EDI SGM Portfolio and SGM Engagement Committee with LGBT-Fellows and Friends and Salutaris: The NIH SGM Employee Resource Group
Sources:
“Pronouns Matter” https://www.mypronouns.org
“Gender Pronouns: A Provider’s Guide to Referring to Transgender Patients” https://www.prideinpractice.org/articles/transgender-pronouns-guide/
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Architecture in America during the 1920s & 1930s witnessed a conscious and bold change in style from anything that preceded it. Art Deco, and then Art Moderne – aka Streamline Moderne – were dramatic and audacious.
But, the public enthusiastically embraced the new designs, and its influence quickly stretched from buildings to ocean liners, automobiles, appliances, home furnishings, clothing and jewelry.
Right: Cloche hat, 1925 Credit: V&A Museum
Far Right: Parker Duofold Desk Set, c.1930 Credit: Wikipedia
Art Deco designs originated in France just prior to World War I, and flourished around the world throughout the 1920s and beyond. The style was first brought to the U.S. in 1922 when Finnish architect, Eliel Saarinen placed second in the Chicago Tribune Tower design contest. His Deco design for the proposed tower was broadly shown and touted as an exciting new style.
But, it was in 1925 when the renowned “Exposition des Arts Décoratifs et Industriels Modernes” occurred in Paris, that Art Deco leapt onto the scene. The international exhibition showcased new ideas in the applied arts, and literally forbid historical references in its submissions. The energy displayed by the new Deco designs created an international sensation. The United States was notably absent from the Paris Exhibition, declining to participate on the grounds that ‘there was no modern design in America’.
Contrary to the preceding revival styles in U.S. architecture, Art Deco was the first to look forward rather than back for its influences. Current popular interest in archaeology (ongoing excavations at Pompeii & Tutankhamun’s tomb) contributed ancient cultural motifs that were combined with the urban, modern elements of the time. Popular art trends such as Cubism, Modernism and Futurism also influenced the use of decorative geometric shapes.
Art Deco’s embrace of technology distinguishes it from the organic motifs of its immediate predecessor, Art Nouveau. Deco is characterized by strong geometric forms – spheres, rectangles, zigzags, chevron & sunburst motifs – typically arranged in symmetrical patterns. Buildings have a vertical emphasis, with vivid, polychrome highlights and embellishment. Modern new construction materials were used, defining the sleek look by incorporating aluminum, stainless steel and plastics such as Bakelite. To quote Wikipedia, “Art Deco represented luxury, glamour, exuberance and faith…”
**Art Deco Examples in New Jersey**
- Electric Company Building, Asbury Park – 1922
- Altenburg Piano House, Elizabeth – 1929
- Fort Lee Memorial Municipal Building, Fort Lee – 1929
- Temple Emanuel, Paterson – 1929
- Sears Building, Hackensack – c.1930
- Jersey Central Power & Light, Keyport – c.1930
(Deco façade added to older brick building)
- Hersh Tower, Elizabeth – 1931
- Jersey City Medical Center, Jersey City – 1934-38
- Penn Station, Newark – 1935
- Newark Airport Administration Building, Newark – 1935
Art Deco in New Jersey
1922
Electric Company Building
Asbury Park
1929
Altenburg Piano House
Elizabeth
1929
Memorial Municipal Building
Fort Lee
1929
Temple Emanuel
Paterson
c. 1930
Jersey Central Power & Light
Keyport
c. 1930
Sears & Roebuck Building
Hackensack
Art Deco in New Jersey
1931
Hersh Tower
Elizabeth
1934-38
Jersey City Medical Center
Jersey City
1935
Penn Station
Newark
1935
Administration Building
Newark Airport
Art Moderne
Art Moderne/Streamline Moderne followed Art Deco in the late 1930s. The style stripped Deco design of its ornamentation in favor of an emphasized horizontal, aerodynamic concept of motion and speed, using more subdued colors. Streamline’s smooth walls contained rounded corners, curved canopies, flat roofs and bands of windows with a linear emphasis accentuated by aluminum or stainless steel details. It truly reflected the country’s growing excitement about technological advancements and high speed transportation.
Hunts Casino, Wildwood, NJ, 1940 Credit: Allan Weitz
Originating in the German Bauhaus movement, streamlining was associated in the U.S. with prosperity and an exciting future. The style quickly spread to cars, locomotives, and many household appliances. As Alaska’s historic preservation office describes it, “Zoom and speed are embodied in the design of the buildings.”
Toaster Credit: Wikipedia
Notable examples of bold Art Moderne design include the 1939 New York World’s Fair, and the interior set designs and costumes of the “Emerald City” in the 1939 movie, *The Wizard of Oz*.
1939 New York World’s Fair Vintage Postcard
Wizard of Oz, Emerald City Set Credit: Pinterest
With the onset of World War II, construction in the U.S. slowed significantly when material shortages curtailed all non-war related production. As a result, Moderne began to fade. What emerged after were buildings in the International Style, whose austere tone reflected an absolute absence of decoration, with an increased use of glass and steel. The dynamic design era of the 1920s & 30s had come to a close.
**Art Moderne Examples in New Jersey**
- Deal Lake Court Apartments, Asbury Park – 1930s
- Landis Theater, Vineland – 1937
- 22 S Larch Road, Teaneck – c.1938
- WMCA Transmitter Building, Kearny – 1940
- Hunts Casino, Wildwood – 1940
Art Moderne in New Jersey
1930s
Deal Lake Court Apts.
Asbury Park
1937
Landis Theater
Vineland
c. 1938
Private Residence
Teaneck
1940
WMCA Radio Transmitter
Kearny
1940
Hunts Casino
Wildwood
20th Century Limited Train, 1938
Credit: Henry Dreyfuss, Library of Congress
Photo Credits | Art Deco in NJ: Google; Roadside Architecture; fortleehistoryarchive.blogspot.com; preservationnj.files.wordpress.com; kehilalinks.jewishgen.org; s.inimg.com; NJSHPO; MG New York Architects; Pinterest; ie.picclick.com; newarkbusiness.org.
Photo Credits | Art Moderne in NJ: NJSHPO; Google; Pinterest; heritageconsultinginc.com; Barry Winiker, Getty Images; Roadside Architecture; fybush.com; Allan Weitz.
Additional Sources: US Department of the Interior, National Historic Landmark Nomination, "Asbury Park Commercial Historic District;" “1925: Selling Art Deco to the World, Design, Politics & Commerce, International Exhibitions 1851-1951,” University of Glasgow Library; “Art Deco: the 1925 Paris Exhibition,” Victoria & Albert Museum; “Ten Most Endangered List, 2010,” Preservation New Jersey.
Sir Edward Maufe Desk, 1925 Credit: V&A Museum
(Preservation Snapshot Archives con’t on next page.)
PRESERVATION SNAPSHOT ARCHIVES
2016
- Trenton’s Pottery Industry, Trenton, NJ February 2016
- Art Deco & Art Moderne Architecture in NJ January 2016
2015
- Buildings in the Battles of Trenton, Trenton, NJ December 2015
- Hinchliffe Stadium in The Silk City, Paterson, NJ November 2015
- Harleigh Cemetery and its Famous “Residents,” Camden, NJ October 2015
- School’s Out at the Boylan Street School, Newark, NJ September 2015
- Catboats … Jersey Cats … A-Cats, Barnegat Bay, NJ August 2015
- Lucy, the Elephant, Margate, NJ July 2015
- Mount Tabor Historic District, Parsippany-Troy Hills, NJ June 2015
If you enjoy Preservation Snapshot, you may also enjoy:
New Jersey 350 Archives | 81b298d9-0419-4ce2-9408-37cb225320ac | CC-MAIN-2023-40 | https://www.nj.gov/dep/hpo/1identify/nrsr_17_Jan_ArtDeco.pdf | 2023-09-29T01:28:30+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510462.75/warc/CC-MAIN-20230928230810-20230929020810-00685.warc.gz | 975,347,218 | 1,725 | eng_Latn | eng_Latn | 0.668158 | eng_Latn | 0.955752 | [
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Essential Question:
-To what extent are Louis XIV (France), Peter the Great (Russia), & Elizabeth I (England) examples of absolute monarchs?
Warm-Up Question:
-What is a monarch?
-What is mercantilism?
-What is the Columbian Exchange?
The Age of Absolute Monarchs
By the end of the Renaissance, new nations were formed in Europe.
Many of these nations were ruled by powerful kings with unlimited power known as absolute monarchs.
The era from 1600 to mid-1700s was known as the Age of Absolutism.
How did European kings gain so much power?
The Rise of Absolute Monarchs
During the Middle Ages, European kings were not very powerful.
Instead, feudal lords had real power because they controlled local manors & had the loyalty of knights.
The Catholic Church was the dominant religion in Europe.
The Pope had power over the peasants.
The Rise of Abundance
The Crusades stimulated trade & led to the rise of cities in Europe.
This trade sparked the Renaissance & weakened the power of feudal lords.
As feudalism declined, the power of kings increased.
During the Hundred Years War, new weapons like the cannon & longbow weakened the power of the nobles & knights.
As feudalism declined, the power of kings increased.
The power of the Catholic Church weakened as a result of the Crusades & the Protestant Reformation.
As the power of the church declined, the power of kings increased.
The Rise of Absolute Monarchs
During the Renaissance, European kings taxed merchants & bankers and used the wealth to build powerful armies.
Monarchs used their power to build centralized governments to control their nations.
Some monarchs used overseas exploration to gain colonies and to increase their wealth & power.
By 1600, some European kings had become absolute monarchs.
Absolute monarchy is a government in which one king should hold all the power within a country.
Absolute monarchs controlled all aspects of their nations, including taxes, religion, the military, & the economy.
Frederick the Great of Prussia
Louis XIV of France
Phillip II of Spain
Maria Theresa of Austria
Absolute monarchs believed in divine right, the idea that God created the monarchy & kings answered only to God, not the people.
Examine the portrait of French king Louis XIV & find 3 things in the painting that help show Louis as an absolute monarch.
France before King Louis XIV
Before Louis XIV came to power, France was a nation in conflict between Catholics & French Protestants (called Huguenots).
After Henry IV died, Catholic leaders took control of France, ended the Edict of Nantes, weakened the power of nobles, & increased the power of the monarchy.
By the time Louis XIV came to power, France was an absolute monarchy.
Louis XIV ruled France for 72 years & became the classic example of an absolute monarchy.
Louis XIV believed that he was the government, ("L’etat c’est moi"): He excluded nobles from gov’t decisions & hired bureaucrats to collect taxes & enforce laws.
Louis XIV called himself the “Sun King” because he felt that French power emanated from him.
Louis XIV had a positive impact on France:
- His economic advisors used overseas colonies & mercantilism to generate new wealth.
- He encouraged manufacturing to make France self-sufficient.
With this wealth, Louis built a powerful army & transformed France into the most powerful nation in Europe.
Louis XIV had a negative impact on France:
He involved France in expensive wars that failed to gain France new lands & led to massive debts.
War of Spanish Succession
He used wealth & art to glorify himself, including constructing a massive palace called Versailles.
The Palace at Versailles
Louis XIV’s palace at Versailles was proof of his absolute power. Only a ruler with total control over his country’s economy could afford such a lavish palace. It cost an estimated $2.5 billion in 2003 dollars. Louis XIV was also able to force 36,000 laborers and 6,000 horses to work on the project.
Many people consider the Hall of Mirrors the most beautiful room in the palace. Along one wall are 17 tall mirrors. The opposite wall has 17 windows that open onto the gardens. The hall has gilded statues, crystal chandeliers, and a painted ceiling.
It took so much water to run all the fountains at once that it was done only for special events. On other days, when the king walked in the garden, servants would turn on fountains just before he reached them. The fountains were turned off after he walked away.
The gardens at Versailles remain beautiful today. Originally, Versailles was built with:
- 5,000 acres of gardens, lawns, and woods
- 1,400 fountains
The Legacy of Louis XIV
As a result of Louis XIV, France became the most powerful nation in Europe.
But, decades of lavish spending by monarchs led to massive debts & heavy taxes.
Eventually, the French people grew frustrated & overthrew the monarchy.
Peter the Great of Russia
Examine the portrait of Russian king Peter the Great & find things in the painting that help show his accomplishments
Russia before Peter the Great
Russia’s was influenced by the Mongols.
Ivan III successfully liberated Russia from the Mongols & ruled as the first czar (“caesar” or “king”).
Over time, czars expanded Russia’s borders, increased their power over the nobles, & created an absolute monarchy.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region What khanate controlled Russia? Persia? Korea?
2. Region What parts of Asia did the Mongols fail to control?
The Rise of Russia. Russia grew through the addition of large units of territory comprising millions of square acres.
By the time Peter the Great became czar in 1682, Russia was a large empire.
But Russia was not as advanced as Western European nations.
Russia was isolated from Western Europe & knew very little about the new ideas of the Renaissance.
...Russia had no advanced industry, no overseas colonies, & an economy of small-scale farmers.
Most Russians were feudal peasants working for nobles (called boyars).
Czar Peter the Great wanted to modernize & “Westernize” Russia to catch up with Europe.
In disguise, Peter toured Europe to learn new ways to modernize Russia.
While in Europe, Peter learned new ideas about shipbuilding, manufacturing, gov’t organization, city planning, music, & fashion.
When he returned from Europe, Peter imposed new reforms to Westernize Russia:
- Adopted European fashions by banning beards for men & veils for women
- Adopted a European calendar
- Improved farming techniques
- Used mercantilism as an economic policy
- Created iron & lumber factories
- Modernized the army & navy
- Made himself head of the Orthodox Church (like Henry VIII in England)
Peter expanded Russia’s borders & built a new “European-style” Russian capital at St. Petersburg
The Legacy of Peter the Great
As a result of Peter the Great, Russia became a more advanced, Western nation.
But, modernization was a slow process & Russia had not fully industrialized by World War I.
During World War I, revolutionaries overthrew the monarchy & created a radical new gov’t based on socialism.
Elizabeth I of England
Examine the image of Elizabeth on her throne & explain how monarchs in England might have ruled differently than those in France or Russia
England before Queen Elizabeth
Unlike other nations in Europe, England had a limited monarchy rather than an absolute monarchy.
During the Middle Ages, English nobles revolted against a cruel king who overtaxed them.
In 1215, nobles forced King John to sign the Magna Carta which limited the king’s power & protected citizens’ rights.
The Magna Carta created a “limited monarchy” & led to the formation of Parliament in 1295.
Parliament is a legislative group of commoners & lords who work with the king to pass laws & taxes.
Elizabeth’s father, Henry VIII, transformed England during the Protestant Reformation by creating the Anglican Church.
Elizabeth’s sister Mary became queen & tried to convert England back to Catholicism; Protestants who ignored “Bloody Mary” were executed.
After Mary’s death in 1558, Elizabeth became queen.
Elizabeth ruled for 45 years & became the greatest monarch in English history.
Elizabeth refused to share power with a man & never married (she was known as the “Virgin Queen”).
During her reign, Elizabeth worked with Parliament to settle important issues.
One of the most important issues was to determine what religion England would be: Anglican or Catholic?
During her reign, Elizabeth worked with Parliament to settle important issues.
Mary
Henry's daughter (by Catherine of Aragon) - strongly Catholic.
Pope made Head of the Church again,
Church services changed to Latin,
Priests not allowed to marry,
Protestants were persecuted.
During her reign, Elizabeth worked with Parliament to settle important issues.
One of the most important issues was to determine what religion England would be: Anglican or Catholic?
Elizabeth & Parliament passed the Act of Uniformity which made Anglicanism the official religion of England...
...but many Catholic traditions & rituals remained
This compromise settled the religious issue in England.
She promoted capitalism & mercantilism by encouraging joint-stock companies to invest in overseas exploration & colonization.
During Elizabeth’s reign as queen, England experienced a golden age in culture, especially literature & theater.
After Elizabeth’s death in 1603, the Stuart family assumed the monarchy.
Unlike Elizabeth, these Stuart kings refused to work with Parliament & tried to create an absolute monarchy in England.
Conflicts between Parliament & the Stuart kings led to a violent civil war in 1642...
...and a near civil war in 1688 called the Glorious Revolution
After the Glorious Revolution, Parliament required the new monarchs to sign a Bill of Rights.
The Bill of Rights protected citizens from their gov’t:
- The king cannot tax or overturn Parliament’s laws
- Protected freedom of speech
- The army cannot be used as a police force
- No excessive bail
Together, the Magna Carta & Bill of Rights created a “constitutional monarchy” in England by serving as written limits on the king’s power.
Connect to Today: U.S. Democracy
Today, the United States still relies on many of the government reforms and institutions that the English developed during this period. These include the following:
- the right to obtain *habeas corpus*, a document that prevents authorities from holding a person in jail without being charged
- a Bill of Rights, guaranteeing such rights as freedom of speech and freedom of worship
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INTRODUCTION
The notion that the Sarraceniaceae family of carnivorous plants evolved recently in geological time can be attributed to a complete lack of any fossil records (D’Amato, 1998). Most carnivorous plants evolved modified leaves as a survival mechanism to supplement low mineral and nutrient levels. Low nutrient availability within the root zone is due to the inherent wet, mineral deficient, acidic, peaty soils of the habitats in which they are found. North America has probably the widest range of carnivorous plants in the world — most *Sarracenia* species are found in the southeast United States of America (Schnell, 2002). Charles Darwin, among others, studied carnivores and published *Insectivorous Plants* in the 1875.
Carnivorous plants have developed various methods to capture animals; primarily these techniques of capture can be divided into “passive” and “active” methods. All Sarracenias use the passive method of “pitfall.” In order to be considered a “carnivorous plant,” a plant must lure, catch, kill, and digest its prey (D’Amato, 1998). Glands in the modified leaf shoots of many carnivorous families often produce digestive enzymes. The Victorian botanist, Sir Joseph D- Hooker (1859), was the first
to identify four distinct zones within the modified tube leaves of the *Sarracenia* species (Fig. 1).
During the late 1800s commercial nurseries provided a source for unusual exotic plants from all over the world. Among these were members of the *Sarraceniaceae* family. Many colorful hybrids were produced and subsequently lost over the years. Venus flytraps revived the craze for carnivorous plants in the 1960s. In the 1970s several individuals, including Don Schnell, produced a newsletter and formed the International Carnivorous Plant Society (Slack, 1998). In the 1980s and 1990s huge areas of carnivorous plant habitat were transformed and lost to development, roadways, and forestry. Vegetative propagation through tissue culture and traditional methods has increased proportionally to meet increasing demand for plant material. Seed production/hybridization of existing complex
and simple crosses continues to be a source for new seemingly endless range of propagules, many of which exceed the beauty of the natural hybrids found in the world (Mellichamp, 2000).
PROPAGATION
**Vegetative.** Most sarracenias produce offshoots of new growing plants along a rhizome. Some species such as *S. purpurea* and *S. psyllacina* are extremely slow- We have observed *S. rubra* producing up to 10 offshoots per year. We have found January through February to be most favorable for vegetative divisions in our 60 F production greenhouse- We divide only after dormancy has broken but prior to the actual growth period where flower buds and new tubes have emerged. Growing tips can be identified easily at this time because they often become enlarged and sprout new roots at the terminal end. The shoots are manipulated in such a way as to delicately snap the offshoot from the longer rhizome sections- A properly harvested propagule should be white inside and have some roots attached (Fig- 2) Notching of the *Sarracenia* rhizome is another method of vegetative production. In this method, the growing tip is allowed to remain growing attached, and "V-shaped notches are made along the surface of the elongated rhizome. The rhizome is exposed to filtered light, and new growing points often appear along these cuts- Care must be given to prevent fungal infections. Healthy old gnarly rhizomes without growing tips may also be used with some success (Fig- 3).
Vegetative propagules are sized and planted into appropriately sized seed cells filled with pre-moistened 1 perlite : 1 peat moss (v/v) mix- The top of the rhizome should be placed at the surface of the medium and the roots buried under the medium. The propagules are then watered in with a fine mist from overhead and resituated within the media mix if necessary. Thereafter all watering is done via bottom up method with alternated wet/dry periods. The plants must never be allowed to dry out completely- However the "drying down" of the medium increases oxygen concentration within the root zone, helping to promote more root development, which increases survival rate. Fertilizers can be applied routinely with caution at approximately 20% the recommended rate during the active growth period. As with watering, liquid fertilizers are added to the cells bottom up and allowed to come in contact with the root zone for approximately 24 h, after which the fertilizer solution is flushed out from above using overhead irrigation. Neutral, low mineral water must be used in order to flush out any residual salts. Sarracenias as well as most carnivorous plants are salt intolerant. Propagules vary in their growth rates according to their individual vigor, specific species, or cultivar type- A 2-inch x 2-inch plug can be produced in 1 year. A typical 2-inch x 2-inch plug will generally fill out a 1-qt container in the 2nd year. Most species take at least 9-5 years to reach maturity, bloom, and produce seed.
**Seed.** Sarracenia flowers are perfectly designed for cross-pollination by bees, although self-pollination is possible. Petals remain open for 1-2 weeks. Pollen will drop when ripe into the umbrella shaped styles- Pollen can be transferred between open flower stigmas or its own to self-pollinate. Pollen stores several weeks in the fridge in dry sealed containers. Phil Sheridan of Woodford, Virginia, has reported dry pollen stored at freezing temperatures may be viable for months (Sheridan, 2004).
Reciprocal crosses should be done if possible. All crosses are labeled and documented. When possible, record any and all information about parental heritage, origin, date acquired, etc. Petals drop off after 2 weeks; the umbrella style and sepals remain. The ovary continues to ripen throughout the summer. In fall the seed pod often splits. Up to 200 seeds may be produced in one pod. The seeds are reddish brown and the size of a pinhead. Seed can be stored dry in airtight containers at 35-40 °F for several years without significant losses. All *Sarracenia* seeds should be cold wet stratified prior to sowing for at least 30 days. In a warm greenhouse the best time for sowing is early spring/late winter when daylight hours are increasing and soil temperatures are rising. Germination rates of 90% are not uncommon if fresh seed is sown when ambient temperatures are at least 70 °F during the daytime and 40 °F at night. As with most wetland obligate species, seed must be surface sown and watered in lightly. The medium is 1 sand : 1 peat moss (v/v) mix. Germination occurs within 10-20 days. Seed trays are kept at constant moisture levels and allowed to remain in full sun. Seedlings are sorted, sized, and graded in July and placed in appropriately sized cells.
Figure 3. Notching a *Sarracenia* rhizome will usually encourage new growing tips.
Table 1. Simple *Sarracenia* hybrids.
| Hybrid | Parentage |
|-------------------------|------------------------------------------------|
| S. x catesbaet | S. purpurea x flava |
| S. x moorei | S. flava x leucophylla |
| S. x popei | S. flava x rubra |
| S. x harperi | S. flava x minor |
| S. x mitchelliana | S. purpurea x leucophylla |
| S. x exornata | S. purpurea |
| S x chelsonii | S. purpurea x rubra |
| S. x courtii | S. purpurea x psittoeinti |
| S. x areolata | S. leucophylla x alata |
| S. x readii | S. leucophylla x rubra |
| S. x excellens | S. leucophylla x minor |
| S. x wrigleyana | S. leucophylla x psillacina |
| S. x ahlesii | S. alata x rubra |
| S. x rehderi | S. rubra x minor |
| S. x gilpinii | S. psillacina |
| S. x formosa | S. minor x psillacina |
**LITERATURE CITED**
D’Amato P. 1998. The savage garden. Ten Speed Press, Berkley, California.
Darwin, C. 1875. Insectivorous plants. John Murray- London-Hooker, J.D. 1859. The Origin and development of the pitcher of *Sarracenia*. Linnean Soc. Trans.
Mellichamp, L. 2000. Biology Department, University North Carolina, Charlotte, North Carolina. Pers. Comm.
Schnell, RE. 2002. Carnivorous plants of the United States and Canada. Timber Press, Portland, Oregon.
Sheridan, P. 2004. Meadowview Biological Research Station, Woodford, Virginia. Pers. Comm.
Slack, A 1988. Carnivorous plants. MIT Press, Cambridge, Massachusetts. | 2aaba69d-592b-4b9a-9d54-503935bcbafc | CC-MAIN-2025-08 | https://rngr.net/publications/fnn/2007-winter/new-nursery-literature/propagation-of-sarracenia-speciesa9/at_download/file | 2025-02-11T12:42:03+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951706.87/warc/CC-MAIN-20250211103744-20250211133744-00327.warc.gz | 453,179,634 | 2,071 | eng_Latn | eng_Latn | 0.904354 | eng_Latn | 0.997609 | [
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General Description
Little Otter Creek Wildlife Management Area (WMA) is located in west central Vermont in the town of Ferrisburg near Lake Champlain. The State of Vermont owns 1,402 acres near the mouth of the Creek. The property is managed by the Vermont Fish & Wildlife Department.
Access by boat is via the put-in on Hawkins Road near the causeway, or from the mouth of the Creek in Hawkins Bay. One can get to Hawkins Bay from the boat access near the mouth of Lewis Creek off Long Point Road. One can gain access to the South Slang part of the WMA by walking in from Hawkins Road. To get to the eastern side of the WMA, use a gated road at the south end of Greenbush Road, which is open some of the time for hunting, but otherwise is only for walk-in access. Caution when crossing the railroad tracks.
History
From remains along Otter Creek, it is evident that the Archaic Indians hunted small game, collected nuts, berries and roots, and fished in this area. Later there were permanent Abenaki, and possibly Iroquois, summer settlements along Otter Creek and the shores of Lake Champlain, where they hunted, fished and grew crops. They named the Creek “little river abode of otters.” These people moved to the mountains during the winter months to hunt.
Since European settlement, farming has been the main land use in the Champlain Valley. The Hawkins family has owned and farmed much of the land surrounding Little Otter Creek for several generations.
The first purchase for the WMA was made in 1951. Some of the land was acquired from the Hawkins family. The State also acquired parcels from several other landowners. Dozens of purchases have been made over the years. Pittman-Robertson monies, which are generated from a tax on firearms and ammunition, provided much of the funding. State funds generated from hunting license sales were also used. The Nature Conservancy and the Vermont Housing and Conservation Board assisted on the most recent purchases. Funding for these came from the North American Wetland Conservation Act and Ducks Unlimited. The Vermont Land Trust, Vermont Housing and Conservation Board, and The Nature Conservancy hold conservation easements on many acres of surrounding farmland.
Habitat Features
Little Otter Creek is a lowland river in the Champlain Basin with three major branches. The WMA is 60% wetland and the rest mostly upland forest, with a small amount of acreage in field. Near the mouth, the river’s water level is naturally regulated by Lake Champlain, creating a rich diversity of aquatic plants. The upland forest is a mix of red maple, white ash, gray birch, red and white oak, shagbark hickory, white pine and hemlock.
Valley clayplain forest also occurs here. It is a remnant of this historically common forest type in the Lake Champlain Valley. Since so much of the Valley was cleared for agriculture, very little remains. It is adapted to grow in the fertile, but poorly drained, clay soils that are common in the Valley.
There are several rare plants in the WMA, including black gum trees, yellow bartonia, American hazelnut, cattail sedge, lake cress, false hop sedge, and the State-threatened Virginia chair-fern and marsh vetchling.
Common Fish and Wildlife
Mammals
Species that are common on the WMA are white-tailed deer, cottontail rabbit and gray squirrel. Furbearers include beaver, mink, muskrat, otter, red and gray fox, raccoon and coyote.
Birds
This is an excellent birding site for wetland species such as rails, pied-billed grebes, common moorhens, bitterns and herons. Rare least bitterns and black terns have been spotted here. Ospreys have several nests on the Creek. Upland game birds present are ruffed grouse, wild turkey and American woodcock. Many species of waterfowl both breed here and migrate through, including Canada geese, wood and black ducks, mallards, hooded mergansers, and green and blue-winged teal. There is also a full complement of songbirds, especially those species that prefer to live near water.
Reptiles and Amphibians
The wetlands are good places to find a variety of amphibians and reptiles. Blue-spotted, spotted, red-backed and northern two-lined salamanders, newts and mudpuppies may be present. Green, pickerel, northern leopard, wood frogs, gray tree and bullfrogs may be found along with spring peepers. Snapping, painted, and northern map turtles may be seen basking along the shores of the creek and lake. Milk, northern water, brown and garter snakes may be present as well.
Fish
There is good fishing along the lower Little Otter Creek for warmwater species such as smallmouth and largemouth bass, yellow perch, brown bullhead, northern pike, black crappie and chain pickerel. The brassy minnow is an uncommon small fish occurring here.
Little Otter Creek WMA is open to regulated hunting, trapping, fishing, hiking and wildlife viewing.
This map is intended as a general guide to the location and configuration of the wildlife management areas. It is not based upon certified parcel survey maps and should not be used for any legal purposes, including boundary locations, road classification, or deed research. No warranty by the Vermont Fish & Wildlife Department as to the accuracy of the maps is expressed or implied.
Spatial Reference:
Name: NAD 1983 StatePlane Vermont FIPS 4400
Datum: North American 1983
Projection: Transverse Mercator
Map Units: Meter
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Recently, Great Falls School held its second annual Career Fair. There were two rooms full of people ready to share their jobs with students. Some examples of jobs that were presented were: UNUM, Gorham Savings Bank, personal trainer, and much, much more! Gorham Public Works, Ryder Truck, and AAA brought vehicles for students to check out. Lots of kids enjoyed that part of the career fair. Each student was given a brochure and needed to gather information on 4 different jobs. They then went back and shared the information with their class. Students and presenters had wonderful conversations making connections between the world of work and the importance of reading, math and all school subjects.
We would like to thank our Career Fair volunteers:
* Todd Lyons, Susan Moore - Real Estate Broker
* John Gironda - Navy Engineer
* Robert Sanford – Environmental Science Professor
* Jeana Roth – Animal Refuge League
* Brian Rancourt- Cianbro
* Thomas Sallinen and Peter Luciano – Insurance
* Mark Sanborn and Ben Moreland - Police Officers
* Kelsey Raymond - Graphic and Web Designer
* Robert Burns - Gorham Public Works
* Andre LaBrie- Ryder
* Cheryl Brandt - Gorham Savings Bank
* Vickie Evans - Judge
* Andrew McLean – State Representative
* GHS Robotics Team
* Pamela Turner- Librarian
* Linda Whitten – AAA Representative
* Susan Gay – Hannaford nutritionist
* Marion Sprague- Manufacturing Association of Maine
* Steve Alpren- UNUM
* Stan Skolfield – Performance Center Manager
* Alan Viernes – Jukado
Dear Great Falls Families –
It is very hard to believe that shortly we will be closing out the 2013-14 school year. Great Falls is a busy learning environment and time has truly flown. Each and every student has grown – physically, socially, emotionally, and intellectually. By reading and writing children are gaining access to a whole new exciting world through stories and text… numbers, shapes and equations are flying off of their pencils… the world has become smaller and more interesting through knowledge and technology… science has piqued interests and planted seeds for future researchers and inventors… friends have been made, wisdom gained… and we have been privileged to be side by side with them throughout the whole process.
We thank you for your support of Great Falls School. We have truly enjoyed seeing so many parents attend conferences, informational forums, and evening school events. We look forward to continuing our relationship with you, because, after all, we cannot do this job without you.
We wish you a wonderful summer of memory making during those long and lazy days. Please keep your child reading. It is the greatest gift you can give. Writing down their summer adventures, investigating the wonders of nature, traveling to places they have never been - around the country or around the corner … these will all serve to keep your child’s brain active and stimulated. We’ll be ready to hit the ground running in the fall of 2014, after, of course, some rest of our own!
Most Sincerely,
Jane Esty and Becky Fortier
Great News!!!
The Great Falls Library will be open this summer! Come and check it out!
Starting July 1st
Tuesdays from 9:00 to 11:00 am
Thursdays from 5:00 to 7:00 pm
Shana Webb has served as the volunteer coordinator for each grade since her daughter, Dakota, started Kindergarten. Now in third grade, Dakota is in Mrs. Pooler’s class. Shana’s ability to volunteer during school hours changed dramatically this year, when she began working a full time job outside the home.
Prior to this change, Shana ran an in-home daycare that offered her more flexibility to volunteer when school was in session. Now that her availability is different, Shana finds different ways to volunteer that are still helpful in maintaining the home-school connection and in providing services to Mrs. Pooler and the greater school community. Where she used to volunteer in the school assisting with various tasks, Shana now completes tasks at home in her free time. Mrs. Pooler sends projects home with Dakota, such as cutting or making booklets, and Shana sends them back in the next day. Like the rest of the volunteer coordinators, Shana also communicates the grade level volunteering needs to other parent volunteers via email. She also made the costumes for the recent musical at Great Falls, and, along with the other volunteer coordinators, participated in a special event for teacher appreciation week.
When asked why she volunteers, Shana said it’s a way to strengthen the connection between home and school, and so she can be more tuned in to what’s going on in Dakota’s life and in the Great Falls community. She feels it’s important for the children to see adults volunteering, even at home, as it shows them that adults value their education and put in extra effort to be involved.
If you are unable to volunteer during school hours and want to volunteer, use Shana as an example. Contact your child’s teacher and let them know you want to help, but can only do so outside of school hours. Chances are they’ll be thrilled with your offer and will send some small projects your way – even ones your child can assist with. The lessons your child will learn are invaluable!
As the school year winds down, Great Falls students and staff would like to thank the many volunteers that contributed to the school community in any way during the year. Upcoming volunteering opportunities for parents include attending end-of-the-year field trips, but you may only attend these if you have completed the required paperwork and orientation. No more orientations will be held this school year, but be on the lookout next fall for this opportunity. You need to attend the volunteer orientation just one time in your child(ren)’s school career.
Mrs. Lesperance’s 1st grade class had a “Mexico Day”. They were comparing the southwestern desert of USA and the desert of Mexico. They celebrated with pretending to travel to Mexico. They compared our customs and habitats to Mexico’s. They made cascarones which are hollow eggs that they fill with bird seeds. The first graders made theirs out of paper mache. They will crack theirs on a special tree to feed our Maine birds. They also made their own tortillas! They have a great bulletin board that shows some desert animals that they read about and a poem that they wrote. You should check it out!
Ms. Walsh’s Egg-cellent Symmetry
By: Riley
Have you seen the eggcellent symmetry outside of Ms. Walsh’s classroom? She decided to merge a topic in math with the time of year and create easter eggs using symmetry. In math, they were learning how to visualize an image to create symmetry. It was challenging for some students because the more intricate the design, the harder it was to replicate it to a mirror image. This project helped them with their visualization skills to more deeply understand symmetry. She would like to do it again because they enjoyed it and were having fun!
Crazy Fish
By: Brandon
In Art students are working on a Crazy Fish project. A crazy fish project is where you make a pinch pot and then put it sideways. That opening becomes the mouth of the fish. You then add a tail and at least one fin. The rest is all about your IMAGINATION! 4th and 5th graders are enjoying this project and showing off their imaginative skills. Once they finish designing their crazy fish, they glaze it and let it dry for at least a week. Mrs. R then puts it in the kiln. Students have really enjoyed this project and have created some CRAZY fish!
Ocean Studies
By: Mia
All second grade classes at Great Falls are studying the ocean. The students will learn where the oceans are located and the names of the oceans. Also, students will learn bathymetry (the layers of the ocean) and what lives in each layer.
The students will each be doing a research report on a creature in the ocean. They will be making posters and the students will be doing a presentation on the ocean creature. The students are using books to do their research and learn as much as they can about their sea creature.
Some events that are going on are Ocean Day, Ocean Exchange Day, and at the end they will take a trip to Ferry Beach!
At Great Falls, we have several teachers that work with their classes to maintain the garden beds in our school garden. They include Mrs. Pooler, Mr. Choate, Ms. Tibbits, Mrs. McAllister, and Mrs. Bryson.
Ms. Tibbits and Mrs. McAllister’s classes planted perennials such as lupines. These plants were planted by last year’s class and continue to blossom each year.
Mrs. Bryson shares her garden with Mrs. Patterson. So students from both classes helped plant. Their gardens hold annuals, perennials, and bean seeds. In the fall, they decomposed pumpkins in their garden bed.
Mrs. Pooler continues to plant in her garden bed with her students. They planted perennials such as irises and catmint. For annuals, they have violas, sunflowers, and marigolds.
Mr. Choate is hoping to plant some vegetable plants in his garden bed. He would like his class to share their crop with others to enjoy.
Classes are also seen out in the garden now that the weather has turned nice. You might see them out there working on an art project, making science observations, or reading a book. It is another wonderful place in our school for students to enjoy.
Representative Andrew McLean visited the fourth grades to discuss Maine government.
Mrs. Farley’s and Miss Leeper’s classes got together and did an awesome project. They made spring acrostic poems! They did this to celebrate the beginning of an awesome spring. The kids worked together to create their poems and worked hard to come up with great vocabulary to describe spring. They did a great job.
Our friends from Walkerswood Elementary School in Jamaica received our book donations. They sent us a thank you! It looks like the students are so happy to have such books at their school. Thanks again to everyone who helped make this project possible.
No Strings Attached
By: Julia
The 3rd, 4th, and 5th graders from all three elementary schools were able to come together and view the performance of the musical, “No Strings Attached”. The musical was performed by students from all three schools. A total of 68 students participated. Students had to audition for roles or could choose to be in the chorus. They have been practicing since February. The musical was about Pinnochio and his journey to become a real boy. As well as performing for the schools, the students also held two evening performances. It was a lot of fun to watch and students enjoyed performing as well. Mrs. Mosey directed the play and everyone really enjoyed working with her.
4th Graders Skype Session
By: Sami
Mrs. Stanley’s 4th grade class recently did a project where they skyped with Ben. Ben and his three friends are all surfers. They really want to eliminate the plastic pollution in the ocean. So, for their job they collect fish nets and make skateboards out of the fish nets. The kids in Mrs. Stanley’s class really enjoyed doing this. They had lots of questions for Ben and they were really excited. Ben loves surfing so he decided to do this because he would be taking care of the environment while doing what he loves. Ben and his three friends wish to make more than just skateboards in the future. The students all wrote persuasive letters to Ben to give him ideas of what else to make. Mrs. Stanley plans to do this again because she thinks it’s really important to know how to take care of the environment.
Website: bureoskateboards.com
UPCOMING EVENTS
Grades 1-5 Field Days at USM
Monday, June 2nd - Kindergarten
Tuesday, June 3rd - Grade 1
Wednesday, June 4th - Grade 2
Thursday, June 5th - Grade 3
Friday, June 6th - Grade 4
Monday, June 9th - Grade 5
The End of Year Family BYO Picnic will be held on Tuesday, June 10th from 6-7:00p.m.
End of Year Celebration Assembly
Great Falls Gym
Thursday, June 13th
Grade 5 (Following the 1p.m. Banquet)
Friday, June 13th
1:00-2:30 Grades 1, 2, 3 and 4
Monday, June 16th
10:00-10:30 AM Kindergarten
1:30-2:00 PM Kindergarten
A BIG THANKS TO ALL THE VOLUNTEERS WHO GIVE THEIR TIME! WE LOVE HAVING YOU AT OUR SCHOOL!
Top Ten Summer Regression Prevention Tips!
10. Research something new!
9. Visit The Children's Museum or The Portland Art Museum.
8. Read the cartoon section of the Portland Press or complete the word search or suduko
7. Play strategy games such as chess, checkers or Scrabble as a family.
6. Visit a library every week! (Did you know our library and lab here at Great Falls will have summer hours?)
5. Play on-line math fact building games.
4. Go on mini field trips (Maine Wildlife Park, Botanical Gardens etc.)
3. Keep a journal of your summer activities.
2. Use your imagination!
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Benefits of Prairies
The prairies at Lakeshore State Park provide excellent food sources and habitats for a variety of animals, aiding in overwintering for non-migratory species. Additionally, there are many other benefits to restoring native prairies:
- Deep and extensive root systems help stabilize the soil, increase groundwater infiltration and improve water quality.
- Having evolved as part of the natural community, native plants allow for greater biodiversity, increasing the variety of food and shelter available for wildlife. It is estimated that the establishment of a prairie can increase bird life in the area by 10 times!
- Designed to thrive in a specific climate, native plants have a greater ability to withstand varying weather conditions, allowing for reduced maintenance.
- Once covering over 2 million acres of Wisconsin, native prairies were lost when settlers cleared the land in order to grow crops on the fertile soil. These plants help to create a link to our natural heritage.
Maintaining the Prairies
The crew at Lakeshore State Park spends over 4,000 hours between April and November working to maintain the prairies. This includes planting and mowing, as well as removing invasive species by a variety of methods. Additionally, the park welcomes volunteers to assist in this process, while educating the public about the prairies.
Contact Us
If you are interested in volunteering, have any questions about your visit or if you would like to share your experience or photos with us, please feel free to contact us or visit our Facebook page.
Park Manager
Angela Vickio
414-274-4281 office/414-750-1237 cell
email@example.com
Facebook
https://www.facebook.com/LakeshoreStateParkMKE
The Friends of Lakeshore State Park partners with the WDNR and the community to establish LSP as Milwaukee’s premier urban oasis. The Friends is a non-profit organization dedicated to supporting the park and its partners by raising funds for educational programming, events and infrastructure, as well as providing volunteers to enhance park services. To donate to this organization, please see the Friends website at FriendsLSP.org
Prairie Plants of Lakeshore State Park
The short-grass habitat at Lakeshore State Park provides vital food and shelter for migratory birds and other native animal and insect species. In addition, the prairie helps to enhance the feeling of space in a crowded urban area while allowing for spectacular open views of the surrounding city and lake. What’s in bloom is always changing. See what’s blooming today!
About Our Prairies
Our prairies have a mixture of forbs (flowering plants), sedges and warm-weather native grasses. In late April Prairie Smoke is our first wildflower of the year. Shortly after, the prairies are spotted with Golden Alexander, Penstemon and Spiderwort. The Coreopsis species brighten up the park in June, along with the first blooms of Butterfly Weed. The month of July really shines here, with nearly all of the forbs in some stage of their bloom cycle. By the first week of September, the forbs begin to drop their petals, and the Big and Little Bluestem, Indian Grass and Side Oats Grama take over. Between the grasses, sprigs of Goldenrod and Asters pop up, providing some of the last pollen of the year for the insects. During the winter months, sun reflects beautifully off the ice and snow built up on the dried plants. Visit us often to see the prairies make their transitions between each of these stages!
In this brochure, you will find a listing of various prairie plants organized by their plant Family. While the big prairies contain several of the species listed, most of the plants will be better viewed up close in our demonstration gardens (north entrance), kid’s prairie (center of the island) and wetland garden (near the fishing dock). Look for white signs throughout the park to help you identify the plants you see!
Plant Checklist by Family
Aster Family
- Pussytoes (White, April-June)
- Pale Purple Coneflower (Purple, June-Aug *Threatened)
- Yellow Coneflower (Yellow, June-Aug)
- Prairie Coreopsis (Yellow, June-Sept)
- Lance Leaf Coreopsis (Yellow, June-Sept.)
- Black Eyed Susan (Yellow, July-Aug)
- Brown Eyed Susan (Yellow, July-Aug)
- Purple Coneflower (Purple, July-Aug)
- Ironweed (Magenta, July-Aug)
- Spotted Joe Pye Weed (Reddish Pink, July-Aug)
- Marsh Blazing Star (Magenta, July-Sept *Special Concern)
- Prairie Blazing Star (Magenta, July-Sept)
- Dwarf Blazing Star (Purple, July-Sept)
- Compass Plant (Yellow, July-Sept)
- Western Sunflower (Yellow, July-Sept)
- Wild Quinine (White, July-Sept *Special Concern)
- Late Boneset (White, July-Oct)
- Common Yarrow (White, July-Oct)
- Rough Blazing Star (Magenta, Aug-Sept)
- Showy Goldenrod (Yellow, Aug-Sept)
- Stiff Goldenrod (Yellow, Aug-Sept)
- Canada Goldenrod (Yellow, Aug-Oct)
- New England Aster (Bluish Purple, Aug-Oct)
- Smooth Aster (Light Blue/Purple, Aug-Oct)
- Sky Blue Aster (Light Blue/Purple, Aug-Oct)
- Rush Aster (White, Aug-Oct)
Bean Family
- Blue False Indigo (Bluish Purple, May-June)
- White Wild Indigo (White, June-July)
- Purple Prairie Clover (Purple, June-Aug)
- White Prairie Clover (White, June-Aug)
Evening Primrose Family
- Cinnamon Willowherb (Light Pink, June-Aug)
- Evening Primrose (Yellow, July-Oct)
Grass Family
- Bottlebrush Grass (Cylinder Shaped Seed Head, July-Aug)
- Sideoats Grama (Single Sided Seed Head, Aug-Sept)
- Prairie Dropseed (Tall Seed Head, Aug-Sept)
- Little Bluestem (Blue-Green Blades, Aug-Oct)
- Big Bluestem ('Turkeyfoot' Shaped Seed Head, Aug-Oct)
Milkweed Family
- Butterfly Weed (Orange, June-Aug)
- Common Milkweed (Faded Pink/Purple, June-Aug)
- Whorled Milkweed (White, June-Aug)
- Swamp Milkweed (Reddish Pink, June-Aug)
Mint Family
- Obedient Plant (Pale Pink, July-Sept)
- Wild Bergamot/Bee Balm (Purple, July-Sept)
- Virginia Mountain Mint (White, July-Sept)
- Dotted Mint (Lavender, July-Sept)
- Lavender Hyssop (Purple, July-Sept)
Rose Family
- Prairie Smoke (Reddish Pink, April-June)
- Prairie Cinquefoil (White, June-Sept)
- Serviceberry (White, March-Apr)
Snapdragon Family
- Showy Penstemon (White, May-July)
- Culver’s Root (White, July-Aug)
Verbena Family
- Hoary Vervain (Lavender/Purple, July-Sept)
- Blue Vervain (Blueish Purple, July-Sept)
Other Families
- Carrot Family- Golden Alexander (Yellow, May-June)
- Cattail Family-Hybrid Cattail (Brown, May-July)
- Dogwood Family-Redosier Dogwood (White, May-June)
- Holly Family-Winterberry (Greenish White, June-July)
- Iris Family-Blue Flag Iris (Blue, May-July)
- Lily Family-Nodding Wild Onion (White, July-Aug)
- Moschatel Family-Bailey’s Compact Cranberry Bush (White, May-June)
- Phlox Family-Prairie Phlox (Light Purple, May-June)
- Sedge Family-Yellow Nutsedge (Yellow, June-Sept)
- Spiderwort Family-Spiderwort (Vivid Purple, July-Sept)
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Death and School Crisis
Take-Home Message
When the death of a student, teacher, or other school staff member occurs, the loss can have a profound effect on the entire school community. It is vital that schools plan ahead to cope with crisis events, including creating appropriate plans and policies and establishing partnerships with community professionals who can help address the needs of students and staff.
Grief Is Different for Each Person
At some level, individuals who are grieving have similar types of needs—such as for acknowledgment, understanding, and support.
At another level, however, grief is quite personal. Variables that can determine the responses of individual students include:
• personal relationship or perceived connection with the deceased
• prior experience with loss
• age and level of understanding about death
• preexisting coping mechanisms
• method of expressing strong emotions
• available support systems
• level of empathy for the needs of others
Each student’s personal reactions are likely to be quite varied. Helping students and staff accept the range and diversity of reactions is an important lesson in tolerance that will serve them well in the future.
In the school setting, reactions may also be intensified—one person crying, for example, may trigger crying in others. Similarly, however, one student’s resiliency or act of compassion often serves as a positive role model for others.
Supportive Services
When a death directly affects many people in a school community, a large number of students and staff may benefit from supportive services. Current staff may find it difficult to meet all of these needs, especially if they, too, are grieving. It is therefore critical to have plans in place prior to a school crisis event.
These plans need to outline the steps for staff and students to take in response to the event and to have relevant policies in place. Plans should take into consideration such matters as:
• How will the information be shared with staff, students, and families, as well as the larger community? Draft communications for families should be developed, as well as model press releases.
• Who will provide support to students? To staff?
• If outside consultants or community partners will be used, what agreements are in place about their services? How will they be engaged in providing support?
• What are the school’s policies concerning funeral attendance, commemoration, and memorialization?
It is difficult to identify trusted professional partners in the immediate aftermath of a crisis. It is vital that schools establish preexisting relationships with organizations and professionals outside the school who can be called upon with short notice to provide needed support.
In some cases, it may also be helpful to seek the consultation and technical assistance of experienced professionals outside the community. The National Center for School Crisis and Bereavement (www.schoolcrisiscenter.org) provides such consultation and technical assistance. They can be reached at firstname.lastname@example.org or at the phone number listed on the Coalition’s website (www.grievingstudents.org).
Informing Staff and Students About a Death
Information about the death of a member of the school community is likely to spread quickly among students and staff. This increases the likelihood of rumors, misinformation, and gossip. This is one reason it is important to notify the entire school community, at the same time, as soon as possible after information is known about a death.
(Continued)
If a death occurs outside of school hours, it is helpful to hold a meeting of school staff before the start of the next school day. Staff should be informed about what is known and be briefed on how to discuss the event with students. They need to know what supportive services will be available for students and staff, and be informed about any changes in the school’s schedule for the day.
Guidelines for making the announcement to students can be distributed. Copies of communications that will be sent to parents and guardians can also be shared at this time. (Sample notification letters and announcements that can be downloaded and adapted by schools are available at www.schoolcrisiscenter.org or by following links within the Guidelines for Responding to the Death of a Student or Staff, or Guidelines for Schools Responding to a Death by Suicide, located in the Additional Resources section of www.grievingstudents.org.)
Students should all be informed at the same time, as soon as possible after the start of the school day. It is best that someone familiar to students provide the notification, in person, in small, naturally occurring groups such as home-rooms or classrooms. Announcements in large assemblies or over public address systems are not recommended. The person giving the notification can observe students’ reactions and answer questions as they arise.
Students should be informed in a setting and at a time where immediate support is available to them; schools should avoid notification at dismissal. Even if staff members are available to students after dismissal, not all students are able to stay after school hours to access those supports.
It is important to make sure that students and staff who are off-site for the day—on field trips or home sick, for example—are also notified as soon as possible. If a class is on a field trip, an administrator can call the cell phone of a teacher or chaperone on the trip. Ideally, someone from the school will be available to meet with students when they return from the trip.
Schools might also call or send emails to parents and guardians of absent students, along with information and suggestions about how to talk with their children. (A PDF parent guide on how to support grieving children can be found in the Additional Resources section.)
Schools should also plan a process for notification should a death occur during a weekend, holiday, or vacation period. Over a longer vacation period, the school may decide to open for specific periods of time to offer a supervised location where students can come together and get support.
When a death occurs during school hours, students will often become aware of the event through text messages, cell phone calls, or postings on social media. Students may know of a death before an organized communication with staff can be arranged. Teachers may first become aware of a death through comments from students and need to respond supportively without prior preparation.
**What Information Is Shared**
Information about a death should be verified by a reputable source. This includes direct communication with family members, police, or other local authorities.
When talking with family members of the deceased, determine what information they wish shared with students and staff. Grieving families may need guidance about how important it is to share information about a death. Clear information can help prevent the spread of rumors and misinformation.
Sometimes, parents prefer to withhold some information, especially if the death is felt to be related to suicide, substance abuse, or some other stigmatized circumstance.
Keep in mind that any communication sent home to families or posted on the school’s website should be considered as available to the general public or media. Content should be written accordingly. Confidential or sensitive material should not be included.
Schools attended by siblings or other relatives of the deceased, or feeder schools the deceased attended in the past, should also be contacted. It may be appropriate to notify all schools in the district, especially after a significant crisis event or in a small community.
**Media**
*Media such as newspapers, radio, and television*
can be a useful way to share relevant information broadly in the community. A district media coordinator or school administrator should be designated as the media contact.
Students should be advised to avoid speaking directly with media when they are acutely grieving. In the aftermath of a crisis, it is not generally helpful for students to speak with the media. Such contact should occur only with the permission of a parent or guardian, after careful consideration of whether sharing students’ comments or image is in their best interests.
**Where Impact Is Deepest**
After a death in the school community, it is helpful to identify students who may be at higher risk of emotional distress. This might include students who:
- are friends of the deceased
- had a complicated or difficult relationship with the deceased (for example, someone who recently ended a romantic relationship with the deceased)
- believe they are somehow responsible or contributed in some way, even indirectly, to the death
- may share a relevant affiliation (for example, a situation where a student died of cancer and another student has a family member with cancer)
- are friends of a sibling of the student who died
- have experienced prior losses or emotional difficulties
A school mental health professional might follow the schedule of the student who died and offer additional support to classmates or students who shared extracurricular activities with the deceased.
Peers often know which students are most deeply affected by a death. They might have personal knowledge of the issues or see content posted on social media.
It’s also important to identify teachers and other staff who had a closer relationship with the deceased. This might include a current or past teacher. For example, if a fifth-grade student dies, the second graders may have little if any personal relationship with the child, but the second-grade teacher who once taught that student may be deeply affected.
School staff should always speak sensitively about the death, recognizing that in any gathering within the school community there may be students or staff who are deeply affected, even if they do not show signs of distress.
While it is helpful to shift the focus from the crisis event and return to a regular school schedule as soon as is practical, it is also important not to withdraw bereavement support prematurely. Some students who need significant support may be best served through referral to community-based services, but most will have their needs met through general supportive services and school-based bereavement support.
**If a Teacher or Staff Member Dies**
If a teacher or staff member dies, it is helpful initially to assign a well-known member of the school community to cover that person’s classes and activities, rather than bringing in a stranger. This might be another teacher from the same grade level, a teacher from the prior grade, or a well-liked administrator or assistant.
When a colleague dies, teachers and other staff often feel not only grief, but an increased sense of vulnerability in their own lives.
**Use Guidance From Other Modules**
The module Suicide addresses the unique challenges of suicide and stigmatized deaths in more detail.
Professional Self-Care addresses the importance of self-care and suggests strategies for getting support.
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Winifred Jessie Gray MAITLAND
(Froebel Travelling Teachers project)
MISS W. G. MAITLAND.
July 1915–December 1925.
Figure 1 Winifred Grey Maitland, Principal Kelburn Normal School and Kindergarten Mistress, Wellington Training College 1915 - 1925. Kelburn Normal School Archives
TIMELINE
| Family name | Winifred Jessie Gray MAITLAND
Mother: Jessie Elizabeth Maitland nee Maclaren
Father: Adam Gray Maitland |
|-------------|--------------------------------------------------------------------------------|
| Other names used | Married name – Mrs John S Tennant |
| Date of birth (& death if known) | 28.10.1883 - Born Dudley Worchester UK |
| Nationality | British |
| **Schooling** | **Secondary schooling**
1901 Scholar student ‘Cedar House School for Young Ladies’, Slough
Fraulein Teike, Dresden Germany
**Tertiary education**
1906 - 7 FEI Higher Certificate |
|---|---|
| **Employment (UK)** | 1907-8 Junior Demonstrator, Fielden Demonstration school, Manchester University
c1909 – 1914 Lecturer, Dudley Training College, Worcestershire |
| **Employment (New Zealand)** | 1915- 1924 Appointed to dual position of Kindergarten Mistress at Wellington Training College and Head Teacher of Kelburn Normal School |
| **Travel** | 1914, May 14 Travels UK to New Zealand
1922, Dec 19 Granted 12 months leave to study education methods in America & Europe. |
| **Marital status** | 1926 January 6, to Professor J.S Tennant
Early 1930s - couple settle in Nelson |
**Brief biography**
Born in 1883, Winifred Maitland was educated at private schools in England and Dresden. Later she studied modern infant education at the Froebel Educational Institute (FEI) and the progressive Fielden Demonstration School, in Manchester where she worked as a junior demonstrator with Froebelians Grace Owens and Professor JJ Findlay. About 1909 she accepted a position in the newly opened progressive Dudley Training College, England, undertaking teaching of modern infant methods and supervision of infant school practice.
In May 1915, Maitland set sail for New Zealand to take up the position of kindergarten mistress at Wellington’s Teachers Training College and head teacher of Kelburn Infant School. The turn of the twentieth century saw had seen educational innovation in the colony’s education system. George Hogben, Director General of the Department of Education from 1899 to 1915, worked to bring about progressive reforms of the primary sector and to introduce an entirely new curriculum based on the best of modern educational thought including Froebel, Maria Montessori and Dewey. His aim was a sincere ‘attempt to import reality into school work, to bring the teaching into closer contact with the outdoor life of the pupils, to throw overboard merely conventional information in favour of what will be genuinely interesting and serviceable.’ Kindergarten Mistresses were appointed for the colony’s four teacher training institutions.
Along with responsibility for the continued introduction of modern teaching methods into the curriculum she was to ‘take charge of 120 – 150 students; to lecture to students on Kindergarten Methods and Elementary Handwork; and to supervise the practice of teacher trainees in Infant Department work.’\(^1\) Appointed for her qualifications in and knowledge of the teachings of Friedrich Froebel, Maitland’s familiarity with the Montessori method was also seen as a strength.
In her ten years at Kelburn Normal School and Wellington Training College Maitland found opportunities to pass on her beliefs and theories to teachers, educators and parent through both formal and informal means. She supported the implementation of a wide range of ideas aimed towards children acquiring qualities of self control, orderiness, and ability to think. In interviews she argued that the liberty of the child “should underlie all the the work in the school”.\(^2\) Maitland understood the Kelburn Normal School’s experimental nature and appreciated the open-mindedness of authorities prepared to give teachers a great measure of latitude. It was, she explained in 1919, necessary to adapt educational methods to the times, something that was easier to do in a young country not hidebound by tradition.
A decided teacher, Maitland sought to create a more pleasant learning experience for children based on progressive ideals. Her aim, in her own words was “to practice as well to preach” Her method too was essentially simple in principle: “to capture the
---
\(^1\) “Advertisements”, *Evening Post*, 13 January 1915, 2
\(^2\) “New Methods Educating the child”, *Evening Post*, 13 September 1919, 10
interest of the child and use this motive power for good.\textsuperscript{iii} She banned the official use of corporal punishment, advocated for smaller class sizes and, while she insisted on the teaching of the three Rs, advocated for formal work not to begin until seven years of age. Soon after her arrival she ordered a set of Montessori equipment for the kindergarten room for teaching purposes incorporating these alongside Froebel’s gifts and occupations.\textsuperscript{iii}
In 1923 Maitland was awarded 12 months unpaid leave to visit America and Europe to study their various methods of education. Few archival record of her travels remain. What is known is that she left for San Francisco on 19 December, 1922 and five months later in May 1923 sailed from Boston for England.\textsuperscript{iv} Based upon earlier educational travels undertaken by other educationalists such as Mary Richmond and George Hogben, it may be safe to assume that when in America she made visits to progressive schools and institutions such as Columbia University in New York and Wheelock Kindergarten College in Boston.\textsuperscript{v}
The school’s growing reputation for experimentation attracted staff with liberal outlooks and child-centered beliefs. A number of teachers held FEI qualifications: the past principal, Dorothy Fitch (now Mrs Hunter), Marion Thornton, Dorothy Hursthouse and Ethel Burnett. Others, such as Rose Armitage, were past students and thus familiar with Maitland’s teachings.
\begin{figure}[h]
\centering
\includegraphics[width=\textwidth]{kelburn_staff_1925.png}
\caption{Figure 3 Kelburn Normal School Staff 1925. Kelburn Normal School Archives.}
\end{figure}
That her innovations helped shape the future of New Zealand schooling and kindergarten provision was widely acknowledged in reports and in the number of visitors to the school. In a report to the British FEI Alumni magazine, two FEI graduates separately praised Maitland’s work. Kelburn School teacher Ethel Burnett stated:
She has done splendid work here, work that has been a revelation and an inspiration to schools all over New Zealand, and it is a great opportunity and a great privilege to be allowed to work under her.\textsuperscript{vi}
Rachel Compton-Smith (nee Richmond) wrote:
One of the most hopeful pieces of educational work that I have seen in New Zealand is that in which Miss Maitland is carrying out in the Normal School in Wellington. It is delightful to see the children so happily at work. The true creative spirit seems to govern that school.\textsuperscript{vii}
An active council member of the Wellington Free Kindergarten Association, Maitland was recognized for her work on the association’s Education Committee and on the national NZFKU.
After ten years of service Winifred Maitland announced her resignation and pending marriage to Professor John S Tennant, the head of the Wellington Teachers College. The wedding took place at St Paul Pre-Cathedral on January 6, 1926. Winifred Maitland wore a frock of delphinium blue and grey georgette with crystal trimming and a grey hat to tone. The couple later settled in Nelson.
But it appears Winifred Tennant never stopped caring for the school she was instrumental in shaping. She was unable to attend the school’s Jubilee in 1964 as she was on her way to England to care for a sick sister. But before she left Tennant sent a tape-recorded message to all old students and to former staff, saying:
“To the headmaster, staff and pupils of Kelburn Normal School I send my good wishes for the future; a future which, like the school colours, will combine blue and grey—blue skies to enjoy, grey days to endure, yet each in their different ways affording equal opportunities to observe the school motto—Play the Game.”\textsuperscript{viii}
**Presentations and Publications**
**Presentations (sample of)**
Winifred Maitland, “New Methods”, presentation to New Zealand Education Institution, Ca.30.9.1919
Winifred Maitland, “Freedom in Education”, public presentation
Wellington Education Board, 8.9.1924
Newspaper Reports:
Winifred Maitland, “New Methods Educating the child”, *Evening Post*, 13 September, 1919, 10
Winifred Maitland, ‘Print Script: Changes of handwriting’, *Evening Post*, June 21, 1924, 13
Secondary sources:
Kerry Bethell, Froebelian teachers abroad: Implementing a modern infant education system in colonial Wellington, New Zealand 1906–1925. In Helen May, Kristen Nawrotski and Larry Prochner eds.) *Kindergarten Narratives on Froebelian Education: Transnational Investigations*, London: Bloomsbury Publishers, 2016, 51-66
Kelburn Normal School Golden Jubilee, 1914-1964 (Wellington : Wright & Carman), 1964
Janet McCallum and Ginny Sullivan (Eds). *Kelburn Normal School 75th jubilee, 1914-1989* (Wellington: Kelburn Normal School), 1990
Helen May, *The Discovery of Early Childhood*, 2nd edn (Wellington: NZCER Press 2013)
‘Portrait of a school’ *National Education*, April 1, 1964, 116
Links to other Froebel travelling teachers:
FTT Dorothy Fitch
FTT Edith Burnett
FTT Marion Thornton
FTT Dorothy Hursthouse (Bannister)
---
i Alexander Campbell, *Educating New Zealand* (Wellington: Department of Internal Affairs, 1941), 96.
ii Kelburn Normal School Golden Jubilee, 1914-1964,
iii Helen May, *The Discovery of Early Childhood*, 2nd edn (Wellington: NZCER Press 2013), 269-270
iv Shipping records, Ancestry.com.
v Kerry Bethell, ‘To Venture With Purpose: Miss Mary Richmond’s 1907 Educational Travels Abroad’, in *Fröbelpädagogik im Kontext der Moderne. Bildung, Erziehung und soziales Handeln*, eds K. Neumann, U. Sauerbrey, & M. Wrinkler (Jena, IKS: Garamond, 2010).
vi ‘A school in Wellington’, *The Link* 1925, 14
vii “Apple growing and private school work in New Zealand”, *The Link*, 1925, 15 | <urn:uuid:7ca38d6f-7920-44b6-9de6-b90e379c3750> | CC-MAIN-2018-43 | http://kindergartenhistory.org.nz/media/1342/_winifred-jessi-gray-maitland-fft-project.pdf | 2018-10-22T05:09:09Z | crawl-data/CC-MAIN-2018-43/segments/1539583514708.24/warc/CC-MAIN-20181022050544-20181022072044-00362.warc.gz | 205,029,931 | 2,427 | eng_Latn | eng_Latn | 0.832485 | eng_Latn | 0.985824 | [
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Some of you may be familiar with the wonderful book, *Carrots Love Tomatoes, Secrets of Companion Planting for Successful Gardening*, by Louise Riotte (referenced in our “Straw Bale Gardens” article in the May-June 2015 issue, now at NaturalLifeNews.com).
Louise has an easily overlooked section under soil improvement: Fertilizers, Nature’s Own, which I’d like to bring your attention to:
“Have you ever noticed how plants, particularly grass, look greener after a thunderstorm? This is not an optical illusion. They really are greener as a result of the electrically charged air, which frees its 78% nitrogen content in a water-soluble form. Rain and lightning are fertilizing agents. Each time lightning strikes the earth, large amounts of nitrogen are charged into the ground. One authority states that 250,000 tons of natural nitrogen are produced every day in the 1800 thunderstorms taking place somewhere on the earth. In some places, this amount to more than 100 pounds per acre per year. Rain also brings nitrogen—in some areas as 20 pounds per acre annually.
“Sulfur comes down with the rain, possibly producing as much as 40 pounds per acre per year. Rainwater also contains carbonic acid, forming carbon dioxide in the soil where it is needed for the plant-feeding process. Millions of tons fall yearly and when we consider that nearly half the makeup of a plant is carbon, we realize how important this is. Evidence also seems to show that rare minerals, such as selenium and molybdenum, are washed down in rain.
“Snow, which furnishes not only nitrogen, but also phosphorus and other minerals, yields an extra bonus denied to warm-climate areas. Snow contains 40% less heavy water, or deuterium oxide, than normal water. Deuterium is a heavy isotope, a form of hydrogen but a little different. Combined with water it does not form H2O, the water molecule, but D2O instead. Heavy water, according to the Russian scientists who observed this, slows down some chemical and biological processes of growing plants. When the heavy-water molecules are removed, as in snow, plants seem to grow faster. Thus crops are aided in short-season, snowy climates, as in Montana. Even fog contributes to the soil’s fertility, especially along the seacoast, where it brings in large quantities of iodine, nitrogen, and chlorine.
“Dust, though sometimes disagreeable, has its good points, too, containing minerals, organic matter, and beneficial organisms often in substantial quantities essential to plant growth. Dust may be carried for thousands of miles, even being held suspended for long periods in the upper atmosphere to be washed down eventually by rain. Many believe that dust is one of the most significant factors in restoring minerals to the exhausted soil and that it also contains bacteria important to healthy soil life.”
Now you can see how the forces of nature play an important role in mineralizing and fertilizing our soil. We humans are sunlight-activated, chemical-hormone, electrical beings. The forces of nature that keep our soil, plants and animals healthy also keep our bodies healthy and vital. We are truly blessed to live on such a magnificent planet! “Look at the birds of the air, that they do not sow, nor reap nor gather into barns, and yet your heavenly Father feeds them. Are you not worth much more than they?” [MATTHEW 6:26]
Marlenea La Shomb is a freelance writer on natural-health topics and the originator of the Brain Gym Circuit. She is a massage therapist and a holistic-health practitioner living in Emigrant, MT. Would you like to share your gardening ideas with Marlenea? Send your gardening questions and challenges to Marlenea La Shomb to P.O. Box 1674, Emigrant, MT 59027, and she will address them in future issues. | <urn:uuid:ddc0043d-5e30-405d-a98d-04017b1cde96> | CC-MAIN-2019-22 | https://www.naturallifenews.com/wp-content/uploads/2018/08/NaturesFertilizers.pdf | 2019-05-26T05:14:08Z | crawl-data/CC-MAIN-2019-22/segments/1558232258849.89/warc/CC-MAIN-20190526045109-20190526071109-00418.warc.gz | 880,904,884 | 812 | eng_Latn | eng_Latn | 0.997423 | eng_Latn | 0.997423 | [
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We're excited that you're here. Whether this is your first Shadow a Student Challenge or you took part last year, this toolkit is designed to support you on your Shadow journey.
If you don't want to print everything, the pages with activities for you to write on and complete are listed below.
| Section | Page |
|---------|------|
| Prep | pg. 2 |
| Shadow | pg. 9 |
| Reflect | pg. 12 |
| Act | pg. 17 |
Prep activities on pg. 3–6
Shadow Journal and Thank You card on pg. 8, 11, 13
Worksheet on pg. 16
Act inspiration and worksheets on pg. 19–26
**OBJECTIVE**
The purpose of the prep phase is to help you set up for a meaningful shadow experience. Whether this is your first Shadow a Student Challenge or you took part last year, this toolkit is designed to support you on your Shadow journey.
**MINDSET**
**Question assumptions**
You’ll learn the most from shadowing by having beginner’s eyes instead of coming into the Shadow Day with preconceived ideas of what you expect to see at your school, especially if you’ve taken this challenge before!
**ACTIVITIES**
1. Create learning goals for your Shadow Day.
2. Choose a student and confirm they’re interested.
3. Coordinate with your student, parents, and staff (if necessary).
**EXPECTED TIME**
Plan to spend 1 hour on the self-prep exercises
Plan to dedicate a little time, over approximately 5 days, getting set up for your Shadow a Student Day
**ADVICE AND INSIGHTS**
“Don’t tell your teachers [you’re coming to their class]. I didn’t want them putting on a show.”
*Sean Gaillard, Education Advisor*
**FROM PREVIOUS SHADOWERS**
“I had to peel back the lens that I usually see things through. I played along and followed directions and did not evaluate teaching or students. I evaluated my experience as a student.”
*Mary Seltzer, Lakeview Elementary School*
CHOOSING YOUR STUDENT
WHO MIGHT YOU LIKE TO LEARN FROM?
Your learning experience will depend a lot on the student you shadow. Give some thought as to how the student you select can help you meet your learning goals.
LIST DIFFERENT STUDENT QUALITIES
Year in school: ________________________________
Gender: _______________________________________
Socioeconomic status: ___________________________
Academic performance: __________________________
Passions: ______________________________________
Personality: ____________________________________
Other attributes: _________________________________
_______________________________________________
_______________________________________________
AN ACTIVITY TO IDENTIFY STUDENTS
Here is a way for teachers and staff to help you identify students with different types of needs:
1. At your next teacher meeting, print the names (or better yet, photos!) of a subset of the student body in your school and post them around the conference room.
2. Give teachers a green marker and a red marker. (Any two colors will do, as long as everyone has the same two.)
3. Ask them to go around the room and,
– Draw a green dot on students they’ve had a positive interaction with.
– Draw a red dot on students they’ve had a negative interaction with.
4. Look for students who surprise you or stand out because they have lots of marks - or none at all.
5. Returning Shadowers: Choose a student with a different profile than last year…
ADVICE AND INSIGHTS
These teachers and staff members are helpful for identifying students:
– ELL
– Special education
– Counselors
– Athletic coaches
SETTING UP YOUR SHADOW DAY
COORDINATE AND GET READY!
There are just a few more things to do before your Shadow Day. Here’s a to-do list to help you coordinate permissions, scheduling, and other logistics.
PREP COORDINATION CHECKLIST
☐ Ask parents or guardians for permission
☐ Choose a student and confirm they’re interested
☐ Clear your schedule for the entire day
☐ Notify your staff of your absence
☐ Find a peer to share the journey with (optional)
☐ Let other school leaders know you’ve joined the challenge! Tweet a message like “I’m excited to #shadowastudent because…”
RESOURCES
You can find the following resources for your Shadow a Student Challenge on our Google Drive:
- Email templates
- Permission slips
- Local press kit
View them here: http://bit.ly/2gao4wt
Tweet a message like:
"I'm excited to #shadowastudent because ________________"
How are you feeling about going back to school?
Tag it with: #shadowastudent
SCHEDULE YOUR TIME
Use this calendar to schedule all logistics related to planning your Shadow Day and reflecting on the experience.
FEBRUARY 2017
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| 29 | 30 | 31 | 1 | 2 | 3 | 4 |
| 5 | 6 | 7 | 8 | 9 | 10 | 11 |
| 12 | 13 | 14 | 15 | 16 | 17 | 18 |
| 19 | 20 | 21 | 22 | 23 | 24 | 25 |
| 26 | 27 | 28 | 1 | 2 | 3 | 4 |
**OBJECTIVE**
The purpose of your Shadow Day is not to observe classes, but to immerse yourself in a student’s experience. Plan to spend the entire day - from bus stop to final bell - getting to know your student. For returning Shadowers, what differences do you notice between your experiences?
**MINDSET**
*Be student-centered*
Try to do everything your student does without judgment. Be curious, ask open-ended questions to understand his or her needs, and continue to look with beginner’s eyes.
**ACTIVITIES**
1. Meet your student.
2. Shadow your student
3. Capture your learnings
4. Share observations, photos, and fun!
**EXPECTED TIME**
Plan to spend at least 1 day completing the Shadow step
---
**FROM PREVIOUS SHADOWERS**
“We talk a lot about what we think the student experience is. I got a true sense of what a day in the life is like.”
*Daniel Simon, Colts Neck High School*
“It’s unnerving for leaders. Putting yourself in someone else’s shoes is hard and humbling.”
*Eric Juli, Design Lab Early College High School*
MEETING YOUR STUDENT
GETTING OVER THE JITTERS
Shadowing can feel like the first day of school all over again. You might find yourself questioning your outfit, where to sit during lunch, and what to talk about with your student. Don’t worry, we’ve got you covered.
WHAT TO WEAR & BRING ALONG
To really put yourself in the shoes of your student:
- Wear their shoes! Swap your dress shoes for some sneakers.
- Ditch your walkie-talkie.
- Stuff a backpack full of gym clothes, books, or whatever supplies you’ll need to do exactly what your student does.
- Don’t forget your camera and note sheet (next page)!
CREATING CONVERSATION
The more curious you are, the more the conversation will flow naturally. If you get stuck, consider asking about family, weekend plans, hopes for the future, favorite classes, music they like, or recent fun experiences.
FROM PREVIOUS SHADOWERS
“Our mutual admiration of the Beatles helped me break down barriers for shadowing.”
Eric Juli, Design Lab Early College High School
What are you wearing on your Shadow Day?
Take a selfie and tag it with #shadowastudent
Take a picture with your student and share it with the #shadowastudent community!
SHADOW 101
SEEING THROUGH YOUR STUDENT’S EYES
Today is an exercise in empathy. It’s about feeling what it is like to live as this student does every day.
Try to use all of your senses and pay attention to details that might otherwise get overlooked.
Here is a helpful mnemonic of things you can look for to help you notice meaningful details:
**Actions** that students take are informative because they highlight what they wish to accomplish. *What specific actions and processes do they go through?*
**Environments** show how students modify the spaces they occupy to facilitate their activities. *What is the character of their lockers, hallways, or other spaces they hang out?*
**Interactions** between students and something or someone else are telling. *What is the nature of interactions that are routine versus special?*
**Objects** can show unintended uses (thus changing their function and meaning). *What are the objects and devices students have in their environments, and how do they relate to their activities?*
**Users** are the people whose behaviors, preferences, and needs are being observed. *Who is there? What are their roles and relationships? What are their values and prejudices?*
CAPTURING YOUR OBSERVATIONS
Take notes, Photograph, Doodle
Be sure to take notes, photos, or doodle about any details that spark questions or insights about your student’s needs. Try to quickly capture moments in the voice of the student. Write down interesting quotes. Do not worry about interpreting them yet.
Take pages 10 and 12 with you on your Shadow Day. Use it help you capture learnings in real time:
Page 10 is a field guide that folds into fourths. It’s a pocket-sized notebook for your day.
Page 12 is a Thank You card that also folds into fourths. Fill in the prompts with what you learned from your student today. Show thanks and give it to them at the end of the day.
FROM PREVIOUS SHADOWERS
“I looked at the schedule before and thought, this is going to be a tough day.”
*Trent Bowers, Worthington Schools*
SOME QUESTIONS TO GUIDE YOUR OBSERVATIONS…
How does it feel to be a student for a day?
What is your student’s favorite moment of the day and what makes it special?
What do you notice makes your student feel uncomfortable, anxious or bored? Why?
When is your student engaged in learning?
When /where/how does your student’s learning feel connected to the real world? And when does it not?
Are learning opportunities the same for all students?
As you go through your day, what opportunities do you notice for the skills of critical thinking and problem solving, collaboration, and effective communication?
“I had to be deliberate about putting myself in my student’s shoes.” –Mary Seltzer
OBSERVE
What do you see and hear?
What do you notice?
5 MINUTE REFLECTION
Write down three things that have most surprised you today. What does this make you wonder?
You can start your notes here, but feel free to record more in your own notebook!
Share your 5 Minute Reflections with other principals. Take a picture and #shadowastudent
Thank you!
Thanks for letting me be a part of your day!
By shadowing you, I learned...
I was so excited to see you...
STEP THREE
REFLECT
OBJECTIVE
Now that you’ve undoubtedly learned some interesting new things, it’s time to figure out what all of it means. Taking time to reflect will help you make sense of what you saw, heard, and felt.
MINDSET
See challenges as opportunities
Immersing yourself in a student’s life can be overwhelming, tiring, and challenging. You may have seen a lot of room for improvement in your student’s experience. That’s great! It means you’ve empathized with him or her enough to see unmet needs, so that they can be addressed.
ACTIVITIES
1. Identify your most interesting thoughts and observations.
2. Turn your observations into opportunities.
3. Share what you find with others (teachers, staff, mentors, etc).
EXPECTED TIME
Plan to spend at least one hour completing the Reflect step.
FROM PREVIOUS SHADOWERS
“I realized how many times a student feels lost in a school day, but doesn’t feel comfortable raising their hand [in class], and asking their teacher to slow down.”
Bradford Hubbard, Antioch Community High School
TURNING OBSERVATIONS INTO OPPORTUNITIES
The observations, quotes, and field notes from your Shadow Day can be inspiring catalysts for improving the student experience at your school. Interpreting your observations helps you come up with meaningful opportunities for positive change.
Use the worksheet below to start turning your observations into opportunities. A good place to start is with your three top learnings from the five-minute reflection exercise.
| OBSERVATION | Notice, feel, etc. |
|-------------|--------------------|
| INTERPRET | Why is this happening? |
| OPPORTUNITY | What does this make you wonder? |
What's an opportunity you see to make your school better? #shadowastudent
**OBJECTIVE**
You’re ready to put your learnings into action! Using an opportunity you found, the next step is to come up with manageable ways to make change at your school. It may seem daunting, so the next part of this toolkit is here to help.
**MINDSET**
*Be experimental.*
While you may be eager to make big changes right away, it’s easier - and starts to address problems quicker - to begin with “quick wins.” Rather than a full-blown solution, try a “hack” to rapidly test ideas for immediate feedback.
**ACTIVITIES**
1. Quick win hacks
2. Hacking idea cards
3. Design your own
4. What’s next?
**EXPECTED TIME**
This activity intentionally begins small, so it takes as little as an hour to start. The longer you continue to iterate on your hack, the more progress you can make.
**FROM PREVIOUS SHADOWERS**
“My mission this year has been to connect with students and teachers. This helped. Teachers felt valued.”
*Joan Valentine, John Adams Middle School*
WHAT IS A HACK?
A hack is a way to redesign your school culture using small, scrappy experiments called “hacks.” It’s about having a big idea, but tackling it in an incremental and informative way.
ONE PRINCIPAL’S HACK:
During his Shadow day, Adrian Advincula of Irving Elementary realized:
Kids are doing so much work and we don’t see that. All the things they do in class, that process isn’t shared.
He wanted to help families and communities see student learning, not just the end product. So he chose a small hack to make student learning visible.
HOST A STUDENT POP-UP
WHAT
Help your community see the power of showcasing student work. And that it doesn’t have to be a big production.
HOW
1. Identify a class with something inspiring to share—a well designed class project, strong student passion, a collaborative result—that demonstrates meaningful learning.
2. Talk to the teacher and students about doing a share. What would they be excited to pin on the wall or perform?
3. Plan the “pop up:” pick a time when many people would stop by (such as lunch), and a place with high foot traffic.
4. Let the class focus preparing the content, while you take care of (or delegate) logistics.
5. Spread the word!
ONE PRINCIPAL’S HACK:
During her Shadow Day, Jofee’ Tremain of O.A. Peterson Elementary realized that:
I was moved to see life more from the lens of those that I advocate for on a daily basis.
She wanted to be more accessible to her students, and hear their opinions first-hand. So she chose a small hack and **moved her desk for a day**.
---
If your insight is about the need for increased student voice at your school, you can try...
---
MOVE YOUR DESK FOR A DAY
**WHAT**
See your school from a different point of view. Gain empathy and insights through observation.
**HOW**
1. Set aside a day to work on projects, without too many meetings.
2. Choose a public space where students spend time during the day. (Cafeteria, library, gym, main hallway)
3. Grab your paperwork, phone, and a notebook and set up shop.
4. Observe everything that happens in the space throughout the day.
5. Reflect on what you noticed and learned.
If your insight is about being more accessible to your school community, you can try...
'HIRE' A STUDENT CONSULTANT
WHAT
Bring students into the discussion to make learning more relevant. Build empathy with your students.
HOW
1. Select a project you're already working on this month.
2. Identify a struggling student.
3. Ask the student to "consult" with you on the project.
4. Meet with the student one-on-one. (Providing food is a nice bonus!)
5. Ask for the student's advice on the project and issues you're working through.
6. Listen more than you talk.
If your insight is about students wanting a greater voice in school matters, you can try...
BRING A STUDENT TO A STAFF MEETING
WHAT
Show students that their opinions matter. Help students build empathy for teachers, and understand how the school works.
HOW
1. Choose an upcoming staff meeting. Communicate with staff that you will be inviting a student to that meeting. Encourage them to include the student in conversation.
2. Invite one student to attend the meeting. Encourage them to participate.
3. Make sure nothing truly confidential is on the meeting agenda.
4. Debrief with the student and staff afterwards—What was it like to have a student at the staff meeting? What did you learn?
If your insight is about students’ need for meaningful relationships with adults, you can try...
**ADVISORY FOR ONE**
**WHAT**
Develop deep empathy for a student, and understand how their could better be supported.
**HOW**
1. Choose a student who seems to be struggling at school.
2. Invite them to join you for breakfast or lunch.
3. Talk about their hopes and dreams—within school and outside of school.
4. Take a look at their school schedule and workload. What are they most and least excited about?
5. Together, talk about how they might customize their school experience to better serve their needs.
6. Reflect on what you learned. What behaviors did you see? What was unexpected?
---
If your insight is about students’ need for meaningful relationships with adults, you can try...
**EXPLORE THE MEANING OF GRADES**
**WHAT**
Understand the current state of assessment. What are you measuring through grades, why?
**HOW**
1. Gather a group of 3-5 teachers from different subject areas. Ask them to bring artifacts related to grading—their grade book, a rubric, etc.
2. Together, take a look at the Deeper Learning competencies:
3. Discuss: How are these competencies baked into each grading system, and how are they not?
4. Zoom out: What are the strengths and weaknesses of the grading systems?
5. Together, identify small experiments that each teacher could try within the space of grading and assessment.
If your insight is about being more current on what’s happening at your school, you can try...
**CHECK ON THE STUDENT SAFETY NET**
**WHAT**
Surface the students who aren’t connecting with any adults.
**HOW**
1. During a staff, grade or department meeting, hang the names of every student on the walls.
2. Give the adults a set of identical stickers.
3. Have everyone silently walk around the room adding stickers next to the names of students they have a personal connection with. (No judgment!)
4. Notice which students have no or few stickers next to their names.
5. Brainstorm ways to reach the students who don’t have a personal connection with an adult.
---
**BRING A STUDENT TO A TEACHER INTERVIEW**
**WHAT**
Give students responsibility and pride in the school. Harness student insights to find the right teachers for your school.
**HOW**
1. Invite students to give input on what they would look for in teachers.
2. Bring a candidate in, and ask them to teach a class to a group of students.
3. Ask students to fill out feedback forms.
4. Bring 1-2 students into the interview with the candidate.
5. Have a two-day discussion about whether the candidate is a good fit for the school and why.
If your insight is about being more current on what’s happening at your school, you can try...
**CREATE A LIVE POLL**
**WHAT**
Get the pulse of your community on an important topic. And make yourself accessible for feedback.
**HOW**
1. Choose question that you’d love to learn more about.
2. Write this question on a small signboard, and literally stand in the hallway with the question in your hands.
3. Invite people to answer the question—writing their answer and pinning it on the wall, or telling you directly.
4. Compile the answers and share them back with the community.
Want more hack ideas? View the complete list on our website: [schoolretool.org/big-ideas](http://schoolretool.org/big-ideas)
Write down one insight you have:
How could you hack this?
WHAT
HOW
1.
2.
3.
4.
Draw what this hack might look like.
(Don’t worry about whether it’s a “good” drawing— it’s about communicating a concept, not drawing something pretty.)
Take a picture of this hack worksheet, and share it with other school leaders at: shadowastudent.org/stories
REFLECTION CAPTURE GRID
Reread your Shadow Journal and use this grid to organize your thoughts and reflections.
What’s going well in your school, what could be better, and what questions or ideas does this spark?
Likes
What did you see that you feel good about?
Wishes
What would you like to change?
Questions
What questions came up for you?
Ideas
What new ideas did this experience spark?
WHAT’S NEXT?
BRING OTHERS ALONG FOR THE JOURNEY
You’ve learned a lot by walking in your students’ shoes. But you don’t have to do all the work alone! Here are some sources of support:
Apply for School Retool
If you want to do even more to redesign your school culture, apply for School Retool. School Retool is a professional development fellowship that helps school leaders like you take research-based steps to fostering Deeper Learning at your school.
For more information, visit: schoolretool.org
Involve students and staff
Getting teachers, staff, and students involved helps to get buy in and make ideas more successful. Consider highlighting your key insights at a staff meeting. You might also have lunch with the student you shadowed to share what you learned and your plans to take action.
Share your story
No matter how far your action has progressed, you’ve no doubt learned a lot. Whether your hack is up and running, or you need some assistance, sharing your story can be a powerful way to get feedback and inspire others.
What surprised you most on your day as a student?
What actions are you taking based on your Shadow Day learnings?
What student needs are you motivated to address after shadowing?
Submit your story at: shadowastudent.org/stories
Want to learn more about shadowing students? Check out the following resources. And please let us know if there are other helpful materials we should amplify. We’d love to hear from you!
Ginsberg, M.B. (February 2012). *Stepping into a Student’s Shoes*. Educational Leadership, 69:5. Retrieved from http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/Stepping-into-a-Student’s-Shoes.aspx
Pope, D. Brown, M., and Miles, S. (2015). *Overloaded and Underprepared*. Jossey-Bass. San Francisco.
Wiggins, G. (2014) “A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned.” Blog post retrieved from: https://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned | 4993bbb0-5aad-4243-ba7f-0ce03c4c776a | CC-MAIN-2025-08 | https://www.attendanceworks.org/wp-content/uploads/2019/06/Shadow-a-Student-Toolkit.pdf | 2025-02-12T00:04:44+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951744.76/warc/CC-MAIN-20250211233741-20250212023741-00359.warc.gz | 607,567,223 | 5,124 | eng_Latn | eng_Latn | 0.995818 | eng_Latn | 0.998975 | [
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How Banana Slugs Work
Video #338
Developed for Grades: 2nd - 5th
The WOW videos have been developed to inspire students to learn more about NGSS Life Science and/or Earth Science Disciplinary Core Ideas. These could include:
- Plants and animals (including humans) can change their environment.
- Living things need water, air, and resources from the land.
- Humans use natural resources for everything they do.
- All organisms have internal and external structures that serve various functions in growth, survival, behavior and reproduction.
- Importance of ecosystems and habitats
- Cross cutting concepts like patterns, cause and effect, etc.
The WOW videos and their support documents can also be used with English Language Arts. Here are some ideas:
1. Select a few questions from the Know-It-All section and have students write their answers.
2. Have students write a story related to the topic. They could even add illustrations. For some grades students could read their stories and/or video tape their readings to share.
3. Students could write a poem, a play, or a song based on something in the video that created an emotional response for them.
4. Key words in the video can be used in creative writing assignments.
5. Older students could explore the difference in learning from video as opposed to a book. What are the advantages and disadvantages?
Answer Key for Know-It-All
1. Banana slugs have sensitive skin that they breathe through! (We do some ‘breathing’ through our skins too, but mostly through our lungs. Banana slugs have no lungs.) You may have substances like insect repellent or sanitizer on your hand that could hurt the banana slug if you touch it. So if you are going to pick up a banana slug, it’s best to use leaves and dirt from the forest floor to do it.
2. Banana slugs have adaptations to help them move via their foot (muscles contracting and relaxing in the foot) and slime, to help them find food and eat via their tentacles and radula, to help them reproduce via chemical signals in their slime and that they are hermaphrodites, and to protect them from predators via their slime and yellow coloring.
3. Banana slugs have slime to help them crawl up dry hillsides, to keep themselves moist so they can breathe through their skin, and to protect them from predators. Their slime also sends out chemicals that signal to other banana slugs when they are ready to mate.
4. No, they would not be a very tasty snack for most predators because of their slime! However, the Pacific Giant Salamander can eat them.
5. Up to seven years! | 73409a4b-9744-4a76-9376-0c14780c731e | CC-MAIN-2022-33 | https://www.hiddenvilla.org/wp-content/uploads/2021/01/338-Teacher-Guide.pdf | 2022-08-17T12:51:30+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572908.71/warc/CC-MAIN-20220817122626-20220817152626-00153.warc.gz | 694,970,975 | 545 | eng_Latn | eng_Latn | 0.997986 | eng_Latn | 0.997986 | [
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Spring Wildflower Scavenger Hunt -- How many can you find?
Visit these natural areas in late April and May: Mink Brook Nature Preserve and Tanzi Tract, Balch Hill Natural Area, Greensboro Ridge Natural Area. Click [here](#) for a map. Use the box to record where you found each one.
ID resources: inaturalist app, gobotany.nativelandtrust.org, Peterson Field Guide to Wildflowers. Submit your results to email@example.com and receive a complementary packet of wildflower seeds.
| Trout Lily | Spring Beauty | Blue Violet | Canada Mayflower | Red Trillium |
|------------|---------------|-------------|------------------|--------------|
| Starflower | Bluets | Wild Oats | Golden Alexanders| Wild Strawberry |
| Buttercup | Bunchberry | Daisy Fleabane | Jack-in-the-pulpit | Bloodroot |
[www.hanoverconservancy.org](http://www.hanoverconservancy.org) | 7337eb53-1ae6-4a41-9c87-a7fa2fd4c031 | CC-MAIN-2022-33 | https://www.hanoverconservancy.org/wp-content/uploads/2022/03/Wildflower-Scavenger-Hunt-version-1..pdf | 2022-08-15T13:19:28+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572174.8/warc/CC-MAIN-20220815115129-20220815145129-00227.warc.gz | 695,114,501 | 211 | eng_Latn | eng_Latn | 0.951855 | eng_Latn | 0.951855 | [
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Cash and Voucher Assistance and Child Protection for Adolescents: A Monitoring and Evaluation Toolkit
Field testing version
TOOL 2.4
A Day in a Young Person’s Life
The development of this material has been financed by the Government of Sweden. Responsibility for the content lies entirely with the creator. Sida does not necessarily share the expressed views and interpretations.
Cover photo: G. Van Buggenhout, Plan International
A Day in a Young Person’s Life
Purpose:
This activity helps to explore adolescents’ daily routines, risks and agency, and how their activities and / or (gender) roles have changed as a result of the emergency or crisis. This activity can be used during needs assessments or as part of monitoring and evaluation.
Age group:
Young (11–14 y.o.) and older (15–17 y.o.) adolescents.
Materials:
Paper, pens, three relevant examples of young adolescents (see below).
Facilitation:
This activity requires three facilitators who each work with a small group of around three to four participants.
Time:
45 minutes
Preparation:
Prepare three relevant examples of young people who each represent a different age, background and situation.
For example:
- 13-year-old girl living with a disability in a refugee camp
- 14-year-old boy living as head of the household
- 10-year-old girl who is a domestic worker in another family’s home in a city
- 15-year-old girl who is pregnant and married
Contextualize: Pick examples of young people’s profiles that are most relevant in your context.
Steps
1. Divide the participants into three small groups and allocate a different example profile to each group.
2. Ask each group to develop a timeline along a vertical line on flipchart paper, to explore and illustrate a day in the life of the young person that was described to them. Ask the groups to draw or write down the events in a typical day in the life of that young person, from the time they wake up until they go to sleep.
3. When the timeline is finished, follow up with a discussion in each small group.
- Does the day of this young person look different or similar to that of the participants?
a. What is different? What is similar? Why?
b. Where do participants go during the day?
c. Do they have time for play, school and other things they like?
d. Where do they go during the evening / night?
e. What has changed since the crisis? (Specify this as much as possible, e.g. “since you arrived in the camp”, “since the storm hit”, “since the violence broke out”, etc.)
- In each of these activities, does the young person have a choice about doing these things? (Discuss this for each of the activities,)
f. Why does the young person have (no) choice?
- What risks do girls and boys face when undertaking these activities?
g. What are areas where adolescents feel safe?
h. What are areas where adolescents feel unsafe?
i. Do you think any group of adolescents feels more unsafe than others? (Probe for adolescents with disabilities, younger adolescents, ethnic minorities, adolescent girls compared to boys, refugees compared to host community adolescents, etc., as appropriate.)
j. What can adolescents do when they experience something that is unsafe, such as violence or attacks? (Specify.)
k. Who can support the adolescent? What kind of support can they provide?
- What skills does the young person demonstrate in the activities on the timeline?
l. Do girls and boys have the same opportunities to develop these skills? If not, why not?
m. Do these rules apply to everyone? If not, why not?
- What are the financial obstacles to meet their basic needs and fulfill their dreams?
n. Do girls and boys have the same opportunities to handle money in their households? If not, why not?
o. Do girls and boys have the same opportunities to get a good job? If not, why not?
p. Who makes decisions on household resources and what items to purchase? Does that impact girls’ and boys’ differently? (Probe regarding access to menstrual products, sanitation items, torches, school materials, food items.)
4. Add other questions as relevant.
Wrap up the conversation by summarising the main similarities and differences that participants have identified between the young person’s timeline and their own lives. Ask participants if they have anything they would like to add.
The Alliance for Child Protection in Humanitarian Action, Plan International, Save the Children and Women’s Refugee Commission | 99163454-4008-45ba-87be-fcd231186d68 | CC-MAIN-2024-30 | https://www.womensrefugeecommission.org/wp-content/uploads/2022/10/Tool-A-Day-in-a-Young-Persons-Life.PDF.pdf | 2024-07-22T18:18:30+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517890.5/warc/CC-MAIN-20240722160043-20240722190043-00055.warc.gz | 919,248,507 | 946 | eng_Latn | eng_Latn | 0.818134 | eng_Latn | 0.997385 | [
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WHO AM I?
STRENGTH WORDS
Now that you know what personality animal you are colour in the strength words that describe you best.
grateful brave consistent
free interested reliable
thoughtful
serious calm honest
confident curious
gentle patient resilient
decisive
creative satisfied happy
passionate fair
helpful
strong respectful forgiving
careful brave
caring committed
generous | 342cb0bf-00d8-4964-b1f2-ac44c6825714 | CC-MAIN-2022-33 | https://teamgem.com.au/wp-content/uploads/2020/04/Who-Am-I-worksheet-Contact-Empowerplay.pdf | 2022-08-13T03:08:27+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571869.23/warc/CC-MAIN-20220813021048-20220813051048-00016.warc.gz | 477,401,224 | 100 | eng_Latn | eng_Latn | 0.993943 | eng_Latn | 0.993943 | [
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Mary Bailey: Chickasha Historian
Gwen Jackson
Follow this and additional works at: https://dc.swosu.edu/westview
Recommended Citation
Jackson, Gwen (1988) "Mary Bailey: Chickasha Historian," Westview: Vol. 7: Iss. 3, Article 14. Available at: https://dc.swosu.edu/westview/vol7/iss3/14
This Nonfiction is brought to you for free and open access by the Journals at SWOSU Digital Commons. It has been accepted for inclusion in Westview by an authorized administrator of SWOSU Digital Commons. For more information, please contact email@example.com.
Mary Bailey
Chickasha Historian
By Gwen Jackson
A van of Boy Scouts, a living room full of girls with tape recorders, Grady County Genealogical Society members, and countless others are excited to hear Mary Bailey share her memories. Mary, who retired from Chickasha Schools after forty years, is a living library of local history. She has a one-hundred-year-old map of Oklahoma and Indian territories, a 1907 handkerchief that bears the words "Chickasha for single statehood - 10,000 strong," pictures by Indian artists, and numerous souvenirs to bring her memories to life.
Mary Bailey's grandfather came to Fort Sill after the Civil War. When Mary was doing some family genealogy, she learned that he was the first civilian buried in Arlington Cemetery.
Mary speaks of her mother as being a packrat. She loved to collect items, especially Indian pictures. Quanah Parker personally gave her mother his picture. Her picture of the Comanche Indian named Tabitie is Mrs. Fred Harris' grandfather. Mary loans a friend Indian pictures such as Tabitie to copy dolls for the Smithsonian. Last summer, Mary and her sister took most of their mother's picture collection to the Fort Sill Museum.
Mrs. Bailey was a little girl at Fort Sill when Geronimo was captured. Someone came to school and told everyone that Geronimo was in a cell. After school, the kids went to look at him through the cell window. Later, he lived across from the stockade. Before Geronimo died, he requested a visit to
Quanah Parker
This is a copy of the picture Quanah Parker gave to Mary Bailey's mother.
the 101 Ranch. Mary's mother got a picture of him dressed in a suit and a silk top hat.
Mr. Bailey was elected district judge at statehood, and he served on the Supreme Court. He traveled the Rock Island line from the Canadian River to the Red River to try cases. He tried the Al Jennings case and the Sherman Billingsly case. He was judge for J. D. Suggs, who was probably the richest man in Chickasha. After gall-bladder surgery, Suggs received his bill for $10,000. Judge Bailey told Mr. Suggs to look again since the amount was exorbitant for the times. Suggs paid a doctor to come from Mayo Clinic and one from Johns Hopkins to testify how they charged for similar operations. Mr. Suggs won his case, and his hospital bill was reduced.
Before Oklahoma became a state, the territories had no laws or prisons. Mary has a letter that Governor Haskell sent to her father in 1915 indicating that the judges were to use the laws of Nebraska and take prisoners to Kansas until the state legislature could mandate laws.
Mary also remembers the early-day houses of Chickasha. She relates that one of the first houses in Chickasha was built by the Shannons. Mrs. Shannon was a Chickasaw Indian. Mr. Shannon was a cattleman. Until 1898, no one owned land because the Chickasaws still controlled it. By the Atoka Agreement in 1898, however, the Chickasaws gave up their land. For the first six years, people were hesitant to build much of a house because they didn't own the land they built on. For instance, they would put a one-room structure on one lot and another one-room on another lot. That was a hold down. When allotments were given in 1898, the Shannons had one at Shannon Springs. Their house was in the location the nursing home stands today.
Shannon Springs was a watering place on the Chisholm Trail. Mary has been told that the first religious event, a camp meeting, in the Chickasha area was held at Shannon Springs.
The three-story house in which Mary lives today was built in 1902. Her father bought it from the owner of the street car company. From the first, the house had central heat fueled by coal; in fact, the vents and coal bin are in their original places.
Mary relates that Mr. Darlington got a franchise to start the street car company in Chickasha. She remembers two tracks in the middle of Chickasha Avenue and a street car barn between 18th and 19th streets. The tracks made a loop around the college to Montana Street. It went to Shannon Springs, around Rose Hill Cemetery, and back downtown. There were an enclosed car for winter and an open car for summer. The cost for the loop ride was five cents.
Mary likes to tell about Will Rogers visiting Ben Johnson, his roommate at Kemper Military Academy, who lived across the street from the Baileys.
She says that Rogers wasn't as dumb as he looked. Once when he came to speak at the college, he walked in and his hair was combed. Before he went on stage, he brushed his hair down onto his forehead. His opening was, "So this is the school that serves roast beef on Sunday, soup on Monday made from the leftovers of Sunday, string beans on Tuesday, and ice cream on Wednesday." The dietitian had just posted the menu, and she scooted lower and lower in her seat. The menu was changed the next day.
During the Great Depression, Judge Bailey supported three college students although times were difficult. Mary remembers seeing the kitchen table piled with land abstracts, which her father did for five dollars each. She says that most lawyers today wouldn't look at an abstract for less than $150.
Early forms of entertainment for Mary's family included a croquet set in the front yard and a dirt tennis court on the back lot. A dirt roller from the high school kept the ground smooth.
Mary remembers going to the train depot to watch for the Firefly. It stopped at six o'clock so passengers could eat at the Geronimo Hotel across the street. This Harvey House was decorated with chandeliers made of three crossed arrows and a tom-tom in the middle. It was decorated with shields, baskets, pictures, and other Indian motifs. During the Depression days, the railroads didn't have much business. In 1936, the Geronimo Hotel was torn down. Today, its pictures are
in the Oklahoma National Bank and the First National Bank.
Mary's latest project has been to help Chickasha's Antique Car Club write a proposal to secure the old train depot as a museum site in order to help preserve memories through antique cars.
Mary Bailey's stories are many. She says that she has lived and heard so much that it's hard to know what she has actually seen, but she's always ready to share her memories.
GWEN JACKSON, with this historical article, makes her second appearance in WESTVIEW. She's a history buff who enjoys the type of research required for an article such as this one on Mary Bailey.
Mary Bailey — Chickasha Historian. | <urn:uuid:97d22727-198a-4258-9e65-71e8bc00e138> | CC-MAIN-2019-18 | https://dc.swosu.edu/cgi/viewcontent.cgi?article=3132&context=westview | 2019-04-24T08:02:40Z | crawl-data/CC-MAIN-2019-18/segments/1555578636101.74/warc/CC-MAIN-20190424074540-20190424100540-00532.warc.gz | 386,604,862 | 1,572 | eng_Latn | eng_Latn | 0.984065 | eng_Latn | 0.999514 | [
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DESCRIPTION
The specific epithet laxiflora refers to the loose way in which the flowers of the orchid are arranged. Lax-flowered orchid is 60 centimeters in height. The 4–7 erect yellowish-green leaves are hooded at the tip. The leaves are narrow lanceolate. The inflorescence is 7–12 cm long, with up to 20 blooms. The inflorescence is rare-flowered, and at first conical and after cylindrical. The flower color can vary from whitish basically to purple to dark purple on the edge. The labellum appears long and narrow, its sides are strongly reflexed (folded back). The tip is shallowly three-lobed. The flower is often dark pink and the labellum normally has loop-shaped markings in basal with white color. The flowers are hermaphrodite and insect-pollinated. The flowering is from March through the end of May, depending on the altitude and subspecies.
HABITAT
This orchid prefers a temperate climate, wet meadows, and generally base-rich soils, from sea level up to 1800 meters above.
DISTRIBUTION
Wide distribution range in Europe and Asia as far north as in south Sweden.
ENDANGERMENT
Habitat destruction by unplanned urbanization, natural successions in open habitat, underground fires. Also, a special threat is the disappearance of insects adapted for its pollination.
PROTECTION
It is on the CITES list of species and is also listed in the red books of several countries. | f4c7f31a-d7e9-412b-87d5-024246b1f0f3 | CC-MAIN-2022-21 | https://www.conserveplants.eu/en/resources/files/cites/dalibor-ballian---orhidejeorchis-laxiflora.pdf | 2022-05-18T23:35:20+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662522556.18/warc/CC-MAIN-20220518215138-20220519005138-00001.warc.gz | 806,144,228 | 324 | eng_Latn | eng_Latn | 0.997691 | eng_Latn | 0.997691 | [
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CONTACT DETAILS
Plaza de España, s/n.
29400 Ronda (Málaga) SPAIN
Tel. + 34 649 965 338
firstname.lastname@example.org
OPENING HOURS
AUTUMN-WINTER: Monday to Friday, from 10 a.m. to 6 p.m.
SPRING-SUMMER: Monday to Friday, from 10 a.m. to 7 p.m.
Saturday, Sunday and holidays: From 10 a.m. to 3 p.m.
Closed: 25 de December, 1 y 6 January.
Free entry: Tuesday, from 3 p.m. to 6 p.m. (winter)/7 p.m. (summer)
i Local Tourist Information Office
P New Bridge
M Museum. Mondragon Palace
B Arab Baths
C The Giant’s House
The Giant’s House
Arab Baths
Museum of Ronda. Mondragon Palace
New Bridge is undoubtedly the universal emblem of Ronda. It is approximately a 98 metres high bridge which allows us to cross the Guadalevín gorge, better known as Tajo de Ronda and which takes us from medieval times to modern world. It is furthermore, one of the most important buildings of its period.
It has the Interpretation Centre of Puente Nuevo inside which gives us information about its building process and geological formation, the birds making their nests in it, its relation with the landscape and its importance for the development of the city, citizens and distinguished visitors.
**Some information about the history of this building:** In medieval period, the entrance to the city of Ronda was over the bridge “Puente Árabe”, located next to the Arab Baths and which had to be rebuilt several times due to the rises of the river damage. After crossing it, there was a path that surrounded the city of Runda and lead to the medina and outskirts.
It was in the modern period, in the 17th century, when the Puente Viejo (Old Bridge) and the Arco de Felipe V (Arch of Philip V) were built. They connected the city district to the current Padre Jesús district, called at that time flea market and which was founded after the Castilian Conquest.
As a consequence of the urban expansion towards the highest area of the old flea market, called like this due to its inhabitants’ origin, in the 17th century there was already a bridge project in this part of the city, although its execution wasn’t started until 1733. However, this bridge didn’t last very long since it collapsed when it had just been finished leaving a lot of victims.
In 1758 a new building project was approved. Master Gaspar Cayón was in charge of this project first and Pedro Fernández since 1763.
In 1777, the construction was stopped and Domingo Loys Monteagudo was called to take it up. Before and after him, a lot of engineers and masters were in charge of the construction, since many professionals passed by Ronda as it was at the intersection of Málaga, Cádiz and Campo de Gibraltar. It was in 1785 when it was decided to leave the building of the bridge in charge of José Martín de Aldehuela, who had also built the famous aqueduct of San Telmo in Málaga. This architect had the fortune to count on Juan Antonio Díaz Machuca from Ronda, who invented some machines to take the building materials down to the bottom of El Tajo in an easier way.
At last, on the 4th November, 1787, the way for horses and carriages was opened although the building work was finished later because the aqueduct construction had to be integrated into it (1793). As a matter of fact it was Aldehuela who showed the need of using the New Bridge as an aqueduct due to the lack of water in the city district where there were no fountains and the water had to be brought with a great effort and at high price. | 78d8f30c-b93b-4689-a1d3-11c4cf85b44f | CC-MAIN-2022-21 | https://info.turismoderonda.es/wp-content/uploads/2015/05/Puentenuevoingles.pdf | 2022-05-26T01:30:22+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662595559.80/warc/CC-MAIN-20220526004200-20220526034200-00067.warc.gz | 359,190,957 | 839 | eng_Latn | eng_Latn | 0.84769 | eng_Latn | 0.998072 | [
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A visitor’s guide to Constable Country in the Dedham Vale Area of Outstanding Natural Beauty
“Welcome to this enchanting and tranquil corner of England. We invite you to savour all that it has to offer and help us ensure it remains unspoiled and as beautiful as it is today, for future generations to enjoy”.
Robert Erith TD DL,
Chairman of the Dedham Vale AONB and Stour Valley Partnership
Front cover: A Barge on the Stour at Dedham (c1930) by Sir Alfred Munnings
© Estate of Sir Alfred Munnings. All rights reserved, DACS 2017.
This page: The River Stour. Opposite page: Walkers on the Stour Valley Path
Dedham Vale AONB & Stour Valley Project,
Dock Lane, Melton, Woodbridge, Suffolk IP12 1PE
Telephone 01394 445225
dedhamvalestourvalley.org email email@example.com
EXPLORE
With its gently rolling farmland, ancient woodlands, meandering river and picturesque villages, the Dedham Vale Area of Outstanding Natural Beauty (AONB) embraces one of our most cherished landscapes and is to many, a rural idyll and a prime example of the traditional, English lowland landscape.
Throughout the seasons, the landscape changes dramatically. In winter, the valley floor is clearly visible, occasionally blanketed in a carpet of fresh snow, while in spring and summer, the valley becomes more enclosed with leafy green lanes and woodland canopies. Autumn of course, brings with it a rainbow of warm, golden colours.
The Dedham Vale has been a source of creative inspiration for many artists and writers over the centuries, but is most well known for its connections with one of England’s greatest landscape painters: John Constable RA. The artist was born and grew up here and gave credit to a childhood spent in this captivating landscape, for making him the painter he became.
There are 46 AONBs in Great Britain and each is designated in recognition of their national importance to ensure that their character and qualities are protected for all to enjoy.
The Dedham Vale AONB covers an area of 90km² on the Suffolk-Essex border. It is one of the smallest AONBs and is unique in that the area’s cultural heritage was instrumental in securing this designation.
Visit the AONB website for more information and to download maps, walks and cycle routes
dedhamvaletourvalley.org
Lying in the Dedham Vale AONB, and straddling the border between Essex and Suffolk, Constable Country encompasses some of England's most instantly recognisable views and includes the villages of Dedham, East Bergholt and Flatford.
The area has affectionately become known as ‘Constable Country’, due to the strong connections with John Constable.
John Constable was born in East Bergholt in 1776 and spent much of his time in the countryside near his home. It was here that he developed a love of painting from an early age and he drew inspiration from his beloved Suffolk, which was to sustain him creatively, for the rest of his life.
Don’t miss the Church of St. Mary the Virgin. The building of the bell tower was never completed, and the ‘temporary’ bell cage, which was built in 1531 to house the bells, has been in use ever since. The heaviest set of five bells currently being rung in England, it is remarkable that they are rung by hand!
Follow in Constable’s footsteps and walk down Fenbridge Lane in East Bergholt, alongside the River Stour to Dedham in Essex, where John attended school.
Dedham is perhaps the most well known village in Constable Country; with its vibrant high street, magnificent church, the Sir Alfred Munnings Art Museum, a bustling art and craft centre and a fascinating history. It’s a village which truly does have something for everyone.
The Angel Inn, Hotel & Restaurant
Polstead Street, Stoke by Nayland, CO6 4SA
Telephone 01206 263245 angelinnsuffolk.co.uk
The tiny hamlet of Flatford is a pleasant 40 minute walk across the fields from Dedham and was the source of many of Constable’s most famous works. It remains little changed since the artist lived here in the late 18th century.
Bridge Cottage, owned by the National Trust, houses an exhibition about Constable and there is also a tea room where you can sit by the river and take your time over lunch or a cream tea.
Courses in environmental and arts-based subjects are run in Flatford Mill by the Field Studies Centre and the RSPB have a dedicated wildlife garden in Flatford, where visitors can sit and relax, and learn all about wildlife gardening.
Boat trips are on offer during the summer on the River Stour between Flatford and Dedham. Visitors can hire a rowing boat or take a peaceful trip with the River Stour Trust in one of their electric boats.
See the area as Constable did, by taking a guided walk to the scenes of some of his most famous works, with a National Trust guide.
Other villages
There are many other gems worth exploring in the Dedham Vale, including Stoke by Nayland with its splendid church, often painted by Constable; the pretty village of Nayland on the banks of the River Stour; Stratford St Mary, with many fine timbered buildings and an excellent farm shop; and Polstead, another lovely village, with its beautifully positioned church with views across the valley.
Where Constable Painted
A The Leaping Horse
B The Hay Wain
C Boat Building at Flatford
D Stratford Mill
E Dedham Mill
F The Cornfield
Key
P Parking
P Disabled parking
Picnic facilities
Accessible toilets with radar key scheme
Bus stop
Café / restaurant
Farm shop
Boat hire (canoe and rowing)
Church
PH Public house
Marsh
Public rights of way with kissing gates (not stiles)
Public paths
National Trust walks (stile free)
Constable Country Attractions
1. St Mary the Virgin Church & Bellcage: eastbergholt-bells.org.uk
2. National Trust Flatford Constable exhibition/tea room/shop: www.nationaltrust.org.uk/flatford
3. RSPB Flatford Wildlife Garden: rspb.org.uk/flatford
4. Flatford Mill Field Studies Centre: field-studies-council.org/flatfordmill
5. Rowing boat hire
6. Stour Trusty II (river trips): riverstourtrust.org
7. Sir Alfred Munnings Art Museum: siralfredmunnings.co.uk
8. St Mary the Virgin Church: dedham-parishchurch.org.uk
Take the Train...
Did you know it only takes 40 minutes to walk from Manningtree Station to Flatford, and around 40 more from Flatford to Dedham? Avoid the traffic and enjoy a relaxing day out by train.
CULTURAL CONNECTIONS
The charming villages, rolling landscape, meandering River Stour and ancient woodland have moved artists and writers through the centuries to create some of their greatest work.
Stay a while in this peaceful corner of rural England and discover just what inspired these great names …
As well as being the birthplace of John Constable, the Stour Valley was also home to another of Britain’s most famous painters. Known for his landscapes and portraits, Thomas Gainsborough was born in 1727 in nearby Sudbury, where his home is now open as a museum and gallery.
Born in Suffolk in 1878, Sir Alfred Munnings was a talented equestrian artist as well as a painter of portraits and landscapes and a wonderful sculptor. His home and studio, on the outskirts of Dedham, is open to the public.
John Nash was an esteemed painter, illustrator and engraver who spent many years of his life in his beloved Bottengoms Farm in Wormingford. Initially his works were focussed on war, but following the end of WW1, his attention turned to the alluring landscape of the Dedham Vale and Stour Valley.
On his death, Nash left Bottengoms Farm to his great friend, author Ronald Blythe, who is perhaps most well-known for his classic evocation of life in the Suffolk countryside in his book Akenfield – Portrait of an English Village (1969).
Father of BBC correspondent Martin Bell, Adrian Bell was a journalist, farmer and author who went on to compile The Times crossword. Bell lived for many years in Suffolk, at one time just across the Stour Valley from his friend John Nash. Nash helped Bell by illustrating his book Men and the Fields with woodcuts and engravings.
‘Sexton Blakes’
Tom Keating was famous for reputedly forging over 2000 works of more than one hundred artists. Although never successful in his own right, he found fame in the 1980s through his imitations, which he called his Sexton Blakes (Cockney rhyming slang for fakes) which, since his death, have become increasingly sought after. Keating is buried in Dedham churchyard.
1. Engraving by John Nash 2. Thomas Gainsborough’s House, Sudbury
3. Detail of ‘My Wife, My Horse and Myself’ (1925) by Sir Alfred Munnings © Estate of Sir Alfred Munnings. All rights reserved, DACS 2014.
4. ‘A Suffolk Harvest’ by Adrian Bell 5. Flatford Mill (“Scene on a Navigable River”) by John Constable 1776 – 1837 © Tate, London 2014
Gainsborough’s House
46 Gainsborough Street, Sudbury, Suffolk CO10 2EU
Telephone 01787 372958 gainsborough.org
The Swan Inn
Lower Street, Stratford St Mary, Suffolk CO7 6JR
Telephone 01206 321244 stratfordswan.com
Take your time to explore the Dedham Vale; it has much to offer and the changing seasons bring fresh and exciting discoveries.
**On the Water**
The River Stour provides a fantastic opportunity for seeing the Vale from a different angle. Get close to nature on the river, either under your own steam by canoeing or hiring a rowing boat, or you can take a gentle potter on an electric powered boat, with the River Stour Trust which operates from Flatford.
**Walk The Stour Valley Path**
This 60 mile route meanders through the tranquil countryside of the Stour Valley, from Newmarket near the source of the River Stour, to Cattawade near Manningtree, where the river joins the estuary. The Stour Valley Path Guide includes ten route cards with maps and information. It’s available at information centres or to download at dedhamvalestourvalley.org
**Walking**
One of the best ways to explore the area is on foot. There are many established walks to take you off the beaten track and into some stunning landscapes which were so inspirational to Constable. There are many circular and linear walks; to add a sense of adventure, you can download some of our geocaching leaflets and hunt down treasures as you make your way through the Dedham Vale.
**Fishing**
The River Stour provides many opportunities for coarse fishing. If you want to fish around Flatford, you must first purchase a day ticket.
1. Canoeing on the River Stour 2. Winter in the Dedham Vale
3. River Stour, Dedham 4. Walking in Constable Country 5. Otter
6. Fishing in the River Stour 7. Riding through the Dedham Vale
8. Barn Owls 9. Cycling through Dedham
Visit the AONB website for more information and to download maps, walks and cycle routes
dedhamvalestourvalley.org
Why not enjoy the area at its more tranquil time, by taking a peaceful evening stroll, with the setting sun providing an impressive backdrop; or visit mid-week or in the autumn/winter.
**Cycling**
Enjoying the Dedham Vale from the saddle guarantees plenty of gorgeous scenery and a great workout too. The area lends itself perfectly to cycling with its network of quiet country lanes and gently undulating terrain; it’s easy and enjoyable for cyclists of all abilities.
**Wildlife**
The Dedham Vale is home to a wide range of plant and animal species and habitats, many of which have been in serious decline over the last sixty years. The Dedham Vale AONB and Stour Valley Project are striving to reverse this trend by working with landowners to plant more trees, orchards and pollinating plants, and maximise provision of suitable habitats for vulnerable species such as barn owl, otter and dormouse.
The Dedham Vale is a quiet, rural area and the country lanes can quickly become congested. Although it is perhaps easier to travel here by car, the area is well served with good public transport services, so why not consider alternatives?
By train:
London Liverpool Street, Harwich, Colchester, Ipswich and Norwich all connect with Manningtree Station, as does Sudbury (via Marks Tey) using the Gainsborough Line. Flatford is a pleasant 40 minute walk from Manningtree Station, along way-marked footpaths.
By coach/bus:
A daily service runs to Ipswich and Colchester and passengers can travel onwards via local bus or train to the Dedham Vale. The main villages throughout the area are served by regular local bus services.
For bus and train timetables, please see: traveline.info or phone 0871 200 22 33
Further information:
For information on places to visit, eat and stay, please contact the following Visitor Information Centres:
Colchester
visitcolchester.com
Tel 01206 282920
Ipswich
allaboutipswich.com
Tel 01473 258070
Sudbury
heartofsuffolk.co.uk
Tel 01787 881320
Or visit dedhamvalestourvalley.org for downloadable walks/cycle routes and information on the Dedham Vale and Stour Valley.
The tranquil, peaceful nature of this outstanding river landscape never fails to captivate and we all have a role to play in ensuring the Dedham Vale remains unspoiled for future generations to enjoy.
Please...
Respect wildlife, the environment and local communities. Park in designated car parks
Support local businesses. Extend your visit; shop, stay and explore more
Enjoy the scenery. Use public transport, bike or walk; travel off-peak to avoid the crowds
Protect the area. Keep dogs under control and take your litter home with you
Relax and explore. Visit the lesser known parts of the area at a leisurely pace
DEDHAMVALESTOURVALLEY.ORG
Landscapes for life org.uk
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For generations, the American Civil War has been shrouded in clouds of millennial nationalism. Few events in US history have been as susceptible to providentialist narratives of inevitable moral triumph: stories of an exceptional nation reborn into its modern form, cleansed of its original sin of slavery and ready to shoulder its redemptive responsibilities in the drama of world history. Professional historians, no less than popularisers, have succumbed to this siren song. Even historians on the left, otherwise sceptical of nationalist military crusades, have embraced the dominant narrative of the Civil War. As in the historiography of World War Two, scorched earth tactics – systematic assaults on civilians, uncompromising demands for unconditional surrender – can be justified in the name of a crusade against evil. Few Americans of any ideological persuasion are willing to question the logic of total war when it results in the victory of freedom over slavery (or Fascism).
The problem with this perspective is not that it exaggerates the significance of slavery – no one except a few neo-Confederates questions slavery’s centrality in the conflict – but that it too easily blends with the self-congratulatory complacency of the American civil religion, flattening the complexity of motives and reducing tragedy to melodrama. The quest for historical understanding is engulfed by the condemnation of the obvious wrong. ‘It was his business to inveigh against evils, and perhaps there is no easier business,’ Trollope said of the anti-slavery MP John Bright, a theatrical orator who couldn’t be bothered with political detail. Celebrating the Civil War as a triumph of freedom over slavery is equally easy.
A few decades ago, US historians tried to complicate this heroic narrative. Guided at times by Gramsci’s concept of cultural hegemony, Eugene Genovese, Eric Foner and David Brion Davis conceived slavery as a mode of organising labour, as well as a system of racial domination. This led to the recognition that advocates of ‘free labour’ had economic as well as humanitarian reasons for opposing slavery, and that the Northern victory – by identifying freedom with the ability to sell one’s labour in the marketplace – reinforced the cultural hegemony of laissez-faire capitalism. This was not to suggest that the South was a pre-capitalist society (as Genovese at first implied); on the contrary, slavery demanded the degradation of human beings into commodities. But it did help to explain why, after the war, most Northerners were willing to leave the freed slaves to the mercy of their former masters – to leave them with ‘nothing but freedom’, in Foner’s phrase. The emphasis on competing ways of organising labour, however partial and problematic, allowed interpretation to reach beyond the boundaries of moralistic uplift.
Uplift had a resurgence with the rise of Reagan, whose smiley-face chauvinism encouraged the proliferation of triumphalist historical narratives. The 1980s saw the return of millennial nationalism to Civil War historiography, both academic and popular, most prominently in the Pulitzer-prize winning synthesis of James McPherson’s *Battle Cry of Freedom* (1988) – whose title alone suggested that we were back on familiar terrain – and in the sepia-tinted sentimentality of Ken Burns’s documentary. In McPherson’s influential work, a fixation on racial rather than class relations ensured that there would be no more discomfiting questions about the ambiguities of ‘free labour’. While he acknowledged the role of contingency on the battlefield, there was never any question that he was chronicling an inexorable march of freedom.
Since the 1980s this self-congratulatory mode has remained dominant. With few exceptions (notably Harry Stout’s brilliant ‘moral history’, *Upon the Altar of the Nation*), popular big-picture accounts of the Civil War continue to create an atmosphere of moral clarity and inevitable progress. To be sure, the historiography of slavery has exploded: dozens of works have detailed the human devastation it wrought, as well as the slaves’ struggles to sustain their own dignity and secure their own liberty. But as one of the leading historians of slavery, Walter Johnson, recently observed, much of the newer scholarship has been incorporated into the triumphalist narrative. The reductio ad absurdum of this process was George W. Bush’s speech in the summer of 2003, on Gorée Island off the coast of Senegal – a notorious depot in the slave trade. By resisting injustice, Bush announced, ‘the very people traded into slavery helped to set America free.’ Even the traffic in human flesh could serve America’s divinely ordained mission.
Amanda Foreman’s remarkable new book suggests that it takes a foreigner to clear the air of cant. By taking the British perspective, she captures the full complexity of the war: the confused aims and mixed motives of the combatants, the misperceptions of the foreigners whose favour they courted so assiduously. The result is a rich account on a stunningly broad canvas, populated by a fascinating array of characters. Mythic figures (Lincoln, Grant, Lee, Jackson), seen afresh, acquire sharper outlines. Second-tier players have their moment in the limelight: the secretary of state William Seward drinks too much and blusters about invading Canada; the US ambassador Charles Francis Adams keeps a stiff and chilly distance from London society, managing to seem both uniformed and overly formal; the Confederate envoy James Mason says ‘chaw’ for ‘chew’, calls himself ‘Jeems’ and offends British officials with his crude racist remarks; the Southern spy Belle Boyd charms influential men with her deft flirtations. Meanwhile a motley British crowd jostles for involvement in the struggle: prodigal sons down on their luck, soldiers in search of adventure, journalists eager for a scoop. And more than a few British subjects, who share the misfortune of being on US premises at the wrong time, find themselves kidnapped into the Union or Confederate army.
The overall effect of *A World on Fire* is to remind us that the Northern victory was a near thing. The outcome remained in doubt until November 1864, when Lincoln’s re-election reinforced Union success on the battlefield, ensuring that the Federal government would refuse to negotiate peace with the Confederacy. For more than three years, British sympathy for the South had remained strong enough to supply the Confederate navy with ships and the Confederate army with ordnance, as well as to sustain substantial public support for a negotiated peace. Within the United States, Northern support for the war was ambivalent in many areas, especially as war aims widened from preserving the union to ending slavery: a move that strengthened support for the North in Great Britain. Southern opinion was divided as well, but grew more united and more embittered in response to the brutalities of the Northern invasion, which plundered cities, laid waste the countryside and left 50,000 civilians dead.
Federal and Confederate forces alike were plagued by desertions and forced to rely on incompetent, lethargic recruits to fill the mass graves that the generals were preparing for them in Tennessee and Virginia. The carnage was unprecedented as both armies repeatedly marched head on, often uphill, into concentrated fire from entrenched fortifications. By the end of the war, most participants would have no doubt agreed with Henry Morton Stanley (Dr Livingstone’s Stanley), who fought for both sides. ‘Glory,’ he wrote, ‘sickened me with its repulsive aspect, and made me suspect it was a glittering lie.’ But the lie, of course, survived. ‘The real war,’ as Whitman said, ‘will never get into the books.’
Still, *A World on Fire* does better than most. Foreman captures the confusion, futility and fear that enveloped most soldiers and many civilians as they were swept up in the slaughter. Foreman’s war is not a triumphant march. It is a muddle of misunderstandings and misplaced aspirations, against a background of mass death. So it seemed from across the water. British opinion was divided from the outset. Despite widespread opposition to slavery, support for the South remained strong throughout most of the war, cutting across classes and regions.
The war began early in the morning of 12 April 1861, when Confederate artillery began shelling Fort Sumter, in Charleston Harbor, South Carolina. The Federal garrison surrendered after 34 hours of bombardment. The British press, fed up with decades of Yankee bombast, pondered the death of the democratic experiment with ill-concealed satisfaction. ‘Everybody is laughing at us,’ Benjamin Moran, the undersecretary at the US Legation in London, complained. The *Saturday Review* jeered at
Seward, who ‘though he cannot keep the Federal fort at Charleston, has several times announced his intention of annexing Canada’. In *The Economist*, Walter Bagehot compared the Confederate secession to the North American colonists’ Declaration of Independence, warning the North against the futility of fighting to keep the South in the union; it would be ‘vindicative, bloody and fruitless’, he said. The first two predictions, at least, were on the mark.
British support for the South stemmed from complex sources: nationalistic rivalry, relief that the brash upstart was receiving his comeuppance, admiration for ‘Southern honour’ and other Confederate pretensions to aristocratic values. Many English aristocrats simply did not like the Northern style, or lack of it. Henry Adams, secretary to his father the ambassador, admitted that both the older and younger generations of American diplomats felt ‘awkward in an English house from a certainty that they were not precisely wanted there, and a possibility that they might be told so’. Beyond snobbery lay material concerns, especially the fear that a Northern blockade of Southern ports would cripple the British cotton industry – this led most of Liverpool to back Southern independence. They opposed what they saw as the sacrifice of English labour to the interests of Northern capital. Still, none of this would really have mattered, Foreman suggests, if the British could have believed that this was a war to end slavery. But they couldn’t. So popular opposition to the war persisted, even as a parliamentary majority managed to block formal recognition of the Confederate States of America.
Make the war about slavery, the pro-Northern British urged Lincoln; that would change everything. But Lincoln knew how politically divisive it would be at home to turn the war into an abolitionist cause. As the *Economist* observed, with only some hyperbole, ‘the great majority of the people in the Northern states detest the coloured population even more than do the Southern whites.’ In October 1861, when General John C. Fremont freed the slaves in the parts of Missouri his troops had occupied, Lincoln publicly repudiated him and the larger goal of abolition. Meanwhile the Confederacy was acquiring some influential allies – among them Gladstone, who was then chancellor of the exchequer and would soon after the war become prime minister.
After the stunning casualties at Antietam, Gladstone and the foreign secretary, Lord John Russell, agreed that a humanitarian crisis was at hand in America; Gladstone feared one in Lancashire as well, among the cotton mill workers. He called for an end to the war through arbitration, declaring that the Confederates ‘have made a nation’. Charles Francis Adams shuddered, conceding privately that the South had made themselves seem underdogs and victims and had made ending the war look like a humanitarian cause. The rest of the cabinet voted against Gladstone and Russell’s proposal for a joint foreign intervention (with France and Russia) to end the war, but this episode still suggested how much legitimacy the Confederate cause possessed in the highest circles of the British government.
Part of the Confederates’ appeal was rooted in British revulsion against the sort of spread eagle Northern nationalism that fostered Seward’s threats to invade Canada. But Seward worked more effectively behind the scenes than his public blustering suggested. This became apparent during the *Trent* affair, which nearly led to war between the Union and Great Britain. On 8 November 1861, Captain Charles Wilkes of the USS *San Jacinto* came alongside the British mail steamer *Trent*, forcibly boarded her, and removed the Confederate diplomats James Mason and John Slidell, along with their secretaries. Wilkes ‘had the reputation of being a bully and a braggart’, Foreman observes, and ‘had clearly violated international law’ in taking political prisoners by force from a neutral vessel.
But Wilkes became an overnight hero in the American North. Even Lincoln was jubilant, until he realised the gravity of the rift with Great Britain. Lord Lyons, at the British Legation in Washington, declared the seizure of Mason and Slidell ‘a direct insult to the British flag’. The Admiralty issued a worldwide alert, and the War Office drew up strategic plans. London and Liverpool erupted in pro-Confederate demonstrations; street-corner salesmen hawked rebel banners while Adams fretted ineffectually and Moran ground his teeth. In Washington, at a ball for the Portuguese minister, Seward warned Britain against war with the US. ‘We will wrap the whole world in flames!’ he announced. There was ‘no power so remote that she will not feel the fire of our battle and be burned by our conflagration’. He had been drinking again.
Yet Foreman shows that Seward wanted reconciliation, not war. He worked with Lyons behind the scenes, realising that it was politically unpopular but legally necessary to return Mason and Slidell. Seward’s moderation won him the undying enmity of Senator Charles Sumner, the treasury secretary Salmon Chase and the other Radical Republicans in Lincoln’s cabinet. Eventually they forced Seward to offer his resignation, which Lincoln refused. Meanwhile the Confederate envoys did minimal damage to the Union cause. Slidell, the son of a New York candlemaker who fled a scandal involving a pistol fight and reinvented himself as a New Orleans lawyer, cultivated a suavity that went down well in Paris. But the French wouldn’t make a move towards recognition unless Britain led the way. It was Mason’s job to persuade them, and he bungled it. A scion of the Virginia slaveocracy, he affected a ‘chomping heartiness’ (in Foreman’s phrase) that didn’t sit well with London society. He consistently overplayed his hand.
Still the South sustained British support, much of it based on the assumption – or, more plausibly, the wish – that they would free their slaves as soon as they won independence. Take the case of Lt Col. Arthur Fremantle of the Coldstream Guards. An opponent of slavery, Fremantle initially supported the North but was repelled by Seward’s early bombast and soon developed a fascination with the rebel cause. He applied for leave of absence to visit the scenes of war in Mississippi and Virginia, and met many Southerners, not one of whom could imagine freeing his slaves under any circumstances. Even so Fremantle concluded: ‘I think that if the Confederate states were left alone, the system would be much modified and amended.’ This belief was so widespread among Southern sympathisers in Britain that when Lincoln issued his Emancipation Proclamation in September 1862 (declaring slaves in the rebel states ‘forever free’ from 1 January 1863), the pro-Confederate Liverpool businessman James Spence was inspired to imagine that the South should issue one, too.
Despite all the evidence to the contrary, few British enthusiasts for the South could believe that it was fighting for slavery. So it was easy for them to sanitise the conflict as simply a war for Southern independence, and celebrate the grandeur of its heroes. Robert E. Lee was an Olympian figure, always described as ‘magnificent’ by English visitors, and Stonewall Jackson was a martyr – to what it was not clear. Jackson’s death evoked an outpouring of sympathy and admiration from the entire British population, including fierce opponents of slavery. In their eyes, the South stood for something more than slavery. The region, one British observer noted, was full of contradictions: ‘its people combined gentle manners with ancient barbarism, they were brave in the face of appalling deprivation, and personally charming even when proclaiming their bitterness at their betrayal by their British cousins,’ who still refused to grant them diplomatic recognition.
Then there was the war itself, the effects of which were horrific to behold, even from afar. So British anti-war groups survived and flourished. Spence’s Southern Independence Association combined anti-slavery and pro-secession views, while the Rev. Francis Tremlett joined with the Confederate naval officer and oceanographer Matthew Fontaine Maury to found the Society for Promoting the Cessation of Hostilities in America, a group with overtly pacifist aims. In August 1864, the British public went wild for a petition demanding an end to the bloodshed – the ‘peace address’ – signing it by the tens of thousands, and in October that year a Confederate Bazaar in Liverpool raised £17,000 for the Confederate army. Support for the South died hard.
This was partly because the North continued to send mixed messages. To be sure, the importance of the Emancipation Proclamation gradually seeped through. Books and pamphlets proliferated, making the case for the North, insisting that the war now had a moral purpose beyond mere nationalism. But the Northerners themselves seemed less and less sure that the struggle was worthwhile. Their opposition to the war persisted and spread, especially as the Union army failed repeatedly on the battlefield and at times dealt clumsily with domestic opposition. On 4 May 1865 General Ambrose Burnside arrested Senator Clement Vallandigham of Ohio, at his house in Dayton. Vallandigham was the leading anti-war Democrat, but he didn’t consider himself a Confederate sympathiser. Burnside charged him with treason and arranged a kangaroo court that found the senator guilty and sentenced him to imprisonment in an army fort. Vallandigham became a hero throughout the Midwest. Lincoln, embarrassed, commuted the sentence to banishment,
and Vallandigham fled to Canada, but his popularity underscored the widespread Northern disillusionment with the war.
In July 1862, disillusionment flared into violence, as 50,000 rioters roared through New York City for five days, protesting the inequities of the new military draft (among other provisions, the law allowed men to purchase substitutes for $300). As usual in US history, race displaced class as the governing social category. The rioters focused their rage, as Foreman observes, ‘on the two classes of persons they considered most responsible for the war: negroes and those who defended them’. Fremantle, who had just arrived in New York, ‘saw a negro pursued by the crowd take refuge with the military; he was followed by loud cries of “Down with the bloody nigger! Kill all niggers!” etc.’ Clearly the North was not united in an effort to free the slaves – or even to save the union.
Still Lincoln was determined to see the struggle through to victory. In November 1863, in his Gettysburg Address, he widened his war aims to include ‘a new birth of freedom’. This was not a mere rhetorical flourish. It meant that full emancipation was on the agenda. No wonder black recruits began to flock into the Union army. Whether the white North shared their enthusiasm remained to be seen. Certainly racism was rampant on both sides of the Mason-Dixon Line, as was weariness with the war. Widespread desertions and failures to meet draft quotas led to the practice of ‘crimping’ for both armies – kidnapping recruits, mostly foreigners, who were shot if they tried to desert. Those who stayed were often determined to avoid a fight if possible. Robert Neve, an Englishman who had joined the Union army, noticed amid the carnage at Chattanooga that ‘several officers and men got sheltered behind the trees, and kept waving their hats and cheering men up to a great degree, not even caring about firing a shot at the enemy.’ As Foreman observes, ‘nothing was ever uniform in battle’ – least of all the conduct of the cannon fodder.
From across the Atlantic, the moral meaning of the war seemed nowhere near as clear as a struggle between freedom and slavery. This was not just a matter of Englishmen being in denial over Southern complicity with human bondage. The confusion and division of Northern war aims also made for a murky moral picture. And so did the emerging Northern strategy of total war – which included a devastating assault on Southern civilians.
As early as May 1862, in New Orleans, Southerners got a taste of what they could expect from a Union military occupation. Benjamin Butler, the commander of the occupying forces and a lawyer in private life, had a well-deserved reputation for military incompetence and political corruption. He immediately set up what Foreman calls a ‘judicial ransom system’: affluent men were arrested on trumped-up charges, and released only after bribes were paid by their wives or children. Everything was set up for systematic plunder. ‘Federal officers treated private property in the Crescent City as though it was theirs for the taking,’ Foreman writes. Families were evicted without notice; the next day their houses were ransacked. It is hard to see such practices as part of the march of moral progress.
Like most occupying forces, the Federal garrison in New Orleans faced the unrelenting hostility of the subject population – who, with so many men gone to war, were mostly women. ‘They wore Confederate colours,’ Foreman writes, ‘sang songs, hissed, spat, turned their backs and on one famous occasion dumped the contents of a chamber-pot on Union soldiers.’ Butler responded with his Woman Order, which stated that ‘hereafter, when any female shall by word, gesture or movement, insult or show contempt for any officer or soldier of the United States, she shall be regarded and held liable to be treated as a woman of the town plying her avocation.’ The vision of genteel ladies reduced to common prostitutes inflamed the chivalric imagination. Butler could not have more effectively provoked Southern rage and determination to resist the occupiers had he deliberately set out to do so. But the British public, too – including opponents of slavery – were appalled by Butler’s conduct. It undermined Northern claims to high moral purpose and provided another argument for negotiating an end to a barbarous war.
The destruction of civilian society quickly became a key part of the Northern invasion – with the shelling, looting and burning of cities from Vicksburg, Mississippi and Alexandria, Louisiana in the west to Atlanta and Savannah in the east, not to mention innumerable towns and homesteads in between. When he torched Atlanta, General Sherman let his ‘bummers’ loose among the civilian population, telling them to do what they would, short of mass rape and murder. When he set out on his march to the sea from Atlanta, he promised to ‘make Georgia howl!’ and ‘make its inhabitants feel that war and individual ruin are synonymous terms’. By ‘ruin’, he meant everything from homelessness and impoverishment to starvation and death. General Philip Sheridan was equally straightforward about his intentions. ‘The people must be left with nothing but their eyes to weep with over the war,’ he said, as he turned the Shenandoah Valley into a wasteland of burned fields and ruined homesteads.
Frank Vizetelly was in the neighbourhood, reporting and drawing (as he had been throughout the war) for the Illustrated London News. ‘The sight of emaciated women pleading with soldiers for bread to feed their children led him to accuse Union troops of deliberately causing mass starvation among the civilians,’ Foreman writes. The charge was accurate, and provided British observers with another humanitarian argument for bringing the war to a close. Vizetelly himself embodied another reason for the persistence of pro-Southern sentiments in Britain. The English press, led by the Times, was nearly unanimous in its scepticism towards Northern war aims and its sympathy for the South. This was partly because their reporters on the ground were as likely as not to be Confederate sympathisers. Vizetelly was among the most interesting. He was the Illustrated London News’ star war correspondent and artist, as well the brother of the editor: ‘A big, florid, red-bearded bohemian’, according to Foreman, he loved imitating accents, telling stories, and singing boisterous songs with his mates in the pub. He constantly teetered between depression and mania, and when he wasn’t distracted by the thrill of danger became self-destructive and reckless. Somehow he survived the war.
Originally pro-Northern, Vizetelly had a change of heart early in the war, after he socialised with some Southerners in Memphis and saw how wide and deep their commitment to separation was. Unable to believe that the North was determined to end slavery or the South to defend it, he saw the war as a fight for Southern independence and asked: why not just let the Confederacy go? The question hung in the minds of many British observers, planted there by Vizetelly and other pro-Southern journalists but nourished by revulsion at the Northern invasion.
The Confederate army’s foray into the North was another matter. Lee had given strict orders against straggling and looting, and managed to enforce them most of the time. Fremantle was there, and according to Foreman he believed he was witnessing ‘a rare event in military history: an invasion unadorned by mass rape and murder’. Lee’s behaviour was almost comically punctilious: when he noticed some fence rails had been knocked askew, he dismounted and tidied them up himself. His respect for civilian lives and property was real, a remnant of the West Point code he had learned in the days before the war, when men still believed that war had rules. This chivalric ideal, however easily sentimentalised or exaggerated, nevertheless marked a sharp contrast between Lee’s army en route to Gettysburg and the Union invaders anywhere else.
To complicate that contrast, it is worth remembering what Foreman makes clear: Confederate soldiers were perfectly capable of atrocities themselves – particularly towards surrendering black soldiers, whom they routinely shot rather than take prisoner. Confederate guerrilla fighters made few distinctions between soldiers and civilians, and General Jackson might well have become the South’s version of General Sherman, had he had the resources and opportunity. Towards the end of the war, a Confederate terrorist called Jacob Thompson set up a cell in Canada: he and his fellow plotters planned to set New York City ablaze by planting fire bombs in 19 hotels, two theatres and Barnum’s Museum. But they forgot ‘the basic rule of arson’ (that fire needs oxygen), planting the bombs in closed bedrooms and cupboards, where they soon fizzled out. The smoke and fumes created mass panic, but no one died. The intention was mass murder, but the outcome was opera bouffe – a far cry from Sheridan’s ride and Sherman’s march.
In the end, the logic of total war drove all before it. This became most apparent when in December 1864 the Confederate president, Jefferson Davis, sent his Congressional ally Duncan Kenner to Britain with a proposal that the South would abolish slavery in exchange for diplomatic recognition. Kenner arrived in London in February 1865, and on 14 March the oafish Mason insisted on delivering the request to Palmerston, who was then prime minister. It was well past the time when any such proposal might have succeeded. By 1865, the US Congress’s approval of the 13th Amendment had made emancipation an official consequence of the war, which the Union armies had already won on the battlefield. The day before Mason met with Palmerston, the Confederate Congress voted to recruit slaves into the Confederate army, recognising (as the Confederate secretary of state, Robert Hunter, put it) that ‘to arm the negroes is to give them freedom.’ The irony was exquisite, not to say tragic. In order to continue fighting for independence, Confederate leaders were ultimately prepared to dismantle the institution they had started the war to defend. The pro-slavery revolution consumed itself.
The denouement of the war portended the shape of things to come. When the defeated Confederates surrendered their arms and regimental flags in Richmond on 12 April 1865 (three days after Lee surrendered at Appomattox), Foreman writes, ‘the Federal guard stood to attention and presented arms, inspiring the Confederates to do the same – “honor answering honor”, in the words of the attending Federal general, Joseph Chamberlain.’ There is something moving about this ritual of mutual respect between bitter combatants. But there is also something a little troubling about it. The scene prefigures the ways the war would be conventionally commemorated for more than a century to come: an epic struggle between the white North and the white South, resulting in a reborn nation, ready to play its divinely ordained role on the world stage. | <urn:uuid:ea022cf5-b90e-414f-a60a-ca0082b0498a> | CC-MAIN-2019-04 | https://www.dramandaforeman.com/PDFS/lrb.worldonfire.pdf | 2019-01-23T05:36:04Z | crawl-data/CC-MAIN-2019-04/segments/1547583897417.81/warc/CC-MAIN-20190123044447-20190123070447-00532.warc.gz | 754,388,369 | 6,002 | eng_Latn | eng_Latn | 0.998371 | eng_Latn | 0.998449 | [
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Paleontological Resource Inventory and Monitoring for the San Francisco Bay Area Network (SFAN)
The Question: What paleontological (fossil) resources are present in San Francisco Bay Area Inventory and Monitoring Network (SFAN), and what should be done to preserve and manage this non-renewable resource?
Fossils have taught us much of what we know about the history of life on Earth. Body fossils such as shells, bones or leaves reveal when and where organisms lived and died, new species arose and changes in climate and vegetation occurred. Trace fossils, including burrows, footprints and trails, allow us to “see” the behavior of long extinct organisms. On a grander scale, fossils tell us about the age of the rocks they are in, the movement of land masses and the formation of mountains and seas. This information not only allows us understand the past, but can also help us predict what might happen under similar conditions in the future.
Despite the wealth of scientific and interpretive value fossils provide, in most cases parks do not have enough baseline data to adequately manage these resources. A complete paleontological survey for the nearly 178,000 acres in SFAN would be a huge task. Therefore, an important starting point for prioritizing future inventory and management efforts is a summary of known fossil resources, and an assessment of what areas are at the greatest risk of losing fossils to unauthorized collection or environmental changes.
The Project: Synthesize existing information on the paleontological resources in SFAN to support stewardship and educational efforts.
The recently completed report, Paleontological Resource Inventory and Monitoring—San Francisco Bay Area Network, chronicles the fossil resources at each SFAN park. Notable fossils from geologically similar areas proximate to each park are also included. Data are from literature reviews and interviews with park staff, geologists and paleontologists, and have been peer reviewed. This valuable information is now available to support management decisions, and to spur further research, education and interpretation.
The Results: Pinnacles National Monument, Golden Gate National Recreation Area and Point Reyes National Seashore all contain paleontological resources. Although no fossils have been documented in Eugene O’Neill or John Muir National Historic Sites, fossils have been found nearby so it is likely that similar resources exist within these parks as well.
Pinnacles National Monument (PINN)
Volcanic ash deposits in PINN contain remnants of a small ostracod crustacean that indicates some of that the area was under water during the Miocene. Nearby geologic formations and streambeds are rich in fossils, and a few fossils have been found in sedimentary deposits within the park. A field-based survey is recommended.
Golden Gate National Recreation Area (GOGA)
A recent survey of the parks within GOGA found abundant fossil resources, many of which have provided valuable information about the geological history of the area (Table 1). Notably, tropical and sub-tropical species of zooplankton found in the chert of the Marin Headlands indicate that these rocks formed between 100-200 million years ago, and traveled to their current location from as far away as the equator.
The paleontological resources within GOGA are at risk from unauthorized collection. A field-based inventory and interviews with specialists familiar with the park should be conducted to document these resources. Park staff should also watch for fossil material during fieldwork, especially in areas prone to erosion.
Table 1. Fossil resources found in GOGA, or in geologically similar areas nearby.
| Site (mya= million years ago) | Fossils |
|-------------------------------|---------|
| Marin Headlands and points north Jurassic-Cretaceous (199.6-65.5 mya) | zooplankton (radiolaria), mollusks (ammonite, belemnite, bivalve) |
| Alcatraz Island Cretaceous (145.5-65.5 mya) | bivalve mollusk |
| Mori Point Cretaceous (145.5-65.5 mya) | zooplankton (radiolaria, foraminifera) |
| Near Devil’s Slide Paleocene (65.5-55.8 mya) | zooplankton (foraminifera), mollusk (gastropod, bivalve), crustacean, sea star-like animals (echinoid) |
| Fort Funston Pliocene-Pleistocene (5.3 mya – 11,477 yrs ) | mollusk (gastropod, bivalve), sand dollar, crustacean, marine worm (polychaete), giant ground sloth, woolly mammoth, mastodon, horse, camel, canid and split-toed ungulate |
| Phleger Estate Pliocene-Pleistocene (5.3 mya – 11,477 yrs ) | mollusk (freshwater gastropod, bivalve), unnamed vertebrates, plants, woody debris |
| Presidio and vicinity Pleistocene (1.8 mya - 11,477 yrs) | microscopic algae (diatom), pollen, mammoth, bison, ground sloth |
Point Reyes National Seashore (PORE)
Although there has been no formal paleontological resource inventory for PORE, numerous fossils have been found in or near the park (Table 2). Given the richness of the resource—and the high potential for additional discoveries and unauthorized collection—a field-based inventory and interviews with experts who have worked in the park are recommended. The museum’s collection could also be augmented with molds of specimens that are currently housed elsewhere.
Table 2. Fossil resources found in PORE, or in geologically similar areas nearby.
| Site (mya= million years ago) | Fossils |
|-------------------------------|---------|
| Far western part of the peninsula Eocene (55.8 - 33.9 mya) | zooplankton (foraminifera), plants, seeds |
| Point Reyes Beach Miocene (23 - 5.3 mya) | mollusk (bivalve), sea star-like animals (echinoid) |
| Duxbury Point to Abalone Point Miocene (23 - 5.3 mya) | microscopic algae (diatom), zooplankton (foraminifera), sea star-like animals (echinoid), crustacean, whale bone and skull |
| Drakes Beach Miocene-Pliocene (23 - 1.8 mya) | microscopic algae (diatom), mollusk (gastropod, bivalve), sea star-like animals (echinoid), crustacean (isopod, crab, shrimp), otorioid seal, walrus, balaenopterid whale, dugongid sea cow, fish and mammal bones |
| The sea cliffs at Bolinas Pliocene-Pleistocene (5.3 mya – 11,477 yrs ) | microscopic algae (diatom), zooplankton (radiolaria, foraminifera), sponge, crustacean, sea star-like animals (echinoid), mollusk (gastropod, bivalve), whale skull, sea lion, porpoise, bony fish, sharks, feathers, plant, carbonized wood |
| Tomales Bay and Olema Creek Pleistocene (1.8 mya - 11,477 yrs) | microscopic algae (freshwater diatom), mollusk (bivalve, gastropod, scaphopod), arthropod, plants |
Eugene O’Neill National Historical Site (EUON) and John Muir National Historic Site (JOMU)
Although there has been no paleontological survey for EUON, there are a number of areas nearby that are rich in fish and invertebrate fossils. Similarly, there has been no formal survey for JOMU, but a diverse array of invertebrate and microfossils such as mollusks and zooplankton have been found nearby. Because it is likely that similar resources also exist within these parks, field surveys and careful monitoring of any excavations are recommended.
Additional Resources:
Elder, W. P., T. Nyborg, J. P. Kenworthy, and V. L. Santucci. 2007. Paleontological Resource Inventory and Monitoring—San Francisco Bay Area Network. Natural Resource Technical Report NPS/NRPC/NRTR—2008/078. National Park Service, Fort Collins, Colorado.
Summary written by Michelle O’Herron. For more information contact Marcus Koenen, Inventory and Monitoring Coordinator, National Park Service, San Francisco Bay Area Network, Fort Cronkhite Bldg. 1063, Sausalito, CA 94965. firstname.lastname@example.org. http://science.nature.nps.gov/im/units/sfan/. | 34053143-44fd-4793-b8d1-a15b779c6103 | CC-MAIN-2023-06 | https://www.nps.gov/pore/learn/management/upload/rps_sfan_paleo_inventory_080401.pdf | 2023-02-06T17:22:43+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500356.92/warc/CC-MAIN-20230206145603-20230206175603-00526.warc.gz | 912,459,746 | 1,844 | eng_Latn | eng_Latn | 0.991787 | eng_Latn | 0.993201 | [
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Happy November!
Happy November to all of our Ogemaw County 4-H members and families! For those of you who I have not yet met, my name is Enya and I am the new 4-H Program Coordinator for the county. I am extremely excited to be joining the Michigan State University Extension 4-H Team here, and can’t wait to meet you and see all of the amazing things that the community has to offer. As you may already know, 4-H enrollment has re-opened for the 2021-22 season (with no enrollment fees!) Enrollment is available through several avenues:
1. Current & Previous 4-H Members: if you already have a profile in 4-H online, now is the time to log in and update it! You can log in here: https://v2.4honline.com/#/user/sign-in
2. New 4-H Members: if you are new to 4-H, please reach out to me and I would be happy to discuss the next steps and available opportunities!
3. New 4-H Members *that have spoken to club leaders or staff already*: if you are ready to enroll, you can visit https://www.canr.msu.edu/resources/michigan_4_h_enrollment for step-by-step enrollment instructions, or call me—I’d be happy to help!
Enough business, let’s move on to the fun stuff! In this newsletter, you will find information about this month’s events (statewide), exciting new topic areas, volunteer opportunities, and more! I love to brainstorm and hear new ideas, so please feel free to contact me with ideas for clubs or events! If you any questions, ideas, or just want to get to know me don’t hesitate to contact me. Have a great month everyone!
Sincerely,
Enya deFeijter
Ogemaw County 4-H Program Coordinator
Offering a diverse range of topics and interest areas, 4-H is the largest youth development organization in Michigan. In fact, each year more than 200,000 young people, ages 5-19, explore what interests and excites them as they grow with Michigan 4-H. In program areas ranging from science and technology to clothing and textiles, and so much more, 4-H provides fun, educational opportunities that empower young people with skills to lead for a lifetime and become the foundation for future success.
If you have previously enrolled in Michigan 4-H or already connected with a club or county staff person, visit 4-H Online to complete or update your enrollment for the current year (check out the 4-H Online Family Guide if you need assistance!). Resources for enrollment and updating your profile can be found here: https://www.canr.msu.edu/resources/4-h-online-2-0-family-guide
If you are new to Michigan 4-H and want to learn more or sign up, contact your county’s 4-H program coordinator, Enya, and she will follow up with you about next steps in the youth enrollment process. Enya can also assist you in identifying opportunities and/or a 4-H club in your community that meets your interest areas and availability!
Ready to grow with 4-H? Sign up by scanning the QR code to the right! There is no enrollment fee for Michigan 4-H - come join the fun!
Enya deFeijter
4-H Program Coordinator
email@example.com | (989) 345-0692
We are always looking for passionate adult volunteers to help lead clubs in the community! Scan the code (left) to learn more & apply!
Michigan 4-H to participate in Giving Tuesday
On Nov. 30, Michigan 4-H is once again participating in the global day of giving, Giving Tuesday. The ultimate goal is to engage Michigan 4-H alumni and friends in an online effort to make real-time, fast, easy and secure gifts in support of Michigan 4-H.
From 12 a.m. to 11:59 p.m. EST, Michigan 4-H supporters are invited to participate in Giving Tuesday by giving, by supporting financially or helping spread the word via social media channels and word of mouth. All funds raised will support county 4-H endowments.
County 4-H endowments are funds created by gifts from one or more donors to the Michigan 4-H Foundation. These endowments provide a perpetual source of income for county 4-H programs where the principal amount remains intact and the investment income supports annual needs for a county 4-H program.
4-H Events and Workshops
November: Investigating Food with Science
https://www.canr.msu.edu/events/investigating-food-with-science-fall/2021
An after-school program exploring how cooking is an experiment and baking is a science. Each week MSU Extension educators will explore the science behind food-related topics and food safety along with a fun, kid-friendly recipe or experiment demonstration. The demonstrations will be designed for youth to experiment at home if they desire, and provide the youth a chance to share their experience the following week. Join us online via Zoom using your laptop, tablet, smartphone, or any device with internet access. These are free workshops taught by MSU Extension food safety educators.
- Nov. 1, 2021 - Walking Water!
- Nov. 8, 2021 - Temperature Matters!
- Nov. 15, 2021 - My Mold Wins!
- Nov. 29, 2021 - The Magical Balloon!
November 6: A Spectacular Youth Leadership Institute
Frankenmuth, Grand Rapids, Harrison, Jackson, Marquette and, Novi
A statewide leadership training for youth ages 12-19. Youth will participate in face-to-face experiences at six sites across the state. The agenda includes team building, leadership training, and a panel discussion with four incredible young leaders.
https://www.canr.msu.edu/events/yli-frankenmuth
https://www.canr.msu.edu/events/yli-grand-rapids
https://www.canr.msu.edu/events/yli-harrison
https://www.canr.msu.edu/events/yli-jackson
https://www.canr.msu.edu/events/yli-marquette
https://www.canr.msu.edu/events/yli-novi
November 13: 2021 Michigan 4-H Creative Arts Celebration
Ralph A. MacMullan Conference Center, 104 Conservation Drive, Roscommon, MI 48653
The 2021 Michigan 4-H Creative Arts Celebration is open to 4-H staff, adult 4-H volunteers and adults who work with youth in a variety of educational settings. The workshop is for individuals who are willing to re-teach the skills they learn and the knowledge they gain back in their communities and to have creative fun! Cost: $38 per person
https://www.canr.msu.edu/events/2021-michigan-4-h-creative-arts-celebration
November 14: Officer Roles & Parliamentary Procedure Training
Washtenaw County MSU Extension Office, Ann Arbor
Learn about essential officer roles: President, Vice President, Secretary, and Treasurer and the ways they support club and advisory committee work.
https://www.canr.msu.edu/events/officer-roles-and-parliamentary-procedure-training
November 20: 4-H In the Kitchen—Forgotten Realms Edition
Zoom Webinar
Come join the 4-H in the Kitchen Crew and the 4-H League of Clovers Gaming Society as we join forces to bring you a special cooking workshop to help you cook an array of dishes right out of the Forgotten Realms of Dungeons and Dragons!
https://www.canr.msu.edu/events/4-h-in-the-kitchen-forgotten-realms-edition
For the most up-to-date events listing, go to http://4h.msue.msu.edu/
New indoor masking guidelines for MSU Extension events
As the COVID-19 pandemic continues to shift and change, Michigan State University issued new guidance for the broader MSU community on October 13. These changes impact attendees of MSU Extension programs occurring on non-MSU property. Effective immediately, the following guidelines apply to **indoor** MSU Extension or Michigan
4-H programs or events:
- Those who participate in MSU Extension programming indoors on MSU property or any property reserved/rented for an MSU event are **required** to wear a face covering. This applies to anyone over the age of 2, regardless of vaccination status (unless they have a medical exemption).
- Those who participate in MSU Extension programming indoors **on non-MSU property** are **encouraged but not required** to wear masks unless required by local regulations or the venue. This may include off-site Michigan 4-H programs hosted by MSU Extension volunteer groups. MSU Extension personnel in attendance are required to wear a face covering.
For the purpose of MSU Extension events and programs, indoor events are considered those in an enclosed building with limited airflow. Barns and other outbuildings that have multiple doors that can be fully opened to maximize air flow are considered an outdoor, open air facility.
Who must wear a mask?
The following chart may be useful to clarify masking requirements for MSU Extension professionals and program participants. For the purpose of this chart, MSU Extension volunteers and 4-H members are considered participants.
| Is the event being held on an MSU property or on a property | Yes | No |
|-------------------------------------------------------------|-----|----|
| **Is MSU a sponsor of the event or program?** | | |
| Yes | ✓ | ✓ |
| | MSU Extension personnel | MSU Extension personnel |
| | Participants | Participants |
| No | ✓ | ✓ |
| | MSU Extension personnel | All MSU Extension personnel and participants are encouraged, but not required to wear masks unless required |
✓ Indicates that a mask must be worn.
Although these new guidelines provide recommendations for indoor events, MSU Extension still encourages groups to meet outdoors whenever possible. Additional information about COVID-19 best practices and mask exceptions can be found at [extension.msu.edu/approvedactivities](http://extension.msu.edu/approvedactivities). As always, this site will continue to host the most up-to-date information about in-person event requirements.
Thank you for all you do in support of Michigan’s young people and for helping to protect public health while meeting face-to-face.
Save the date for the 2022 State 4-H Rabbit & Cavy Show!
The State 4-H Rabbit & Cavy Show will be held on January 29, 2022 at the MSU Pavilion in East Lansing. This one-day event is open to participants age 8 to 19. To enter, exhibitors must be Michigan 4-H members and own the rabbits or cavies they enter.
Youth may enter as many breeds as they wish. Look for registration information soon at [www.canr.msu.edu/events/state-4-h-rabbit-and-cavy-show](http://www.canr.msu.edu/events/state-4-h-rabbit-and-cavy-show).
Michigan State University Extension 4-H Exploration Days is a pre-college program for more than 1500 youth (ages 12-19 years old) from across the state of Michigan. Come volunteer for this exciting program that allows youth to try new things, gain confidence and independence through hands-on learning, and make friends that can last a lifetime. As a volunteer, you get the opportunity to share your skills, passion, and knowledge with youth from across the state in a topic that you love!
The 2022 event is slated for June 22-June 24, 2022 on the campus of Michigan State University. MSU Extension is committed to ensuring that participants and volunteers of Exploration Days have a safe and enjoyable experience and will have guidelines and expectations in place to achieve this.
All non-MSU faculty and staff will need to complete the MSU Extension Volunteer Selection Process in order to volunteer as part of this program. Specific directions on how to apply will be sent to those that are selected. The process will require an application, background checks, references, an interview, and online orientation.
Information on Instructor roles and Youth Co-Instructors roles can be found on the Exploration Days website under Volunteer Information. Please take a few minutes to review.
New Session Times! Sessions take place on:
- Thursday, June 23 from 8:30am-11:30am (3 hour session- Session A)
- Thursday, June 23 from 1:30pm-4:30pm (3 hour session- Session B)
- Thursday, June 23 from 8:30am-11:30am AND 1:30pm-4:30pm (6 hour session-Session C)*
- Friday, June 24 from 8:30am-11:00am (2 1/2 hour session-Session D)
Think outside the box for session ideas! Some great session topic areas in the past include:
- Mental health/self care related topics
- A day in the life of (a specific career path)
- Recreational sports
- Art, culture, crafts, music, dance
- Animals and animal science
- Coding, website development and technology
Session proposal requests are now open until December 15, 2022. In completing the form, you will want to come prepared with the title, description, basic idea of cost per youth participant, any co-instructors/session (youth or adult) that you know (as of now) and their contact information. Please note a session submission does not equate to a session at the event. Not all sessions will be accepted due to need, size of sessions, and spacing availability. Please use this link to complete the survey for each session you wish to have considered: https://msu.co1.qualtrics.com/jfe/form/SV_0iFTMshS4lIYerQ
STARSTRUCK BY SPACE? MESMERIZED BY THE MOON?
*new* Ogemaw County SPIN Club: Astronomy
COMING SOON
Do you love your four-legged furry friends?
WE ARE LOOKING FOR CANINE CLUB VOLUNTEER LEADERS!
Rabbits, goats, poultry... oh my!
WE ARE LOOKING FOR SMALL ANIMAL CLUB VOLUNTEER LEADERS!
Interested? Please contact Enya, 4-H Program Coordinator
email: firstname.lastname@example.org | call: 989.345.0692
NEW SPIN Club in Ogemaw County!
4-H Future Naturalists: Reptiles & Amphibians
Coming Spring 2022
BECOME A VOLUNTEER
Whether you want a short-term volunteer experience or a long-term role, 4-H has an opportunity for you!
Reach out to your 4-H Program Coordinator or visit https://www.canr.msu.edu/becoming_a_4_h_volunteer/ to learn more!
Join Us Online
HELPING KIDS MANAGE STRESS
WEDNESDAY NOVEMBER 10TH | 7:30PM
Register in advance for this MSU Extension virtual workshop at the following link:
https://msu.zoom.us/meeting/register/tJUldOaopjgqHtMf39AaPzXwbcxVqBjr-43nK7-a
STATEWIDE OPPORTUNITIES
JOIN 4-H STEAM CORPS
RUN 4-H SPIN CLUBS!
RECRUIT VOLUNTEERS!
BUILD PROFESSIONAL EXPERIENCE!
EXPLORE A NEW CAREER FIELD!
NETWORK! GIVE BACK!
AmeriCorps members receive a living stipend and education award. Learn more and submit an application here: www.canr.msu.edu/4hsteamcorps
MICHIGAN STATE UNIVERSITY Extension
MSE Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status.
4-H in the Kitchen: Forgotten Realms Edition
November 20 and December 18, 2023
2:00 pm to 3:00 pm
Register today!
Mason County 4-H League of Clovers Gaming Society
231-845-3365
Happy December to all of our Ogemaw County 4-H members, volunteers, and families! As we reach the end of 2021, I want to take a moment to wish everyone a happy & healthy holiday season, and I hope you are excited for the New Year! We are so grateful to each and every one of you in the community for the ongoing support that you have shown for 4-H in the county, and we can’t wait to see what we can accomplish together in the new year.
A new year also means new opportunities to engage with 4-H, and I am excited to announce four new SPIN clubs, which can be found on p. 4 of this newsletter! There are also some exciting ways for volunteers to join the Ogemaw County 4-H family, and I hope that you will choose to engage with us in the new year. We have both short and long-term opportunities available, so please reach out if you are interested, and I will happily talk about the opportunities available for you!
In this newsletter, you will find information about this month’s statewide events (p. 2), 4-H Exploration Days 2022 (p. 3), new spin club topics (p. 4), volunteer opportunities (p. 5), and—especially for this month—holiday activities, crafts, and recipes (p. 6–10)! In the next month or so, keep your eyes out for information regarding summer camp and a search for camp counselors & chaperones. Another note: Colleen has been working tirelessly to assemble member pins, and will be mailing and/or distributing them to club leaders in the next few weeks!
And, finally, if you love shopping—I have a great news! Just in time for the holidays, MSU Extension is excited to launch the first-ever Michigan 4-H pop-up shop! The shop is open to the public and a percentage of all proceeds will be donated to Michigan 4-H when you use this link: https://bit.ly/3OpdNJw.
-Enya
Ogemaw County 4-H Program Coordinator
Michigan State University is an affirmative action/equal opportunity employer. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status. Issued in furtherance of MSU Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Jeffrey W. Dwyer, Director, MSU Extension, East Lansing, MI 48824. This information is for educational purposes only. Reference to commercial products or trade names does not imply endorsement by MSU Extension or bias against those not mentioned. The 4-H Name and Emblem have special protections from Congress, protected by code 18 USC 707.
Just in time for the holidays, MSU Extension is excited to launch the first-ever Michigan 4-H pop-up shop!
Offered in collaboration with National 4-H Council through Shop 4-H, the Michigan 4-H store offers Michigan 4-H branded apparel and other gifts. Visit the store online and find the perfect item for your favorite 4-H'er, volunteer, alumni, professional or fan! The shop is open to the public and a percentage of all proceeds will be donated to Michigan 4-H.
To order items, visit https://bit.ly/30pdnJw. The store will remain open beyond the holiday season to continue offering Michigan 4-H branded gear to the Michigan 4-H community.
STATEWIDE 4-H Events and Workshops
December 6: Future Squad—Making a Connection in a Minute or Less
Zoom Webinar
Did you know that you make a great first impression in one minute or less with a great elevator pitch? Learn how in this interactive session for Future Squad members.
www.canr.msu.edu/events/future-squad12-6
December 7: Grow Your Money—Investing and Risk
Zoom Webinar
Young people have the advantage of time when it comes to investing. Start your path to wealth at a young age and learn how to make your money work for you!
www.canr.msu.edu/events/youth-money-12-7
December 11: Mason County 4-H Sweet Sales Workshop
West Shore Community College, Scottville, and Zoom Webinar
Learn how to make candy and learn the financial skills to sell your own candy.
www.canr.msu.edu/events/mason-county-4-h-sweet-sales-workshop
December 14: Shiawassee 4-H Family Holiday Goosechase
Online
Use the Goosechase app to collect the array of items requested. Upload the images and receive points for each. Get the whole family involved! Just use your mobile phone and have your family help you.
www.canr.msu.edu/events/shiawassee-4-h-family-holiday-goosechase
December 17: 'Tis the Season to be Scientific Virtual Challenge
Online
Mason County 4-H is hosting a virtual holiday and STEM-themed GooseChase scavenger hunt with prizes going to the top three finishers.
www.canr.msu.edu/events/mason-county-4-h-tis-the-season-to-be-scientific-virtual-challenge
December 20: 4-H Future Squad - Are You Paying Yourself First?
Zoom Webinar
Putting aside money for the future can help you achieve your goals. Learn how to pay yourself first and create a saving habit in your life for both short-term and long-term goals.
www.canr.msu.edu/events/future-squad12-20
December 20: Lenawee Junior Master Gardener
Lenawee Intermediate School District Center for a Sustainable Future, Adrian
Do you love plants and gardening? Learn more about plants, soil, and gardening in a year with Junior Master Gardener. The Junior Master Gardener program is an international youth gardening program of the university cooperative Extension network.
www.canr.msu.edu/events/future-squad12-20
For the most up-to-date events listing, go to http://4h.msue.msu.edu/events.
Support Michigan 4-H with holiday shopping!
Get ready for the holidays AND support 4-H with purchases on AmazonSmile, SHOP 4-H Online and at JOANN’s Fabric.
AmazonSmile will give **0.5%** of eligible purchases to the Michigan 4-H Foundation when you shop at [https://smile.amazon.com/ch/36-1559997](https://smile.amazon.com/ch/36-1559997).
Buy your 4-H essentials at the SHOP 4-H Online Store ([https://shop4-h.org/rfps=87179216dd0](https://shop4-h.org/rfps=87179216dd0)) and **5%** of the purchase will go back to Michigan 4-H!
JOANN Fabrics shoppers who use their free 4-H loyalty card ([http://www.joann.com/4-h/](http://www.joann.com/4-h/)) will save **15%** while also giving **2.5%** back to the National 4-H Council.
Submit your ideas to host a session at 4-H Exploration Days!
4-H Exploration Days is a team effort and we need you! We’re seeking inspiring and fun educational sessions for the 2022 4-H Exploration Days event!
An exciting pre-college program for youth ages 12 -19, 4-H Exploration Days brings together approximately 1,500 youth from across the state of Michigan. The 2022 event is slated for June 22-June 24, on the campus of MSU and now is your chance to get involved! We are looking for sessions and instructors that allow youth to try new things, gain confidence and independence through hands-on learning, and make friends that can last a lifetime.
Sessions will be offered in 2.5, 3 and 6 hour time blocks on Thursday or Friday. Information on instructor roles and session times can be found on the 4-H Exploration Days website under at [www.canr.msu.edu/4_h_exploration_days/Volunteer-Information/](http://www.canr.msu.edu/4_h_exploration_days/Volunteer-Information/).
Think outside the box for session ideas! Some great session topic areas in the past included: mental health/self care; a day in the life of a specific career path; recreational sports; art, culture, crafts, music, dance; animals and animal science; coding, website development and technology; and food, nutrition, basic cooking.
The session proposal process is now open until December 15. Notification will be sent by early 2022 regarding acceptance. Please submit your session ideas online at [msu.co1.qualtrics.com/jfe/form/SV_0iFTMshS4iYerQ](http://msu.co1.qualtrics.com/jfe/form/SV_0iFTMshS4iYerQ).
If you need assistance with the survey, have questions, or would like to brainstorm session ideas or ways to make a topic hands-on, please reach out to Laurie Rivetto at [email@example.com](mailto:firstname.lastname@example.org) and/or send an e-mail to: [email@example.com](mailto:firstname.lastname@example.org).
Explore democracy at the 2022 Citizenship Washington Focus
4-H Citizenship Washington Focus is an exciting opportunity for 4-H youth ages 15-19 to spend a week in Washington, D.C. learning about the nation’s government.
Participants will enjoy hands-on leadership workshops, meet with U.S. senators and representatives and tour historical sites. Featuring national experts and leaders, along with opportunities for career exploration, using your voice and building connections with teens from across the country, this is a can’t miss experience for Michigan 4-H’ers!
The Michigan delegation will depart by bus on Saturday, June 25 and return on Friday, July 1. The first stop along the route is the 9/11 Memorial in Pennsylvania followed by an overnight stay in Gettysburg. On Sunday, the group will visit the Gettysburg National Military Park Museum, travel the battlefields with a licensed tour guide and see the Gettysburg Cyclorama Map of the Civil War before heading on to Washington, D.C.
Once in D.C., the group will stay at the Hyatt Regency in Bethesda, Maryland. The cost for this trip is $2,000 per youth, which includes transportation, lodging, conference costs and most meals. Spaces for this exciting event are limited, to learn more contact your local 4-H program coordinator or email Connie Lange at [email@example.com](mailto:firstname.lastname@example.org).
4-H Future Naturalists: Reptiles & Amphibians
Did you know that we have over 20 amphibian species in Michigan? This SPIN club is designed to help you learn about the reptiles & amphibians found right here in the Mitten State!
There will be 6 meetings, with an optional 7th meeting in the field.
4-H SPIN Club: Astronomy
Did you know that Saturn is the only planet in our solar system that is less dense than water? It could float in a bathtub if anybody could build a bathtub big enough! (NASA)
Interested in learning more about astronomy? This might be the club for you!
Crafts Around the World 4-H SPIN Club
Enjoy learning about different cultures, and how to make simple crafts from six of the seven continents: Africa, Europe, Asia, Australia, North America and South America.
Cloverbuds: Science Exploration 4-H SPIN Club
This SPIN club is designed for our Cloverbuds - ages 5 to 7 - to have the opportunity to explore the fascinating world of science through hands-on games and activities!
Volunteers Needed: Small Animal Clubs!
We are looking for volunteers who are willing to lead clubs centered around the following animals: goats, rabbits, poultry.
Have fun and sign up to volunteer with a friend - two heads are better than one!
Volunteers Needed: Canine Club!
This club is designed to help youth learn about the care and health of their furry friends. Learn about techniques for safety, record-keeping, obedience, and agility.
Dog-lovers: this is your chance to lead a fun club focused on your favorite animal!
Interested in volunteering? Contact us!
Enya deFeijter
4-H Program Coordinator
email@example.com
989-345-0692
Want to learn more about the steps to becoming a volunteer? Please contact me at 989-345-0692 or firstname.lastname@example.org
Calling all candy-lovers - virtual opportunity available!
Mason County 4-H is hosting the 4-H Sweet Sales Workshop on December 11th. Meeting will be held on-site in Mason, but will be offering a zoom opportunity so that statewide participants can join!
Participants are going to learn how to make homemade lollipops, just in time for the holiday season. We’re going to explore just how lollipops are formed, and participants are also going to delve in to how to take your homemade candies and earn some spending money for the holiday season.
Your free enrollment in Cooking with Kristi includes an invitation to a private Facebook group where you can access six videos to watch on your schedule. You will also receive a PDF to go along with each video that includes the recipe and other valuable information about kitchen safety and cooking vocabulary. This series is recommended for youth 10 and up or younger with help from an adult.
Click here to register!
Foaming Frosty Snowmen
Build snowy critters with baking soda, then dissolve them down and watch them bubble away.
About the Activity
This fun activity draws from two areas of chemistry and shows kids how to form mini snow creatures using household supplies, then fizz them all away into a bubbly goo.
Supplies
- Baking soda
- Vinegar
- Water
- Liquid dish soap
- 2 soup bowls or similar-sized containers
- Measuring cup (1 cup size)
- Tablespoon
- Teaspoon
- Sticky note and pen or pencil
- Optional* small plastic beads for decorating
Grades: 4-8
Topic: Chemistry
Time: 30-45 minutes
Activity Steps
Whether or not you have snow on the ground, you can follow these steps to create a pair of snowy figures in your kitchen.
1. Start by measuring one cup of baking soda into each bowl.
**DID YOU KNOW?** Baking soda, known to scientists as sodium bicarbonate, is what is called a base. **Bases** are substances that when in a watery solution, are slippery to the touch and bitter to the taste. Bases are often used in cleaning products, like soap and toothpaste.
2. Add three tablespoons of water to each bowl. This will turn the baking soda powder into a moldable form.
3. Into just one of the bowls, pour one teaspoon of dish soap. Using a sticky note, label the bowl that contains the soap, so you can keep track of it.
4. For each bowl, thoroughly mix the contents and then work them with your hands into a moldable, dough-like ball. If they’re not holding together well enough, you may need to add more water. Add just a few drops at a time, so you don’t add too much.
5. Then form the dough balls in each bowl into a figure of your choice: A snowman, a snow dog — it’s up to you! Then, add some decorations – beads, buttons, googly eyes, that’s your choice, too.
6. Once you’ve admired your handiwork, it’s time to destroy it! Fill your measuring cup with vinegar.
**DID YOU KNOW?** Vinegar is a diluted kind of acid, called an **acetic acid**. Acids are substances that occur all around us, in citrus fruits like lemons and oranges, and are found in our bodies, too. They are substances that contain hydrogen ions in water (an ion is an atom or a group of atoms).
7. Now, pour the cup of vinegar over your first sculpture (the one without the soap) and observe the results.
8. Refill the measuring cup with vinegar, pour it over the other snow creature with the soap, and watch what happens.
**FUN FACT:** Combining baking soda and vinegar creates a chemical reaction: baking soda as the base neutralizes the acid in vinegar. The reaction releases carbon dioxide gas (the same gas that we breathe out of our bodies when we exhale), which makes it bubble and expand.
Family Gingerbread House Decorating Contest
Description
Have some quality family time by holding a family Gingerbread House decorating contest.
Activity
1. Purchase or make home-made Gingerbread Houses. Be sure to get some frosting and edible decorations!
2. Gather your family together for a night of fun.
3. Set a time limit.
4. Decorate the Gingerbread Houses as teams or individuals.
5. Enjoy judging each other’s creations, or have friends or other family members judge.
6. Pick a winner and begin eating those yummy houses together!
Supplies
- Graham Crackers
- Icing
- Piping Bag
- Candy
- Pretzels
- Dried Fruits
- Sprinkles for Decorating
Thank you to 4-H Youth in Action Award winner, Amelia Day, and her family for contributing thoughtful activities for this holiday guide.
Christmas Village with Wood Birdhouses
Description
Create your own Christmas village by decorating unfinished bird houses.
Supplies
- Assorted Shapes and Sizes of Unfinished Wood Birdhouses
- Assorted Colors of Acrylic Paints
- Brushes
- Mod Podge Glue
- Assortment of embellishments - Jingle Bells, Chenille Stems, Pompons, Felts, Washi Tapes, Ribbons, Clothespins, Gems, Buttons
- Craft Glue
Activity Steps
1. Using a photo as a guide, paint wood birdhouses. Let dry completely.
2. Add glue embellishments in place using craft glue.
3. Drizzle fabric paint to resemble snow onto roof edges and sprinkle with glitter.
4. Brush Mod Podge onto roof tops and sprinkle with glitter.
Grandma’s Chocolate Chip Cookies
Cole Langhofer, Kansas, Plains Livewires
**Ingredients**
- 1 cup shortening
- 1/2 cup sugar
- 1 cup brown sugar
- 1 tsp vanilla
- 2 eggs
- 2 1/4 cups flour
- 1 tsp baking soda
- 1 tsp salt
- 1 cup chocolate chips
**Directions**
1. Preheat oven to 375°.
2. In a large bowl, cream together shortening, sugars, and vanilla with mixer.
3. Stir in the chocolate chips and raisins.
4. Drop by heaping tablespoonfuls 2 inches apart onto ungreased baking sheets.
5. Bake for 9-11 minutes or until edges are firm.
6. Cool for 5 minutes; before removing to wire racks to cool completely.
**Prep:** 10 minutes
**Bake:** 11 minutes
Rocky Road Bars
Katharine Girone, Illinois, 4-H Alumni of Bell Plain Hustlers,
Tazwell County 4-H Program Coordinator
**Ingredients**
- 1 cup butter, softened
- ¾ cup sugar
- ¾ cup packed brown sugar
- 2 large eggs, room temperature
- 1 teaspoon vanilla extract
- 2 ¼ cups all-purpose flour*
- 1 teaspoon baking soda
- 1 teaspoon salt
- 2 cups miniature marshmallows
- 1 ½ cups semisweet chocolate chips*
**Directions**
1. Preheat oven at 350°
2. In a large bowl, cream butter and sugars until light and fluffy.
3. Add eggs, one at a time, beating well after each addition. Beat in vanilla.
4. Combine the flour, baking soda and salt; gradually add to creamed mixture and mix well.
5. Stir in the marshmallows and chips.
6. Spread into a greased 13-in. x 9-in. baking pan.
7. Bake for 25-30 minutes or until golden brown.
8. Cool on a wire rack.
9. Cut into bars and serve.
**Prep:** 15 minutes
**Bake:** 30 minutes
*NOTE: You can replace the 1/4 cup of flour with cocoa powder if you want extra chocolate. You can mix & match chips; peanut butter chips and chocolate chips are a favorite of mine.* | c48eaf8d-95f8-42aa-8832-59fc3e8791c9 | CC-MAIN-2024-33 | https://www.canr.msu.edu/ogemaw/uploads/files/ARCHIVE%20-%20Nove-Dec%202021%204-H%20Newsletters.pdf | 2024-08-12T19:56:45+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641048885.76/warc/CC-MAIN-20240812190307-20240812220307-00650.warc.gz | 536,733,136 | 7,757 | eng_Latn | eng_Latn | 0.983028 | eng_Latn | 0.995672 | [
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Building a Budget
This activity encourages us to find out more about ourselves and our habits. A person might better understand the value of something because they’re forced to link the money they want to spend to how long it takes to earn or save.
Bee Hotel
Native bees need your help. Bee populations in Australia and worldwide are declining due to the growth of our towns and cities but did you know that you can help by building them their own hotel in your backyard?
Cubornet 2021
The benefits of Cubornet range from developing social skills in the virtual environment, increasing the ability of the Cubs to successfully maneuver around and operate a computer, increasing emotional intellect, and assisting in their academic endeavors.
Youth Voices COVID-19 Video Competition
This is an exercise that can help to create a playlist that young people can access whenever they want and will hopefully provide some relief and entertainment during what is a challenging time for all.
Whey Bread
It’s easy to envision a group of Vikings, ravenous after a long day of ransacking, devouring giant hunks of meat. Viking food included a range of foods that any health-minded modern person would applaud.
Building a Budget
Challenge Area
Ages
Venturer & Rover
Number of People Required
One
Want to get better at saving or be a bit more responsible with your money? Then budgeting is for you!
Instructions
1. Figure out what expenses and contingencies you need to budget for and consider (e.g. rent, bills, food, etc.).
2. Think about any products at a bank that might help you save for the long term (e.g. high interest savings account or term deposits).
3. Choose a period you want to budget for - a month, a year, longer?
4. Work out how you are going to track your budget.
5. Set savings goals and track your spending habits.
Reflection
This activity encourages us to find out more about ourselves and our habits. A good savings habit, along with budgeting, allows you to develop discipline, a universal skill you can apply to other areas of your life. A person might better understand the value of something because they’re forced to link the money they want to spend to how long it takes to earn or save.
What skills did you learn during this activity?
Native bees need your help. Bee populations in Australia and worldwide are declining due to the growth of our towns and cities but did you know that you can help by building them their own hotel in your backyard? Here's how!
**Instructions**
1. If you have tree stumps or logs, drilling holes in them is all you need to do. No logs? Any offcuts of timber will do, but make sure they have not been chemically treated. Drill the holes so the entrance faces sideways, not straight up.
2. Small nests on the ground can be easily constructed with twigs, bark and wire to hold them together. Locate them out of the way so they are not destroyed by birds or people or your dog trampling all over them.
3. Lengths of bamboo are an excellent choice, as the entrance is just the right size for bees. Seal one end so they feel safe enough to lay eggs. Around 15 to 20cm long is perfect.
4. Holes poked into lumps of builders clay then left to dry out
5. Cement breeze blocks and bricks with holes in them are very simple hotels as long as one side is sealed – use a natural material like clay, mud or even mulch or dead leaves.
**Reflection**
Once your hotel is up and running, it shouldn’t take long before your first guests arrive. Watch them from a safe distance and enjoy your new backyard buddies! How did your bees like their new home?
Have you ever wanted to plan your own virtual Cub Scout camp? This activity would be great for Leaders to utilise with their own Cub Scouts.
**Instructions**
1. Click [here](#) to use the template attached to plan out your weekend.
2. Have a look at the example activities.
3. Choose which ones you would like to do.
4. Write them down and list any equipment you will need so you can be ready before the activity starts. You should do this at least 1 week before Cubornet.
**Reflection**
The benefits of Cubornet range from developing social skills in the virtual environment, increasing the ability of the Cubs to successfully maneuver around and operate a computer, increasing emotional intellect, and assisting in their academic endeavors. This virtual camp will be sure to get your Cubs having some fun while we are Scouting@Home!
The Office of the Advocate for Children and Young People is asking for young people in NSW to be part of the ultimate ‘Young People Spotify Playlist’. The competition has been launched Thursday, 16 September and will close at 5.00pm Friday, 15 October. Here’s how to enter:
**Instructions**
1. All you have to do is submit a song request through this form: [Spotify - Young Peoples Playlist Form](#)
2. Make sure that the songs you select are appropriate and do not contain rude or offensive language.
3. All entires will put you in the running to win one of the ten prizes on offer. This will be done at a random draw at the end of the competition.
4. To be in the draw to win the gift vouchers, entrants must leave their full name and their contact number so ACYP can identify you.
**Reflection**
This is an exercise that can help to create a playlist that young people can access whenever they want and will hopefully provide some relief and entertainment during what is a challenging time for all.
Consider continuing to practice this as a mindfulness exercise, especially when you are needing to find something to help you go on walks, cook, paint and everything else!
It's easy to envision a group of Vikings, ravenous after a long day of ransacking, devouring giant hunks of meat. But that wouldn't accurate the truth is that every day. Viking food included a range of foods that any health-minded modern person would applaud.
**Ingredients**
- Flour of choice
- 1 teaspoon salt
- Liquid, consisting of half water and half whey
**Instructions**
1. Mix the flour, salt and liquid (which should be half water and half whey).
2. Form balls and rest overnight.
3. Light a fire under a large flat stone or a large ceramic shard that rests on some other stones.
4. Put the dough on the hot stone and allow to cook until golden brown.
**Reflection**
When you prepare your own meals, you have more control over the ingredients. By cooking for yourself, you can ensure that you and your family eat fresh, wholesome meals. This can help you to feel healthier, boost your energy, stabilize your mood, and improve your sleep. How did your family like your food creation? | 0fa685f1-e4f3-444c-ab1d-0169e16634f5 | CC-MAIN-2022-33 | https://nsw.scouts.com.au/wp-content/uploads/2021/09/Week4_Program.pdf | 2022-08-16T07:59:53+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572221.38/warc/CC-MAIN-20220816060335-20220816090335-00463.warc.gz | 390,643,328 | 1,411 | eng_Latn | eng_Latn | 0.998752 | eng_Latn | 0.998884 | [
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GROW
BOTANICAL RESEARCH INSTITUTE OF TEXAS
Plant to planet.
Director’s Statement
Walk into the BRIT headquarters almost any day of the year, and the campus pulses with activity.
Outside, a bus unloads a class of elementary school students for a field study day where they’ll learn how to ask – and answer – scientific questions. Down in the treehouse, a circle of preschoolers listens intently as Bella the Begonia reads them a story. Staff are preparing for the next session of the Green Revolution, planning ways to teach at-risk teenagers leadership skills alongside science and math fundamentals.
Over in the herbarium, volunteers are carefully preparing plant samples for preservation. BRIT press staff are editing the next issue of the *Journal of the Botanical Research Institute of Texas*. Organizers of the Farmers Market are lining up bands for upcoming First Saturdays.
In the research department, a conference call is in progress with a BRIT biodiversity explorer discussing recent fieldwork. Outside in the BRIT prairie, a botanist is recording weather conditions and noting the increasing diversity of plants and insects in the field.
Every one of these activities is the result of planning and hard work stretching back years. For BRIT, 2013 was the year it all came together. Seeds planted long ago burst into full flowers. This 2013 report is an opportunity to look back and marvel at how ideas have borne fruit.
The best part? We’re still growing. We’ve planted new seedlings of plans and visions and are watching with excitement as they take root.
BRIT remains committed to its mission: to conserve our natural heritage. To deepen our knowledge of the plant world. To achieve public awareness of the value plants bring life. In the hum of a BRIT headquarters bursting with life, we see ourselves fulfilling that goal.
Sincerely,
Patricia Harrison
Interim Executive Director
Growing
We’re always stretching, like plants seeking the light. We draw on our roots in science and education and then reach out in new directions, looking for new problems to solve.
Training the scientists of the future at Camp BRIT
All summer long, kids flock to the BRITscape – a.k.a. the BRIT landscape and headquarters – excited by newfound knowledge about plants and the natural world. Camp BRIT offers unique, hands-on learning experiences that plant seeds of environmental understanding in North Texas students.
Each camp is targeted toward a specific age group, from Bella Goes to Camp for four- and five-year olds, to Innovative by Nature’s Design for 11 to 14 year olds ready to take on leadership roles and apply their knowledge of sustainability to real-world problems.
“We approach all our camps from a solution point of view,” says BRIT research and evaluation specialist April Sawey. “We talk about how our environment is changing, and we emphasize ways of preparing our community to be resilient in that change. Students really respond to that approach. They enjoy the challenge of discovering solutions for themselves.”
Last year saw major growth for Camp BRIT, with more sessions offered and a 134 percent increase in students.
“We were completely full in 2013, and even though we’re going to expand the number of sessions again in 2014, I expect we’ll once again have a waiting list,” says Sawey. “We’re seeing kids come back year after year – it’s great to see them grow.”
Development update
Convening the conversation about sustainability
BRIT’s development and communication efforts in 2013 were all about community and conversation. Staff focused on introducing BRIT to the community and opening avenues of discussion about critical environmental issues.
This year, we sought out new ways to invite the community to learn more about BRIT and our research and education programs. For example, we launched the Farmers Market, which promotes sustainability while introducing Fort Worth residents to BRIT’s research and conservation efforts.
We also took our place at the table in local conversations about water, energy, food, and soil. We’re working to expand our reputation as a reliable resource for information about sustainability. We want all of Texas to know that BRIT is a place where complex environmental issues can be debated without bias and with a solid scientific foundation.
The development year revolved around two major events, both of which highlighted achievements in sustainability. The International Award of Excellence in Conservation honoring green building pioneer Robert K. Watson was held in April, and in October, we hosted the Fête du Vin recognizing 2013 International Sustainable Winegrowing Award winner Yalumba. We also introduced the Regional Sustainability Awards of Excellence, recognizing local businesses, educational organizations, and individuals. We were proud to highlight the achievements of BNSF Railway, the Rainwater Charitable Foundation, and Adelaide Leavens.
As awareness of BRIT grows, so too will opportunities to contribute to the community. We look forward to finding new ways to continue the conversation about sustainability in North Texas.
Growing bright minds with Bella the Begonia™
One of the most successful education programs in 2013 was headed up by a uniquely talented BRIT employee – in fact, an employee who is unique in every way.
“I just love reading stories to children!” says Bella the Begonia, a bright pink and green flower puppet with a smiling face and leafy arms. “And I’m so glad the kids love it, too.”
Bella, accompanied by her helper, BRIT education specialist Pam Chamberlain, hosts Bella’s Book Club and Bella’s Story Time for preschool children at the BRIT headquarters. Story Time is a free program that takes place during BRIT’s First Saturday program, while the Book Club meets the first Tuesday of the month. It’s free to BRIT members and costs $10 per family for non-members.
At the Book Club, children and caregivers listen to a story from Bella, then pick from free-choice centers designed to give kids hands-on experiences with nature. Many activities take place outside, and all are designed to stimulate the senses, teach new vocabulary, and prompt discussion.
“The most important thing we promote is learning side-by-side,” says Chamberlain. “We offer guided questions to encourage conversation – parents are asking kids why they chose certain colors or how they picked certain shapes.”
“That’s the best way to learn,” adds Bella. “Together.”
Bella’s programs took off in 2013, with attendance doubling compared to 2012. Families now need to register to attend the monthly Story Time. Time is first-come, first-served with a limit of 35 participants per session. Finding ways for Bella to serve more kids will be a major focus of 2014 and beyond. “I’ve started to outgrow my pot!” says the beaming begonia.
“Bella’s an amazing member of the team,” says BRIT vice president and director of education Pat Harrison. “She really knows how to connect with young children and help them learn about their world.”
It’s hard to tell when a pink-faced flower puppet is blushing, but Bella definitely has a glow when she hears her praises.
“I first came to BRIT when a botanist picked me in Peru,” she says. “I was going to be a sample in the herbarium, but instead someone realized I could read. That’s rare for members of the Begoniaceae – most Angiosperms have very little education.”
Bella continued, “Now I have the best job in the world – helping children learn about the wonders of nature!”
Planting seeds of change in the lives of tomorrow’s leaders
Growing a generation of environmental problem-solvers is a big job. A solid grounding in science is critical. So is a thorough foundation in mathematics.
But the most important skill for future change-agents? Leadership. That’s why the BRIT Green Revolution™ program, for Fort Worth’s Morningside community youth, emphasizes leadership ability as much as science content.
“Our goal is to challenge students to be leaders in their community,” says BRIT urban education specialist Christina Middlebrook. “We focus on science skills, but they need to be empowered to do something with these skills.”
Students in this year’s program are from two Fort Worth ISD schools – Morningside Middle School and O.D. Wyatt High School – both urban, low-income schools with students considered at high risk for dropping out. BRIT looks for students who are in the middle of the academic pack.
“We want those kids in the middle,” says Middlebrook. “We’re looking for students who usually don’t raise their hands, but with a little bit of attention and encouragement, they can become rock-star leaders.”
Green Revolution is a major commitment for the Agents of Change, as students are known. They participate in after-school sessions once a week and activities at the BRIT headquarters about once a month.
The Green Revolution program helps students learn STEM (science, technology, engineering, and math) skills and concepts through hands-on experiences rather than lectures. This can be a stressful process, since it involves a certain level of failure as students work their way toward understanding.
“We allow them to fail so they can try again,” says Middlebrook. “It’s hard, but they learn that failure doesn’t mean you’ve failed forever. Failure is how science gets done.”
Green Revolution kicked off in the 2012-13 school year with 21 students. The highlight of the year was a spring break trip to Port Aransas, where students worked alongside biologists and marine scientists.
The recruits for 2013-14 numbered more than 50 due to word of mouth from the previous year’s students, making the logistics of a coast trip impossible. Instead, for spring break the group went to Camp El Tesoro, a Camp Fire facility in Granbury, Texas. Students participated in team building, took night hikes, and explored the landscape. “They were able to be in nature without restrictions,” says Middlebrook.
Several students are now wrapping up their second year in the program. Returning students were asked to step up their leadership skills as Lead Agents with additional responsibilities to the group. Expectations will be even higher for the 2014-15 school year, when accepted third-year students will be known as Command Agents.
“We’re organizing a special overnight trip for them – it will be a real leadership group,” says Middlebrook. They will be part of the team planning activities for the new agents.”
As the program grows – Middlebrook hopes to have 80+ students next year – other schools are taking notice, and plans are in the works to use the program as a model elsewhere.
“We’d like to see kids all over Fort Worth taking on environmental issues on their school campus and in their community,” says Middlebrook.
Agents of Change are themselves changed by the Green Revolution. BRIT staff tell success stories of kids with newfound confidence, global support cards, and a passion for science. One young woman who was once unsure of her self-worth is now her class president. A young man who spent the first sessions in the back of the room with his hood up now plans a career in biotechnology and plans to volunteer at BRIT in the summer.
The students recognize the impact of the Green Revolution on their lives. “I don’t have to endure my own insecurities anymore,” wrote in an evaluation of her experience. “I learned that it’s OK to get out of your comfort zone,” wrote another.
One student reflected specifically on a lesson at Camp El Tesoro on using GPS devices to navigate in the wilderness, noting, “If we get lost we can navigate and find our way.” It’s a lesson BRIT wants all of its Green Revolution agents to learn – not just out in the woods, but in life. With leadership, STEM skills, and a lot of hard work, we can find our way to the future.
Global
From the riverscours of Tennessee to the rocky outcrops of the Sonoran desert, BRIT biodiversity explorers are at work investigating the plant life of our planet. Every habitat has secrets waiting to be discovered.
Documenting change on the rugged Pacific Islands of Baja California
Isolated off the coast of Baja California, the Pacific islands of San Benitos, Cedros, and San Martin exhibit plant species specially evolved to tolerate arid conditions. As well as providing habitats for sea lions and rare birds, the islands are home to rare cacti, succulents, and wildflowers found nowhere else.
BRIT biodiversity explorer Sula Vanderplank recently expanded her study of the islands with new plant surveys in 2013 and early 2014. She has worked on San Martin for several years, monitoring the distribution of native plants and tracking the arrival of invasive species. Her research now includes the islands of San Benitos and Cedros, two rarely studied habitats.
Cedros poses the greatest challenge for Vanderplank. San Martin, at 2.3 square kilometers, and San Benitos, at 3.9 square kilometers – a little larger than a campus – can be surveyed in a single day. Cedros, on the other hand, extends nearly 350 square kilometers, roughly the same area as a mid-sized Texas city, such as Brownsville or Lubbock. The survey took a lot of legwork, and Vanderplank plans much more research on the island to help further define our understanding of these unique environments.
Vanderplank will be back on the islands in March 2015, leading a 10-day charter trip that will include five days on Cedros to document the flora of this special habitat.
Vanderplank co-authored with colleagues Sarah Ratay of the University of California, Los Angeles, and Ben Wilder of the University of California, Riverside.
Conserving biodiversity, one glass of cider at a time
BRIT researchers are on the hunt for a new crop for Texas farmers, one that would both create opportunity and improve biodiversity. They’re targeting a fruit that has been little-grown in the state: apples.
These apples aren’t intended to be eaten as a snack but rather drunk as hard cider. Cider is exploding in popularity in the U.S. and Canada – sales have tripled since 2005 – and are now spilling into the craft beer market. Cider fans hunt out different varieties, which can be sour, sweet, bitter, sharp, salty, or acidic, depending on the apple cultivator and fermentation method.
The growth of the market has caught the attention of Texans, many of whom didn’t know Texas was a good place to grow apples. BRIT is determined to help farmers by introducing them to the best varieties for our region, as well as sustainable orchard management practices. BRIT turned to the world’s cider experts: orchard managers in Europe, where cider has been made for millennia. BRIT scientists conducted extensive ethnobotanical interviews with nearly 500 cider makers in 23 countries, both in Europe and around the world, learning methods refined over centuries.
BRIT researchers also identified apple varieties well-suited to North Texas’ climate. The current list includes apples from other hot, dry regions, such as Southern Italy and Israel, as well as cultivars developed in the southern United States in the 18th and 19th centuries. Scientists have tracked down heritage ciders in Texas, some of which have survived more than a century. Increasing production of these apple varieties will promote biodiversity in Texas orchards and help preserve historic varieties.
To spread the word about cider, BRIT hosted six cider tastings and orchard management workshops in 2016. Tasters were amazed at the variety of ciders – many of which bear little relationship to the sweet hard ciders Americans know. French and Spanish ciders have the nuanced flavors of fine wines, while some Appalachian drinks are so potent they’ll knock you off your feet.
So the next time you down a glass of cider – especially one from a Texas cidery – know you’re enjoying the taste of biodiversity in a glass.
Texas and Southern Cider Apple varieties
Between the 1700s and 1800s, thousands of apple varieties were developed that thrive in hot, southern climates. Some prefer humidity and others dry conditions; some need long periods of cold and others need no cold at all. Farmers can select the best variety for their microclimate. The following are examples of varieties that grow well in Texas:
Anna – originally from Spain
Annurca – originally from Southern Italy
Arkansas Black – originally from Western Arkansas
Arkcharm – originally from Arkansas
Ein Shemer – originally from Israel
King David – originally from Arkansas
Mollie’s Delicious – originally from Alabama
Reverend Morgan – originally from Houston, Texas
Botanists make remarkable discoveries while trekking through Tennessee riverscours
It’s late spring, and the water is running fast and cold down Daddy’s Creek in Eastern Tennessee. The roar of the rapids fills the narrow canyon, drowning out conversation between botanist Dwayne Estes and his team of graduate students. They work methodically, cataloging the grasses and shrubs growing on a narrow bar of pebbles, cobbles, and boulders that have piled up on a curve in the stream.
It’s an extreme environment. Just getting here takes hours of hard hiking. The sun beats down, pushing up the temperature. Flash floods sweep down the canyon every spring, carrying along rocks the size of tennis and soccer balls. Bigger floods move boulders as big as refrigerators or cars or small houses. The rocky riparian zones of the canyons are known as “riverscours” because they’ve been scoured out by water and rock.
In this isolated canyon, Estes and his team have discovered plants not found anywhere else in the Appalachians, and the uniqueness of the environment makes working there worthwhile.
“We’re really walking into the last frontiers of the South,” says Estes. “Every time we go in, we’re finding rare plant populations or species unknown to science.”
Estes, a BRIT biodiversity explorer and associate professor of biology at Austin Peay State University in Clarksville, TN, first studied riverscours in 2005 as a graduate student at the University of Tennessee. He conducted fieldwork on cobble bars at the Obed Wild and Scenic River, part of the National Park Service in Tennessee. He began focusing on habitats as a research subject in 2013, and as his program has intensified, so has his training in the skills needed to work in this rigorous environment.
“In the spring and early summer, these rivers and streams can be class 3 to class 5 whitewater — and that classification only goes up to 5,” says Estes. “You have to be highly trained and skilled or you’re going to die. I’m not in the business of dying.”
Estes and his team are undergoing extensive whitewater training, but it will be a few more years before they’re ready to tackle the rivers at their worst. In the meantime, they make their way into the canyons only after the water level has gone down. It’s grueling work. The team makes intensive efforts to float down short passages of water, but most of the time they’re scrambling over boulders, carrying backpacks loaded with gear and camping equipment, they carry cameras, GPS devices, notebooks, measuring tapes, and plants collected along the way.
The team takes care where they step. The uneven ground is an invitation for a broken ankle, and rattlesnakes and copperheads lurk in these canyons. Emergency rescue is incredibly difficult.
“Part of the planning process is to let the local fire rescue know where we’re going,” says Estes. “If they haven’t heard from us by a certain time, they know to come looking.”
Once they’ve reached a cobble bar rich with plant life, the team begins recording every species at the site. There are two copies of each plant: one for the BRIT herbarium and the other for the herbarium at Austin Peay.
The plants growing in the cobble bar communities have little in common with the vegetation found outside of the canyons. “They’re actually little prairies,” says Estes. “They’re dominated by prairie grasses like those you would see in Eastern Oklahoma – and here they are, surrounded by dense, dark Appalachian forest.”
Trees rarely grow on the bars, because they would be swept away by the frequent floods. However, low-growing grasses and shrubs thrive. The diversity of the cobble bar is remarkable – the researchers can find between 90 and 200 different plants growing in a space roughly the size of a basketball court.
Estes is constantly surprised by the plants he finds in the scours – he’s discovered rare and endangered species, as well as those that seem completely out of place.
“We found the Cumberland sandreed growing on a cobble bar about two hours east of Nashville. It’s a very rare plant in the Southeastern riverscours; and you’d have to drive 600 miles to the Oklahoma/Arkansas border to find it again,” says Estes.
The team has also identified plants common to the Florida Panhandle and the East Texas Piney Woods on cobble bars.
“How did they get there? That’s the big question,” says Estes. He believes the answer lies deep in the past, either before the last Ice Age (more than 2 million years ago) when the Eastern United States was much warmer, or during one of the warm periods between glacial cycles. When a vast ice sheet plowed its way south and cooled down the climate, once widespread populations of heat-loving grasses and shrubs were isolated.
“The only places where they remained were on these little cobble bars, which are a lot like Florida: hot and sandy,” says Estes.
Estes hopes future research will fill out this picture. He plans to partner with James Beck, assistant professor of biology at Wichita State University, on genetic analysis that will compare the DNA of river scour plants with their widely dispersed cousins. By looking at the genetic differences, Estes could track the path of the plants across space and time.
But that’s in the future. For now, Estes and his students will continue to trek into the riverscours of the Appalachian Mountains and sample plants.
“It’s becoming hard in the Eastern U.S. to feel like you’re in a remote place,” says Estes. “In these areas, it’s amazing how isolated you feel. Nobody goes there. You’re really in a wild place.”
Wild, rocky, and isolated: the Baja California peninsula extends as a narrow, mountainous spine alongside mainland Mexico. Stretching nearly 775 miles – roughly the distance from Dallas to Atlanta – the landscape ranges from arid desert to tropical lowlands, coastal chaparral to mountain pine forest. Botanists have long prized Baja as a biodiversity hotspot with scores of unusual plants that look like they sprang out of a Dr. Seuss book. The cactus flower *Opuntia sonorae* (S.Watson) Greene grows spindly arms of a branching stem as wide around as a dinner plate, while narrow, prickly Boojum trees (*Fouquieria columnaris* (C.Kellogg) Kellogg ex Curran) stretch like slender pillars into the air. Despite its wealth of unique species, Baja’s harsh conditions offer limited exploration of the peninsula. Many plants are known from one pioneering expedition in 1967 when explorers went mule-packing down the entire length of Baja. The rigors of the trip discouraged future adventurers and scientists – until 2013, when a group of women decided to repeat the journey in reverse. Known as La Mula Mil, the expedition headed out from Cabo San Lucas on the southern tip of the peninsula on November 4 and reached Tecate, on the U.S./Mexico border, four and a half months later.
Joining the team on the most remote sections of the trail was BRIT biodiversity explorer Sula Vanderplank. She rode mule-back across a wide stretch of the peninsula from east to west, again on an isolated stretch about halfway along the journey, and finally on the last leg in the Mediterranean-like climate of northernmost Baja.
Vanderplank gathered as many plants as her mule could carry, collecting more than 100 species, many from locations never before visited by botanists. She also took as many opportunities as possible to interview local people about plant names and uses. Guides described how to make soap out of the elephant tree (*Pachycormus discolor* (Benth.) Coville), use the garambullo cactus (*Myrtillocactus geometrizans* (Mart. ex Pfeiff.) Console) to make a hard cast to stabilize broken bones, and stop bleeding with the cardon cactus (*Pachycereus pringlei* (S.Watson) Britton & Rose).
Vanderplank expects to identify additional samples of rare species – many only known from the 1967 expedition – along with new plants previously unknown to science as she sorts through the samples gathered. While specialized, Baja will remain beautifully inhospitable, but La Mula Mil has revealed at least a few of its secrets.
The typical field trip can be a bore for students, but not at BRIT, where kids experience a packed day of hands-on science. BRIT has field study trips, where students get their hands dirty and their minds engaged. That’s why the trips for students ages 7-11 are called “Messy Science.”
“Science isn’t always neat and tidy – either physically or cognitively,” says BRIT research and evaluation specialist April Sawey. “We teach kids that doing science sometimes means getting up to your elbows in dirt. Doing science also means reassessing what you think you know. The scientific process isn’t always linear. Real science is messy.”
As well as visiting the herbarium and exploring the geology wall, students conduct the same type of soil investigation that scientists undertook when planning the BRIT Living Roof. Students compare natural and engineered soil, examining both under a microscope, measuring their mass, and shaking samples through a soil sieve. At the end, they have to explain how they would have used these two materials on the Living Roof.
“It’s a hands-on day – exactly the sort of experiential learning that studies say is the most effective at helping students discover scientific concepts themselves,” says Sawey. “Instead of us teaching them, they’re constructing their own learning experience.”
More than 1,000 students from ten schools took part in field study trips in 2013, up from 624 in 2012, and 98 percent of participating parents and teachers agreed that students left with increased understanding about being a scientist. In the words of one teacher: “The investigations keep the students engaged and teach them to be curious scientists.”
Clearing up confusion in the Clear Fork watershed
Land developers and homeowners face a perplexing question every time they visit a garden center or nursery. What are the best plants for my property?
The question becomes more difficult when the goal is to reduce water consumption and encourage biodiversity. Numerous factors – including soil type, underlying geology, and sun exposure – determine if a plant will thrive in an individual setting, and until now no one has had hard data to support the choice of one plant over another.
BRIT intends to change that. Researchers are conducting detailed, multi-year studies to identify the best plants for specific environments and purposes.
Scientists are focusing their efforts on the watershed of the Clear Fork of the Trinity River, which includes the western half of Tarrant County, half of Parker County, most of Wise County, and parts of seven other surrounding counties as well as Lake Weatherford and Lake Benbrook. BRIT has established multiple permanent field sites in the watershed that researchers visit regularly to monitor plant life. A second set of sites are visited periodically to widen the information set. The locations were chosen carefully to reflect a range of land uses (urban, suburban, or rural) and types (prairie, streambed, etc.).
This wealth of data is allowing BRIT to correlate the plants found in different regions with their geology, soil type, rainfall, slope, and exposure. All of these data are carefully mapped, contributing to a detailed database.
The goal of the study is two-fold. First, it will allow scientists a fine-grained look at the environmental health of the watershed and create a body of information that can be mined for all sorts of future studies.
Second, BRIT plans to create a public website that will allow property owners to search for the most well-adapted plants for their part of the watershed. Land developers, ranchers, governments, and businesses will be able to find hardy, low-water-use plants that will not only grow successfully but also reduce costs by limiting or eliminating irrigation.
The site will provide property owners with an unmatched resource that could help improve water conservation across the region – and reduce a lot of confusion at the garden center.
Watershed smarts
A watershed is a basin-like area where all of the water that falls within it (from rain, snow, etc.) drains into the same place. The Clear Fork watershed, for example, is the body of land that drains into the Clear Fork of the Trinity River.
Water drains over and through the soil in the watershed and into streams and ponds before reaching the river. This catchment area greatly impacts the quality and quantity of water in the river. Polluted streams will ultimately pollute rivers, while clean streams produce clean rivers.
Each watershed is surrounded by a drainage divide, a line that separates one watershed from another. The City of Fort Worth sits along the drainage divide that separates the watersheds of the Clear Fork and the West Fork. The West Fork of the Trinity includes the eastern half of Tarrant County as well as Lake Worth, Eagle Mountain Lake, and Lake Bridgeport.
Connecting teachers in a supportive, enthusiastic learning community
The third Tuesday of every month, excitement builds in the Suzanne Rail Peacock Education Center as teachers from districts all around Tarrant County arrive for an evening of great ideas about education and the environment.
“At Teacher Tuesdays, we’ve created a professional learning network where teachers can share ideas and get feedback from their colleagues,” says BRIT education specialist Tracy Friday. “And the teachers love it.”
The free program began three years ago with eight to ten teachers at each session. As word spread, numbers started going up until BRIT had to cap attendance at 50 teachers per session, with another dozen or so usually on the waiting list.
Each Tuesday is designed around a theme such as Engineers by Nature or Mathematical by Nature. Guest speakers talk about subjects such as geocaching or biomimicry, and teachers exchange ideas, discuss pending challenges, and share successes. “It’s a very interactive format,” says Vice President and Director of Education Patricia Harrison. “We’re focused on connecting teachers with other professionals and giving them the resources they need.”
Educators from kindergarten through high school classrooms attend the program, drawn from 19 districts in North Texas. Many report that BRIT sessions inspire them to create new programs for their schools, such as planting a school garden or developing a recycling initiative. Others describe success implementing the nuts-and-bolts strategies discussed at Tuesday sessions, such as effective classroom management for outdoor classes.
BRIT offers several other programs for educators, including professional development courses and a summer immersion institute. Programs have also been developed to provide intensive support of individual schools. To date, education specialists worked closely with teachers and administrators at Handley Middle School – a Title I school with a high percentage of at-risk, low-income students – to incorporate STEM (science, technology, engineering, and math) education into the school’s entire curriculum.
So far, the biggest challenge for Teacher Tuesdays and other educator programs is keeping up with demand. Part of the 2014 focus was expanding offerings to serve more teachers.
In the meantime, teachers continue to meet on Tuesday evenings to exchange ideas and offer encouragement. As one teacher wrote BRIT, “I have learned something new and taken away from each class something that I can implement immediately in my school.”
Celebrating community with local foods and fresh ideas
Stop by BRIT the first Saturday of every month from April through October, and you’ll find the headquarters overflowing with people and produce.
Outside, Fort Worth residents browse booths boasting ripe red tomatoes, plump yellow squash, and deep green jalapeños. Other stalls offer fresh baked bread, handmade tamales, and jars of jams and jellies. A band plays music as the smell of chorizo tacos wafts from a food truck.
“You can pick up everything you need for a weekend of eating great local food,” says BRIT public engagement coordinator Laura Venhaus. “Everything our vendors sell is grown or produced in and around Fort Worth.”
Each month has a theme that serves as a focus for exhibits and demonstrations. For example, the April 2014 theme “Inspired by Nature” concentrated on biomimicry, i.e. materials, structures, or systems modeled on biological entities or processes. Guests could examine how products they use everyday – such as velcro or zippers – were inspired by plants and animals.
Kids love First Saturdays, especially story time with Bella the Begonia. She reads a story related to the theme of the day, and kids can follow up with activities in the BRIT Treehouse.
“Families love it,” says Venhaus. “It’s a great chance for everyone to learn and explore together.”
The Farmers Market and First Saturdays have generated excitement in both Fort Worth residents and among the BRIT staff. “All of our weekend activities started as ways to bring back to the community. We wanted to sponsor local farmers and producers, and promote the concept of eating locally,” says Venhaus. “But it’s such a great event that it’s a treat for all of us at BRIT, too. We just love it.”
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Cardamom for Creation Care and Cash Crops in Laos
The majority of people living in the remote mountainous areas of Laos carve out a living by growing rice. But the traditional slash and burn rotation system they use on the steep hillsides of their communities results in soil erosion that undermines future crops. As farmers rotate their upland fields to seek sufficient soil, agricultural land is becoming decreasingly available, putting added stress on farmers already working to their capacity. In addition to the challenge of finding land to support their crops, farmers have the added burden of children malnourished by rice-heavy diets.
World Renew works with these communities to find ways to diversify both nutrition and income streams that are sustainable, as well as helping improve sanitation and access to clean water.
Six years ago, World Renew staff met Mr. Saihoua Tao, from a Hmong village in Nonghet district of Xieng Khouang Province, who, like his fellow farmers, was struggling to survive by growing rice. We encouraged him to diversify the plants growing in his upland fields and, during a visit with Mr. Saihoua in January of this year, I was greatly encouraged to see the rich level of diversity in his crops. In addition to growing papaya, pineapples, and various vegetables, Mr. Saihoua was now raising pigs, chickens, and fish.
His fish “crop” was particularly impressive. His ponds now hold over 4000 juvenile fish, providing a regular source of protein for him and his extended family, and...
Mr. Saihoua has engineered an ingenious way to feed them using a light bulb hung above the pond. The bulb is connected to a small turbine that sits in a stream flowing down the mountain through his property. He turns the light on at night to attract insects that supplement the mixture of corn, cassava, and rice husks he feeds his fish.
I was most excited by Mr. Saihoua’s recent planting of several varieties of cardamom, a spice commonly used in China for treating stomach aches and constipation. World Renew has had a lot of success in recent years promoting cardamom in the northern province of Phongsaly, where some 408 families are now benefiting from the added income provided by this crop as well as the plant’s natural protection against soil erosion. Last year, we decided to take a number of farmers from Mr. Saihoua’s village in Xieng Khouang on the 2-day long journey to Phongsaly to learn from farmers there. Mr. Saihoua joined us on the trip and returned with cardamom shoots, which he quickly planted in his own fields. As he led us to his cardamom plot planted on a steep slope, I needed to use a stick to ensure I did not slip down the hill. I marvel at how farmers manage to not only walk up and down these steep slopes, but to plant, care for, and eventually harvest products without falling down and injuring themselves frequently.
Gazing over the lush growth of cardamom, I appreciated not only Mr. Saihoua’s agility, but the results of his persistence and hard work. His soil is being protected from erosion already, and next year his cardamom field will begin bearing fruit. He already has plans to expand his cardamom crop, as the price for cardamom is very good.
Mr. Saihoua is sharing his experience with other farmers in his village and will continue to encourage them to plant cardamom as well, laying the foundation for improving farming systems in his remote community. He is an entrepreneur who is willing to take a risk and try something new. Many of his neighbors are waiting to see what kind of yield and benefits Mr. Saihoua sees before they invest time and energy in this new endeavor.
Just as Mr Saihoua was able to apply what he learned from his visit to Phongsaly, World Renew now hopes to bring farmers from nearby villages to his village for peer-to-peer learning, providing them with an opportunity to see and hear about how these steep slopes can become part of a sustainable farming system that both protects the environment and provides for livelihood needs for their families now and in the future.
God is our refuge and strength, an ever-present help in trouble.
Psalm 46:1
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Marriion Omanyo • Project Advisor • firstname.lastname@example.org
1700 28th Street SE • Grand Rapids MI 49508-1407 • 800-552-7972
3475 Mainway • PO Box 5070 STN LCD 1 • Burlington ON L7R 3Y8 • 800-730-3490
worldrenew.net
Fennema Family and World Renew Laos
Recent and Upcoming Events and Prayer Needs
• We are grateful for the good news we received from the results of blood work Moe Moe had done in Bangkok on April 25, which showed no issues of concern. We are waiting to hear back on the results of the test for cancer markers in the blood. The doctor did arrange for the continuation of the oral chemo and Moe Moe’s next follow up will be June 16-18 and include another PET scan.
• Progress with getting an Memorandum of Understanding with the Laotian government for World Renew activities in Mai district, Phongsaly province is moving ahead. Both the district and province have approved the MOU, and we hope to have a meeting with the ministry in mid-June and finalize and sign the MOU in July.
• Monica arrived in Laos on April 29 after completing her second year of University. Over the last month, she has been working most days at the international school, filling in for instructional assistants on sick leave. Monica is excited about her plans to spend second semester next year on a semester abroad program in Uganda.
• Maria graduated from Grade 12 on May 31, 2019. Congratulations, Maria! She also made the decision to attend Brock University in St. Catharines, Ontario. Mike will travel back with Maria on August 22 to help her get ready for university.
• Matthew participated in a local swim competition on May 25 and broke some personal best records, notably in the 50m butterfly. Earlier, during the April school break, Matthew obtained a certificate for open water diving.
• The project team in Xieng Khouang is planning for an end of Phase 3 meeting at the end of June, as we wrap up activities in current target villages. Plans for Phase 4 are continuing as we discuss with authorities in Nonghet District which villages will be targeted and agree on priorities for the improved well-being of these remote communities.
What’s that for?
Take a close look at this photo. What could this item be used for?
Don’t hesitate or be shy, but send your best guess to Mike at email@example.com.
The mystery will be revealed in the next newsletter!
Mystery Revealed
Your Guesses were:
• Wood being dried for sale
• Drying reeds for thatched roofing
• Elephant grass drying
And the correct answer is:
Bamboo being dried. Driving along the road to Sangtong district, about an hour outside of Vientiane, I passed several large areas covered with this bamboo. So I stopped and talked with the people working there. After stacking and drying the bamboo, they load it onto trucks to Vietnam where it is turned into toothpicks and fragrant incense sticks. | <urn:uuid:6a34fbcf-74f6-4705-9e1b-35f6dfbc943b> | CC-MAIN-2019-39 | https://images.outreachapps.com/wp-content/uploads/sites/170/2019/06/05135636/Laos-2019-06.pdf | 2019-09-17T14:55:05Z | crawl-data/CC-MAIN-2019-39/segments/1568514573080.8/warc/CC-MAIN-20190917141045-20190917163045-00225.warc.gz | 525,404,531 | 1,551 | eng_Latn | eng_Latn | 0.998548 | eng_Latn | 0.99862 | [
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Dear Parents and Carers,
This has been a week where we have really been able to celebrate the incredible learning at MEPS. Year 1G had a ball investigating all the natural spaces and places across our campus with Kim Schroder from Camp Manyung, Mrs Golding and Mrs Grgic on Tuesday. It was wonderful to hear the children’s impressions of their day.
Year 1G Nature Immersion Program
“We take care of things in nature.” – Marley
“My favorite thing is the bush.” – William
“I like climbing trees under the moon.” – George
“I like to sit on a chair under the trees.” – Zoe
“I just love nature.” – Amelie
“I could do this every day.” – Liam
“My favorite thing today was jumping in the puddles.” – Alice
Preps Celebrate 100 Days of School!
What a momentous day for our fabulous Prep cohort who, on Friday, enjoyed 100 days of school at MEPS. We are so proud of our Prep students who have amazed us with their knowledge, enthusiasm and passion for learning. They have been so settled this year and are able to explain all the things they have been learning with such authority. I take my hat off to the children and their incredible teachers, Mrs Donna Wheatley, Ms Barbara Coley and Ms Stephanie Adams.
Introducing Children’s University
In our recent School Review, areas nominated for future focus include Achievement, Wellbeing and Engagement. To address these goals and to support our Middle School Future Focused theme, we have recently developed a partnership with Swinburne University to facilitate their Children’s University program as a trial for interested students in Years 3 and 4. Last week, Naomi from Swinburne came to share information about the voluntary program and to launch it at MEPS. Sign up information went out with all Years 3 and 4 students last week, so please complete and send back to school as soon as possible if your child is interested in participating. If they reach their goals, they even get to ‘graduate’ at Swinburne University which is a really exciting proposition.
What has Year 5 been up to?
Year 5 students have been hard at work in the classroom and are also looking forward to their upcoming camp to Sovereign Hill.
Numeracy
As part of their focus on Statistics and Data representation, students have been gathering data through observation and surveys, then representing their findings through a variety of graphs including column, pie charts, dot plots, line graphs and pictograms.
Inquiry
Students have been developing their knowledge of Immigration into Australia, tying this into their Writing and Reading units. Students have focused their learning on significant immigration events that have led to our multicultural society in Australia, creating a diorama to accompany their information report. Our students have developed their collaboration and creativity skills throughout this unit.
A day of celebration on Wednesday 27 July saw us welcome many special guests to school to officially launch OzHarvest's FEAST program at Mt Eliza Primary School. Our school motto 'Together we grow' with our tree reaching up from the earth, supports the strong link between our two organisations - OzHarvest and MEPS - and is a fitting metaphor for how we are committed to working together to educate young people and our community about food sustainability.
My own passion for food began whilst living and working in Italy for over 15 years. What stood out most was the way in which my husband’s Italian family bought produce carefully from local markets and used everything, from the vegetable fronds to the cheapest cuts of meat. They never wasted a thing. But that is not how it is everywhere, unfortunately.
According to the United Nations Food and Agriculture Organisation, about a third of the food produced in the world for human consumption every year - around 1.3 billion tons - gets lost or wasted. Meanwhile over 840 million people worldwide (12% of the world population) are undernourished. So, what to do about this problem closer to home, and here at school?
More recently, we’ve been so excited to learn about OzHarvest and their work around food rescue. We’ve definitely been inspired by its founder, environmental activist Ronni Kahn AO, and the FEAST team. It’s been significant to see our school collaborate with OzHarvest’s primary school program known as FEAST, a fitting acronym that stands for Food Education And Sustainability Training. We have embedded this program in our curriculum as a means for educating our students in how to eat healthy, waste-less food whilst also becoming architects of change in their local community.
At the centre of this work is the strong belief that the key to fighting food waste is to change our practices through education, and to give food back the value that it deserves.
The FEAST program was first introduced at MEPS last year, in 2021. Senior School students participated in practical cooking activities at home and in the classroom as we navigated education through the pandemic. Students learned and practised cooking skills through the tasty FEAST recipes and then designed their own recipes to use up foods that would otherwise go to waste.
Through our partnership with the OzHarvest FEAST program, we have hosted teachers from other schools who have participated in Professional Learning with us and have created the opportunity to develop an ongoing Professional Community of Practice. We were fortunate to connect online with Ronni Kahn as she celebrated our learning, and it was so inspiring to hear her speak with such passion. We developed a team of MEPS students who went on to present to thousands of Victorian school children during the 2021 EarthWatch Kids Teaching Kids conference, inspiring young people right across Victoria to join the fight against food waste. That was such a highlight and a huge testament to the commitment of the Year 6 teaching team who have set the scene, particularly Mrs Fiona Schulinus who has spearheaded the introduction of this initiative to our school and for that we are extremely grateful. Thank you, Fiona.
To start off the celebrations on Wednesday, Monash University Professors and Pre-service teachers led STEM Food Lab and Literacy workshops in the classrooms for the Year 4 students.
Raff Z (Year 4) - On Wednesday, we had people from Monash University come to our class and teach us about preserving food.
Elijah G (Year 4) - We had so much fun learning about pickling. You can pickle a lot of foods like cucumber and fish so that they last a long time.
Zara H (Year 4) - In Literacy, we all made, read or wrote about something involved with food to support the FEAST learning.
We then commenced the official launch in the BER with families invited, special guests, OzHarvest representatives and, of course, our students from Years 3, 4 and 6.
Kaya S - Year 6
On Wednesday, I was lucky enough to be part of the OzHarvest FEAST program launch. We had photo shorts, interviews and we got to cook some amazing recipes for the judges to try. My team made the Crunchy Noodle Salad. I was also one of the people who got to do an interview. An OzHarvest representative asked us questions like, “What was your favourite thing you have done in OzHarvest?” and “What have you learned about food waste?” My favourite thing was when we first made the Crunchy Noodle Salad and Peach Parfait and we got to taste them. They were DELICIOUS! I am grateful for the opportunity to be involved in OzHarvest.
Elle M - Year 6
We cooked two recipes. Peach Parfait was made from peaches, yoghurt and muesli with fresh berries on top. We also made Crunchy Noodle Salad, made from a whole load of veggies and crunchy noodles with a tasty dressing. Both are very healthy, delicious and also can be made from leftover food you have in the fridge. Overall, the program has been a great opportunity and a wonderful way to show awareness about food waste.
Alex D - Year 6
The OzHarvest program was a very new and fun experience as I had not cooked before. The FEAST program inspired me to help out in the kitchen and use some new recipes. Cooking in front of a lot of people was nerve-wracking at first, although, when it got started it was a lot less scary than I had expected. It was just a really fun time! My favourite part about the event was learning to cook as I was not very good at it, but also working as a team. Having friends to cook with made it much more enjoyable. I was especially shocked to find out about all the food that is being wasted. About one-third of food that is bought to be consumed is thrown away. The OzHarvest program taught me not to waste food.
Students in Year 4 then presented their amazing Cookbook!
Phoebe G (Year 4) - We were so proud to present our first Mt Eliza Primary School FEAST inspired cookbook. This cookbook has taken weeks to prepare, and we were very excited to present the finished product. We have developed a wide variety of recipes that we think you will enjoy and, best of all, most of the recipes are designed to prevent food waste. My group’s recipe was Fruity Pancakes which used leftover fruit which we combined in the pancake mixture. They were the best things ever! Some of the recipes have been created by us, some of them have been inspired by family recipes and others have been selected with a particular common wasted food in mind, in the hope that good food goes into our bellies and not in our bins.
Nick D (Year 4) - We began our FEAST journey this year exploring where our food comes from. We conducted a fridge and fruit bowl audit in our own homes. When I did the audit, I found lots of leftover apples and yoghurt. We learned alarming facts about food waste and we discovered the amazing work of OzHarvest. We learned
lots of useful skills such as safety in the kitchen, dicing and slicing, measuring ingredients, stirring and pouring, working together, negotiating, learning about nutrition and decision making. We have made delicious FEAST recipes, such as crunchy noodle salad and sushi rolls which were very tasty.
Aden P (Year 4) - We dreamed possible solutions, choosing recipes, adapting recipes and even designing our own recipes - taking on the mission to prevent food waste and reduce climate change. Thank you to our Year 6 FEAST Ambassadors, teachers and staff, parents and grandparents who all helped us with our FEAST learning this year. Good luck to the Year 3 students who now have the privilege of participating in the FEAST program this semester. It really is learning that will stay with us forever.
We are very proud to be connected with the work of OzHarvest and look forward to furthering our collaboration as ‘Together we Grow’.
**Prep 2023 Zoom School Sessions**
Our Term 3 Prep 2023 Zoom School transition sessions commenced last week, with Mrs Donna Wheatley and Mrs Michelle Polley taking the children through engaging activities online.
You can see from the Term 3 schedule that we have a wonderful variety of sessions across different days and times so hopefully your child will be able to join us for as many of them as possible. Younger siblings are welcome too. If you know any families who are also keen to join our Prep cohort in 2023, please let them know to contact the office for an enrolment form so they too can join in the fun!
Year 4 Game Jam
On Friday, Year 4 students celebrated the culmination of their Inquiry unit which linked science, geography, literacy, creative arts and technology. Students shared their knowledge through various means: orally, through posters, dioramas, puppet shows and models. They all developed coding skills by creating their own Bloxels game to communicate their research findings in an interactive and engaging manner. It was a perfect example of students being creators not consumers of technology. Students in other year levels loved seeing the Year 4s in action, as did their families. A big shout out to Mr Brent Schuster and the Year 4 team for organising such an engaging event.
We have been speaking a lot at school about developing the principles and practices of Reggio Emilia through our school. The Reggio approach asks how educators can support the ‘Hundred Languages of Children’, where students have many ways in which to express themselves.
I love how this exhibition of Year 4 knowledge really provided all students the opportunity to share their understanding in ways that was meaningful to them.
This is Claudia sharing her research through a puppet show and you can clearly see that the audience is enjoying every minute of it.
The students have been working hard on their animal research projects. They have been using laptops to gather information and creating presentations to share with the class. The students have also been working together in groups to create displays about their animals, which they will be sharing with the school community at the end of the week.
The students have been working hard on their animal projects and are excited to share their knowledge with the school community. They have created stunning displays, written informative reports, and even made videos to showcase their learning. The animals they have chosen to study are diverse, ranging from endangered species to those that are abundant in our local environment. Each student has taken ownership of their project, researching extensively and presenting their findings with enthusiasm and passion.
The school is proud to see such dedication and effort from our students. It is clear that they have gained a deeper understanding of the importance of conservation and the role we all play in protecting our planet's biodiversity. This project not only enhances their academic skills but also fosters a sense of responsibility towards the natural world.
We encourage everyone to visit the school and take a look at the amazing work our students have accomplished. It is truly inspiring to see the potential and creativity that exists within our young minds. Thank you to all the students for their hard work and dedication, and to their families for their support. We look forward to seeing more exciting projects in the future!
All the best for a fabulous week ahead.
Kind regards,
Kim Wheeler
Principal
PTA
The following meeting dates have been added to the 2022 PTA Meeting Calendar:
| Date | Date |
|---------------|------------|
| 20 June | 10 October |
| 18 July - 25 July | 7 November |
| 15 August | 28 November |
Donations for our Fathers’ & Special Friends’ Day Stall
We have already begun working on our upcoming Fathers’ & Special Friends’ Day Stall. Donations for this stall are always appreciated whether it be items to be sold as gifts or items for wrapping. Please leave donations with the ladies at the front office.
EduMarking Adventure Trail
Thank you to everyone who has supported our fundraisers this year. We are proud to have provided the students with a fun Adventure Trail which was installed over the term break. I know lots of students (and parents) have already enjoyed this new addition to the schoolyard!
Joanne Patterson
PTA President
Thank you to all the families who have already placed orders or donated so far. New designs available as well as some old favourites!
Our first batch order has already been placed so we should start receiving some of our boxes soon. Order yours today.
www.myschoolconnect.com.au/mt-eliza-ps-fundraiser
Orders close Sunday the 7th of August
**COVID POSITIVE REPORTING INFORMATION**
If your child tests Covid positive -
Parents must email Kim Wheeler email@example.com if their child has tested positive for Covid-19. We need to know the date of the Positive RAT test and the last day your child attended school - Please do not send this information through the absence number.
If your child is a close contact of someone in the home who has tested Covid Positive –
Please follow the instructions above.
**NOTE:** The SMS attendance hotline is only for other absences which are not related to Covid-19.
**STUDENT ABSENCES**
**PLEASE READ THIS VERY IMPORTANT INFORMATION**
Parents/Guardians are required to report their child/ren’s absence from school by texting 0439 454 239 by 9.00am each day your child is absent.
**NOTE:** It is important that you state your child’s name, grade, and the reason for the absence.
This information particularly important – especially during our current pandemic environment as we have had many absences to follow up.
We appreciate families being vigilant with this.
0439 454 239 - Please SMS only
-The Admin Team
Have you ever wanted to be an author? This is your chance to create your own book!
Enter the Mt Eliza Primary School Book Week competition for the chance to win a prize!
To enter the competition, you need to write a book on the topic of ‘DREAMING WITH EYES OPEN’. This theme is open for interpretation and can be presented any way you choose!
Entries may be in the form of a picture story, poetic/verse story or short story formats and submitted on the 19th of August to your classroom teacher.
3 Winners from Prep to Grade 6 will be selected. Each of the 3 winners will receive a voucher. Their book will be published for display in the school library, and share their piece at an assembly.
Join us to find out all about Mt Eliza Primary School (MEPS) – our students, our programs and our learning environment. Looking forward to welcoming you to our MEPS community.
To book a school tour, or arrange an alternative day, please contact our friendly office staff on (03) 9787 1385.
| Date | Time |
|--------------------|--------|
| Tuesday 19 July | 11:00am|
| Wednesday 20 July | 9:30am |
| Monday 25 July | 9:30am |
| Wednesday 3 August | 9:30am |
| Thursday 4 August | 11:00am|
| Wednesday 10 August| 11:00am|
| Wednesday 24 August| 9:30am |
| Thursday 25 August | 11:00am|
| Thursday 1 September| 11:00am|
| Monday 5 September | 9:30am |
| Monday 7 September | 9:30am |
| Wednesday 14 September | 9:30am |
A message from your Coordinator Jade
WOW! Loads of fun and engaging activities have been taking place in before and after school care over the past week.
Following our theme of kings and queens the children have channelled their creative side to create some amazing art pieces. With our new water colour paints Lexi made jewels, by painting a pattern on paper, and then gluing her design on clear gems we had in our craft corner. As you can see below the colours shined through and they turned out fantastic. Allyson and Martha also got experimental with our new water colours and painted landscapes of our school garden.
Another activity we did was making crowns. We decorated our crowns with the jewels we made previously, as well as with stickers, glitter and gel pens!
Special shout out to Allyson for talking initiative by gathering all the rubbish on the playground and putting it in the bin! Super star!!
Lexi with the jewels she made!
Isla, Liam, Eliza and William looking like royalty with their fabulous handmade crowns.
Martha and Allyson using our new water colour paints!
Activities coming up
- Water colour painting
- Minion drawing
- Reading challenge
- Silent ball
What’s on the menu
- Wraps
- Anzac biscuits
- Crackers
- Pancakes
Visit our blog
New articles are added each week for parents and cover various topics to help families.
Visit our blog
MT ELIZA PRIMARY SCHOOL PRESENTS
The Show Must Go On!
A whole school concert
Showcasing Foundation to Grade 4 students singing songs across the decades & the Senior School presenting...........
ROBIN HOOD THE MUSICAL
Frankston Arts Centre
Tuesday 30th August 2022
Matinee & Evening Performances
Tickets Go Sale
Monday 11th July
Box Office FAC
CLICK HERE TO PURCHASE TICKETS
Music Lessons
Looking for music lessons for your child?
Find out more information by clicking the form below:
Instrumental Lesson Application Form
Second-Hand Uniform Shop
The Second-Hand Uniform Shop will be opening this term every 2nd Thursday morning (9am-9.30) in the foyer of the Old School Hall. Opening dates are 21 July, 4 August, 18 August, 1 September and 15 September.
All items are $3 and it is cash only. Donations are also always appreciated.
Early Help Program
About Us:
The Early Help Program delivers a range of prevention and early intervention programs to infants, children, young people and their Parents/Carers.
What is Early Help for Families?
Early Help can support a family who may be experiencing difficulties and does not know where to go for support or advice. Early Help will work with the whole family to try and improve the current situation by providing the right support at the right time.
How can Early Help you and your family?
An Early Help Practitioner can work alongside you and your family in a Community setting and over the phone. We will work alongside you and your family to find out what is happening for you, and link you with the right support to build on your family’s strengths.
Our Early Help Practitioners can assist your family by providing you with:
- Up to 10 hours to discuss your family’s needs with an Early Help Practitioner. Assisting with information, advice and linkage to support in the community.
- Free group work that is place based in your local community to build on your family’s confidence, whilst developing skills to build strong family relationships in a non judgemental setting.
- Support for your child, young person to explore their thoughts and worries in peer support groups, providing them with opportunities to meet other children and young people, reducing isolation and fostering healthy identities through shared experiences.
- Our experienced team will listen to your story and provide relevant information and resources that are tailored to you and your family’s unique circumstances. Building your knowledge base to seek out the services you are looking for.
- Or simply, directing you to relevant support services and assisting you to expand your community networks.
Next steps?
If you are happy talking to the Early Help Practitioner we can listen to your needs and find out what issues you are experiencing, what is working well and what your family would like help with. The Early Help Practitioner can link you to a service or group in your community.
www.familylife.com.au
The Early Help program is not for any families that may be experiencing issues that are currently supported by Child Protection or Case Management Service. If you are needing supports in this space please contact the Orange Door on: 1800 319 353
Support is provided:
- If you reside in Mornington Peninsula Shire (MPS), City of Kingston, City of Bayside or Frankston City Council
- From birth to age of 18 years when your infant, child, young person or family requires support.
How to access Early Help
You can click on the link or QR code below to complete the referral form/group work registration. If you would like some assistance with this process please consider the following options.
Talk to any service you are linked with, for example; Maternal Child Health, Early Learning Centres, Primary Schools, Secondary Schools, Hospitals to assist you with making a referral. Or email our friendly team to discuss your support options. firstname.lastname@example.org
Early Help Referral Form
Clicking on the URL here to complete the Early Help referral form to assist with information, advice and linkage to support in the community.
Or: Scan the QR Code below to complete the Early Help Referral Form.
Early Help Group Work Registration Form
Additionally, Clicking on the URL here to complete the Early Help Group Work Registration Form. If you would like to attend our free group work to build on your family’s confidence, whilst developing skills to build strong family relationships.
Or: Scan the QR Code below to complete the Early Help Group Work Registration Form.
If you have an further questions please send Early Help an email to: email@example.com
*families who have a need that requires more than community linkage may be directed to the Orange Door.*
PARENTS BUILDING SOLUTIONS
For parents, step-parents, grandparents, families and carers of children aged 3 - 18 years. Come along for one, two or three sessions. Free for all. Click on the QR code to express interest in the session/s.
**Helping your child deal with emotions**
Wednesday 10th August 9.30 - 11.30
**Dealing with conflict**
Wednesday 17th August 9.30 - 11.30
**Building resilience and self esteem**
Wednesday 24th August 9.30 - 11.30
**DAY:** Wednesday
**TIME:** 9.30 - 11.30am
**WHEN:** August 10, 17, 24
**WHERE:** The Corner
Wilson's Road
Mornington
**COST:** FREE
**INQUIRIES:** Michelle Brown 0429671450
firstname.lastname@example.org
Register via the QR or the link
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Dear Parents and Carers,
Many of our older students (and some of our younger students) are currently using some form of social media and have a profile on a social networking site. Many visit these sites every day or play online games that require them to have a profile. Throughout this term our students have been watching Cyber Safety videos that give them strategies to keep safe when using the internet. With the school holidays coming up, it is timely to remind our students and parents that while there are many good things about social media there are also many risks that can be avoided. Primary school students don’t always make good choices when they post something to a site or reply to a message, and this can lead to problems both at home and at school.
It is vital that as parents/carers and teachers we are talking to our students about the appropriate use of social media (this includes the use of messaging services) and that we are vigilant in monitoring what our young people are using social media for. At a school level we are finding that we are dealing with more and more incidents of social media use that is occurring outside of school hours but is affecting students’ ability to learn and feel happy and safe at school. The media reported recently that Australia has one of the highest rates of teenage bullying in the world and that much of this is occurring online outside of school time. As parents of primary school children we need to teach our children that they should not be a part of those statistics.
Some good tips for children and parents include:
- **Be kind** – always treat others with respect and never share harmful or hurtful messages
- **Think twice before posting** – once it is there you can never take it back
- **Ask yourself** – Would I want my teacher or my parents to see this? If the answer is no then it is probably a good idea not to post it.
Finally, a reminder that students **MUST** hand their mobile phones into the office each morning and that smart watches are not permitted to be worn at school. If you need to send your child a message throughout the day, please contact the school office. This includes any changes that you need to make to afternoon pick up arrangements. All students are asked to put their phones away in their school bag when they collect them from the office each afternoon.
Thank you for your support with this important matter in keeping our students safe.
Remember that our COVID restrictions remain in place in Term 4 until further notice. Hopefully it won’t be long until we are all able to return to normal school life. As a community we thank you all for supporting us throughout this term in ensuring that all our students and staff are as safe as possible.
**Classes for 2021**
Early next term our teachers will be working together to formulate our classes for 2021. Our goal is to form parallel, even class groups in each grade.
The teachers look at the learning needs of each student, their behaviour and their social, emotional needs.
If you believe your child has any of the above needs which should be considered for their placement in a class for 2021, please put this information into a letter to the Principal.
This is not an invitation for you to nominate your child’s teacher. It is however, an opportunity to highlight any special needs that will help the teachers form class groups for 2021.
Teachers will also provide the children with an opportunity to nominate 2 or 3 friends that they would like to be with in 2021. The school will endeavour to have at least one of their friends progress with them if this is in your child’s best interest. Prior to the end of the year, our children will have the opportunity to meet their 2021 teacher together with their new classmates.
We wish all of our families a relaxing and happy break. If you are travelling please keep safe and we look forward to welcoming you back next term.
Regards
Jane Misek
Assistant Principal
Religious Education
First Holy Communion
Due to the ever changing restrictions of COVID19 our parish based First Holy Communion has been very different this year. Congratulations to the following children who have received or are about to receive their First Holy Communion.
May God Bless you all
Emma D, Anders S, Zara F, John N, Kobe P, Raymond Y, Alannah C, Sarah B, Isaac D, Jessica K, Aiden McG, Lilly G, Blake P, William G, Oliver E, Grace K, Savanah N, George A, Audrey S, Sybella M, Jade G, Elizabeth T, Mary K, Jacob K, Dylan J, Erin L, Dylan B, Aiden L, Ryan F, Leila S, Christopher D, Leah M, Patrick S, Isabella T, Thomas C, Christian B, James M, Isabella M, Elias M, Sam M, Theresa S, Jasmine P, Noah S, James M, Annabelle T.
We pray that as your receive your First Holy Communion,
you draw ever closer to Jesus,
the Bread of Life,
and that you always will live
As a child of God.
Confirmation 2020
Students who are receiving the Sacrament of Confirmation this year will receive or should have received an email from the Parish Office outlining dates and times. If you have not received this information, please contact the Parish Office on 9639 6516.
Term 3 Week 10 Stage 3 - Religion Inquiry - “What is my existential purpose in life?”
Inquiry Question 2: How does the Holy Spirit guide us to identify and use our gifts and talents?
The Stage 3 teachers and students have been very busy learning about the Holy Spirit. They have explored the gifts and fruits of the Holy Spirit and how they use these in their life. Year 5 rounded up this learning writing a prayer to the Holy Spirit and Year 6 wrote a reflection about where the Holy Spirit is in their life.
They are continuing this religion learning inquiry in Term 4. They are now exploring:
Inquiry Question 3: “What is my true purpose?”
They will be investigating using scripture, saints, prayers and personal experiences to discover what is God’s mission and what is their role in God’s mission.
The Holy Spirit is an all knowing Spirit and the Holy Spirit uses all the ways of knowing.
- Empirical – The Holy Spirit uses Empirical knowledge to choose the gift that would suit us as a person so we can use our gift to benefit all.
- Intuition – The Holy Spirit uses intuition to know what gift to give what person “But it is one and the same Spirit who does all this; as he wishes he gives a different gift to each person” (Corinthians 12:4-11). The Holy Spirit trusts in the decisions that He makes.
- Rationalism – The Holy Spirit creates people able to use rationalism by giving us gifts we can use to be rational ourselves.
- Emotivism – The Holy Spirit pairs the gifts He gives us to our emotions so we can be a good match and we are humble and lets us do as we are meant to do, and spreads our gifts for the good of all.
- Authority – The Holy Spirit helps us to have authority in certain situations (when our personal gift is needed).
Some Student reflections:
I have not yet discovered my personal gift although I have seen others using what I assume is their personal gift, although I don’t know for certain. I have read books that have been written very well and I gather that that is someone’s gift that they are using for everyone. I have seen spectacular drawings being drawn and paintings being painted. I think that although I am not sure of my own gifts I think that I may be good at craft that evolves wool because some people have said that I am good at this. I think I may need to work on my sporting abilities because that is something that I am not very good at. I am already working on that by going to Karate. I also need to work on my organisational and spelling skills because I often spell words wrong and not know where anything is.
Year 6S - Saskia
The Holy Spirit connects with the ways of knowing because the Holy Spirit uses the ways of knowing by giving us our gifts and talents. The Holy Spirit uses Empirical knowing by observing and reading off data and facts, Intuition knowing by reasoning and trusting gut feelings, Emotivism by expression and attitude about the situation, Authority by making decisions about what gift or talent should it give out, and Rationalism by basing opinions, actions and logic to figure out the right gifts to suit the people in the world. The Holy Spirit gives out different gifts to each person so everyone in this world is unique.
I have used a gift of the Holy Spirit which is being kind and caring to other people. I like seeing smiles on peoples faces and making them laugh because when you see someone else sad the mood travels to me and other people. If everyone was kind and caring this world would be different.
I have developed the gift of being a leader and to support the people around me. I also have other gifts like being sporty, athletic and a good writer. I’ve also seen other people around me like my friends use their gifts like being kind, generous, supportive and humorous, and that goes for a lot of my friends.
Year 6PR - Taylor
Stage 3 will be continuing this religion learning inquiry in Term 4. They will be exploring:
**Inquiry Question 3: “What is my true purpose?”**
Students will be investigating using scripture, saints, prayers and personal experiences to discover what is God’s mission and what is their role in God’s mission.
**Mrs Johra Brackenbury**
Religious Education Coordinator
**Inquiry Learning**
Across the school, students have been busy working on the end product for their Term 3 Inquiry. There have been a range of activities happening including designing and assembling models, creating diaries and presenting informed opinions. Here are a few photos of the wonderful work our students have produced.
In Term 4, students will be inquiring into a new driving question. Early Stage 1 and Stage 3 students will be engaged in a geographical inquiry and students in Stage 1 and Stage 2 will be engaged in a scientific inquiry. I wonder where our Term 4 inquiries will take us?
Mrs Julie Hooper
Leader of Learning
**Numeracy**
School holidays are all about relaxing, enjoying a well-earned break and having a good time with family and friends. But school holidays can also be a great opportunity to practice maths skills with your child.
Mathematics is a part of everyday life and it is important for children to notice this and to see that this area of their learning is relevant for them. Some contexts for learning about maths at home include board games, cooking, telling the time and construction materials. Try to ask your child what they are thinking about to develop some insights into their understandings. Most importantly, it’s a chance to spend some time together, so have fun!
Mrs Kieran Jackson
Leader of Learning
---
**Book Week 2020 - Curious Creatures, Wild Minds – October 17-23**
Reading is the key to success and October is the month to celebrate Book Week. Covid19 has impacted on this event, and The Children's Book Council of Australia moved the date to October 17-23. We have made this adjustment and are planning a "Covid Safe" celebration of Book Week on **Wednesday 21 October**. Students may come to school dressed as their favourite book character or can be inspired by the theme for book week - Curious minds, wild creatures. There is no expectation that you will buy a costume for this day but instead are invited to use your imagination during the holiday period prior to seeing what great ideas the children come up with. They will have the opportunity to parade their costumes and talk about the inspiration for their design within their own learning spaces.
---
**Thank You**
**To the Students of St Paul the Apostle School**
Thank you all for the very special tributes you paid to me on my last two days at St Pauls. Whether it was in way of words - of blessings, and thank you's/good luck, or letters and cards, I am so honoured and humbled to have received them. The walk down the Walkway, (with Mrs Misek as moral support), and then onto the playground to be surrounded by you all clapping for me, was truly a very emotional and memorable experience. I am so privileged to have been at St Paul's with all. Thank you all so much for the beautiful flowers and gift; I will think of you all every time I wear them. To the senior students who formed a guard of honour for me, I'll let you in on a little secret - that was the first time I've ever gone down the walkway! Such a special first!
Have a happy holiday everyone and may God continue to bless you all.
Mrs Knowler
---
**To the Parents and Carers**
*Please accept this as a personal 'Thank you' for all your words of thanks, congratulations and good wishes for my future. I am fortunate to be able to consider many of you as friends and that means a lot to me. I'm privileged to have had the opportunity to interact with and care for your children.*
*I look forward to 'post COVID' when the resumption of Sacramental Programmes and Trivia and Bingo nights will enable us to renew acquaintances.*
*Sincerely,*
*Pauline Knowler*
General School Information
School Uniform 2021
Due to Covid-19 there will be no uniform fittings for students. Orders are to be placed on the ‘Qkr’ app by MasterCard.
Please follow all instructions on the attached flyer to download the app and set up your account. No phone orders or messages will be accepted!
**Delivery to the school is every Thursday afternoon during the school term free of charge and orders must be placed by 4pm Wednesday for delivery on Thursday**
While we do not refund if you simply change your mind, we gladly exchange within 14 days if the sizing is incorrect. Returned merchandise **MUST** be in its original condition with all tags still attached and accompanied by proof of purchase. Worn items can not be exchanged. **Please email requests for exchange to firstname.lastname@example.org** this enables us to organise exchanges with minimal fuss.
Please place your uniform order as soon as possible to ensure you will be able to exchange uniform sizing if necessary and to guarantee students receive their uniform to start the new year. **Please note: all orders for 2021 new students need to be placed before Wednesday 11 November 2020 to ensure delivery before the end of the school year. The last delivery for St Paul the Apostle uniform orders is Thursday 12 November 2020.** Please see size guide attached for an approximate sizing of uniform items.
If you have any other questions or enquiries please contact Elle via email: email@example.com or call on 0421 216 414.
Catholic Education Office leaving the school policy
If you are leaving the school, one term’s notice in writing is required (except for those graduating Year 6), otherwise you will be charged the term’s school fees as per the enrolment agreement. Please include the name of the school your child/children will be attending in 2021. Thank you for your cooperation.
Changes to Family Levy
We advise that your school fee statement may look a little different next year. You will notice that the Resource Fee has increased and there is no longer a Family Levy as the Family Levy and Resource Fee have merged. In the majority of cases this has little or no impact. For families with 3 or more students there will be a slight increase in the combination of these fees. For 2021, there will be no increase in diocesan tuition fees or the building levy and therefore you will find that the total school fees increase is within the bounds of normal annual increases. Please contact the school office if you require any further information.
Ramp Update – Our new ramps are still awaiting the painting of the pedestrian area. Once this is complete we will be able to open them for use. Watch this space.
Work, Health and Safety Reminders
Social Distancing COVID-19
Our staff continue to be vigilant with monitoring and acting regarding children who appear to be unwell. **Please keep your child at home if you think they are sick, runny nose, cough, headache etc** If a child presents as unwell at school, they will be isolated from other children and staff in the sick bay or an area of the office. Parents will be contacted to collect their child immediately. We understand that this may be difficult but it is in the best interests of the school community as a whole.
- Additional cleaning is taking place on a daily basis.
- Our staff are reminding students how and when to wash their hands.
- There are soap dispensers in the toilets, and these are topped up regularly,
- Signs have been placed in classrooms and toilets to remind the children and to demonstrate to them appropriate hand washing procedures.
- Each class has been provided with hand sanitizer, disinfectant wipes and additional paper towels.
- All learning spaces have designated “used tissues only” bins with lids which are emptied daily.
- The school has discouraged handshakes, hugs and kisses
- Please limit the number of people in the foyer to five - if there are 5 or more, please wait outside.
- Our amended line up afternoon dismissal procedures are in place and we ask that parents do not enter the space under the COLA, please wait on the outer area for your child.
Reminder
Please remind your children to wash their hands. Help us to keep them safe.
Happy Birthday
Happy Birthday to all those who celebrated their birthdays recently and who are celebrating in the next few weeks.....
Timothy V, Aayaan M, Morris M, Zander S, Harry McC, Jackson C, William C, Heath M, Ronan F, Ayden C, Nathan V, Phoebe D, Millie J, Oscar A, Scarlett V, Klara Z, Imogen G, Ashleigh D, Grace K, Lucia B, Jacob K, Emily C, George A, Victoria M, Helena F, Isaac D, Marcus T, Joshua D, Blake P, Joseph S, Daniel J, Fletcher M, Luka M, Emily W, Maddison S, Khyah P
Student Awards
Although we haven’t been publishing student names in our newsletter this year, COVID19 has restricted our ability to hold assemblies. So, whilst restrictions are still in place, we will acknowledge students in our fortnightly newsletter.
Congratulations!
| | St Paul’s Awards | Student of the Week Award |
|---|----------------------------------|---------------------------|
| KL| Harriet F | Jake Y |
| KM| Estelle J | Savannah G |
| 1H| Grace H/Reuben S | Ashton A/Ella B |
| 1JC| Ella W/Rose B | Jesse K/Jordan M |
| 2BH| Scarlett T/Zaya H | Vincent J/Samantha U |
| 2D| Eliza F/Oscar D | Samuel H/Amarlee G |
| 3L| Ainsley R | Ayden C |
| 3P| Nathan V | Ella W |
| 4SA| Kobe | Jade |
| 4SH| Elizabeth T | Oliver E |
| 5G| Jasmine D/Ellie G | Andria G/Luke B |
| 5H| Frankie N/Benjamin S | Sienna C/Jack O |
| 6PR| Millie P | Steven C |
| 6S| Saskia B | Elijah C |
Sport Days - Term 4
Kindy - Monday & Wednesday
Year 1 - Tuesday & Friday
Year 2 - Thursday & Friday
Year 3 - Tuesday & Friday
Year 4 - Monday & Thursday
Year 5 - Thursday & Friday
Year 6 - Tuesday & Thursday | 4d80ff7e-6fc3-4d17-8e2d-446a597c3697 | CC-MAIN-2022-33 | https://www.stpawinstonhills.catholic.edu.au/-/media/Files/CEDP/Sites/Primary/StPaulTheApostlePrimaryWinstonHills-Files/2020-Files/Newsletters/25SeptNews2020.pdf | 2022-08-16T07:30:38+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572221.38/warc/CC-MAIN-20220816060335-20220816090335-00252.warc.gz | 862,311,667 | 4,145 | eng_Latn | eng_Latn | 0.996598 | eng_Latn | 0.998906 | [
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NOTES:
1. In measure 6 a C major chord is the choice of many players. That choice moves away from E-Dorian, but has good musical affect. It works, in part because the C chord is the IV of G. And G is the most recent altered tone in E-Dorian. So a G chord helps to define the mode of E-Dorian. You’ll find that a tonality of E minor always has a strong relationship to a C chord.
2. The Dsus2 chord is optional. It helps build tension. A D chord will substitute nicely. | <urn:uuid:b4eea023-b70f-4f46-9bc7-d3fa8d5f0db4> | CC-MAIN-2023-50 | http://www.billtroxler.com/uploads/4/7/5/1/47511889/21.2_scarborough_fair.pdf | 2023-12-09T09:16:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00689.warc.gz | 55,562,317 | 119 | eng_Latn | eng_Latn | 0.999311 | eng_Latn | 0.999311 | [
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A Study of CLIL Activities in Japan Ⅱ: In Search of Practical Effects in Middle Schools
Yuko Tominaga
Senshu University
firstname.lastname@example.org
Abstract
The objective of this research is to detect how CLIL (Content and Language Integrated Learning) activities work in Japanese school settings, especially in middle schools. The participants were the second-year students (age 13 to 14) of a middle school in Tokyo, Japan. They were divided into an experimental group and a control group. The participants of the experimental group were regularly given eight reading materials based on CLIL for six months, while the participants of the other group were given two of the materials irregularly. The reading materials were related to what the participants had already learned in other subjects: science, math, history, art, and so on. The materials were also prepared according to the syllabus of the school so that the participants could make use of their background knowledge easily. The answers of their comprehension checks and questionnaires were analyzed statistically. This research is the sequel to the previous one.
Keywords
autonomous learning, content, cognition, community, communication
1 Introduction
In EFL classrooms, many learners are struggling with learning English, and also many teachers are struggling with teaching English. In EFL settings, it is difficult for learners to have opportunities to use English in their daily life. In the settings, classrooms should be ideal places where they can use English as much as possible.
In order to detect some clues to and make suggestions for better teaching English to learners in EFL settings, this paper, in the perspective of the use of knowledge of their background, attempts to analyze the questionnaires and the interviews for the learners, focusing on CLIL aspects: content, communication, cognition, community. By using reading materials based on the syllabus of the school, this study investigates how the participants understand and find clues to unfamiliar words or expressions making use of their background knowledge already they learned in other subjects: science, math, history, art, and so on. It is expected that significant awareness — when and how learners have their eyes opened to autonomous learning — would be suggested for better teaching.
2 Method
2.1 Participants
The participants were 37 second year students (age 13 to 14) in a middle school in Tokyo. According to the result of a nationwide proficiency test, they were seen as average students. Some students who had some special background were erased from the participant list in advance. For example, the students whose parent was a native speaker of English or who had stayed in a country where English is spoken more than a year.
2.2 Materials
The reading materials used in this survey were based on science, math, history, home economics, and Japanese. For example, one of the topics of the science materials was ‘how are clouds formed’, and that of the math materials was ‘parallelogram and trapezoid’. All of the topics were already introduced to the participants in each subject. The reading materials consisted of 100 to 120 words, and authentic materials were selected.
2.3 Procedure
This survey was conducted in a second year English class from September to February in 2013 and 2014. The participants read the reading materials after they had learned the topics in each subject based on their syllabus. After reading materials they answered the questions focusing on language forms, contents, and cognition. They were allowed to discuss with classmates to find out the answers. The answers were categorized into four groups: content, communication, cognition, community. The four factors are based on CLIL concept, and they are significant contributors. The data for
each factor was divided into two aspects: positive or negative.
3 Results
The result of control group already indicated that in the questions for language forms, more than 50% of the participants did not show their interest in language learning. They did not try to solve the problems positively by themselves. However, 90% of them answered that they understood the content of the reading materials, and they were able to infer unfamiliar words using their background knowledge and rather enjoy reading than ever. Also, the result showed that all of the participants in the control group had no chance to use English outside of the classroom. It means they have no place to use English in their daily life except for school. This result is related to cognition. However, in fact, 80% of them seemed to be interested in foreign cultures, sports, and music. They appeared to have a desire to get information of foreign events in English, but they did not have enough amount of input to do it. From the result, at the moment, it is clear that a selection of the reading materials which meet their interest is a significant factor for community. The eventual outcome including the result of the participants in the experimental group is going to be reported.
4 Conclusion
This research is imperfect at the moment and needs more detailed analysis. However, according to their comments, more than 60% of the participants in the control group mentioned that they wanted to talk with native speakers of English freely on business or trips. The result shows that they have a dream to be able to use English freely in the future. They are now on the middle way of learning English, and, especially, they are now in the input period. They are struggling with learning English. They might be irritated, because there are some walls that they cannot go over. In order to make their dream come true, teachers always need to choose well-thought materials and pay attention to what their students have learned or are interested in. CLIL offers some of the useful activities for the practical teaching and learning.
The purpose of learning foreign language is to learn not only language use but also the way of communication with people in foreign countries. For the learners who are not interested in learning foreign languages, it is important to have a new viewpoint to enjoy studying foreign languages. The use of CLIL based on authentic resources in class would help them find another new entrance to learning foreign languages.
5 References
Bentley, K. (2010). *The TKT course CLIL module*. Cambridge, UK: Cambridge University Press.
Council of Europe. (2002). *Common European Framework of Reference for Languages: Learning, teaching, assessment*. Strasbourg: Council of Europe.
Coyle, D., Hood, P & Marsh, D (2010). *CLIL: Content and language integrated learning*. Cambridge, UK: Cambridge University Press.
Crystal, D. (1997). *English as a global language*. UK: Cambridge University Press.
Deller, S. & C. Price (2007). *Teaching other subjects through English*. Oxford: Oxford University Press.
Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), *Cognition and second language instruction* (pp.206-257). New York: Cambridge University Press.
Doughty, C., & Williams, J. (1998). *Focus on form in classroom second language acquisition*. Cambridge: Cambridge University Press.
Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. *Studies in Second Language Acquisition*, 21(4), 557-587.
Maeda, T. (2002). Language learning strategies used by Japanese high school learners and achievement. *Language Education & Technology*, 39,137-148
Mehisto, P., Marsh, D & Frigols, M. (2008). *Uncovering CLIL*. Oxford: Macmillan.
Yassin, S. (2010). Teaching science through English. *International CLIL Research Journal*, 1 (3), 46-50. | <urn:uuid:ed2f5023-e708-4f8d-995d-43b92de0bb35> | CC-MAIN-2023-50 | https://paaljapan.org/conference2016/proceedings_of_PAAL2016/pdf/Q-7.pdf | 2023-12-09T08:35:30+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00685.warc.gz | 497,889,208 | 1,592 | eng_Latn | eng_Latn | 0.996768 | eng_Latn | 0.997569 | [
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LIFESTYLE
1. If you are feeling overwhelmed by your feelings, you should talk to:
a. Your mom or dad
b. Your teacher
c. A member of your CF care team
d. Any of the above
2. Exercise can help:
a. Keep your lungs healthy
b. Improve your appetite
c. Reduce stress
d. All of the above
3. Which of the following is not a good example of exercise?
a. Playing video games
b. Riding your bicycle
c. Hiking
d. Playing sports
4. True or false? People with CF need to drink more fluids (like sports drinks) when they sweat to replace salt in their body.
a. True
b. False
5. People with CF should not:
a. Use hot tubs
b. Share nebulizers
c. Smoke
d. All of the above
6. What may be a sign that my body doesn't have enough salt?
a. Feeling weak or tired
b. Throwing up
c. Having a stomach ache or cramps
d. All of the above
7. When exercising you should:
a. Eat salty foods before you start
b. Stop for a big drink of water/sports drink at least every half hour
c. Eat salty foods after you finish
d. All of the above
8. True or false? Breathing tobacco smoke, including secondhand smoke, is harmful to the lungs of all people—especially those with CF.
a. True
b. False
9. Smoking is especially bad for people with CF because:
a. It can keep lungs from growing
b. They are more likely to get respiratory tract infections
c. It causes faster decline in lung function, as measured by Forced Expiratory Volume in 1 Second (FEV₁)
d. All of the above
10. True or false? Even the particles left behind on a smoker’s clothes, skin, hair, and breath can irritate the airways of people with CF.
a. True
b. False
Please read each answer carefully before choosing the **one** answer you think is **best**. If you don’t know an answer, no big deal. Just leave it blank and move on to the next question.
11. True or false? Vaping, smoking e-cigs, or smoking a hookah is not the same as smoking cigarettes and is OK for people with CF.
- a. True
- b. False
12. Things that make your bones weak and should be avoided by people who have CF are:
- a. Alcohol
- b. Caffeine and soda
- c. Tobacco smoking
- d. All of the above
13. True or false? As your age changes, your sleep requirements change.
- a. True
- b. False
14. Not getting enough sleep can cause:
- a. More lung infections
- b. More worry or depression
- c. More mood swings
- d. All of the above | <urn:uuid:62f504fe-fda7-4b72-b110-7bd06cb65376> | CC-MAIN-2023-50 | https://cfrise.com/Content/pdfs/10-15/knowledge/Lifestyle.pdf | 2023-12-09T08:14:40+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00699.warc.gz | 195,518,956 | 673 | eng_Latn | eng_Latn | 0.996287 | eng_Latn | 0.995827 | [
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**Movement is Life Sample AA Posters**
**Poster 1**
Being only **10 pounds** overweight increases the force on the knee by 30-60 pounds with each step!
**Poster 2**
**Did you know?**
**What can I do?**
Movement and physical activity can:
- relieve stress
- improve sleep
- strengthen bones and muscles
- make you feel full of energy
Movement and physical activity:
- Go line dancing or stepping
- Do physical activity with your family
- Walk at least 30 minutes daily
- Go bowling or take aerobics
**Poster 3**
**Gender Disparities**
Women are living longer but not better largely due to arthritis and obesity
- 61% of arthritis sufferers are women
- Women represent 60% of approximately one million hospitalizations that occurred in 2003 for which arthritis was the primary diagnosis
- Among adults with arthritis, 33% of women—as opposed to 23% of men—report frequent anxiety or depression
- Women represent 64% of an estimated 43 million annual visits to physicians’ offices and outpatient clinics, where arthritis was the primary diagnosis
- Odds of a family practice physician recommending total knee replacement to a male patient with moderate arthritis are twice that of a female patient
- Odds of an orthopedic surgeon recommending total knee replacement to a male patient with moderate arthritis are 22 times that of a female patient
**Poster 4**
Arthritis is the single greatest cause of chronic pain and disability among Americans
- Obesity accelerates the onset of arthritis; 70% of obese adults with mild osteoarthritis at 60 will develop end-stage disease by age 80. In contrast, just 43% of non-obese adults will have end stage disease over the same time period
- Arthritis cost the nation more than $128 billion a year in medical care and lost earnings in 2003
- Arthritis affects 46 million Americans, and that number will rise to 67 million by the year 2030
- Obesity and other chronic health conditions exacerbate the debilitating impact of arthritis, leading to inactivity, loss of independence and perpetuating a cycle of chronic conditions
- There is no cure for osteoarthritis
Racial Disparities
- African Americans and Latinos are 2 times more likely to have severe joint pain compared to whites.
- Latinos are 50% more likely to have difficulty walking than whites.
- Latinos are 50% more likely to die from diabetes than whites.
- African Americans are 60% more likely to have diabetes than whites.
- Heart disease is the #1 killer of African Americans and Latinos.
- African Americans and Latinos are 1.3 times more likely to have activity limitation, 1.6 times more likely to have work limitations and 1.9 times more likely to have severe joint pain than whites.
- 1 in 3 women are obese and half of African American women are obese.
- 73% of Mexican Americans are overweight or obese, as compared to only 61.4% of the general female population.
- According to the Centers for Disease Control, in 2000, African American Medicare enrollees were 37% less likely than white Medicare enrollees to undergo total knee replacements. In 2006, the disparity increased to 39%. | <urn:uuid:5918f405-304c-4b2f-957c-d755d279f300> | CC-MAIN-2023-50 | http://startmovingstartliving.com/wp-content/uploads/2015/08/Movement_is_Life_Sample_Banners_AA.pdf | 2023-12-09T08:23:14+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00708.warc.gz | 42,019,884 | 686 | eng_Latn | eng_Latn | 0.99798 | eng_Latn | 0.998046 | [
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Environmental Circles of Support (ECOS)
The Environmental Circles of Support (ECOS) process builds on Bronfenbrenner’s ecological perspective and is a visual representation of a family’s resources. It’s a powerful strategy to learn about the family partner’s network of support. You can discuss how they may surround themselves with positive, supportive people and to determine if they may need to access additional resources. Similar to the resource mapping process, all areas of life are observed, but this strategy is shorter and has a stronger evaluative nature in assessing the degree of supportiveness held by each life element.
- In the innermost circle of the graphic, the family partner lists immediate family members based on how they define their family.
- In the middle circle, people from the informal circle of support are listed. This includes friends, extended family members, neighbors, etc.
- The outer circle is used to list professional service providers such as educational, human services, and health providers, and religious leaders etc.
- The family partner is then asked to determine whether each person is a positive or more negative part of his or her life. Supportive is seen as someone that acts supportive, that has good communication that feels empowering, helpful, or nurturing. Less positive and more negative is viewed as someone who is unsupportive, promotes dependency, acts controlling, and sends negative messages. The positive relationships have a solid line drawn between them and the parent, the negative relationships are signified by a broken line.
- Talk about who on the diagram might be a resource to support the parent and to help with family identified concerns or goals. The family may decide that new resources need to be found.
Family Resource Map
The focus on family and not professionally identified needs and aspirations as the target of intervention recognizes the family's rightful role in deciding what is most important and in the best interest of the family unit and its members. (Dunst, Trivette, & Deal, 1988)
To develop goals, we need to take a courageous look into the future. Setting goals is essentially a part of a visioning process. During stressful times, this needs to take place within a supportive environment. In the goal setting process with Head Start families, we are looking to build relationships and to share initiative with the family partner, using a whole family approach. One way to accomplish this is to develop a Family Resource Map jointly with the family at a family visit. Family Resource Mapping is a cooperative visioning tool. Its purpose is to involve the family directly and in a conversational way in developing a picture of their support and resource network within the larger family and community as a basis for ongoing partnerships.
Family Resource Mapping is empowering by sharing the action with the parent. It honors the use of practical language as one that is utilized by many of our families. Mapping utilizes visual processing, the mode preferred by most of our population.
Family Resource Mapping empowers families by giving them an active role in linking their various strengths and uncovering areas to be strengthened. It is practical, visual, and hands-on. It emphasizes the role of the Family Service as that of partner rather than expert. Families involved in this process walk away with a sense of their strengths, can identify each team player in the partnership process with program and community staff, and an awareness of areas to explore further. The mapping process leads to a Family Partnership Agreement including a plan with specific short and long term goals developed in partnership with Head Start staff. Families actually "see" the pieces as they fit into the puzzle.
The mapping process needs to be flexible in order to respect the family's wish for the degree of disclosure and to allow for true involvement by the family. The family and the staff member should feel free to be creative and vary the process to fit the family's individual desires.
1) The Staff member describes the purpose of the visit and the task. The purpose is to develop a picture of the family's supports and resources in the community. This process will help plan for maximum support from the home, Head Start and community for their child. A Family Partnership Agreement then is based on this information. A minimum of one parent and a maximum of all family members will be involved in the mapping. The staff member brings a large sheet of paper and various markers to the activity. Additional large paper and markers may be offered to children if they get distracted with the process.
One way to explain the purpose of the activity is to use the metaphor of a trip. Head Start is embarking on a trip of sorts with the Head Start child, and we want to arrive at the
same destination that the family has in mind for the child. This is best accomplished if we have the same map to get to that place.
It is often easiest to explain the process of mapping if we share the beginning of our own map or of another (anonymous) family. It is helpful to share a few challenges in that example as well to set the tone that all families experience challenges.
2) In the center of a large sheet of paper, the parent(s) with support of the staff member draw a (any) shape to represent their family. The family decides who is to be included in the family, most likely this will entail all who live in the household. Some families like to include pets. Neatness is not an object. Circles (or other shapes) could be arranged on the paper by geographic location and not by quality of interpersonal relationship to keep the process simpler and less threatening. Family members not living in the home are added as well.
3) At this point, two “parking lots” are drawn on the paper. These parking lots serve to park observations that are made during the mapping process. This way, important observations are not lost, yet we don’t get side-tracked from developing the map by getting “stuck” on discussing a particular emotional or emergent concern. One of the parking lots is placed in one corner of the paper, and the other is placed in another corner of the page. The parking lots may be labeled “Questions and Concerns” and “Things that are going well”.
4) Different shapes in different colors are then drawn for members of the extended family and others important to the family such as close friends, baby-sitters, etc. You may choose to write into each shape what the person does for the family or family member (i.e., fishing, transportation, etc.). Then, possibly using a different shape or color, add people or services with whom the family has a paid relationship, such as childcare, doctors, counselors, etc.
5) If not included in the previous step, community services that the family utilizes are included with another shape. These include garbage removal, sewer, water, gas, electricity, and other community services such as educational, health, transportation, nutritional and financial support programs. The staff member may need to suggest various services to be considered.
6) A different shape is chosen to draw additional places where family members go and things they like to do. This may include workplace, childcare, Head Start, church, library, grocery store, local clinic, dentist, guidance clinic, the pool, 4-H, Little League, Scouts, recreational activities, hobbies, and anything else not yet mentioned in previous steps.
7) The parents are asked to add any other sources of support that have not been included. As items are added to the map, the staff member makes nonjudgmental observations and encourages the family member to expand, explain and comment on the way that this
person, agency or service does or does not lend support to the family and thus to the child.
As a variation and if the parent wishes, lines between individual parts of the map can be drawn. These lines can express the quality of the link between the parts of the system. Some may choose thick lines to express strong support, or squiggles to express conflict. Dotted lines may indicate less influential connections between parts of the system, etc. It will become apparent that individual family members have different relationships to other parts of the family support network.
8) The staff member encourages the family to examine the entire system as the map becomes more complete. Areas of greatest strengths in the system are identified, as well as links that could be strengthened and areas that could be kept in mind for support. These are noted on the parking lots. Any goals or changes that family members are interested in are noted in rough draft on a corner of the map. The staff member will help the family to be as specific as possible both with the map and with goals.
9) Once the map is done, goals can be listed separately and formalized if desired. The staff member along with the family should guide the process toward a specific plan. Community support services, information and resources included or needed on the map can be explored.
The Family Resource Map can be the Family Partnership Agreement or part thereof. Goals can be translated onto a form after the mapping is completed. It details the goals set with and by the family and helps them understand family strengths and goals as they take ownership for their own growth. It also allows the staff member to be a partner with the family, by supporting family identified goals.
The resulting Family Resource Map may be updated and reviewed in future meetings with the family to make the process visible, to remain family guided and to help all team members recognize changes and to show progress. This activity may also lead to others helping the family examine various roles and interrelationships within the family system.
The Family Resource Mapping process in itself appears to be a motivator toward greater self-understanding and change for the family. It helps parents to reflect on and connect with their personal support network.
Family Resource Maps provide essential information for service planning, allow for active input for families, facilitate a helpful process for the family to examine their strengths, relationships with others, social support network, community services, etc. They guide the family through a problem-solving process complete with goals and a plan. They allow the staff member to help match up the family with program activities and to get an initial commitment to the latter.
Following is a list of the areas that could be included in developing a *Family Resource Map*. This list is an “internal” reference for staff, and should not be brought to a *Family Resource Mapping* session.
**SOCIAL NETWORK**
**Informal**
- Family / Household Members
- Family Routines
- Discipline
- Chores / Responsibilities
- Extended Family
- Adult Friends
- Children’s Friends
- Supportive People (e.g. child care)
- Cultural Affiliations
**FORMAL**
- Church
- Self-help Groups
- Family Programs
- Counseling Agencies
- F.A.S.T.
- Family Resource Center
- Coffee Meetings
**SERVICES WE USE / PLACES WE GO**
**EDUCATION**
- Child’s School / Preschool
- Learning Activities at Home
- Reading
- Literacy
- PTA
- Programs for Children with Special Needs
- Head Start
- Parent Education / Classes
- GED / HSED
- Colleges
- Internet Services
**HEALTH RELATED**
- Doctor / Clinic
- Dentist
- Mental Health Providers
- Insurance Agency
- Medicaid / Medicare Agency
- Nutritionist / Family Living Agent
- WIC / Food Share / Food Stamps
- Well Child Clinic
- Health Moms / Healthy Kids
- Diet / Nutrition
- Immunizations
**HOUSING**
- Bank
- Landlord
- Utility Companies
- Telephone Companies
**EMPLOYMENT / FINANCIAL RESOURCES**
- Parental Employment
- Child Support
- Government Programs
- Bank
- Budgeting
**OTHER COMMUNITY RESOURCES / PLACES**
- Grocery Store
- Department Store
- Youth Organizations / 4-H / Scouts
- Library
**THINGS WE DO**
- Recreation Activities / Health Club / Bowling / Pool League, etc.
- Restaurants
- Community Activities
- Family Outings
- Remodeling
- Hobbies
Questions and Prompts to Process the Family Resource Map
**Sharing the Story:**
- Tell me about your map! (Use active listening)
- What do you notice about your map? What parts surprised you?
- Look at your map, how is it different than one year ago?
- What is on your map a lot? How does that feel?
- What is on your map just a little? What do you think about that?
**The family’s evaluation of the current situation:**
- What parts of your map do you like? (Marvel together, celebrate!)
- What are you missing on your map, are there parts you wished you had?
- Are there any “pieces” on your map that you wished were not there?
**Observing strengths to be maintained and concerns to be addressed:**
- Review the “parking lot” with things going well, and talk about how these things help, and how you can use them.
- Review the concern/barriers “parking lot”, how do they affect you?
**Addressing family identified concerns using existing resources:**
- Pick one of these concerns and ask yourself:
- Is anything already on your map that can help with this concern?
- Could remove or “contain” a part of your map to help the concern?
- Can you add something to your map or change something to address the concern?
Look at your map, what do you think will change in the near future? How so, and when? Think about changes ahead for your family, how would you change your map to be ready for these life changes? | <urn:uuid:f209a53a-21fc-4ab5-aca1-57fd6b83c58f> | CC-MAIN-2023-50 | https://www.nmcaahs.com/uploads/2/4/0/2/24026312/what_is_circles_of_support_1017.pdf | 2023-12-09T09:40:42+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00711.warc.gz | 991,186,107 | 2,774 | eng_Latn | eng_Latn | 0.934841 | eng_Latn | 0.997515 | [
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Working with Fathers...Understanding Social Support for Fatherhood
Glen F. Palm
St. Cloud State University, firstname.lastname@example.org
Follow this and additional works at: https://repository.stcloudstate.edu/cfs_facpubs
Part of the Child Psychology Commons, Family, Life Course, and Society Commons, and the Other Education Commons
Recommended Citation
Palm, Glen F., "Working with Fathers...Understanding Social Support for Fatherhood" (1995). Faculty Publications. 10. https://repository.stcloudstate.edu/cfs_facpubs/10
This Article is brought to you for free and open access by the Department of Child and Family Studies at theRepository at St. Cloud State. It has been accepted for inclusion in Faculty Publications by an authorized administrator of theRepository at St. Cloud State. For more information, please contact email@example.com.
Social support for parenting is a complex concept (Cleary, 1988). It includes the informal social networks that provide parents with encouragement, material goods, occasional respite, information, practical tips, empathy and reassurance. The informal system often includes spouses, extended family members, friends and neighbors. The formal support network on the other hand consists of educators, health care providers, social service agencies and children care providers. This community system provides information on child development, advice on specific problems, opportunities to learn new communication and discipline skills and education and care for children. Social support for families depends upon the parents’ abilities to establish an informal network and the richness of the formal support network that has been constructed by social institutions in the community. It is assumed that all parents need and benefit from many different types of support to effectively raise children today.
Most of the research literature on support appears to focus on family support and support for mothers (Cleary, 1988). It appears that mothers tend to construct and maintain the informal webs of support around parenting issues. This pattern is based on two important factors:
- women have taken on the role of managing parenting functions for the family and in many cases have more time to devote to this task.
- women have been socialized to value and make social connections and have developed the requisite skills for both giving and receiving support (Tannen, 1991).
Connections with other parents are seen as important by mothers and provide emotional support for the difficult task of parenting. Mothers also tend to manage the connections to formal systems that support parenthood by planning and attending appointments, going to parenting classes and enrolling children in various programs. Fathers benefit from these support systems that mothers have constructed for their families in a number of obvious ways. This pattern helps to explain the relative lack of interest in developing social support for themselves or their families. The need for social support by fathers has also been lessened when the breadwinner role is seen as the primary function of fathers.
The changes in family systems during the last 25 years lead us to reassess the need for support systems for fathers. Spouses and extended family members could fulfill many of the support functions for men as fathers in the past. These systems have been weakened by social change (Blankenhorn, 1995) that leaves many fathers disconnected from their children and their children’s mothers. Even when fathers are living in “nuclear families,” mothers typically work and family roles have shifted. Fathers are taking on additional responsibilities for childrearing which require new and different kinds of support.
The current issues around fathers and social support have resulted from the increasing need for support for fatherhood and continued male socialization towards being independent and competent outside the family realm. This socialization pattern has continued to give males the message that getting support for parenting is a sign of weakness (I can’t do it on my own) or incompetence (I don’t
know how to do it). This is often reflected by male discounting of the parenting role — skills, knowledge and energy required to be a good parent. Many men want to claim the role of co-parent while investing less than spouses in the parental role. The barriers to men obtaining support for fatherhood extend beyond themselves into the social environment of the community. There are a limited number of formal support systems that offer information, encouragement and advice about fatherhood. The combination of internal and external barriers leaves many men confused and uncertain. If they overcome internal barriers to reach out for support, there are few places to extend a helping hand to men as parents.
The lesson plan that follows is one way to begin this exploration with men in our programs.
**Learner Outcomes:**
- Fathers will examine own support systems that help them to be good dads.
- Fathers will identify the formal support systems for parenting in their communities that are “father friendly.”
- Fathers will understand the internal and external barriers that may stop them from obtaining support.
- Fathers will recognize own need for support and possible strategies for creating a stronger support system.
**I. Introduction — Go around group and ask about the first year of parenting and who was the most support besides spouse? How did they support you?**
A. Overview and goals
1. How does the idea of support for fatherhood fit with male socialization to be tough and independent. The image of men as a strong individual who could deal with problems on his own — the strong, silent stereotype-rugged individual still lingers.
2. Research findings about support and fatherhood to consider:
a. 1987 survey of 80 men in St. Cloud, MN, identified support as the least important goal out of a list of several goals for parent education for fathers. (Johnson & Palm, 1992)
b. Men who have a larger male support system tend to spend less time with their children. (Riley, 1993)
c. Male expression of support may come out as problem-solving; female support as listening and connecting with feelings. (Tannen, 1990)
**II. What does support mean to you as a father?**
A. Brainstorm definitions of support as a group and write down responses.
1. Mention the difference between formal and informal support.
2. Include emotional, financial and information support.
B. Mini-lecture of factors that make support for fathers more critical.
(Include the following ideas and ask fathers to add to this list.)
1. Increasing number of fathers not living with their children around 40% (Blankenhorn, 1995) creates limited access to children. Fathers may need more information and support to manage more complex family situations.
2. Increasing family responsibility for child-rearing due to increasing number of mothers at work outside the home and sharing the breadwinning role.
3. Interest of men in improving their relationships with their children.
4. Other ideas from the group.
III. Barriers to Men asking for Support for the Father role.
A. Exercise on *Internal and External Barriers to Seeking Support*. In small groups use the barriers handout (#1) to define the internal socialization messages that make men reluctant to seek support for parenting. In addition, ask dads to identify the external factors (e.g., lack of time, service unavailability, lack of information about formal support, etc.) that make seeking support outside the nuclear family difficult.
B. As a large group, process the lists of barriers.
IV. Understanding Personal Support Systems
A. Ask fathers to complete the *Inventory of Support Resources for Fathers* (Handout #2)
B. In pairs talk about current supports for parenting, discussing
1. Where does support come from for you? for spouse?
2. How much support for parenting do you get from men versus women?
3. What areas would you want more support for parenting?
C. Process as a large group and discuss where support comes from and what support needs were expressed.
D. Discussion Questions:
1. How are fathers’ and mothers’ needs for support different?
2. Do men have different ways of getting and giving support?
3. Do female models of support systems/groups work for men?
V. Creating Support Systems for Fathers
A. What are formal sources of support for fatherhood in our community? Ask large group to brainstorm a list and record.
B. What services would you like to see in the community for fathers?
C. Think about possible untapped sources of support for self. Ask group to share ideas.
VI. Summary and Closure
A. Support is not equal to weakness
B. Both individual and community support systems are important to be the best dads you can be.
C. We have a responsibility to both give and be open to receiving support for parenting from a variety of sources including other men.
References
Blankenhorn, D. (1995). *Fatherless America*. New York: Basic Books
Cleary, P. (1988). *Social support conceptualization and measurement*. (pp. 195-216). In H. Weiss & F. Jacobs (Eds.) *Evaluating Family Programs*. New York: Aldine DeGruyter.
Johnson, L. & Palm, G. (1992). *Planning programs; What do fathers want?* (pp. 59-78). In L. Johnson & G. Palm (Eds.) *Working with Fathers: Methods and Perspectives*. Stillwater, MN: nu ink unlimited.
Riley, D. (1993). *Network influences on father involvement in childrearing*. (pp. 131-153). In M. Cochran, M. Larner, D. Riley, L. Gunnarsson & C. Henderson (Eds.). *Extending Families: The social networks of parents and their children*. New York: Cambridge University Press.
Tannen, D. (1990). *You Just Don’t Understand*. New York: Ballantine Books.
A. List of *Internal Socialization Messages* about being male that get in the way of asking for support to be a good father.
1.
2.
3.
4.
B. List of *External Barriers* (external factors such as time, services unavailable, etc.) that get in the way of fathers getting support for parenting.
1.
2.
3.
4.
Source: Dr. Glen Palm for *Family Information Services*, May, 1995
Reprinted with permission granted exclusively to members of *Family Information Services*.
List 1-4 sources of support that you use on a regular basis to meet the different support needs listed.
**Information on parenting**
-
-
-
-
**Encouragement to be a good dad**
-
-
-
-
**Listens and shares experiences of fathering**
-
-
-
-
**Back-up person to call for child care**
-
-
-
-
**Advice on parenting problems**
-
-
-
-
Source: Dr. Glen Palm for *Family Information Services*, May, 1995
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Study shows evolution of climate on Mars
The latest findings from the Zhurong rover have shed light on both the geological and the climate changes that Mars underwent about 400,000 years ago, offering new insight into the study of climate evolution on the red planet, according to a study published on Thursday in the journal Nature.
Mars is the planet that most closely resembles Earth in the solar system. It is thought that the study of its evolution can provide a reference for the future of our own planet.
Windblown sediments constitute the most important geological process on Mars in recent millennia, as they provide a record of the characteristics of the Martian climate and the process of climate change on the modern planet.
Researchers at the National Astronomical Observatories of China, the Institute of Geology and Geophysics and the Chinese Academy of Sciences’ Institute of Tibetan Plateau Research, in collaboration with peers at Brown University in the United States, used the Tianwen 1 orbiter’s high-resolution camera and the Zhurong rover’s terrain and multispectral camera, surface composition analyzer and meteorological measuring instruments to obtain data from the Martian surface.
They analyzed the wind direction and absolute model ages of Martian dunes on the southern Utopian Plain near the rover’s landing site by studying their surface structure and impact crater size-frequency distribution.
Their findings suggest that the region probably experienced a change in climate marked by a change in the prevailing wind direction approximately 400,000 years ago, coinciding with the end of the Martian ice age. | <urn:uuid:39b50292-8004-41c0-b23e-92dc741f41cf> | CC-MAIN-2023-50 | https://epizodsspace.airbase.ru/bibl/inostr-yazyki/China_Daily/2023/Xinhua_Study_shows_evolution_of_climate_on_Mars_China_Daily_(10-07-2023).pdf | 2023-12-09T07:39:10+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00704.warc.gz | 263,134,488 | 307 | eng_Latn | eng_Latn | 0.995317 | eng_Latn | 0.995317 | [
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After latest manoeuvre, craft ‘even closer’ to lunar surface
Chandrayaan-3 on Wednesday successfully performed its third lunar-bound manoeuvre – reducing the size of its orbit around the Moon – as it advanced further towards its target of achieving a soft landing on the lunar surface, Indian Space Research Organisation (Isro) said. Another similar manoeuvre is scheduled for August 14, the space agency said. “Every time we go to Moon, the size of Chandrayaan-3’s orbit is reduced to 174km x 1437km following a manoeuvre performed today,” Isro said in a statement. Senior Isro scientists said that after Wednesday’s manoeuvre, the Chandrayaan-3 spacecraft is now at 1,437km at Apolune — the point at which a spacecraft in lunar orbit is furthest from the Moon. | <urn:uuid:aaa51973-c84a-460e-bc2c-733c4e8c5bab> | CC-MAIN-2023-50 | https://epizodsspace.airbase.ru/bibl/inostr-yazyki/Hindustan_Times/2023/After_latest_manoeuvre_craft_'even_closer'_to_lunar_surface_Hindustan_Times_(10-08-2023).pdf | 2023-12-09T09:01:59+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00704.warc.gz | 263,342,130 | 175 | eng_Latn | eng_Latn | 0.998095 | eng_Latn | 0.998095 | [
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Eli Whitney Technical High School strongly believes that reading and writing is an integral part of your ongoing education. Therefore, you will be required to complete a summer reading assignment that will incorporate both reading and writing. This assignment will be due on the first day of academics after summer break.
Students who return to school with a completed copy of a reading activity will receive an “A” grade which will count as 5% of their 1st Marking Period grade in English class.
Area libraries are aware of our Summer Reading List and they are very eager to assist you with finding a book. All Summer Reading Program information is also posted on our school website: http://www.cttech.org/whitney/.
**Required Reading:** Select a book of your choice to read from the Eli Whitney Summer Reading List.
**Complete and return your Summer Reading Contract with your English teacher before your last English class.**
**Assignment:** Complete **one** of the activities (A, B, C or D) listed below. *To receive your “A”, you must return to school in August with one of these activities completed.*
**Option A.** STAR Reading Graphic Organizer (copy attached)
Complete the STAR Reading Graphic Organizer. A strategy you can use is to read the questions first to know what you should be thinking about while you read. Another strategy is to take notes as you read after every 1-3 chapters to help you remember details of the book.
**Option B.** Interactive Reading Log (copy attached)
While you are reading this book, keep an interactive reading log. The log has two parts to be completed: the summary column and the interactive column. You will be required to complete a minimum of 8 logs for the entire novel, so you may organize your logs by pages or chapters—this part is up to you. As you read, write a brief summary (no more than one paragraph) of significant events, character changes, theme development, in the space provided.
Record your Interactive Response to the text (also around one paragraph in length). You cannot be wrong in your responses, as these reflect your personal reactions to the text. Make predictions about what might happen later. What questions do you have? Do you find any situations to be morally wrong? Have you ever encountered similar situations? Use your personal experiences to make connections with the text.
**Option C.** Journal Entries using Sentence Starters
Every day you read, create journal entries using sentence starters. Example sentence starters include:
I wonder why… I compare myself to a character…
I like the way the author… I think the main thing the writer was trying to say is…
I was surprised when… What does the author mean by…
I was confused about… This book reminds me of another book…
This quote is important because… I predict that…
**Option D.** Design a Book Jacket (copy attached)
Refer to the attached rubric for details to complete this assignment.
Eli Whitney Technical High School
Summer Reading Assignment
STAR Reading Graphic Organizer
Now that you have read the book, why do you think the author chose the title? Use examples to support your answer.
How would the other characters in the book describe the main character and why?
What actor or actress would you cast to play the title role if this book was made into a movie? Why?
Would you recommend this book to a friend or family member? Why or why not? Use specific reasons to support your answer.
Describe the main conflict [the main problem] of the book. How does the conflict get solved?
Eli Whitney Technical High School
Summer Reading Assignment
Interactive Reading Log
| Date/Chapter/Pages Read | Summary | Interactive Response |
|-------------------------|---------|----------------------|
| 1. | | |
| 2. | | |
| 3. | | |
| 4. | | |
| 5. | | |
| 6. | | |
| 7. | | |
| 8. | | |
Use additional paper if needed.
Eli Whitney Technical High School
Summer Reading Assignment
Design a Book Jacket
Your Book Jacket (or book cover) should include all the following details:
- FRONT COVER
- The cover is creative, colorful, and vividly depicts the story through quality pictures and/or drawings
- Title, author, publisher and price are all present
- BACK COVER
- Summary of Book and Exciting Events
- The back cover has a total of 4 creative and interesting reviews of selected book including a detailed one by you
- FRONT FLAP
- Brief Descriptions of Setting
- The summary of the story is accurate with 4 or more specific details
- BACK FLAP
- Descriptions of main characters are accurate with specific details
- EFFORT
- The product shows outstanding work.
We want your summer reading experience to be enjoyable. To help you make that happen, here are suggested authors and book titles you may like.
**Sports Fiction**
Authors Tim Green, Mike Lupica, Matt Christopher, John Feinstein or Paul Volponi would be excellent choices!
- Examples: *Super Bowl*, *Heat*, *Miracle on 49th Street*, *Travel Team*
- *Crackback* by John Coy ~ Miles barely recalls when football was fun after being sidelined by a new coach, constantly criticized by his father, and shunned by his best friend for not taking performance-enhancing drugs.
- *Out of Nowhere* by Maria Padian ~ Performing community service for pulling a stupid prank against a rival high school, soccer star Tom tutors a Somali refugee with soccer dreams of his own.
**Fictional Urban High School Drama**
Various authors - The Bluford High Series
- Examples: *Until We Meet Again*, *Someone To Love Me*, *A Matter Of Trust*
**Fictional Drama**
Any books by authors Sharon Flake, Sharon Draper, Sarah Dessen, and Sara Sheppard.
- Examples: *Tears Of A Tiger*, *Romiette & Julio*, *The Skin I'm In*, *Money Hungry*, *Lock and Key*, *Along For The Ride*, *Pretty Little Liars*
- *Thirteen Reasons Why* by Jay Asher ~ When high school student Clay Jenkins receives a box in the mail containing thirteen cassette tapes recorded by his classmate Hannah, who committed suicide, he spends a heartbreaking night listening to her recount the events leading up to her death.
- *Speak* ~ by Laurie Halse Anderson A traumatic event near the end of the summer has a devastating effect on Melinda's freshman year in high school.
- *The Perks of Being a Wallflower* by Stephen Chbosky ~ A series of letters to an unknown correspondent reveals the coming-of-age trials of a high-schooler named Charlie.
- *The Fault in Our Stars* by John Green ~ Sixteen-year-old Hazel, a stage IV thyroid cancer patient, has accepted her terminal diagnosis until a chance meeting with a boy at cancer support group forces her to reexamine her perspective on love, loss, and life.
- *The Curious Incident of the Dog in the Nighttime* by Mark Haddon ~ Despite his overwhelming fear of interacting with people, Christopher, a mathematically-gifted, autistic fifteen-year old boy, decides to investigate the murder of a neighbor's dog and uncovers secret information about his mother.
- *Monster* by Walter Dean Myers ~ While on trial as an accomplice to a murder, sixteen year old Steve Harmon records his experiences in prison and in the courtroom in the form of a film script as he tries to come to terms with the course his life has taken.
Eli Whitney Technical High School
2018 Summer Reading List and Suggestions
Spy & Action Fiction
Authors Anthony Horowitz, John Grisham, and James Patterson would be excellent choices!
Examples: *Stormbreaker*, *Point Blank*, *Maximum Ride*, *Theodore Book: Kid Lawyer*
Historical Fiction
*Copper Sun* by Sharon M. Draper ~ Two fifteen-year-old girls - one a slave and the other an indentured servant - escape their Carolina plantation and try to make their way to Fort Moses, Florida, a Spanish colony that gives sanctuary to slaves.
*A Thousand Splendid Suns* by Khaled Hosseini ~ This novel is set against three decades of Afghanistan’s history shaped by Soviet occupation, civil war, and the Taliban and tells the stories of two women, Mariam and Laila, who grow close despite the horrors they must endure.
*The Book Thief* by Marcus Zusak ~ Narrated by Death, *The Book Thief* is the story of Liesel Meminger, a nine-year-old German girl who given up by her mother to live with Hans and Rosa Hubermann in the small town of Molching in 1939, shortly before World War II.
Multicultural
*The House on Mango Street* by Sandra Cisneros ~ A young girl living in a Hispanic neighborhood in Chicago ponders the advantages and disadvantages of her environment and evaluates her relationships with family and friends.
*Buried Onions* by Gary Soto ~ When nineteen-year-old Eddie drops out of college, he struggles to find a place for himself as a Mexican American living in a violence-infested neighborhood of Fresno, California.
*Three Cups of Tea* by Greg Mortenson ~ Author Greg Mortenson recounts the experiences he had while trying to help impoverished villages in Pakistan's Karakoram Himalaya build schools for their children.
Mysteries, Danger, Suspense
Author R.L. Stine has written the books in the Goosebumps and Fear Street series.
Examples: *Party Summer*, *The Secret*, *The Haunted Mask*, *Night Of The Living Dummy*
Science Fiction
Examples: *Hunger Games* Trilogy, *Divergent* Series, *Maze Runner* Series
WE BELIEVE that literacy - the ability to read, write, and understand - is the birthright of every child in the world as well as the pathway to succeed in school and to realize a complete life.
WE BELIEVE it is important for a young person to know how to analyze, interpret, and understand information.
WE BELIEVE that literature and drama, whether on printed pages, screens, on stage or film, help young people to experience a deeper understanding of what it means to be truly human.
WE BELIEVE every child should have access to books, magazines, newspapers, computers, e-readers, and text on phones. When accessing them, you need the skills of reading to understand yourself and your world.
WE BELIEVE every child should be able to choose and own the books they want to read, for that choice builds literacy confidence - the ability to read, write, and speak about what they know, what they feel, and who they are.
WE BELIEVE that every child has the right to a great teacher who will help them learn to read and love to read.
WE BELIEVE that in the 21st century, the ability to read is necessary not only to succeed but to survive - for the ability to understand information and the power of stories is the key to a life of purpose and meaning.
Reading Action Steps
What you can do to ensure that children READ every day.
Parents & Caregivers
- Have books at home for my child to enjoy
- Help my child carve out time in the day just for reading
- Encourage my child to choose the books s/he wants to read
- Take my child to sign up for a library card
Young People
- Read every day - books, magazines, comic books - no matter what you read, read every day
- Choose books that you want to read and read about things you care about
- Get and USE a library card
- Ask family, friends, teachers and the librarian for ideas about good books to read
- Tell friends about books you have liked so they can enjoy them too
Teachers
- Create literacy-rich environment in classroom
- Build time in the school day for students to read every single day
- Ensure that students learn to read on grade level
- Create a lifelong love of reading by reading to and with students | <urn:uuid:049b21ab-3e5f-4bae-919c-32e39e6b0937> | CC-MAIN-2023-50 | https://www.fairhavenprek8school.com/uploads/1/3/4/4/13449018/eli_whitney.pdf | 2023-12-09T07:53:22+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00710.warc.gz | 848,959,386 | 2,532 | eng_Latn | eng_Latn | 0.970313 | eng_Latn | 0.997642 | [
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America the Beautiful
Lyrics by Katherine Lee Bates, Music; Samuel A. Ward
O beautiful for spacious skies,
For amber waves of grain,
For purple mountain majesties above the fruited plain!
America! America!
God shed His grace on thee,
And crown thy good with brotherhood,
From sea to shining sea!
O beautiful for heroes proved,
In liberating strife.
Who more than self their country loved,
And mercy more than life.
America! America!
God mend thine every flaw,
Confirm thy soul in self-control,
Thy liberty in law.
O beautiful for patriot dream,
That sees beyond the years.
Thine alabaster cities gleam,
Undimmed by human tears!
America! America!
May God thy gold refine,
Till all success be nobleness,
And every gain divine.
America! America!
God shed Thy grace on thee,
And crown thy good with brotherhood,
From sea to shining sea!
History
The lyrics of “American the Beautiful” were written as a poem by Kathryn Lee Bates, and the music was composed by church organist and choirmaster Samuel A. Ward.
In 1893, at the age of 36, Bates, an English professor at Wellesley College, had taken a train trip to Colorado Springs, Colorado, to teach a short summer school session at Colorado College.
Several of the sights on her trip inspired her, and they found their way into her poem, including the World’s Columbian Exposition in Chicago, the "White City" with its promise of the future contained within its alabaster buildings; the wheat fields of America's heartland Kansas, through which her train was riding on July 16; and the majestic view of the Great Plains from high atop Zebulon’s Pikes Peak.
The first draft of “America the Beautiful” was hastily jotted down in a notebook during that summer her hotel room at the original Antlers Hotel. Later she remembered:
“One day some of the other teachers and I decided to go on a trip to 14,000-foot Pike’s Peak. We hired a prairie wagon. Near the top we had to leave the wagon and go the rest of the way on mules. I was very tired. But when I saw the view, I felt great joy. All the wonder of America seemed displayed there, with the sea-like expanse.”
The poem titled *Pikes Peak* was initially published two years later in *The Congregationalist*, to commemorate the Fourth of July in 1895. It quickly caught the public's fancy. Amended versions titled *America* were published in 1904 and 1913.
Samuel Augustus Ward is remembered for the 1882 tune "Materna," which he intended as a setting for the hymn "O Mother Dear, Jerusalem." This was published ten years later, in 1892. Later still, in 1910, after Ward had died, the tune was combined by a publisher with the Katharine Bates’ poem *America*, to create the patriotic song “America the Beautiful”. Ward and Bates never met.
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1A 1.1 SILENT LETTERS Listen to the paragraph. What mistake did the speaker make about the exam?
On Wednesday I studied all night for my science exam. I knew I would be able to answer all the questions and I was feeling confident. The next day, as I sat down to write the final, three-hour paper, something strange happened. The paper in front of me said ‘Psychology – Final Exam’. Not only was I in the wrong room; I’d missed my exam by one day. I guess I’m not as smart as I thought.
B How many silent letters can you find in the paragraph?
6 = OK; 8 = good; 10 = very good; 12 = excellent
C 1.2 Listen and check. Then listen again and repeat the words.
2A INTONATION: wh-questions Read the questions. Which use a rising intonation? Which use a falling intonation?
1 Where’s your family from?
2 Who was your favourite teacher?
3 What’s your mother tongue?
4 Do you like learning languages?
5 Did you learn other languages at school?
6 When did you first speak English?
7 Why are you studying here?
8 Do you know the other students?
B 1.3 Listen and check. Then listen again and repeat the questions using the same intonation.
1.2
3 1.4 WORD STRESS Underline the word that has a different stress pattern to the others. Listen and check.
1 mentor godmother in-laws nephew
2 ex-husband uncle team-mate partner
3 classmate pupil girlfriend boss
4 stepfather godfather employee grandparents
5 teenager customer native speaker relative
6 stepdaughter sister-in-law grandfather ancestor
4A STRESS SHIFT IN NOUNS THAT BECOME VERBS Read the Pronunciation tip and do the task.
speakout PRONUNCIATION TIP
Some two-syllable words can be nouns and verbs. They are spelt the same, but the stress shifts. When the words below are nouns, the stress is on the first syllable. When they are verbs, the stress is on the second syllable. Try saying them as nouns and then verbs.
Nouns (Oo): object export transport present protest record
Verbs (oO): object export transport present protest record
B 1.5 Complete the sentences with words from the Pronunciation tip box. Use the same word for both sentences in each pair. Underline the stressed syllable in the words you chose. Then listen and check.
1 a) Thanks for the birthday ___________.
b) Tomorrow my company will ___________ our new product.
2 a) I’m out tonight, but I’ll ___________ the programme.
b) My team has broken another ___________!
3 a) The bicycle is my favourite form of ___________.
b) We need to ___________ the goods by ship.
4 a) UFO stands for Unidentified Flying ___________.
b) Would anyone ___________ if I opened the window?
1.3
5A STRESS IN PHRASES The phrases in the box have two or three main stresses. Underline the stressed syllables.
dress smartly speak clearly answer briefly
shake hands firmly send references arrive on time
avoid eye contact be prepared do some research
show enthusiasm
B 1.6 Listen and check. Then listen and repeat.
6A 1.7 INTONATION: sounding polite Listen to two passengers on a flight from London to Los Angeles. Does the man sound polite (P) or impolite (I)? Circle P or I.
1 That’s right. P I
2 I understand. P I
3 Please continue. P I
4 Yes, definitely. P I
5 You’re welcome. P I
6 Of course. P I
7 Go ahead. P I
8 No problem. P I
B 1.8 Now listen to the woman and say responses 1–8 using polite intonation. | <urn:uuid:89c9a797-c8d5-4723-ac43-9bbd291d1694> | CC-MAIN-2018-30 | http://ingleseoi.es/b2/extras/p1.pdf | 2018-07-18T15:54:30Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00187.warc.gz | 185,882,775 | 835 | eng_Latn | eng_Latn | 0.998589 | eng_Latn | 0.998589 | [
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Chapter 2
The Chemistry of Life
Worksheet
Chemistry of Proteins
Introduction:
All living things are composed of many chemical compounds. Two such compounds are fats and proteins. Fats are a part of all cellular membranes. They may also be stored within a cell as energy. Proteins form part of almost all structures within a cell. Therefore, they are essential for cell growth and repair.
Carbohydrates consist of many monosaccharides joined together while fats consist of glycerol and three fatty acid molecules joined together. Proteins also consist of smaller molecules. These molecules are called amino acids. There are about twenty different amino acids that can join together in any possible way to form proteins. However, a protein, like insulin, may be made of two separate chains of amino acids; one chain will have 21 amino acids and the other will have 30. Frederick Sanger found that the sequence for a protein is very specific, meaning that all human insulin will have the same arrangement and number of amino acid molecules in its make-up.
Procedure: Amino Acids
Examine the structural formulas and corresponding paper cut out models of four of the twenty different amino acids used to build proteins.
Glycine
Alanine
Threonine
Valine
1. The element nitrogen (N) is present in amino acids. Is nitrogen present in fats and carbohydrates?
2. What is the molecular formula of glycine? Add the correct subscripts.
3. What is the molecular formula of alanine? Add the correct subscripts.
4. Are the molecular formulas for all amino acids the same?
5. What functional group, or end arrangement of atoms, is present in amino acids that was also present in fatty acids?
6. Another functional group in all amino acids consists of a nitrogen atom and two hydrogen atoms. This group is called an amino group. Do all structural formulas for each amino acid have an amino group?
**Combining Amino Acids to Form a Protein:**
Protein is composed of many amino acids joined together chemically. A person’s gene will determine the make-up of the protein. Genes specify the number and sequence of the amino acids that will form the specific protein. Proteins may be very large, consisting of 500 or more amino acids; or they may be very small, just a few amino acids. It is the types of proteins that each organism produces that makes it different from all other creatures. True, we say that we are different because of the genes that are parents gave to us at our conception, but remember the expression of genes determines the proteins that make up our body’s physical appearance.
**Directions:** Cut out one of each of the four different amino acids models. Cut along the solid lines only. Attempt to join the amino acids together to form a protein. By now you realize the cut outs will not stay together until you have created bonding sites. Join the molecules by removing as many OH groups and H groups as needed from the amino acids. All four amino acid molecules can be joined in this manner to form a protein. Join them in the order valine—threonine—alanine—glycine.
Remember to join the OH and H ends to form water. The type of chemical reaction that builds larger molecules from smaller molecules by losing a water molecule is called dehydration synthesis, or **condensation**. Attach the protein model and the three water molecules in the space below and title them. Call this first protein “blue eyes”.
7. What chemical substance is formed when the OH and H are joined?
Chemists express the joining of these amino acids as follows:
\[ \text{Valine} + \text{Threonine} + \text{Alanine} + \text{Glycine} \rightarrow \text{Protein} + 3 \text{ Water} \]
8. How many molecules of water are formed when four amino acids join together?
Other combinations of amino acids result in the formation of a different protein. Construct a protein different from the one suggested above. Attach the models in the space below and title them. Let’s call this protein “brown eyes”. This new protein was caused by a change in the DNA. A change in the gene, or DNA, will produce a different arrangement of the amino acids and therefore a physically different protein results.
9. Dehydration means “loss of water”. Syntheses means “putting together”. Explain why the chemical process responsible for building a fat or protein molecule is called “dehydration syntheses, or condensation”.
10. What two types of molecules are needed to form a fat molecule?
11. What type of molecule is needed for forming a protein?
12. How does a glycerol molecule differ from a carbohydrate molecule? Use structural formulas for comparison.
13. How does a fatty acid molecule differ from a carbohydrate molecule?
14. a) How do amino acid molecules differ from fatty acid molecules?
b) How are they similar to each other?
15. How might a human muscle protein differ from a cow muscle protein?
16. What purpose is served by the loss of H and OH atoms from the two smaller molecules as they join together during a condensation reaction?
17. All fat molecules may undergo a process called hydrolysis (hydro means “water” and lysis means “to break apart”). This process occurs when a fat molecule is broken down into a glycerol molecule and three fatty acid molecules. Three molecules of water must also be used as the glycerol and fatty acid molecules form. To what are the water molecules (H and OH) reattached?
18. A protein consisting of ten amino acids undergoes hydrolysis, or digestion. How many water molecules must be broken down and reattached to the amino acid molecules during this process?
Complete the following table which summarizes glycerol, fatty acids, and amino acids. Use yes or no answers.
| Summary of Glycerol, Fatty Acids, and Amino Acids |
|---------------------------------------------------|
| **Condition** | **Glycerol** | **Fatty Acids** | **Amino Acids** |
| Carbon Present | | | |
| Hydrogen Present | | | |
| Oxygen Present | | | |
| Nitrogen Present | | | |
| A 2:1 Ratio of Hydrogen Atoms to Oxygen Atoms | | | |
| Has a Carboxyl (Acid) Functional Group | | | |
| Has an Amino (Base) Functional Group | | | |
| Molecules Join to Form Protein | | | |
| Molecules Join to Form Fat | | | |
| One Molecule Loses 3 OH Functional Groups | | | |
Cut Out Models for the Protein Worksheet
Glycine
Alanine
Threonine
Valine | <urn:uuid:72a083aa-16f2-449d-ac6b-e428f6a89b26> | CC-MAIN-2018-30 | http://www.loganaskwhy.com/notes_reviews_handouts/Bio%20PDF%20Files/Proteins.pdf | 2018-07-18T16:16:58Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00173.warc.gz | 498,492,228 | 1,432 | eng_Latn | eng_Latn | 0.943566 | eng_Latn | 0.998651 | [
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Look at the numbers below. Circle the multiplication facts. They are either left-to-right or top-to-bottom. (No diagonals.) | <urn:uuid:3eb71ef3-97b4-4975-90f4-71971a819ad2> | CC-MAIN-2018-30 | http://worksheets-for-math.com/assets/math-worksheet-mc18.pdf | 2018-07-18T16:02:18Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00178.warc.gz | 417,473,096 | 27 | eng_Latn | eng_Latn | 0.999743 | eng_Latn | 0.999743 | [
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These monster wheels won't be going anywhere until they have the products (answers) to each multiplication fact in their tires. Multiply the number in the center by the numbers in the wheels to get the products that go in each tire. | <urn:uuid:be729943-691c-4fc9-9591-8107efbc7dae> | CC-MAIN-2018-30 | http://worksheets-for-math.com/assets/math-worksheet-mc13.pdf | 2018-07-18T15:56:30Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00173.warc.gz | 401,009,096 | 46 | eng_Latn | eng_Latn | 0.999083 | eng_Latn | 0.999083 | [
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Take Action!
Grade Level: 4th-12th (O.S.S.: 3rd-5th) (C.S.S: 6th-7th)
Learner Objectives
Students will:
- Complete the Take Action! pledge
- Plan a service-learning project
- Create a bird habitat in their schoolyard
- Make observations and record birds that visit the habitat
Background Information
What is a service-learning project? Service-learning is a learning and teaching strategy that integrates some level of community service into the learning experience. A service-learning project can help integrate school curriculum with some environmental need. This is a great way for students, teachers and possibly other community members to identify a need, set project goals, and take action!
In this service-learning project you and your students can help improve your schoolyard habitat for birds. A great way to get started is to identify what birds can be found around your area. The “Counting Birds” lesson plan is a useful resource. Students can then determine specific habitat needs to attract a variety of birds to the schoolyard habitat and provide the correct food, water, shelter, and space for the birds.
There are a number of great service-learning resources out there to look into. Here are a few of them.
- National Wildlife Federation Schoolyard Habitats: A How-to Guide for K-12 School Communities. [www.nwf.org/schoolyard/](http://www.nwf.org/schoolyard/)
- Project WILD’s WILD School Sites: A Guide to Preparing for Habitat Improvement Projects on School Grounds. [www.projectwild.org](http://www.projectwild.org)
- Klamath Basin Research Extension Center (OSU)
- Klamath Bird Observatory Handout for Native Plants
Lesson Plan
Getting Ready!
1. Read the background information and go over the *Counting Birds* background information and lesson plan.
2. Determine computer research site for students.
3. Make copies of the *Student Journal: Take Action!* and *Counting Birds* sheets.
Discuss!
1. Explain to the students what a service-learning project is and inform them that they are going to come up with one focused on birds.
2. Let them know that there are a number of different phases that need to be completed in order to make the project a success.
3. Explain the phases to the students. Take Action! pledge, investigate, plan and carry out the project.
4. Pass out the Take Action! pledge of the *Student Journal: Take Action!* and discuss each step of the pledge and its conservation importance as the first phase of their project.
Investigate!
1. Choose a location with your students that you would like to turn into bird habitat. Discuss with your school or check with managers of bird habitat sites.
2. Go over the *Counting Birds* lesson plan with the class and make copies of the *Student Journal: Counting Birds*.
3. Take your students outside to the schoolyard location that you want to turn into bird habitat and conduct a bird count to see what species are currently found there.
4. Take students to the computer lab to research birds that they would like to attract and what your site would need to attract them. Habitat information can also be obtained from the *Birds of Oregon* field guide.
5. Students are now ready to start the project planning phase!
Plan!
1. Conduct a walking tour with your students of the location you have chosen to be a bird sanctuary.
2. Have the students draw a map of the site and list all of the natural features or structures that are currently found there.
3. Take the students back to the classroom to discuss their findings.
4. Discuss any potential problems that the site might have for birds and what needs to be done to fix those problems and make the site more bird friendly.
Possible Material Donors
Some good sources to look into for donations would be local bird shops, nurseries, local outdoors stores, local hardware stores or co-ops, and your local Audubon Society.
5. Discuss what will need to be added or changed at the site to create a bird habitat.
6. If necessary think about sources that might be willing to give your class a donation for something like bird feeders, bird seed, bird houses, etc.
**Carry out the project!**
1. Collect any materials that you will need to complete the project and get started!
2. Schedule times during class or after school to work as a team to turn the site into a bird sanctuary.
**Follow-up!**
1. Once you’ve created the perfect schoolyard bird habitat, it’s time to start monitoring the site to see what birds visit it and when. You can use the *Student Journal: Counting Birds* to observe and record bird activity at your site.
---
**Suggestions for Creating Bird Habitat**
- Plant native plants in mixed species clumps
- Create an understory using native grasses, shrubs, and forbs
- Leave dead or dying trees in your yard
- Avoid mowing, spraying, brush clearing and building activities from mid-April-July in the Klamath-Siskiyou region.
- Create water sources if you don’t have any nearby
- Reduce predators—keep cats indoors and eliminate outdoor sources of food which attract rats, opossums, skunks, foxes, and jays. These are all nest predators eating eggs and young!
- Discourage non-native predators such as House Sparrows and European Starlings—take down nest boxes being used by these species (for more on safe nest boxes see our nest box handout)
- Leave brush piles and pruning debris through the winter to encourage quail and winter sparrows
- Use only selective bird feeders, those that exclude jays, cowbirds, starlings, and crows | <urn:uuid:7163dd9b-7f32-4822-887d-c98b82ede224> | CC-MAIN-2018-30 | http://www.klamathbirdingtrails.com/pdf/plan-takeaction.pdf | 2018-07-18T16:22:15Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00194.warc.gz | 491,326,963 | 1,188 | eng_Latn | eng_Latn | 0.997048 | eng_Latn | 0.998301 | [
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1A 7.1 WEAK FORMS: have
Read the questions. Listen and write the answers.
1 How long have you known her?
2 Does he still visit his hometown?
3 You’re a mess. What have you been doing?
4 Where have they been?
5 Do you want to see the new Bond film?
speakout PRONUNCIATION TIP
When we use the present perfect simple and continuous, the auxiliary verbs *have* and *been* are usually contracted in connected speech, e.g. *I have been* is pronounced /aɪvən/ and *Has she been …?* is pronounced /həzʃən/.
B Listen again and say the answers you wrote in Exercise 1A with the speakers. Focus on contracting the auxiliary verbs.
2A 7.2 COMMONLY CONFUSED CONSONANT SOUNDS: /s/ /z/ /θ/ /ð/ /dʒ/ /tʃ/ /ʃ/
Listen and tick the sentences you hear.
1 a) Choose, please! b) Juice, please!
2 a) Fish don’t sink! b) Fish don’t think!
3 a) It’s time for closing. b) It’s time for clothing.
4 a) Shoes, please! b) Choose, please!
5 a) Beautiful zoo! b) Beautiful Sue!
6 a) That’s quite a sock! b) That’s quite a shock!
B 7.3 Look at the words and follow instructions a)–c). Then listen and check.
a) Circle five nationalities with a /dʒ/ sound.
b) Underline five nationalities with a /ʃ/ sound.
c) Tick five nationalities with a /tʃ/ sound.
Argentinian Bangladeshi British Chilean Chinese Croatian Czech Dutch French Georgian German Japanese Norwegian Russian Spanish
3A WORD STRESS The words are grouped according to their stress pattern. Each group has one word that doesn’t belong. Cross it out and write the stress pattern of the other words.
1 ______ expert gifted success skilful
2 ______ hopeless able useless belief
3 ______ aptitude talented recognised developed
4 ______ ability information incredible approximate
B 7.4 Listen and check. Then listen and repeat.
4A 7.5 PRESENT AND PAST ABILITY
Listen to a text about a genius. What problems has he had?
Jay Greenberg can compose a piece of classical music in minutes. He is able to hear completed music in his head and then write it down. Aged two, he managed to write down the word ‘cello’ and draw a picture of one. At three, he was able to compose short pieces. By the age of five, he could compose whole symphonies. However, sometimes he didn’t manage to play them because the music in his head was too complicated. He composed all the time, and his teachers couldn’t handle him because he was too gifted. When asked, Jay wasn’t able to explain where the music came from.
B Underline eight verb forms for describing present and past ability. There is one in each sentence.
C 7.6 Listen to extracts from the text. What happens to the pronunciation of *to be able to* and *manage to* in connected speech? How do we pronounce *can* and *could* in connected speech?
D Listen again and repeat the extracts.
5A 7.7 STRESS PATTERNS: clarifying opinions
Read the statement and the opinions about it. Which words complete the opinions? Listen and check.
‘Success only comes from hard work.’
1 In __________ view, this is true.
2 I __________ think talent is important, too.
3 For __________ , this is definitely true.
4 I __________ say, I think there’s more to it than hard work.
5 I agree. For __________ thing, without hard work, you’ll never finish anything.
B Listen again and repeat. Put the stress on the words you wrote in Exercise 5A. | <urn:uuid:36e27e7b-8eaa-401a-9d05-4f747fcc1ddb> | CC-MAIN-2018-30 | http://ingleseoi.es/b2/extras/p7.pdf | 2018-07-18T15:57:19Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00193.warc.gz | 178,642,209 | 840 | eng_Latn | eng_Latn | 0.998743 | eng_Latn | 0.998743 | [
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## Mapping of Instruction to Achieve Instructional Priorities
### First Grade
| Instructional Priority: Phonemic Awareness | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|-------------------------------------------|---|---|---|---|---|---|---|---|---|
| **Focus 1: Sound Isolation** | | | | | | | | | |
| 1a: Identifies initial sound in 1-syllable words | X | X | | | | | | | |
| 1b: Identifies final sound in 1-syllable words | X | X | X | | | | | | |
| 1c: Identifies medial sound in 1-syllable words | X | X | X | | | | | | |
| **Focus 2: Sound Blending** | | | | | | | | | |
| *2a: Blends 3-4 phonemes into a whole word | X | X | X | X | X | | | | |
| **Focus 3: Sound Segmentation** | | | | | | | | | |
| *3a: Segments 3- and 4-phoneme, 1-syllable words | 35<sup>a</sup> | | | | | | | | |
* High priority skill
a. DIBELS PSF Score
---
## Mapping of Instruction to Achieve Instructional Priorities
### First Grade
| Instructional Priority: Alphabetic Principle | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---------------------------------------------|---|---|---|---|---|---|---|---|---|
| **Focus 1: Letter & Letter Combinations** | | | | | | | | | |
| *1a: Produces L-5 correspondences (1/sec) | X | X | X | | | | | | |
| *1b: Produces sounds to common letter combinations | | | | X | X | X | X | | |
| **Focus 2: Decoding (Sounding Out)** | | | | | | | | | |
| *2a: Decodes words with consonant blends | | | | X | X | X | | | |
| *2b: Decodes words with letter combinations | | | | X | X | X | X | X | |
| *2c: Reads regular 1-syllable words fluently | 24<sup>a</sup> | X | X | X | 50<sup>a</sup> | X | X | X | X |
| *2d: Reads words with common word parts | | | | X | X | X | X | | |
| **Focus 3: Sight-Word Reading** | | | | | | | | | |
| *3a: Reads common sight words automatically | X | X | X | X | X | X | X | X | X |
| **Focus 4: Reading Connected Text** | | | | | | | | | |
| *4a: Read accurately (1 error in 20 words) | | | | | | X | X | X | X |
| *4b: Reads fluently (1 word per 2-3 sec mid year; 1 word per sec end of year) | X | X | X | X | X | 20<sup>b</sup> | X | X | 40<sup>b</sup> |
| 4c: Phrasing attending to ending punctuation | | | | | | | X | X | X |
| 4d: Reads and rereads to increase familiarity | | | | | | | X | X | X |
| 4e: Rereads and self-corrects while reading | | | | | | X | X | X | |
* High priority skill
a. DIBELS NWF Score
b. DIBELS ORF Score
## Mapping of Instruction to Achieve Instructional Priorities
### First Grade
| Instructional Priority: Vocabulary | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|-----------------------------------|---|---|---|---|---|---|---|---|---|
| **Focus 1: Concept Categorization** | | | | | | | | | |
| 1a: Sorts grade-appropriate words with or without pictures into categories | X | X | X | X | X | X | X | X | X |
| **Focus 2: Vocabulary Development and Use** | | | | | | | | | |
| * 2a: Learns and uses unfamiliar words introduced in stories and informational passages | X | X | X | X | X | X | X | X | X |
| * 2b: Increases knowledge of word meanings and uses new vocabulary in speaking and writing | X | X | X | X | X | X | X | X | X |
* High priority skill
## Mapping of Instruction to Achieve Instructional Priorities
### First Grade
| Instructional Priority: Comprehension | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|--------------------------------------|---|---|---|---|---|---|---|---|---|
| **Focus 1: Identifying Information From Stories** | | | | | | | | | |
| * 1a: Answers who¹, what², when³, where⁴ and how⁵ questions after listening to or reading paragraph(s) | 1,2 | 1,2 | 3,4 | 3,4 | 3,4 | 5 | 5 | 1f | 1f |
| * 1b: Tells the main idea of a simple story or topic of an informational passage | 1 | 1 | 1 | 1,2 | 1,2 | | | | |
| * 1c: Identifies and answers questions about characters⁶, settings⁷, and events⁸ | C | C,S | C,S | C, S,E | | | | | |
| **Focus 2: Making inferences** | | | | | | | | | |
| 2a: Makes and verifies predictions based on information from the story | | | | | | X | X | X | |
| 2b: Draws conclusions about information or stories read | | | | | | | | X | X | X |
| **Focus 3: Retelling and Summarizing** | | | | | | | | | |
| * 3a: Retells the main idea of simple stories | | | | | | X | X | X | |
| 3b: Retells a story and includes characters, settings and important events | | | | | | X | X | X | X | X | X | X |
| 3c: Retells correct sequence of events in a story or a chronological passage | | | | | | | | X | X | X | X | X |
| 3d: Summarizes main ideas learned about a topic from an informational passage | | | | | | | | | | X | X | X |
| **Focus 4: Monitoring Comprehension** | | | | | | | | | |
| 4a: Stops while reading to assess understanding and clarify | X | X | X | X | X | X | X | X | X |
| **Focus 5: Making Connections** | | | | | | | | | |
| 5a: Connects events, characters, and actions in the story to specific life experiences | X | X | X | X | X | X | X | X | X |
| 5b: Uses prior knowledge to clarify understanding | X | X | X | X | X | X | X | X | X |
* High priority skill
f. Integrated | <urn:uuid:78e6ec89-13d9-4ec9-8f3e-992df26cd8e4> | CC-MAIN-2018-30 | http://oregonreadingfirst.uoregon.edu/downloads/professional_development/new_teacher/curriculum_map_1.pdf | 2018-07-18T16:25:36Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00191.warc.gz | 277,664,566 | 2,001 | eng_Latn | eng_Latn | 0.827066 | eng_Latn | 0.825232 | [
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With Head, Heart, Hands & Feet
A Framework for Educating for Justice & Peace
Edmund Rice Education Australia strives to offer a liberating education, based on a gospel spirituality, within an inclusive community, committed to justice and solidarity. These touchstones provide the foundation for Edmund Rice schools to educate for justice and peace, and offer hope to a world where the dignity of humanity and the integrity of creation is often diminished. An holistic approach to justice and peace education includes an integration of head, heart, hands and feet.
**Head – Reading the Signs of the Times**
Justice and peace education helps young people to:
- develop the skills of critical thinking and analysis, dialogue and community building
- have the expertise and academic understanding of the issues facing our world
- understand the structural causes of injustice
- have a language and literacy of justice and peace
**Heart – Nurturing Gospel Compassion**
Justice and peace education helps young people to:
- draw on scripture, Catholic Social Teaching and the wisdom of all faith traditions in understanding the world
- nurture a deep sense of the spiritual in their lives and develop a personal relationship with Jesus
- build respectful relationships of solidarity with those who are made poor by society
- cultivate an awareness of their own giftedness
- appreciate and value the Aboriginal and Torres Strait Islander history and culture
- engage in prayer and reflection
**Hands – Undertaking Prophetic Action**
Justice and peace education helps young people to:
- engage in service and solidarity with those on the margins, both locally and globally
- undertake immersions and partnership programs that connect them with other cultures
- develop the skills and attributes of connecting and collaborating with others in community
- support faith-based advocacy for just causes
- see themselves as being agents of change for a better world
**Feet – Moving to Solidarity**
Justice and peace education helps young people to:
- move to new places in their thinking and understanding
- spend time in the margins of society, learning with, from and about others
- explore career options and life-choices that benefit all of the global community
- move to a place of hope that a better world is possible
Educating for Justice & Peace Framework
CONSCIENTISED
- Social Justice and Human Rights
- Peace Building and Non-Violence
- Inclusive School Community
- Social Inclusion
- Democratic Structures & Processes
- Faith Formation & Mentoring
- Prayer Ritual & Liturgy
- Interfaith & Ecumenical Dialogue
HOPEFUL
- Sign of the Times
- Indigenous Reconciliation
- Integration of Justice & Peace themes
- Justice & Peace Literacy
- Empowering, Reflective, Rigorous, Authentic
- Service & Solidarity Learning
- Advocacy
- Immersions & Partnerships
ENGAGED
- Independence and Global Citizenship
- Sustainable Futures
- Social Action and Solidarity
- Identity, Reconciliation and Cultural Diversity
- Foundations
SPIRITUAL
- Foundations
- Engaged Spirituality
- Cultivating Inner Peace
ETHICAL
- Inspirations
Let us not develop an education that creates in the mind of the student a hope of becoming rich and having the power to dominate [but one that forms] the lofty ideal of loving, of preparing oneself to serve and to give oneself to others.
Archbishop Oscar Romero
In every suffering brother and sister that we embrace, we embrace the suffering Body of Christ.
Pope Francis
Those who teach justice shall be like the stars forever.
Daniel 12:3
Lord, make me an instrument of your peace.
St Francis of Assisi
I prefer a church that is bruised, hurting and dirty because it has been out on the streets, rather than a church which is unhealthy from being confined and clinging to its own security.
Pope Francis
Silence in the face of evil is itself evil. God will not hold us guiltless. Not to speak is to speak. Not to act is to act.
Dietrich Bonhoeffer
This, rather, is the fasting that I wish: releasing those bound unjustly, untying the thongs of the yoke; setting free the oppressed, breaking every yoke; sharing your bread with the hungry, sheltering the oppressed and the homeless; clothing the naked when you see them, and not turning your back on your own.
Is 58: 6-7
It must be said that some committed and prayerful Christians, with the excuse of realism and pragmatism, tend to ridicule expressions of concern for the environment. Others are passive, they choose not to change their habits and thus become inconsistent. So what they all need is an “ecological conversion”, whereby the effects of their encounter with Jesus Christ become evident in their relationship with the world around them. Living our vocation to be protectors of God’s handiwork is essential to a life of virtue; it is not an optional or a secondary aspect of our Christian experience.
Laudato Si 217
To evangelise is to make the kingdom of God present in our world.
Evangelii Gaudium n176
Were we to know the merit and value of only going from one street to another to serve a neighbour for the love of God, we should prize it more than silver and gold.
Blessed Edmund Rice
Spirituality without a prayer life is no spirituality at all, and it will not last beyond the first defeats. Prayer is an opening of the self so that the Word of God can break in and make us new. Prayer unmasks. Prayer converts. Prayer impels. Prayer sustains us on the way. Pray for the grace it will take to continue what you would like to quit.
Joan Chittister OSB
Today’s prime educational objective must be to form men-and-women-for-others…who cannot even conceive of love of God which does not include love for the least of their neighbors.
Pedro Arrupe sj
To believe in God is not just to love life but to work so there is life.
Jon Sobrino sj
In our language (there is) a quality called dadimi. It is inner, deep listening and quiet, still awareness. Dadimi recognises the deep spring that is inside us. We call on it and it calls to us. This is the gift that Australia is thirsting for.
Miriam Rose Ungunmeir-Baumann
God made us for goodness, love and compassion. Our lives are transformed as much as the world is when we live with these truths.
Desmond Tutu
If you have come here to help me you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.
Lilla Watson
© Edmund Rice Education Australia
web www.eree.edu.au/justice-peace | email firstname.lastname@example.org | <urn:uuid:2d1b238e-934a-4a05-8e59-029ded6242f2> | CC-MAIN-2018-30 | http://www.erea.edu.au/docs/default-source/justice-peace/erea_framework_2016.pdf?sfvrsn=4 | 2018-07-18T16:34:17Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00203.warc.gz | 447,389,386 | 1,424 | eng_Latn | eng_Latn | 0.695009 | eng_Latn | 0.993915 | [
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Softball is a multidirectional sport; an athlete needs to be able to change direction quickly and move as fast as possible in multiple directions. However, part of running the bases require to be able to accelerate and sprint linearly for 60 feet. Thus, it doesn’t hurt at all to learn basic sprinting mechanics in order to maximize acceleration and speed on the base paths or in the outfield when chasing a fly ball. Here is a review of the basics of sprinting.
**Acceleration Phase**
- Eyes focused on the track to keep low to allow the build up of speed
- Forward lean of the whole body with a straight line through the head, spine and extended rear leg
- Face and neck muscles relaxed (no tension)
- Shoulders held back and relaxed, square in the lane at all times
- Arms move with a smooth forward backward action - not across the body - drive back with elbows - hands move from approx. shoulder height to hips
- Elbows maintained at 90 degrees (angle between upper and lower arm)
- Hands Relaxed - fingers loosely curled - thumb uppermost
- Legs - fully extended rear leg pushing off the track with the toes - drive the leg forward with a high knee action with the knee pointing forward and with the heel striking under the backside (not the back of the backside as the knee is low and pointing down to the ground) - extend lower leg forward of knee (rear leg drive will propel the foot forward of the knee) with toes turned up - bring foot down in a claw action with a ball of foot/toe strike on the track vertically below the knee - pull the ground under you into a full rear leg extension - (elbow drive assisting the whole action)
- On the ball of foot/toes at all times - feet pointing forward straight down the lane
- Elbow drive commences just before rear leg drive
- Fast leg action, good stride length allowing continual acceleration
- Appearance of being smooth and relaxed but driving hard with elbows and legs
- The drive is maintained for approx. 20-30 metres and then the whole body slowly comes into a high tall action
- Appearance of being Tall, Relaxed and Smooth with maximum Drive
**Stride Phase**
- Smooth transitions from acceleration phase to stride phase
- Eyes focused at the end of the lane - tunnel vision
- Head in line with the spine - held high and square
- Face relaxed - jelly jaw - no tension - mouth relaxed
- Chin down, not out
- Shoulders held down (long neck), back (not hunched), relaxed and square in the lane at all times
- Smooth forward backward action of the arms- not across the body - drive back with elbows - brush vest with elbows - hands move from shoulder height to hips for men and from bust height to hips for the ladies
- Elbows held at 90 degrees at all times (angle between upper arm and lower arm)
- Hands relaxed - fingers loosely curled - thumb uppermost
- Hips tucked under - slight forward rotation of the hip with forward leg drive to help extend the stride
- Legs - fully extended rear leg pushing off the track with the toes - drive the leg forward with a high knee action with the knee pointing forward and with the heel striking under the backside (not the back of the backside as the knee is low and pointing down to the ground) - extend lower leg forward of knee (rear leg drive will propel the foot forward of the knee) with toes turned up - bring foot down in a claw action with a ball of foot/toe strike on the track vertically below the knee - pull the ground under you into a full rear leg extension - (elbow drive assisting the whole action)
- On the ball of foot/toes with the feet pointing forward straight down the lane
- No signs of straining or tension in the face, neck and shoulders.
Lift Phase
- High knee action (prancing)
- Leg action fast and light as if running on hot surface
- Fast arms - more urgency
- Hands slightly higher at the front
General Notes
As you monitor the athlete’s technique look for:
- **a Tall** action
- This means erect, running on the ball of foot/toes (not heels) with full extension of the back, hips and legs as opposed to ‘sitting down’ when running
- **a Relaxed** action
- This means move easily, as opposed to tensing and ‘working hard’ to move. Let the movements of running flow. Keep the hands relaxed, the shoulders low and the arm swing rhythmically by the sides.
- **a Smooth** action
- This means float across the top of the ground. All motion should be forward, not up and down. Leg action should be efficient and rhythmic. The legs should move easily under the body like a wheel rolling smoothly along.
- **Drive**
- This means push from an extended rear leg, rear elbow drive with a high forward knee drive followed by a strike and claw foot action just behind the body’s centre of gravity.
1. **Start**: The athlete is in a ready position, with knees bent and arms at the sides.
2. **First Stride**: The athlete begins to run, pushing off with one foot while swinging the other leg forward.
3. **Second Stride**: The athlete continues running, maintaining a steady pace.
4. **Third Stride**: The athlete maintains their speed, with both legs moving in a rhythmic pattern.
5. **Fourth Stride**: The athlete continues to run, focusing on maintaining balance and speed.
6. **Fifth Stride**: The athlete approaches the finish line, with both legs extended and arms pumping for added momentum.
7. **Sixth Stride**: The athlete crosses the finish line, completing the race.
8. **Seventh Stride**: The athlete finishes the race, slowing down and catching their breath.
9. **Eighth Stride**: The athlete completes the race, standing still and celebrating their achievement.
10. **Ninth Stride**: The athlete stands still, reflecting on their performance.
11. **Tenth Stride**: The athlete stands still, preparing for the next event or competition.
12. **Eleventh Stride**: The athlete stands still, waiting for instructions or feedback from coaches or officials. | <urn:uuid:cebb8968-489c-45e2-92ed-49f01c8f609e> | CC-MAIN-2018-30 | http://files.leagueathletics.com/Images/Club/5666/Review-of-Basic-Sprinting-Mechanics.pdf | 2018-07-18T16:22:35Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00194.warc.gz | 136,595,387 | 1,295 | eng_Latn | eng_Latn | 0.997917 | eng_Latn | 0.998363 | [
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1. Simplify each of the following.
a) \( \log_{16} 8 \)
b) \( \log_8 16 \)
c) \( \log_6 12 + \log_6 3 \)
d) \( \log_2 24 - \log_2 3 \)
2. Solve each of the following equations.
a) \( \log_3 (2x + 5) + \log_3 (x + 10) = 3 \)
b) \( \log_2 (x - 3) - \log_2 (2x + 1) = -2 \)
3. Compute each of the following indefinite integrals.
a) \( \int 6x^2 - 2x + 1 \, dx \)
b) \( \int x^3 - 3^x \, dx \)
c) \( \int x^2 + \frac{1}{x^2} \, dx \)
d) \( \int \frac{5}{x} \, dx \)
4. A company is introducing a new product. The marketing manager determines that \( t \) weeks after an advertising campaign begins, \( P(t) \) percent of the potential market is aware of the new product, where
\[
P(t) = \frac{2(11t - 3)(3t - 7)}{(2 + t)(3 + t)} - 2
\]
a) What percent of the potential market knows about the product after 5 weeks?
b) What happens to the percentage \( P(t) \) in the long run?
5. The demand for life insurance, \( L \), and the demand for health insurance, \( H \), can be modeled as functions of time, \( t \):
\[
L(t) = t^3 + 9t + 100 \quad \text{for} \quad 0 \leq t \leq 4 \\
H(t) = 6t^2 + 102 \quad \text{for} \quad 0 \leq t \leq 4
\]
During the time period for \( 0 \leq t \leq 4 \), the greatest difference between the two demands occurs \( n \) times. Determine \( n \).
6. Consider \( f(x) = (x - 6)^{10}(x + 2)^{15} \).
a) Sketch the graph of \( f(x) \).
b) Find all values of \( x \) where \( f \) has a relative maximum.
c) Find all values of \( x \) where \( f \) has a relative minimum.
d) Find all values of \( x \) where \( f \) has a point of inflection.
7. Consider the function \( f(x) = \frac{1}{1 + x^2} \).
a) Find all relative extrema of \( f \).
b) Find all points of inflection of \( f \).
c) Sketch the graph of \( f(x) \).
8. Consider the function \( f(x) = \frac{x^3 - 1}{x^2 - 1} \).
a) Describe the points of discontinuity of \( f \).
b) Find all relative extrema for \( f \).
c) On what intervals is \( f \) concave up?
9. Find the equation of the line tangent to the graph of \( f(x) = \frac{x^4 - 1}{6x^2 + 1} \) at the point \((1,0)\).
10. Let \( P(x) = a_5 x^5 + a_4 x^4 + a_3 x^3 + a_2 x^2 + a_1 x + a_0 \). Compute, in terms of \( a_0, a_1, \ldots, a_5 \), each of the following.
a) \( P(0) \)
b) \( P'(0) \)
c) \( P''(0) \)
d) \( P^{(3)}(0) \)
e) \( P^{(4)}(0) \)
f) \( P^{(5)}(0) \)
11. Based on the previous problem, find a polynomial \( P(x) \) that satisfies the following conditions: \( P \) is of degree 4, \( P(0) = -2 \), \( P'(0) = 10 \), \( P''(0) = 0 \), \( P'''(0) = 18 \) and \( P^{(4)}(0) = -24 \).
12. The graph below shows \( f' \), the first derivative of a function \( f \).
a) Find all values of \( x \) for which the function \( f \) has a local maximum at \( x \).
b) Find all values of \( x \) for which the function \( f \) has a local minimum at \( x \).
c) How many points of inflection does \( f \) have?
d) Sketch the graph of \( f \).
13. The graph below shows \( f' \), the first derivative of a function \( f \).
a) Find all values of \( x \) for which the function \( f \) has a local maximum at \( x \).
b) Find all values of \( x \) for which the function \( f \) has a local minimum at \( x \).
c) How many points of inflection does \( f \) have?
d) Sketch the graph of \( f \). | <urn:uuid:305a5925-505e-41e5-a8ca-3da77d183a9e> | CC-MAIN-2018-30 | http://www.teaching.martahidegkuti.com/Math204/math204_fa09/problemsets/ps04/ps04.pdf | 2018-07-18T16:38:23Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00197.warc.gz | 543,538,146 | 1,232 | eng_Latn | eng_Latn | 0.59559 | eng_Latn | 0.585755 | [
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4.1
1A 4.1 FAST SPEECH: have to, must, should Listen and write eight sentences.
B Read the Pronunciation tip. Then listen again and repeat the sentences.
speakout PRONUNCIATION TIP
In fast speech, the final sounds in many words change.
For example: have to is usually pronounced /hæftə/; and don’t have to often loses the first /t/ sound, and is pronounced /dəʊnhaeftə/.
The same happens with must/mustn’t, which also often lose the /t/ sound, and are pronounced /məs/ and /məsn/.
The pronunciation of the final /dʒ/ in should changes depending on which sound comes next. For example: should go is pronounced /ʃʊgəʊ/ and should be is pronounced /ʃuːbiː/.
3A LINKING: used to Look at the photo. Guess which sentences are true.
He used to be handsome. □
He didn’t use to work. □
He used to live by the sea. □
He didn’t use to like noise. □
He used to play games. □
He didn’t use to have pets. □
B 4.3 Listen to someone describing the man in the photo. Tick the sentences you hear. Did you guess correctly?
C 4.4 Listen and repeat the sentences you ticked. Make sure you pronounce used to /juːstə/ correctly.
4.2
2A 4.2 INTONATION: emphasis Underline the best word to complete the conversations. Then listen and check.
1 A: That dinner was tasty.
B: Tasty? It was fascinating/delicious/beautiful!
2 A: That goal was good.
B: Good? It was impossible/amazing/enormous!
3 A: This room’s a bit small.
B: Small? It’s freezing/awful/tiny!
4 A: Are you tired?
B: Tired? I’m boiling/wonderful/exhausted!
5 A: Was she angry?
B: Angry? She was furious/awful/terrible!
6 A: That documentary was interesting.
B: Interesting? It was impossible/fascinating/freezing!
B Notice speaker B’s intonation. Which words does he/she emphasise? Draw intonation lines for sentences 2–6.
Tasty? It was delicious!
C Listen again and repeat B’s part, copying the intonation.
4.3
4A SENTENCE STRESS: reaching agreement Read the Pronunciation tip and the conversations. Which words are missing?
speakout PRONUNCIATION TIP
Often, prepositions like to and by and articles (a/an, the) are unstressed. They can be difficult to hear, but they are essential to forming correct sentences.
Conversation 1
A: Do you want to go to the cinema?
B: That’s OK _____ me.
A: What shall we see?
B: How about _____ new Bond film?
Conversation 2
A: Can we discuss tomorrow’s meeting?
B: That’s fine _____ me.
A: I suggest we focus on the festival arrangements.
B: I think that’s _____ great idea.
Conversation 3
A: This design is too similar to the old one.
B: That’s _____ good point.
A: A new logo really needs to look new.
B: I see _____ you mean.
Conversation 4
A: Tom is our best player.
B: I’m _____ sure that I agree actually.
A: He’s certainly our strongest.
B: The way I see _____, he’s strong but slow.
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Some time during the second half of the nineteenth century, following the death of his father Mustafa Efendi –a kolağası (a military rank between captain and lieutenant colonel) in the Ottoman artillery– the poet Edhem Efendi took his two young brothers and left his native Island of Chios (in Turkish, Sakız Adası) for Istanbul. With his paternal uncle’s help, he obtained a government position and did his best to raise his brothers properly. Indeed, they both had brilliant careers: his brother Esad started out as a government functionary and rose to the position of grand vezir, while his other brother Kâzım joined to Ottoman military and rose to the rank of müşir (marshal).
Best known as Sakızlı Müşir Kâzım Paşa (Marshal Kâzım Pasha of Chios), his name was long associated with tales of heroism, notably at the Siege of Plevna during the Russo-Turkish War of 1877-78, until he retired in 1909. Having been greatly impressed by the hotels he had seen during his travels in Europe, according to the chronicler and encyclopedist Pars Tuğlacı, Kâzım Pasha purchased the plot of land on Büyükada (the largest of the Prince’s Islands near Istanbul) where the Giacomo Hotel had stood before being destroyed by fire in 1911, and built the Splendid Hotel there. The current owners of the hotel, however, believe (based upon accounts passed through generations) that the Giacomo Hotel burned down much earlier, and that the Splendid was built in 1908 and opened its doors in 1909.
Once construction had been completed, three waiters from the famous Tokatliyan Hotel named Dikran, Tavit, and Onnik leased the building and began to run it as a hotel. They had previously run a restaurant named Splendid, and decided to give the hotel the same name. It was also popularly known by Kâzım Pasha’s name, however. Although the Pasha’s intention had been to build the hotel of stone, the architect Kaludis Laskaris had managed to convince him that a wooden structure would be preferable. For his part, Kâzım Pasha had two domes added to the structure, which originally looked much like a French apartment building. The hotel’s interior decoration reflected the tastes of the three entrepreneurs. The walls were adorned with paintings by such artists as Ratzkowski and Mocel, and the hotel was furnished with crystal sets from Christofle, flatware from DDO, wicker chairs from Lion, and furniture from the Austro-Ottoman store in Istanbul. There was no electricity on the island at the time, so that a fuel-burning generator had to be used to power water heaters, elevators, and lighting.
In 1911, Kâzım Pasha applied for a permit to build a jetty in front of the hotel. The plans he submitted are now preserved in the Ottoman Archives, and the Council of State granted him the permit he requested. As the hotel belonged to a militaryman, it was often requisitioned during the war years for the use of the military. The “Kâzım Pasha Hotel,” as it was known to some, was used as a temporary hospital to alleviate a shortage of beds during the Balkan War in 1912. Some 200 wounded soldiers were housed there, and the Ottoman Red Crescent Society asked the Sublime Porte (the Ottoman government) for assistance in providing for their clothing and medical needs.
When the pain of these difficult years subsided somewhat, the operators of the hotel made an effort to liven things up. A number of celebrities stayed there during the years leading to World War I, but by the time the war had started, the only regular customer was the great poet Yahya Kemal Beyatlı. The poet Halit Fahri Ozansoy recalled that even with that one single customer, the hotel remained respectful and fully operational.
As with many words that begin with two consonants, a situation that presents difficulties for some Turkish speakers, the hotel’s name was sometimes mispronounced as *ispilandit* during those years. On the eve of World War I, it had become one of Istanbul’s most exclusive establishments where soirées and balls would be organized for a mostly non-Muslim clientele. The war, however, hurt business and the hotel’s operators found themselves unable to repay their debt to a financier named Karagözyan who had lent them their original capital. The case went to bankruptcy court, but Kâzım Pasha’s intervention managed to save the hotel’s carefully selected furnishings.
Over the years, Splendid lost some of its luster because of changing management and the fact that it was not always used as a hotel. In particular, it was rather maltreated by the British during the occupation that followed World War I. In 1919, the British occupation forces housed Russian soldiers and their families there for some eight or nine months. Although Kâzım Pasha lodged a complaint with the British Embassy, demanding compensation for losses and damages to the hotel and its furnishings –even forming a commission to determine and evaluate the harm– the British authorities ignored him. After the end of the occupation, in 1923, he sent a report to the military headquarters of Istanbul that detailed the entire process, signing it “The Proprietor of the Hotel.”
One of the most significant events hosted by the Splendid Palas Hotel was held on 9 October 1921, a benefit dinner for soldiers injured in the war. Invitations and a concert program were printed for the occasion, in which the Darülelhan Fasil Heyeti (Musical Ensemble of the Istanbul Conservatory) gave a performance. Teodor Plakis came to work as a waiter at the hotel in 1925. Haralambos Melanidis had joined in 1913 and stayed on until 1963 in various capacities, including as the hotel’s general manager. With such new and old dedicated staff, the hotel quickly redressed itself. Newspaper advertisements began to appear in 1929; one mentioned services including European and Oriental cuisine, a chamber orchestra and jazz band, and full board from 5 TL. It declared: “Special rates for families and long stays.”
Find out about the Splendid Hotel’s prices before you rent a home.” After the hotel was restored, its dining room was also rented out for functions like engagement parties. In 1929, the hotel was being operated by a certain Mr. Lala when Mustafa Kemal visited Büyükada and had dinner at the Splendid, staying quite late. In fact he was no stranger to the family, among whom he counted several friends, notably Kâzım Pasha’s daughter Nazire Hanım. He had often visited Kâzım Pasha’s daughter Nazire Hanım’s home at the Karlo Apartment building in Şişli during the Armistice, before crossing over to Anatolia to lead the War of Independence.
By the 1930s, the Splendid Palas had become quite colorful. Arnoldi Zirkin and the Arnoldi Jazz Hall Orchestra” livened up Büyükada’s evenings. Spending time at the Splendid was seen as a reward. In 1931, the Society of the Employees of the Orient Railroad took its members on a boat trip; in the evening, they all came to the Splendid for dinner and dancing. The hotel survived a small fire that year, caused by an explosion in the fuel line of a motor.
All the important commercial registers and tourist guides of the period mentioned the Splendid Hotel. Thus, for instance, the 1929 Salnamesi (1929 Yearbook) referred to it as “Ispilandit” and the Annuaire Oriental for 1932 as “Splandit Oteli.” In accordance with new policies requiring commercial signs to be in Turkish, hotels in Büyükada began to use new names that nevertheless made references to their old identities; thus, the Splendid’s new sign proclaimed: “Kazımpaşa Oteli-Eski Splandit” (The Kâzım Pasha Hotel-Formerly Splandit). Street names were also changed, and in 1934, Macar Caddesi (Hungarian Avenue) on which the hotel was situated became 23 Nisan Caddesi (23 April Avenue, referring to the date when the Grand National Assembly was inaugurated in 1920). In general, hotels on Büyükada operated on a seasonal basis: business increased in Summer and decreased in Winter, and that is how the Splendid Palas Hotel worked for many years. A newspaper advertisement stated that it was open “from 1 April to October.”
The remaining months would be spent doing repairs and planning the next season, which would also be announced to the public through the newspapers. One such advertisement heralded the opening of the Summer season and shared the news that the new director of the hotel would be a certain Mr. A. Allahverdi.
Mustafa Kemal Atatürk visited the hotel once again in 1934. Cemal Granda, Atatürk’s butler, described this visit at length in his memoirs, noting that it lasted until the wee hours of the morning.
In 1936, Kâzım Pasha –“the century’s most senior marshal”– passed away, and the hotel was inherited by his notoriously beautiful daughter Nazire Tokgöz. She only stayed at the helm for five years, however, as she died in 1941. The hotel remained closed for some time following her death, until it was taken over by İsmail Hakkı Tokgöz. Once it reopened, the Splendid Hotel was considered by many to be a first class establishment. In those post-war years, it was one of only a few places where a woman could spend the night alone with room prices starting from 7-10 TL, a “perfect” guest house with its American bar and dining room. Even today, the hotel is one of the most noticeable wooden structures on Büyükada, and for that reason, it has been the setting of choice for numerous movies since the earliest days of Turkish cinema, as well as an inspiration for many novels.
When İsmail Hakkı Tokgöz died in 1957, the hotel passed on to Nazire Tokgöz’s daughter Belma Hatice and her husband Nihat Hamamcioğlu. Under their leadership, the hotel continued to flourish, for they were well aware that the Splendid and Büyükada were nothing less than a tradition. And there are many examples to illustrate this point. For example, the very same hotel that hosted an exhibition of the Turkish painters Ayetullah Sümer and İbrahim Çalli in 1953 welcomed amateur painters in 1985. The Republic Ball which was not celebrated in Büyükada after Atatürk’s death, was revived in 1996 at its former address, the Splendid Hotel, and was repeated in subsequent years. And in 1997, it was once again the Splendid that hosted Greeks who returned to their homeland after an absence of thirty-five years.
The Hamamcioğlu family continues to operate the Splendid Hotel as a subsidiary of the tourism investment corporation Turyat Turizm Yatırım ve Ticaret Ltd. Şti. which they founded. The family owns several historical businesses, and aims at running the Splendid Palas Hotel not just as a commercial enterprise but as a family heirloom and as their cultural heritage. | <urn:uuid:b9155aa4-35b7-4ef4-8885-580d8ca7e416> | CC-MAIN-2018-30 | http://www.splendidhotel.net/uploads/splendidstory.pdf | 2018-07-18T16:27:42Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00218.warc.gz | 548,478,682 | 2,371 | eng_Latn | eng_Latn | 0.99713 | eng_Latn | 0.997536 | [
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Simple Lessons from Complexity
Nigel Goldenfeld\(^1\) and Leo P. Kadanoff\(^2\)
The complexity of the world is contrasted with the simplicity of the basic laws of physics. In recent years, considerable study has been devoted to systems that exhibit complex outcomes. This experience has not given us any new laws of physics, but has instead given us a set of lessons about appropriate ways of approaching complex systems.
One of the most striking aspects of physics is the simplicity of its laws. Maxwell’s equations, Schrödinger’s equation, and Hamiltonian mechanics can each be expressed in a few lines. The ideas that form the foundation of our worldview are also very simple indeed: The world is lawful, and the same basic laws hold everywhere. Everything is simple, neat, and expressible in terms of everyday mathematics, either partial differential or ordinary differential equations.
Everything is simple and neat—except, of course, the world.
Every place we look—outside the physics classroom—we see a world of amazing complexity. The world contains many examples of complex “ecologies” at all levels: huge mountain ranges, the delicate ridge on the surface of a sand dune, the salt spray coming off a wave, the interdependencies of financial markets, and the true ecologies formed by living things. Each situation is highly organized and distinctive, with biological systems forming a limiting case of exceptional complexity. So why, if the laws are so simple, is the world so complicated? Here, we try to give a partial answer to this question and summarize general lessons that can be drawn from recent work on complexity in physical systems.
To us, complexity means that we have structure with variations. Thus, a living organism is complex because it has many different working parts, each formed by variations in the working out of the same genetic coding. One look at ocean or sky gives the conviction that there is some natural tendency toward the formation of structure in the physical world. Chaos is also found very frequently. Chaos is the sensitive dependence of a final result upon the initial conditions that bring it about. In a chaotic world, it is hard to predict which variation will arise in a given place and time. Indeed, errors and uncertainties often grow exponentially with time.
A complex world is interesting because it is highly structured. A chaotic world is interesting because we do not know what is coming next. But the world contains regularities as well. For example, climate is very complex, but winter follows summer in a predictable pattern. Our world is both complex and chaotic. From this, an elementary lesson follows:
Nature can produce complex structures even in simple situations, and can obey simple laws even in complex situations.
Creating complexity. Fluids frequently produce complex behavior, which can be either highly organized (think of a tornado) or chaotic (like a highly turbulent flow). What is seen often depends on the size of the observer. A fly caught in a tornado would be surprised to learn that it is participating in a highly structured flow.
The equations that describe how the fluid velocity at one point in space affects the velocity at other points in space are derived from three basic ideas:
*Locality.* A fluid contains many particles in motion. A particle is influenced only by other particles in its immediate neighborhood.
*Conservation.* Some things are never lost, only moved around, such as particles and momentum.
*Symmetry.* A fluid is isotropic and rotationally invariant.
To make a computer fluid, construct \((I)\) a kind of square dance in which particles move around, obeying the three basic ideas. In the simplest case, the dance is done on a regular hexagonal lattice (Fig. 1, upper panel). Each particle is characterized by a lattice position and by one of six directions of motion. These arrows are momentum vectors. The square dance starts when the caller says “Promenade”; this call instructs each dancer to proceed one step in the direction of its arrow (Fig. 1, middle panel). And then the caller says “Swing your partner.” This is an instruction to rotate all the arrows on a given site through 60°, if they happen to add up to zero total momentum (Fig. 1, lower panel). Notice that both particle number and momentum are conserved in each step. Take thousands of particles and thousands of steps, average a bit to smooth out the data, and thereby find a pattern of motion identical to fluid motion. The square dance behaves like a fluid simply because its steps obey the three fundamental laws of fluid motion \((2)\).
Gradually, through examples like this, it has dawned on us that very simple ingredients can produce very beautiful, rich, and patterned outputs. Thus, our square dancers, through their simple hops and swings, produce the entire beautiful world of fluids in motion. For simple elementary actors to produce patterned and complex output, we require many events. Our example included many events because it had many actors and much time.
For physicists it is delightful, but not surprising, that the computer generates realistic fluid behavior, regardless of the precise details of how we do the coding. If this were not the case, then we would have extreme sensitivity to the microscopic modeling—which one might loosely call “model chaos”—and physics as a science could not exist: In order to model a bulldozer, we would need to be careful to model its constituent quarks! Nature has been kind enough to have provided us with a convenient separation of length, energy, and time scales, allowing us to excavate physical laws from well-defined strata, even though the consequences of these laws are very complex. But we might not be so lucky with complexity in biological or economic situations.
Understanding complexity. To extract physical knowledge from a complex system, one must focus on the right level of description. There are three modes of investigation of systems like this: experimental, computational, and theoretical. Experiment is best for exploration, because experimental techniques (combined with the human eye) can scan large ranges of data very efficiently.
Computer simulations are often used to check our understanding of a particular physical process or situation. In our fluid dynamics example, the large-scale structure is independent of detailed description of the motion on the small scales. We can exploit this kind of “universality” by designing the most convenient “minimal model.” For example, most fluid flow programs should not be modeled by molecular dynamics simulations. These simulations are so slow that they may not be able to reach a regime that will enable us to safely extrapolate to large systems. So we are likely to get the wrong answer. Instead, we should model at the macro level, using large time steps and large systems. For example, some computational biologists try to simulate protein dynamics by following each and every small part of the molecule. The result? Most of the computer cycles are spent watching little CH groups wiggling back and forth. Nothing biologically significant occurs in the time they can afford.
Use the right level of description to catch the phenomena of interest. Don’t model bulldozers with quarks.
This lesson applies with equal strength to theoretical work aimed at understanding complex systems. Modeling complex systems by tractable closure schemes or complicated free-field theories in disguise does not work. These may yield a successful description of the small-scale structure, but this description is likely to be irrelevant for the large-scale features. To get these gross features, one should most often use a more phenomenological and aggregated description, aimed specifically at the higher level. Thus, financial markets should not be modeled by simple geometric Brownian motion–based models, all of which form the basis for modern treatments of derivative markets. These models were created to be analytically tractable and derive from very crude phenomenological modeling. They cannot reproduce the observed strongly non-Gaussian probability distributions in many markets, which exhibit a feature so generic that it even has a whimsical name, fat tails. Instead, the modeling should be driven by asking “What are the simplest nonlinearities or nonlocalities that should be present?”—that is, by trying to separate universal scaling features from market-specific features. The inclusion of too many processes and parameters will obscure the desired qualitative understanding.
Every good model starts from a question. The modeler should always choose the correct level of detail to answer the question.
**Complexity and statistics.** As a fluid moves around, it may carry with it some “passive” elements that do not themselves influence the flow. Both energy and the density of impurities undergo this kind of motion, in which they convect (go with the flow) and diffuse (move randomly). The convective motion tends to move initially distant regions of the fluid close to one another, thereby producing enhanced gradients. The diffusion tends to smooth out the gradients.
In many situations, these “passive scalars” are carried along by a rapid and turbulent flow, so that the convective mixing tends to dominate the diffusion. Computer simulations and experiments show that the density of the scalar soon develops a profile in which there are many flat regions surrounded by abrupt jumps. The flat regions are produced by the combined effects of convection and diffusion in well-mixed regions of the sample. However, because the density must generally follow the initial gradient, mixed regions must be separated by jumps.
This behavior, in which the system is dominated by really big events, is called intermittency. Intermittency seems to be a ubiquitous feature of dynamical systems. The weather turns stormy suddenly. There are ice ages. The stock market crashes. A plague takes hold. An airplane runs into turbulence. In every case, there is a big jump in the behavior of a dynamical system, and that big jump can have big human consequences.
These ubiquitous jumps come in all sizes, with the big jumps being less likely. Empirically, the size of the jumps is often given by a probability distribution, which for large jumps takes the form
$$P(\text{jump}) = \frac{1}{2\sigma} \exp\left(-\frac{|\text{jump}|}{\sigma}\right)$$ \hspace{1cm} (1)
(3), where $\sigma$ is the standard deviation. Contrast this with the usual Gaussian form
$$P(\text{jump}) = \frac{1}{(2\pi\sigma)^{1/2}} \exp\left[-\frac{(\text{jump})^2}{2\sigma^2}\right]$$ \hspace{1cm} (2)
which has been the usual guess in statistical problems since the time of Galton. Chaotic and turbulent systems often show exponential behaviors, like Eq. 1. Improbable (very bad) events are much more likely with the exponential form than with the Gaussian form (Eq. 2). For example, a $6\sigma$ event has a chance of $10^{-9}$ of occurring in the Gaussian case, whereas with the exponential form the chance is 0.0025. Estimates, particularly Gaussian estimates, formed by short time series will give an entirely incorrect picture of large-scale fluctuations. These considerations have important consequences in, for example, financial markets, as emphasized recently by Mandelbrot (4). Thus, we come to another lesson:
Complex systems form structures, and these structures vary widely in size and duration. Their probability distributions are rarely normal, so that exceptional events are not that rare.
**The development of complexity in physics.** Long ago, Katchalsky (5) and Prigogine (6) described the formation of complex structures in nonequilibrium systems. Their “dissipative structures” could have a degree of complication that could grow rapidly in time. It is believed that comparably complex structures do not exist in equilibrium. Turing (7) described a mechanism, involving reaction diffusion equations, for the development of organization in living things. As we have seen from the examples quoted here and many others, in nonequilibrium situations many-particle systems can get very complicated indeed (8).
It is likely that this tendency is the basis of life. A restricted version of this idea is given...
in Bak, Tang, and Wiesenfeld’s “self-organized criticality” (9). In an essay entitled “More Is Different,” Anderson (10) described how features of organization may arise as an “emergent” property of systems. An example of this point of view is given by work on complexity “phase transitions” and accompanying speculations that various aspects of biological systems sit on a critical point between order and complexity (11).
The next few years are likely to lead to an increasing study of complexity in the context of statistical dynamics, with a view to better understanding physical, economic, social, and especially biological systems. It will be an exciting time. As science turns to complexity, one must realize that complexity demands attitudes quite different from those heretofore common in physics. Up to now, physicists looked for fundamental laws true for all times and all places. But each complex system is different; apparently there are no general laws for complexity. Instead, one must reach for “lessons” that might, with insight and understanding, be learned in one system and applied to another. Maybe physics studies will become more like human experience.
References and Notes
1. U. Frisch, B. Hasslacher, Y. Pomeau, Phys. Rev. Lett. 56, 1505 (1986); J. Hardy, O. de Pazzis, U. Frisch, J. Math. Phys. 14, 1746 (1973); Phys. Rev. A 13, 1949 (1976).
2. Early work on the derivation of hydrodynamics from conservation laws can be found in S. Chapman and T. G. Cowling, The Mathematical Theory of Non-Uniform Gases (Cambridge Univ. Press, Cambridge, ed. 3, 1970).
3. A. R. Kerstein, J. Fluid Mech. 291, 261 (1997); S. Wunsch, thesis, University of Chicago (1998). For experiments, see, for example, B. Castaing et al., J. Fluid Mech. 204, 1 (1989). For theory, see E. Siggia and B. Shraiman, Phys. Rev. E 49, 2912 (1994).
4. B. Mandelbrot, Fractals and Scaling in Finance: Discontinuity, Concentration, Risk (Springer-Verlag, New York, 1997).
5. A. Katchalsky and P. F. Curan, Nonequilibrium Processes in Biophysics (Harvard Univ. Press, Cambridge, MA, 1967).
6. G. Nicolis and I. Prigogine, Self-Organization in Nonequilibrium Systems (Wiley, New York, 1977).
7. A. Turing, Philos. Trans. R. Soc. London Ser. B 327, 37 (1952).
8. For example, L. Kadanoff, A. Libchaber, E. Moses, and G. Zocchi [Recherche 22, 629 (1991)] discussed the development of interlinked structures in a Rayleigh-Bénard system.
9. P. Bak, C. Tang, K. Wiesenfeld, Phys. Rev. Lett. 59, 381 (1987); J. M. Carlson, J. T. Chayes, E. R. Grannan, G. H. Swindle, ibid. 65, 2547 (1990).
10. P. W. Anderson, Science 177, 393 (1972).
11. S. A. Kauffman, The Origin of Order (Oxford Univ. Press, Oxford, 1993); At Home in the Universe (Oxford Univ. Press, Oxford, 1995).
12. Supported in part by NSF grant NSF-DMR-93-14938 (N.G.) and by the ASCI Flash Center at the University of Chicago under U.S. Department of Energy contract B341495 (L.P.K.).
Complexity in Chemistry
George M. Whitesides* and Rustem F. Ismagilov
“Complexity” is a subject that is beginning to be important in chemistry. Historically, chemistry has emphasized the approximation of complex nonlinear processes by simpler linear ones. Complexity is becoming a profitable approach to a wide range of problems, especially the understanding of life.
“Complexity” is a word rich with ambiguity and highly dependent on context (1). Chemistry has its own understandings of this word. In one characterization, a complex system is one whose evolution is very sensitive to initial conditions or to small perturbations, one in which the number of independent interacting components is large, or one in which there are multiple pathways by which the system can evolve. Analytical descriptions of such systems typically require nonlinear differential equations. A second characterization is more informal; that is, the system is “complicated” by some subjective judgment and is not amenable to exact description, analytical or otherwise.
In chemistry, almost everything of interest is complex by one or both definitions. Consider the design and synthesis of a simple organic substance (<10^2 covalently bonded, first-row atoms) as a candidate drug—a representative activity for organic, medicinal, and biological chemists. A single step in the multistep synthesis of such a substance might involve 10^{22} molecules of several types (each comprising as many as 10^3 anharmonically oscillating bonds) and several times this number of interacting nuclei and electrons, all immersed in 10^{24} molecules of solvent. The synthesis itself might proceed by perhaps 10 different strategies (that is, sequences of reactions) for making and breaking bonds and for generating the intermediate compounds that ultimately result in the final compound; each strategy might have many thousands of possible variants differing in synthetic detail. The design of a molecule that has the right properties (shape, surface properties, and associated electrostatic fields) to interact specifically with one part of the surface of a target protein molecule presents yet another set of complicated challenges (Fig. 1) (2).
Faced with the impossibility of handling any such real system exactly, chemistry has evolved a series of approaches to the treatment of complex systems, which range from reasoning by analogy, through averaging, linearization, drastic approximation, and pure empiricism, to detailed analytical solution. The study of complexity in systems of reactions (or of processes or of properties) that can be described by nonlinear equations has been limited to the few that are both complex enough to be interesting and simple enough to be tractable. The emphasis in thinking about complicated systems has been to find methods that are predictive, even if they are nonanalytical. Philosophically, chemistry is a branch of science that attempts to predict and control rather than simply to observe and analyze: A large industrial reactor that produces heat in unpredictable bursts is more immediately terrifying than interesting. The optimization of combustion for the production of work, the understanding of mechanisms of drug action, and the development of strategies for organic synthesis are all problems of great complexity. They are also problems of sufficient urgency, which must be solved as best as possible, even if analytical solutions for them are not practical.
Chemistry is now evolving away from the manipulation of sets of individual molecules and toward the description and manipulation of systems of molecules, that is, living cells and materials. This evolution toward complexity is, perhaps counterintuitively, generating new types of problems that are sufficiently simple in some aspects for “complexity” in its analytical sense to provide a valuable way of thinking about them. These problems are often at the border between chemistry and other fields such as physics, biology, biophysics, and materials science. They may represent efforts to describe properties (for example, flux through a catalytic pathway in metabolism, distribution of greenhouse gases in the atmosphere, and fracture toughness of a polymer) that strongly depend on time, space, and conditions and in which the granularity of the description that is de- | <urn:uuid:51135ae8-c256-4c64-9183-1d2947719f8f> | CC-MAIN-2018-30 | http://guava.physics.uiuc.edu/~nigel/REPRINTS/1999/Goldenfeld%20Simple%20Lessons%20from%20Complexity%20Science%201999%20(PDF).pdf | 2018-07-18T16:09:05Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00215.warc.gz | 154,349,231 | 4,124 | eng_Latn | eng_Latn | 0.995407 | eng_Latn | 0.997315 | [
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Answer Question No. 1 which is compulsory and any five from the rest.
Figures in the right hand margin indicate marks.
1. Answer the following questions: $5 \times 4$
(a) Develop the given ‘topic’ sentence into a paragraph containing 6 sentences. (You have to write five new sentences.)
Everyone in the country is worried about inflation.
(b) Use the sentences below to form a logical and well-connected paragraph. (You will have to re-order the sentences as well as use linking devices where required. You may combine some of the sentences into a single sentence if you wish.)
(i) We will soon have the technology to make use of these sources of energy.
(ii) The sun provides a convenient and endless source of energy.
(iii) Conventional energy sources are expected to be exhausted in another 20 years.
(iv) Scientists are looking for alternative sources of renewable energy.
(v) Energy can be obtained from winds and ocean tides.
(c) Make brief notes, in outline form, capturing the main ideas of the paragraph given below. Do not use more than 20 words in all. It is not necessary to form complete sentences.
Technical communication is the essence of organizational life and a pre-requisite to effective management. The list of its multifunctional purposes is very long. It not only makes professional interaction possible but also directs the flow of technical information and knowledge for the guidance of technocrats, engineers and others in their professional activities. It stimulates scientists and researchers to act so as to achieve individual as well as social and organizational objectives and develops the information and understanding that is essential for group functioning. Moreover, it leads to unification of the activities of individuals as a work team and helps to promote positive attitudes required for motivation, co-operation and other important organizational processes. Finally, it ensures free exchange of information and ideas and promotes scientific temper and maintenance of professional relations.
(d) Write a ‘catchy’ advertisement, intended for the print media, for either a new brand of men’s shirts or women’s saris which is about to be launched in the market. Do not use more than 50 words.
2. Imagine that an American friend of yours, who is a software engineer, is interested in working for an Indian IT company for a year. He sends you an e-mail, asking you to give him information about job opportunities in Bhubaneswar. Send him an e-mail message in reply, addressing it to John email@example.com.
3. Read the following conversation and write a C.V. for one of the speakers, Raj Verma, based on this conversation.
Prem: Hello, Raj. We are meeting after a long time. I think we last met in Pune in 1995.
Raj: Yes, that’s right. That was the year I joined Bajaj Auto in Pune as a Sales Executive, the year after I got my MBA from the Symbiosis Institute of Management.
Prem: Your home town is Bhubaneswar, isn’t it? Why did you move to Pune.
Raj: Well, my father was transferred to Mumbai and the family had to shift, so I decided to go to Pune and join Symbiosis. I was very homesick at first, since I was the youngest in my class.
Prem: How old were you in Pune?
Raj: Only 19.
Prem: You went to school in Bhubaneswar, I suppose.
Raj: Yes, Capital High. Then went to BJB for my Plus Two as well as B.Com.
Prem: I remember, you used to be a good student.
Raj: Not particularly. But I was lucky to get a First class both the Plus Two and the B.Com.
Prem: And you’ve stayed with Bajaj Auto all these years?
Raj: No, I’ve been with Videocon for the last three years. I’m their Regional Sales Manager, based in Nagpur.
Prem: Are you planning to move again?
Raj: Yes, I’ve applied for the General Manager’s position at Kinetic Auto.
Prem: Well, good luck to you!
4. Imagine that you work for a well-known firm of publishers and are based in Kolkata. Your company does not have an office in Bhubaneswar. Write a proposal (in about 150 words) addressed to your Regional Manager in Kolkata, suggesting that an office should be set up in Bhubaneswar.
5. Imagine that the Students’ Union of your college has set up a Public Relations Committee for the purpose of strengthening relations between the college and the general public, including the media. You have been appointed Secretary of this Committee.
Draw up an agenda for the first meeting of the Committee, which will be chaired by the Principal of the college.
6. Imagine that you have created a new chemical additive which, when added to ordinary petrol, can increase the fuel efficiency of cars and motor-cycles by at least 30 percent.
You are asked to make an oral presentation of your new invention before a group of industrialists. Write the script for this presentation in about 200 words.
7. Write a letter addressed to the Vice Chancellor, BPUT, suggesting changes in the Communicative English / Business Communication program, so as to make it more responsive to the needs of students. | <urn:uuid:5f7b93eb-6ce5-45fa-bbd6-7f6e7968fe6a> | CC-MAIN-2018-30 | http://bputstudents.com/bput/Semester-Questions/docs/MCA/2008/mca_2nd_bce_2008.pdf | 2018-07-18T16:10:59Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00220.warc.gz | 53,820,798 | 1,079 | eng_Latn | eng_Latn | 0.998309 | eng_Latn | 0.998626 | [
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Creating a trail of learning
Institute works to open wetland path by fall
By HEIDI DESCH
Whitefish Pilot
Wandering through the Averill’s Viking Creek Wetland Preserve can be challenging in spots with no trail as one jumps mud puddles and steps over small logs. However, the work becomes worth it when you hear birds singing and spy the tree gnawed down by a beaver.
By this fall, the Whitefish Lake Institute hopes a walk through the preserve will be made much easier when the institute’s Interpretive Nature Trail is expected to open. The path is set to travel through 30 protected acres of wetland. A brochure will make the walk educational by providing information about the habitat and pointing to highlights like the beaver tree.
“We want to educate people on the importance of the wetland,” said Lori Curtis, science and education director with the institute. “This is an opportunity to show people what can be done with development and still allowing the wetland to be preserved.”
The wetland functions as a water quality buffer filtering water from the drainage before it flows into Whitefish Lake. It can also provide a reduction in flood intensity and provides wildlife habitat in an urban setting.
The Averill family purchased the 37-acre site off Wisconsin Avenue and in 2009 and gave 30 acres in the preserve to the institute and $110,000 to fund wetland restoration. The Averill family in turn developed the Viking Creek project adjacent to the area.
Since obtaining management of the preserve, the institute has been working to develop a trail. In addition to grants, the institute has spent about $100,000 on the site.
The institute held a volunteer workday at the trail site Saturday installing fencing. Much work remains as paths are cleared, boardwalks placed and bridges constructed before the fall opening.
The upland/wetland mosaic of the area was created when the water levels of ancient Whitefish Lake inundated the area. Historically the area has been used for agriculture and grazing. Viking Creek passes through the area.
An information kiosk is planned at the main trail entrance/parking area on Viking Creek Drive. A native plant garden at the entrance will give information about the different plants found in the wetland.
A trail of finely-crushed gravel and boardwalks will create a path system through the wetland that is wheelchair accessible. Supporting kiosks at secondary trailheads will be located at Crestwood Park and near the Viking Lodge.
At the start of the trail users will be able to pick up a brochure that provides information corresponding to the various interpretive signs along the trail.
The interpretative signs will give details about the wetland involving science, as well as natural and cultural history.
“It’s a neat way to learn about how the wetland works to clean water and why it’s important for the lake,” Curtis said.
The institute envisions a place for learning.
“This will be a big area for schools and education groups to come,” Curtis said. | <urn:uuid:805ac17d-c145-4e08-8f7b-30a245304e27> | CC-MAIN-2018-30 | http://whitefishlake.org/docs/media_coverage/Creating%20a%20trail%20of%20learning05113.pdf | 2018-07-18T16:11:05Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00223.warc.gz | 411,001,378 | 608 | eng_Latn | eng_Latn | 0.998831 | eng_Latn | 0.998831 | [
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"We Sho Was Dressed Up"
Slave Women, Material Culture, and Decorative Arts in Wilkes County, Georgia
Daina Ramey Berry
On 26 August 1834, slaveholder David Murray placed an advertisement in a local newspaper from Wilkes County, Georgia, referring to two female runaway slaves: thirty-five- to forty-year-old Beck and her twenty-two- to twenty-three-year-old daughter Mariah. Though he provided adequate physical descriptions of the two women in terms of their height, hair, teeth, complexion, scars, and mannerisms, Murray made special notation of their clothing. Beck left in "plain white homespun," but Mariah "was more dressy than usual for a servant" because she had on "fine articles of clothing of almost every description." He added that "in addition to her own clothing, which were numerous, she carried off five of my daughter's dresses viz: Shady, black Silk plain; figured Swiss Muslin, richly trimmed with thread lace insirting; two French Muslin; plain rich Gold Ear-Rings; hair brade' [and a] silk Apron trimmed with velvet." Whether Mariah stole clothing made from fine cloth for herself or for her mother is unclear; however, it is certain that these articles represented a valuable commodity during the antebellum slavery period, or she would not have absconded with the quality and quantity of goods she deliberately took on her journey.
In the midst of their desperate attempts to become free, Mariah and Beck made room for these dresses, which indicates the importance of material culture to slave women. Yet, material culture in this context contains a dual meaning. Although more traditional definitions indicate that material culture represented the creation, production, and/or sale of luxury items during slavery, it is clear that a literal definition of material culture also emerged in the Savannah River Valley. This culture evolved from the skills, pride, and pleasures slave women experienced when working with different types of material at quilting parties, in their cabins, or on wash days. Viewing material culture from this perspective draws attention to female-centered work settings, social events, and networks. These networks supported the development and maintenance of specialized crafts such as dressmaking, quilting, and dyeing cloth.
A focus on the "leisure" activities and the material culture of slave women in Wilkes County, Georgia, from the Colonial period to 1865, reveals that they created a space to explore their artistic abilities through the production of clothes, quilts, and dolls. In some cases, women boasted about their skills, expressed pride in their physical appearance, and found pleasure in perfecting their crafts, in spite of planter class efforts to suppress, control, and sanction their behavior. Studying the material culture and the culture of working with different materials in this community indicates that slave women found unique ways to express their creative talents.
CLOTHING RATIONS
In order to understand the culture of materials and the impact of material culture on slave women, it is important to first consider the gendered nature of slave clothing distribution.\(^2\) Slaves typically received clothes two times per year, once in the winter and once during the summer months. Boys and girls under the (approximate) age of ten received smocks; men received trousers and shirts; and women received dresses, aprons, and occasionally undergarments. Although gender-specific clothing distribution did not occur until adolescence, male slaves in Wilkes County testified about the transition from "shirtz what looked lak dresses" to "britches" when they were old enough to work in the fields. Willis Cofer noted that "boys wus mighty proud when dey got big enough to wear pants."\(^3\) Whereas male clothing clearly delineated a shift from youth to adulthood, the clothing transition of slave girls to women was not as drastic.
Females of all ages wore dresses, petticoats, or long skirts with white aprons used as outer garments. In his narrative of slave life in Georgia, John Brown said, "The women wear a shirt similar to the men's, and a cotton petticoat, which is kept on by means of braces passing over their shoulders."\(^4\) They often covered their heads with straw hats, handkerchiefs, or various forms of head wraps when working in the fields, and bonnets, mob caps, or turbans in domestic settings. The description of "A Young New Negro Wench," who appeared in a Colonial newspaper as a runaway, provides a firsthand account of female slave attire. She "wore a blue negro cloth gown and [petti]coat, a new onzaburg shirt, a cheque handkerchief on her head and another about her neck."\(^5\) Although it was common for women to keep their heads covered, hats, along with shoes, blankets, and coats, were more costly, and planters distributed these items sparingly. Former slave Emma Hurley, for example, recollected that she received two garments each year, but that she "never had no shoes 'til after freedom come."\(^6\) Some planters from Wilkes County chose to provide shoes for their slaves, while others, such as Hurley's owner, did not. Although the decision to purchase shoes for their slaves depended on each individual planter, nearly all slaveholders agreed on the quality of material used for slave clothing.
Bondmen and bondwomen (slaves) wore clothes made from coarse cotton referred to as "osnaburg" or "Negro cloth," which was selected for its durability and low price.\(^7\) Some planters provided their slaves with better quality fabrics and, thus, purchased material so skilled seamstresses could make the garments they desired. Jane Harmon, for example, remembered receiving material to knit stockings, socks, and gloves.\(^8\) Of the nearly two hundred Georgia slave narratives collected by the Works Project Administration during the 1930s, thirteen testimonies reflect Wilkes County bondmen and bondwomen.\(^9\) Ten of the thirteen narratives note that sewing, spinning, and weaving represented a female-specific occupation that sometimes crossed racial barriers.\(^10\) "My mother spun an' wove de cloth, an' dyed de hir," testified Jane Mickens Toombs, "but our Mistess made our clothes."\(^11\) Likewise, Willis Cofer noted that his mother "wove de cloth for our clothes, and de white folkses had 'em made up."\(^12\) Clearly, clothing production on Southern plantations crossed class and racial barriers.\(^13\) Plantation mistresses managed the textile production of clothes, blankets, and table linens, and assigned slave women weekly spinning and weaving tasks. On some estates,
slaveholders required bondwomen to spin one "cut" (about three hundred yards) of thread per night, which meant that the average task was six or seven "broaches per week." Slave women completed this labor at night after working in the fields, and they were punished with a "severe beating" if they failed to meet the weekly requirement.
TEXTILE PRODUCTION
Viewing textile production as "women's work" suggests that a culture, which encompassed working with different materials, strengthened female networks and bonds. Historian Deborah Gray White suggests that the nature of women's work during slavery allowed for the development of a female consciousness that produced "self-reliance," "self-sufficiency," and "interdependence." Expanding on White's thesis, this study suggests that the "female slave network" in Wilkes County created a clandestine space, removed from their owners' jurisdiction, for women to express their aesthetic talents. Wilkes County slave women enjoyed working in female networks so much that their male counterparts and children recognized the time they spent completing their nightly tasks. Former slave Henry Rogers recalled that his mother used to weave on the loom that sat "in one corner of the kitchen" and that she worked "way into the night." Likewise, Manuel Johnson felt guilty because he never appreciated how much time and effort women placed in clothing manufacturing. "De nigger wimmens spun an' wove, but I never paid dem much mind when I wuz er comin' on," he stated. "I 'member hearin' dem talk 'bout dyin' de cloth out er bark an' things dey got out'n de woods," he continued. But he "never tho't how hard dey had ter wuk ter make it." Regardless of how much time women spent at the spinning wheel or how many former slaves appreciated their efforts, it is clear that producing luxury items required special skills.
County newspapers indicate that planters recognized female slaves for their various skills. An advertisement in the *Wilkes County Republican* requested the sale of "A valuable Negro Woman, about 32 years of age--a first rate cook,
Clearly, this woman had multiple skills, which was common among non-agricultural slaves. The same advertisement also placed "An old woman, a good Cook, Washer, Weaver, and Milker" up for sale.\textsuperscript{20} The owner of these women recognized their ability to do specialized work, and advertised them accordingly. Some female slaves were so good at their craft that they were called upon to make uniforms during the Civil War. "My Ma wuz a 'spert spinner an' weaver, an' she spun an' wove things ter be sont ter de soldiers in de War," explained Jane Harmon.\textsuperscript{21}
**Dyeing Arts**
In addition to being recognized for their sewing skills, women frequently boasted about the art of dyeing textiles an array of different colors. By using their knowledge of natural flora, slave women produced dyes to make their garments various shades of the primary colors. They used bark from elm, cherry, hickory, maple, pine, red oak, and walnut trees to make gradations of brown, purple, and red. Others "grew indigo" for the color blue and used cedar moss for yellow. Grapevines served as excellent hoops in skirts, and red berries created unique shades of red.\textsuperscript{22} Reflecting on her mother's skills as well as her own, Adeline Willis shared the following testimony:
[M]y mother was one of the best dyers anywhere 'round, and I was too. I did make the most colors by mixing up all kinds of bark and leaves. I recollect the prettiest sort of lilac color I made with maple bark and pine bark, not the outside pine bark, but that little thin skin that grows right down next to the tree—it was pretty, that color was.\textsuperscript{23}
Adeline informed the interviewer that her colors represented some of the best shades because she selected bark that few others used—not simply bark found on the outside of the tree, but rather that found in the "thin skin" underneath. Certainly it took a special talent to recognize the aesthetic difference between external and internal tree bark, particularly as it related to dyeing cloth. Notice the pride in her testimony, and the satisfaction she found in being able to locate, identify, and use various types of tree bark to create colorful masterpieces. Likewise, Arrie Binns said that her mother "made pretty dresses too.... She dyed some blue and brown striped,... [and] grewed the indigo she used fer the blue, right dar on the plantation." Finally, Arrie noted that her mother "used bark and leaves to make the tan and brown colors."\textsuperscript{24}
Hickory stripes found on clothes represented one such masterpiece that made slave women feel special. "When they [slave seamstresses] took a notion to give us striped dresses," Adeline explained, "we sho was dressed up." The striped pattern represented a pleasurable memory for Adeline. "I will never forget long as I live, a hickory stripe...dress," she continued. This dress was special because seamstresses placed brass buttons at the wrist, which made \textit{this} particular dress stand out from the rest. "I was so proud of that dress and felt so dressed up in it I just strutted er round with it on."\textsuperscript{25} One can almost imagine a nineteenth-century version of a slave fashion show as Adeline "strutted" about the plantation, hoping other slaves would recognize the beauty she saw in her "hickory stripe," "brass-buttoned" dress. Many of these pseudo-fashion shows occurred at dances or on Sunday afternoons when slave women displayed their best clothes. Eliza Andrews, daughter of
Wilkes County slaveowner Judge Garnett Andrews, noted that at church, Georgia slave "women were decked out in all their Sunday finery and looked so picturesque and happy."26
**QUILTS**
In addition to clothing, slave women made quilts for comfort and for pleasure. Several scholars of decorative arts and crafts suggest the role slave women played in quilt making, noting that African Americans created different designs than other quilt makers.27 Some found that the style and pattern of slave quilts resembled African textile patterns and quilts used in funeral processions to cover royalty on horseback, in homes as decorative wall hangings, and in bedrooms as blankets. Scholars Maude Wahlam and John Scully explain that "quilting has historically provided a creative outlet for individual artistic expression."28 According to slave testimonies, women in this region spent many hours making quilts. Their memories of this craft often reflected positive emotions because they produced quilts at parties where groups of women worked together. Four narratives from the "Wilkes County Sample" express pleasure in making quilts. Former slave Arrie Binns recalled that quilting parties included singing hymns, laughter, and sometimes dancing afterward. Reflecting on these memories, Arrie said, "I kin dance yit when I hears a fiddle."29 This testimony reflects another positive recollection of how slaves spent their "leisure" time. Understanding the aesthetic quality of slave quilts, as so many scholars note, provides a window into the private lives of slaves. It also suggests that the public display on beds in the owners' homes, as well as their own, gave bondwomen a sense of pride in their sewing talents.
**DOLLS**
Slave women and young girls utilized their sewing abilities beyond creating blankets and clothes. Some made rag dolls and played games with their owners' children, using the dolls as puppets. Jane Harmon shared the following testimony about the nature of work as a child: "I uster play dolls wid de overseer's
chillun, an' look fuh aigs [eggs], an' tote in wood an' pick up chips. Us had good times togeder, us all little niggers an' de little white chilluns."30 Likewise, Jane Mickens Toombs remembered the material they used to make dolls: "Us had home-made rag dolls, nice 'uns, an' we'd git dem long grass plumes (Pampas grass) an' mak' dolls out'n dem too. Us played all day long every day."31 Mariah Callaway, another Wilkes County bondwoman, recollected her work as a child. "I was a pet in the Willis household," she explained, "and did not have any work to do except play with the small children. I was required to keep their hands and faces clean."32 It is clear that former slaves recognized the social boundaries between blacks and whites, yet many slaves had fond memories about these leisure activities particularly during childhood.
The family portrait of Dr. Robert A. Simpson and his children also reflects the division between blacks and whites, as well as the importance of dolls, even though this photograph was taken in 1903. Dr. Simpson is pictured with his daughter and son, all sitting on what appears to be a bear skin rug, and they have a miniature tea party set up with three dolls present. At one end of the table rests a white doll with a teacup and saucer, while a tall black doll stands at the opposite end in a rather servile position. Beneath the black doll is another small black doll, perhaps a child, resting awkwardly at the opposite end of the table from her white counterpart. Simpson's daughter is holding a pitcher as if she is about to serve the guests at her tea party. Although this photograph reflects the racial divide between blacks and whites, it also shows that playtime was important for children of both races. The picture reinforces social norms and confirms that black and white girls played with dolls that adhered to these standards of behavior. Looking at the clothing and overall appearance of the dolls, it is clear that the older black doll is dressed appropriately for a domestic servant, while the small black child is almost unrecognizable because of her size. Although it is unclear whether or not former slaves produced these three dolls, the use of such toys reflects the prescribed social boundaries between blacks and whites.
3. Dr. Robert A. Simpson and children, "Tea Party."
Courtesy of the Hargrett Rare Book & Manuscript Library/University of Georgia Libraries.
INFORMAL ECONOMY
The connection between material culture, trade, and Wilkes County slave women is important. Female slaves could use their textile production skills to acquire luxury items that helped improve their meager conditions. Although it was not as common for Upcountry slaves to participate in an informal economy as it was in the Georgia Low Country, some extant evidence suggests that slaves in this region found ways to participate in clandestine, market-related activities. The flexible nature of the plantation regime allowed slaves opportunities to trade goods with other bondmen and bondwomen at local markets in Washington, and as far away as Augusta.
A handful of Wilkes County planters gave plots of land to slaves to grow their own provisions, and both men and women tended to these gardens. Slaves belonging to the Alexander, Gilbert, Hillhouse, and Cumming families had garden "patches." In a letter written to her niece about the "plantation life," Harriet Cumming recalled that slaves "raised potatoes, peas, cabbages, or corn and cotton as they chose." She also remembered that "they all had some money from selling poultry, cotton, etc., or taking in a little washing." Since washing was a female-centered occupation, it is safe to assume that this represents another example of slave women maintaining their craft. Reflecting on his mother's informal activities, Marshal Butler recalled that his master "gave mammy four acre of ground to till for herself and us childrens." "We raised cotton," he continued and "...our boss-man give us Saturday as a holiday to work our four acres." Although this work represented a "labor of love," it also served as a survival mechanism as some families needed the extra items (food, clothes, or money, etc.) in order to live. Butler added that his mother acquired several "fine dresses—some of them were give to her by her missus." That Butler's mistresses gave his mother fine dresses suggests two possible trends: slave women received "fine dresses" as a reward for doing good work, or slave women were able to keep the "fine dresses" they produced for their own material benefit. It was perhaps these types of dresses that females traded or sold at local markets.
Even though some members of the plantation community supported trade among slaves, the City Ordinances for Washington opposed it. On 18 November 1765, for example, members of the General Assembly passed "[a]n Act for the establishing and regulating patrols, and from preventing any person from purchasing provisions or any other commodities from, selling such to any slave, unless such slaves shall produce a ticket from his or her owner, manager, or employer." If a slave produced provisions on their own time, this act stipulated that "masters, managers, or employers" had to provide consent for the sale of these goods by signing a ticket or license. Residents such as S. G. Burnley tried to adhere to this legislation, and on 24 July 1840, he placed a notice in the local newspaper claiming that "All Persons are cautioned from trading, or having any dealings in any way whatever with my Negroes, ...as I will enforce the law against them for so doing, without my leave." Whether or not these slaves traded their produce and clothes in the town of Washington is unclear, but the fact that slaves had gardens and money suggests some participation in an informal economy. One could argue that this underground economy served as the infrastructure that supported seamstresses' activities.
CONCLUSION
Looking at material culture, the culture of materials, and decorative arts among slave women in this region indicates that women worked as pseudo "fashion designers" who mastered the crafts of making dresses, quilts, and dolls. They took pride in their physical appearance when they had the opportunity to express themselves in the manner in which they chose. They held private informal fashion shows on holidays and Sundays when they put on their best outfits; they displayed their quilts in their cabins and on beds in their plantation homes; and they played with dolls to entertain their owner's children. More fortunate slaves took their creations to local markets and sold them for profit. By studying the creative activities of slave women during their "leisure time," this essay suggests that sewing represented a survival mechanism for some slaves. In fact, the decorative art of dressmaking became such an important part of female slaves' experiences in this region that nearly sixty years after the abolition of slavery, former slave Jane Mickens Toombs made the following remark: "Ise hungry fer de sight ov a spinnin' wheel--does you know what one?" Arrie Binns had similar fond memories: "I did love to hear that old spinnin' wheel. It made a low kind of whirring sound that made me sleepy." Thus, black women not only took pride in their seamstress work, but they also found pleasure and peace in the sound, sight, and memory of the equipment.
These positive memories suggest that female slaves found ways to deal with the harsh realities of slavery through their experiences with material culture and by mastering the crafts of sewing, dyeing, and working with various materials. Clearly, they found ways to assert their humanity in the midst of an oppressive institution. However, further studies of how slaves dressed at wedding ceremonies, on holidays, and in their graves, will provide additional insight into their feelings when they "sho was dressed up."
4. Unidentified slave grave located in Wilkes County. Photograph in possession of the author.
BIBLIOGRAPHY
Primary Sources:
"A Compilation of the Patrol Laws of the State of Georgia, in conformity with a Resolution of General Assembly," in *The Digest of the Laws of the State of Georgia*. Milledgeville: S & F Grantland, 1818.
Andrews, Eliza Frances. *The War-Time Journal of a Georgia Girl, 1864-1865*. 1908. Reprint. Lincoln, Nebraska: Bison Books, 1997.
Boggs, Marion Alexander. *The Alexander Letters, 1787-1900*. Athens: University of Georgia Press, 1980.
Boney, F. N., ed., *Slave Life in Georgia: A Narrative of the Life, Sufferings, and Escape of John Brown, A Fugitive Slave*. Savannah: Beehive Press, 1991.
Rawick, George, ed., *The American Slave: A Composite Autobiography*, vols. 12 and 13. Westport, Connecticut: Greenwood Press, 1972.
*The News*, 23 July 1840.
*The News*, Washington, Georgia, 28 August 1834.
*The Wilkes County Republican*, Washington, Georgia, 16 April 1858.
Windley, Lathan A., compiler. *Runaway Slave Advertisements: A Documentary History from the 1730s to 1790*, 4 vols., vol. 4. Westport, Connecticut: Greenwood Press, 1983.
Secondary Sources:
Benberry, Cuesta. *Always There: The African-American Presence in American Quilts*. Louisville: The Kentucky Quilt Project, 1992.
Blassingame, John. "Introduction." *Slave Testimony: Two Centuries of Letters, Speeches, Interviews, and Autobiographies*. Baton Rouge: Louisiana State University Press, 1977.
Ferris, William, ed. *Afro-American Folk Art and Crafts*. Jackson: University Press of Mississippi, 1983.
Fox-Genovese, Elizabeth. *Within the Plantation Household: Black and White Women of the Old South*. Chapel Hill: University of North Carolina Press, 1988.
Fry, Gladys-Marie. *Stitched from the Soul: Slave Quilts from the Ante-Bellum South*. New York: Dutton Studio Books in association with the New York Museum of American Folk Art, 1990.
Genovese, Eugene D. *Roll Jordan Roll: The World the Slaves Made*. New York: Vintage Books, 1974.
Gray White, Deborah. *Ar'n't I a Woman? Female Slaves in the Plantation South*. New York: W. W. Norton and Company, 1985.
Grudin, Eva Ungar. *Stitching Memories: African-American Story Quilts*. Williamston, Massachusetts: Williams College Museum of Art, 1990.
Hunt, Patricia K. "Clothing as an Expression of History: The Dress of African-American Women in Georgia, 1880-1915," in Darlene Clark Hine, Wilma King, and Linda Reed, eds., "We Specialize in the Wholly Impossible": *A Reader in Black Women's History*. New York: Carlson Publishing, 1995.
Jones, Jacqueline. *Labor of Love, Labor of Sorrow: Black Women, Work and the Family, From Slavery to the Present*. New York: Vintage Books, 1985.
Sieber, Roy. *African Textiles and Decorative Arts*. New York: The Museum of Modern Art, 1972.
Vlach, John Michael. *By the Work of Their Hands: Studies in Afro-American Folklife*. Ann Arbor: UMI Research Press, 1991.
———. *The Afro-American Tradition in the Decorative Arts*. Athens: University of Georgia Press, 1990.
Wahlam, Maude, and John Scully. "Aesthetic Principles in African American Quilts," in Ferris, ed., *Afro-American Folk Art and Crafts*.
Wahlman, Maude Southwell. *Signs and Symbols: African Images in African-American Quilts*. New York: Studio Books in association with the New York Museum of American Folk Art, 1993.
White, Shane and Graham. "Slave Clothing and African American Culture in the Eighteenth and Nineteenth Centuries." *Past & Present* 148 (1995), 149-187.
**ENDNOTES**
1. *The News*, Washington, Georgia, 28 August 1834.
2. For a thorough discussion of slave clothing, see Shane and Graham White, "Slave Clothing and African American Culture in the Eighteenth and Nineteenth Centuries," *Past & Present* 148 (1995): 149-87. A revision of this essay appears in Shane and Graham White, *Stylin': African American Expressive Culture from Its Beginnings to the Zoot Suit* (Ithaca: Cornell University Press, 1998). Also see, Patricia K. Hunt; "Clothing as an Expression of History: The Dress of African-American Women in Georgia, 1880-1915," in "We Specialize in the Wholly Impossible," *A Reader in Black Women's History*, eds. Darlene Clark Hine, Wilma King, and Linda Reed. (New York: Carlson Publishing, 1995), 393-404.
3. George Rawick, ed., *The American Slave: A Composite Autobiography*, vol. 12, (Westport, Connecticut: Greenwood Press, 1972), 275. Note that all of the testimonies used in the paper are from former slaves who resided in Wilkes County during slavery or lived in a neighboring community. Although the bulk of the primary data used in this paper relies on slave narratives, the author acknowledges and is fully aware of the strengths and limitations of using this source outlined by historian John Blassingame. See John Blassingame, "Introduction," *Slave Testimony: Two Centuries of Letters, Speeches, Interviews, and Autobiographies* (Baton Rouge: Louisiana State University Press, 1977). It was the author's decision to include these testimonies as evidence relaying the slave perspective. Wilkes County narratives include the following slaves: Volume 12, Arrie Binns, Alice Bradley, Marshal Butler, Mrs. Mariah Callaway, Willis Cofer, Wheeler Gresham, Jane Smith Hill Harmon, Robert Henry, Emma Hurley, and Manuel Johnson; and Volume 13, Henry Rogers, Jane Mickens Toombs, and Adeline Willis. Hereafter these testimonies are referred to as the "Wilkes County Sample."
4. F.N. Boney, ed., *Slave Life in Georgia: A Narrative of the Life, Sufferings, and Escape of John Brown, A Fugitive Slave* (Savannah: Beehive Press, 1991), 8.
5. Lathan A. Windley, compiler, *Runaway Slave Advertisements: A Documentary History from the 1730s to 1790*, vol. 4 (Westport, Connecticut: Greenwood Press, 1983), 10.
6. Rawick, *The American Slave*, vol. 12, 203.
7. Eugene D. Genovese, *Roll Jordan Roll: The World the Slaves Made* (New York: Vintage Books, 1974), 551.
8. Rawick, *The American Slave*, vol. 13, 36.
9. Rawick, *The American Slave*, vols. 12 and 13.
10. Rawick, *The American Slave*, vol. 13, 32.
11. Rawick, *The American Slave*, vol. 12, 204.
12. Elizabeth Fox-Genovese, *Within the Plantation Household: Black and White Women of the Old South* (Chapel Hill: University of North Carolina Press, 1988), 124-28.
13. Jacqueline Jones, *Labor of Love, Labor of Sorrow: Black Women, Work and the Family, From Slavery to the Present* (New York: Vintage Books, 1985), 30; Rawick, *The American Slave*, "Wilkes County Sample."
14. Rawick, *The American Slave*, vol. 12, 276. See also, Deborah Gray White, *Ain't I a Woman? Female Slaves in the Plantation South* (New York: W. W. Norton and Company, 1985), 122.
15. White, *Ain't I a Woman?*, 128.
16. White is one of the first historians to identify that slave women developed a unique
network with one another, and she notes that seamstress work provided an avenue "for self-expression and creativity." The art or expressive nature of these relationships warrants further exploration.
17 Rawick, *The American Slave*, vol. 13, 220.
18 Rawick, *The American Slave*, vol. 12, 339.
19 *The Wilkes County Republican*, Washington, Georgia, 16 April 1858.
20 Ibid.
21 Rawick, *The American Slave*, vol. 12, 101.
22 See, Genovese, *Roll Jordan Roll*, 550-61, and Rawick, *The American Slave*, "Wilkes County Sample."
23 Rawick, *The American Slave*, vol. 13, 163.
24 Rawick, *The American Slave*, vol. 12, 75.
25 Rawick, *The American Slave*, vol. 13, 162.
26 Eliza Frances Andrews, *The War-Time Journal of a Georgia Girl, 1864-1865* (1908; reprint, Lincoln, Nebraska: Bison Books, 1997), 69.
27 For literature on slave quilt making see for examples: William Ferris, ed., *Afro-American Folk Art and Crafts* (Jackson: University Press of Mississippi, 1983); Eva Ungar Grudin, *Stitching Memories: African-American Story Quilts* (Williamstown, Massachusetts: Williams College Museum of Art, 1990); Maude Southwell Wahlman, *Signs and Symbols: African Images in African-American Quilts* (New York: Studio Books in association with the New York Museum of American Folk Art, 1993); Gladys-Marie Fry, *Stitched from the Soul: Slave Quilts from the Ante-Bellum South* (New York: Dutton Studio Books in association with the New York Museum of American Folk Art, 1990); Cuesta Benberry, *Always There: The African-American Presence in American Quilts* (Louisville: The Kentucky Quilt Project, 1992); Roy Sieber, *African Textiles and Decorative Arts* (New York: The Museum of Modern Art, 1972); and John Michael Vlach, *The Afro-American Tradition in the Decorative Arts* (Athens: University of Georgia Press, 1990); also Vlach, *By the Work of Their Hands: Studies in Afro-American Folklife* (Ann Arbor: UMI Research Press, 1991).
28 See Maude Wahlam and John Scully, "Aesthetic Principles in African American Quilts," in Ferris, ed., *Afro-American Folk Art and Crafts*, 85.
29 Rawick, *The American Slave*, vol. 12, 76. Also see the testimonies of Mariah Callaway, Henry Rodgers, and Jane Harmon.
30 Rawick, *The American Slave*, vol. 12, 100.
31 Rawick, *The American Slave*, vol. 13, 31.
32 Rawick, *The American Slave*, vol. 12, 174.
33 Letter from Harriet Cumming to her niece, 1908, in Marion Alexander Boggs, ed., *The Alexander Letters, 1787-1900* (Athens: University of Georgia Press, 1980), 107.
34 Rawick, *The American Slave*, vol. 12, 163.
35 Rawick, *The American Slave*, vol. 12, 162.
36 For a complete description of this law, see "A Compilation of the Patrol Laws of the State of Georgia, in conformity with a Resolution of General Assembly," in *The Digest of the Laws of the State of Georgia* (Milledgeville: S & F Grantland, 1818), 3-9.
37 *The News*, 23 July 1840.
38 Rawick, *The American Slave*, vol. 13, 36.
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Next meeting
Venue: The auditorium behind the main building at Christian Brothers College (CBC), Mount Edmund, Pretoria Road, Silverton, Pretoria.
Date and time: Wednesday 27 November at 19h15.
Programme:
- Beginner’s Corner: “The Hertzsprung-Russel diagram” by Johan Smit.
- What’s Up? by Michael Poll.
- 10 minute break — library will be open.
- Main talk: “NASA’s New Horizons Mission to Pluto” by Dr Henry Throop (NASA). *
- Socializing over tea/coffee and biscuits.
The chairperson at the meeting will be Bosman Olivier.
* Read an abstract of the main talk on page 2.
Next observing evening
Friday 22 November from sunset onwards at the Pretoria Centre Observatory, which is also situated at CBC. Turn left immediately after entering the main gate and follow the road.
Contents of this newsletter
| Report of the meeting on 23 October 2013 | 2 |
| Abstract of main talk to be given on Wednesday 27 November | 2 |
| Summary of “What’s Up?” for Dec 2013 and Jan 2014 to be presented on 27 Nov 2013 | 3 |
| Pretoria Centre Practical Observing Report Friday October 18 2013 | 3 |
| A late note about Scopex that took place on 20 July 2013 | 3 |
| Basics: Catadioptric telescopes | 4 |
| Photographs of the partial solar eclipse on Sunday afternoon 3 November 2013 | 5 |
| Feature of the month: The Shapley supercluster | 5 |
| Astrophotos | 6 |
| NOTICE BOARD | 7 |
| Noteworthy items | 8 |
| A halo around the Sun | 9 |
| Venus, Moon, Saturn, Mercury & Pretoria Centre committee & Old newsletters & Database | 10 |
Report of the meeting on 23 October 2013 - by Michelle Ferreira
The meeting started off with the members and visitors being welcomed, as well as Percy Jacobs welcoming Auke Slotegraaf, on-line from Somerset. Percy announced that three more persons had finished with the ASSA 100 Observation List, i.e. Michael Moller, Louis Kloke and Percy Jacobs. They each received a certificate signed by Auke, an Eridanus gift certificate and the special ASSA Pretoria Centre Top 100 badge. Percy gave some further feedback to others in respect of the amount of time this task had taken, with which observation each had started their journey and also how predominantly either sketches or photographs featured in their respective portfolios. Congratulations to all three and a special thanks was mentioned for Percy as the Observing Director for providing the support to all the participants. No further observing challenge was announced for the rest of this year.
“What’s Up?” was presented by Danie Barnardo and he mentioned that most of the planets will be visible during the course of the month. Comet ISON (C2012/S1) might not survive its near approach to the sun on 28 November but it might possibly be visible on the 15th @ 04:30, near Spica. The Leonids shower will be visible on 18 Nov at 4:00. In his discussion he also mentioned various galaxies which feature during this month. M31 - Andromeda Galaxy is a spiral galaxy and the largest member of the local group, M33 - Triangulum Galaxy is also a spiral galaxy but smaller than M31, and the Sculptor Group Galaxies to name but a few. The Sculptor Group of Galaxies contains about 14 galaxies and these include NGC 253 - the Silver Coin Galaxy, NGC 300, NGC55, NGC 247, etc.
“Beginner’s Corner” and the “Main Talk” was a collaboration between Johan Smit and Monica Loubser. She is a qualified nurse and currently works in the Occupational Health and Safety field. Her interest in astronomy spans over many years and she has been involved with the Voortrekkers for 16 years already. She is a team officer and is with the Unika Voortrekker Kommando. Monica has presented astronomy courses for the Voortrekkers’ badges since 2004. Gr 4 badge is in Space Observation, Gr 6 badge in General Astronomy and Gr 8-12 are the Advanced Scouts. Gr 4 attend a presentation at HARTRAO and they do planet viewing through a telescope. Gr 6 learn to tour the Solar System and attend a star party with telescopes and binoculars. The Advanced Scouts cover a myriad of topics of which astronomy, astrology, seasons, meteors, comets, galaxies, the speed of light, light years, stars and planets, telescopes, binoculars, Newton’s law of gravity, Hertzsprung-Russel diagram, Flamsteed system are but to name only a few. Johan Smit is actively involved with the Voortrekkers, attends as a guest speaker for their training sessions together with Monica and also hosts groups of Voortrekkers on various other occasions, sometimes together with other members of the Pretoria Centre. Monica shares some badges with members attending the meeting and Johan (jokingly) asked if they all believed that they would be able to pass the same competency test as the Voortrekkers (LOL). It was a most illuminating talk to understand how the youngsters are being initiated to the topic of astronomy. Afterwards comments were shared of coffee and biscuits. Ω
Abstract of main talk to be given on Wednesday 27 November
Pluto is the coldest and most distant of the nine ‘classic’ planets. Its ancient surface preserves a record of the history of the solar system and provides clues to the composition of comets and other bodies in the outer solar system. Astronomers have never seen the surface up close... but they will soon! Planetary Scientist Dr. Henry Throop will tell the story of this NASA spacecraft mission, from its development and construction, through launch in 2006, to plans for its arrival at Pluto on July 15, 2014, and onward to encounters with bodies in the distant Kuiper Belt.
Summary of “What’s Up?” for December 2013 and January 2014 to be presented on 27 November 2013 - by Michael Poll
“What’s Up?” looks first at the present sunspot numbers, and notes the progress of the current sunspot cycle. (spaceweather.com & cycle24.com).
Venus has put on splendid show over the past months, as it has been high above the Sun at sunset, and the reasons for this will be discussed. Also to be shown is an unusual way of locating Venus in daylight. Venus becomes much lower in the sky during December, and passes through inferior conjunction on January 11th 2014. By the beginning of February 2014 it will be visible in the eastern morning sky before sunrise.
The Moon will be passing Venus on December 4th, 5th, and 6th, and it will be near Aldebaran, in Taurus, on the night of December 15th – 16th.
Jupiter is in the evening sky for most of the night during December and January. It is in Gemini, and reaches opposition January 5th 2014. The Moon will be near it on December 19th, and again during the night of January 14th & 15th.
The Geminid Meteor shower is active during December. The maximum is on December 14th. The best dates to observe are December 13th, 14th & 15th. Look towards the north east from about 23h30 – 03h00, but note that the nearly full Moon will be in the west and may interfere.
Mars is in the north east before sunrise at present. It rises at midnight on December 31st, and during January will rise progressively earlier. Look in the early hours to see Mars near Porrima (Gamma Virginis) from December 26th – 31st. The Moon near Mars on December 26th (early hours) and again on the night of January 22nd – 23rd. Mars will be bright in the evening sky in March, April & May 2014.
Mercury and Saturn are close together in the morning sky before sunrise at the beginning of December, although they will be in twilight and not easy to spot. During December Mercury disappears from the morning sky (it is in superior conjunction on December 29th), but Saturn rises earlier each day as the month progresses, and will be well up in the east before twilight starts by the end of December and into January. The Moon will be near Saturn on December 1st, December 29th (early hours) and again in the early hours of January 25th and January 26th.
Constellations to be noted include Pegasus, Auriga, Gemini, Taurus, Orion, Leo, Corvus & Virgo. The viewing prospects for Comet Ison in the southern hemisphere in December are marginal but will be noted.
Pretoria Centre Practical Observing Report Friday October 18th 2013
by Michael Poll
There were eight people at this observing evening, including three visitors. However there were also clouds in attendance with accompanying lightning flashes and thunderclaps, from which the reader will conclude that we did no viewing. In fact, this weather represented the arrival of the first meaningful rain of the rainy season. Well, there were a couple of breaks in the cloud, through which peeked a watery looking Venus and a watery looking Moon, but they were soon gone.
Johan did explain about telescopes to the visitor, showing the ones he had brought with him, and he opened the dome to show the Centre 12 inch Newtonian telescope.
A late note about Scopex that took place on 20th July 2013
Three members received awards on this occasion:
- Percy Jacobs for his 6" equatorial.
- Johan Smit for "Spoetnik" (Aquarius), Castor and Pollux.
- Bosman Olivier for his remounting of a 6" scope, the string scope and mounting of a World War I camera lens.
Basics: Catadioptric telescopes - by Pierre Lourens
This type of telescope is a closed tube optical telescope employing a combination of mirrors and lenses to form the image. ("Catoptrics": use of curved mirrors. "Dioptrics". use of lenses.) This is usually done so that the telescope can have an overall greater degree of error correction than their all-lens or all-mirror counterparts, with a consequently wider aberration-free field of view. It combines the advantages of refractors and reflectors as well as allowing a compact design. Because of their optical design, catadioptric telescopes have markedly reduced coma compared to reflectors and essentially none of the chromatic aberration found in refractors. Stars are essentially point-like and coma-free across the visual field of a catadioptric telescope, and there's no trace of coloured halos around bright stars and planets to mask faint details and colours.
The primary mirror may be spherical or parabolic, depending on the system. The secondary mirror has a matching curvature and the lens element is a full aperture correcting plate placed in front of both mirrors. There are many types. The Schmidt-Cassegrain and Maksutov-Cassegrain telescopes are two common types.
**The Schmidt - Cassegrain telescope (SCT)**
In an SCT the incoming light passes through the Schmidt corrector plate at the front of the telescope. (This corrects for the spherical aberration of the primary mirror.) It is then reflected from a concave, spherical primary mirror with a hole in it and located at the back of the scope. This reflects the light to the front of the telescope where it is reflected again by a smaller, convex secondary mirror, which is attached to the corrector plate. This eliminates the need for a 'spider' that would cause diffraction spikes. The secondary mirror acts as a field flattener. Finally, the light travels back through a hole in the primary mirror to a final focal plane located behind the primary mirror, where an eyepiece is located for visual observing (or a camera for photography). By folding the light in this manner, an SCT can be made much smaller than an equivalent Newtonian or refractor. There are some variations in the design. Some Celestron and Meade commercial telescopes are of this type.
**Maksutov - Cassegrain telescope (MCT)**
The basic MCT design is similar to that of the SCT. It has all-spherical surfaces and have, as secondary, an aluminized spot on the inner face of the corrector plate. The spherical surfaces have the advantage of simplifying construction. Like the SCT, the design has the advantage of fixing the alignment of the secondary and eliminates the need for a 'spider' that would cause diffraction spikes. The disadvantage is that, if all-spherical surfaces are used, such systems have to have focal ratios above f/15 to avoid aberrations. Also, a degree of freedom in correcting the optical system by changing the radius of curvature of the secondary is lost, since that radius is the same as that of the rear corrector plate face. Again, there are variations in the design, like aspherization of the front corrector plate surface (or the primary mirror) in order to reduce aberrations, or additional elements in the optical path.
Orion produces commercial telescopes of this type.
Photographs of the partial solar eclipse on Sunday afternoon 3 November 2013. From top right clockwise, the photographs were taken by: Johan Moolman, Johan Moolman, Johan Smit (Sun’s image projected on a screen), Percy Jacobs.
See a video clip of the solar eclipse as viewed from Proba-2, ESA’s Sun-watching satellite that is orbiting Earth, as it dipped in and out of the Moon’s shadow several times. [http://www.esa.int/Our_Activities/Space_Science/Highlights/Proba-2_views_eclipse](http://www.esa.int/Our_Activities/Space_Science/Highlights/Proba-2_views_eclipse)
**Feature of the month: The Shapley supercluster - by Pierre Lourens**
This supercluster was discovered in the 1930s by American astronomer Harlow Shapley. It is a remarkable concentration of galaxies in the Centaurus constellation. Boasting more than **8000 galaxies** and a total mass of more than ten million billion ($10^{16}$) times the mass of the Sun, it is the most massive structure within a distance of about a billion light-years from our Milky Way galaxy. Several hundred galaxies and the huge amounts of gas that permeate them are depicted in an image of the core of the Shapley supercluster. [http://www.esa.int/Our_Activities/Space_Science/Highlights/A_cosmic_giant](http://www.esa.int/Our_Activities/Space_Science/Highlights/A_cosmic_giant)
Top: The Eagle Nebula (catalogued as Messier 16 or M16, and as NGC 6611, aka the Star Queen Nebula) is a young open cluster of stars in the southern constellation Serpens (The Serpent). Inside it can be seen the “Pillars of creation” once imaged in detail by the HST. [http://en.wikipedia.org/wiki/Eagle_Nebula](http://en.wikipedia.org/wiki/Eagle_Nebula)
Left: 47 Tucanae, aka 47 Tuc or NGC 104 is a globular cluster located in the southern constellation Tucana (The Toucan). It is about 16700 light years away, and 120 light years across. [http://en.wikipedia.org/wiki/47_Tucanae](http://en.wikipedia.org/wiki/47_Tucanae)
Photographs taken by Johan Moolman.
Observation of Comet ISON Saturday 23 November 2013
Members of the Pretoria Centre of the ASSA will make observations of the comet on this day from 03h00 – 06h00 at Fort Schanskop on the Voortrekker Monument Heritage Site. Those who want to partake must contact our chairman, Bosman Olivier, at 082 883 1869 or email@example.com immediately to book a place. First come, first served. Only 15 people will be allowed to enter the Voortrekker Monument Heritage Site at this early hour. Those who will have booked must be present at the gate to the site between 02h45 and 03h00, so that the gate can be opened to let them all in in one group. Bring telescopes & cameras. See the chart below.
For astrophotographers How to photograph full moon silhouettes. Also watch the video clip on this website: http://markg.com.au/2013/01/full-moon-silhouettes/
On our monthly observing evenings at our telescope at CBC, Michael Poll will always be present, no matter what the weather conditions.
Quintet of moons. Five moons of Saturn in one image made by spacecraft Cassini, now orbiting Saturn. http://spaceimages.esa.int/Images/2013/11/Quintet_of_moons
Sky Guide Africa South 2014 will be available for collecting at the meeting on Wednesday 27 November. Each member is entitled to a copy.
Noteworthy items
Solar system
- NASA spacecraft reactivated to hunt for asteroids. A NASA spacecraft that had discovered and characterized tens of thousands of asteroids throughout the solar system before being placed in hibernation will return to service for three more years. This will support NASA’s new asteroid initiative. [http://www.nasa.gov/press/2013/august/nasa-spacecraft-reactivated-to-hunt-for-asteroids/](http://www.nasa.gov/press/2013/august/nasa-spacecraft-reactivated-to-hunt-for-asteroids/)
- Hubble’s new view of comet ISON. [http://spaceinimages.esa.int/Images/2013/10/Hubble_s_new_view_of_Comet_ISON](http://spaceinimages.esa.int/Images/2013/10/Hubble_s_new_view_of_Comet_ISON)
- Mars showcase. See a video clip of an animated flight over Mars. [http://spaceinvideos.esa.int/Videos/2013/10/Mars_showcase](http://spaceinvideos.esa.int/Videos/2013/10/Mars_showcase)
- NASA prepares to launch first mission to explore Martian atmosphere. A NASA spacecraft that will examine the upper atmosphere of Mars in unprecedented detail is scheduled for launch on 18 November. [http://www.nasa.gov/press/2013/october/nasa-prepares-to-launch-first-mission-to-explore-martian-atmosphere/](http://www.nasa.gov/press/2013/october/nasa-prepares-to-launch-first-mission-to-explore-martian-atmosphere/)
Exoplanets
- Giant planet seen lurking inside the galactic bulge. Astronomers have discovered a giant world, with mass about eight times Jupiter’s mass, orbiting a star over 25 000 light-years away, deep inside the Milky Way’s galactic bulge. They used the microlensing technique. [http://news.discovery.com/space/astronomy/giant-planet-seen-lurking-inside-the-galactic-bulge-131004.htm](http://news.discovery.com/space/astronomy/giant-planet-seen-lurking-inside-the-galactic-bulge-131004.htm)
- Scientists discover the first Earth-sized rocky exoplanet. But its surface is a hellish inferno. [http://www.nasa.gov/kepler/scientists-discover-the-first-earth-size-rocky-planet/](http://www.nasa.gov/kepler/scientists-discover-the-first-earth-size-rocky-planet/)
- Seven-planet solar system found. It resembles our solar system, but all seven planets are closer to their host star. They would all fit within the Earth’s distance from the Sun. [http://www.bbc.co.uk/news/science-environment-24642603](http://www.bbc.co.uk/news/science-environment-24642603)
- Water-rich planetary building blocks found around white dwarf. Water-rich asteroids around a white dwarf means there was definitely potential for habitable planets in this exoplanetary system. The system almost certainly had (and possibly still has) planets, and it had the ingredients to deliver lots of water to their surfaces. [http://hubblesite.org/newscenter/archive/releases/2013/38/](http://hubblesite.org/newscenter/archive/releases/2013/38/)
Our Galaxy
- Scientists unravel secrets of monster black hole at center of Milky Way. [http://news.nationalgeographic.com/news/2013/09/130924-supermassive-black-hole-milky-way-space/](http://news.nationalgeographic.com/news/2013/09/130924-supermassive-black-hole-milky-way-space/)
- A galactic bubble with a large surprise. The bubble has been blown by a star at its centre. Nestled within the shell around it is a growing embryonic star that is already eight times as massive as our Sun. [http://www.esa.int/Our_Activities/Space_Science/A_Galactic_bubble_with_a_large_surprise](http://www.esa.int/Our_Activities/Space_Science/A_Galactic_bubble_with_a_large_surprise)
- Countdown to launch of ESA’s billion-star surveyor. ESA’s billion-star surveyor Gaia was scheduled to be launched from Europe’s spaceport in Kourou on 20 November to begin a five-year mission to map the stars with unprecedented precision. Due to recently-discovered technical issues, ESA has postponed the launch date. [http://www.esa.int/Our_Activities/Space_Science/Gaia/Countdown_to_launch_of_ESA_s_billion-star_surveyor](http://www.esa.int/Our_Activities/Space_Science/Gaia/Countdown_to_launch_of_ESA_s_billion-star_surveyor)
See also the newsletter for February 2011, page 7.
Dwarf galaxies
- A flock of stars. See an image (made by the HST) of dwarf galaxy ESO 540-31.
• **Densest nearby galaxy.** The ultra-compact dwarf galaxy M60-UCD1 is packed with an extraordinary number of stars. [http://www.nasa.gov/press/2013/september/nasas-hubble-and-chandra-find-evidence-for-densest-nearby-galaxy/](http://www.nasa.gov/press/2013/september/nasas-hubble-and-chandra-find-evidence-for-densest-nearby-galaxy/)
**Space research**
• **3D printing for space - the additive revolution.** 3D printing is getting ready to revolutionize space travel. ESA is paving the way for 3D-printed metals to build high-quality, intricate shapes with massive cost savings. Almost anything that can be designed by computer can be printed as a physical item. [http://www.esa.int/Our_Activities/Human_Spaceflight/Research/3D_printing_for_space_the_additive_revolution](http://www.esa.int/Our_Activities/Human_Spaceflight/Research/3D_printing_for_space_the_additive_revolution)
• **NASA's Orion spacecraft comes to life.** Orion is America's next generation spacecraft that will take astronauts to exciting destinations never explored by humans, and provide safe re-entry from deep space. "The work we're doing now, the momentum we're building, is going to carry us on our first trip to an asteroid and eventually to Mars. No other vehicle currently being built can do that, but Orion will", said NASA's deputy associate administrator for exploration systems development. Exploration Flight Test -1 (EFT -1) will be undertaken next year. Exploration Mission -1, an unmanned mission, is planned for 2017.
**Editor’s comment:** This is like science fiction becoming reality. Ω
[http://www.nasa.gov/press/2013/october/nasas-orion-spacecraft-comes-to-life/](http://www.nasa.gov/press/2013/october/nasas-orion-spacecraft-comes-to-life/)
Venus, Moon, Saturn, Mercury, Antares. Photograph taken by Neville Young.
Tuesday 8th October 2013 18h55
Looking West from Pretoria
20secs f3.5 SONY Cybershot
Pretoria Centre committee
| Position | Name | Phone Number |
|---------------------------|--------------------|----------------|
| Chairman | Bosman Olivier | 082 883 1869 |
| Vice Chairman | Pat Kühn | 082 895 5686 |
| Secretary | Michelle Ferreira | 073 173 0168 |
| Newsletter Editor | Pierre Lourens | 072 207 1403 |
| Treasurer and Membership Secretary | Rynhardt van Rooyen | 082 325 8745 |
| Assistant Treasurer | Michelle Ferreira | 073 173 0168 |
| Librarian | Danie Barnardo | 084 588 6668 |
| Assistant Librarian | Pat Kühn | 082 895 5686 |
| Curator of Instruments | Johan Smit | 072 806 2939 |
| Public Relations Officer | Fred Oosthuizen | 072 373 2865 |
| Observing Coordinator | Percy Jacobs | 082 498 4680 |
| Webmaster | Danie Barnardo | 084 588 6668 |
| Member | Michael Poll | 074 473 4785 |
| Member | Tony Viljoen | 072 247 6648 |
Old newsletters: All old newsletters from January 2004 onward are on our website. They contain a record of our Centre’s activities as well as astronomical information.
Database: Members are reminded that a database of the books in our library is to be found on our website. The database was created by Danie Barnardo, one of our committee members. | <urn:uuid:45ddfa19-7179-4fc2-88ab-32337625bef6> | CC-MAIN-2018-30 | http://www.pretoria-astronomy.co.za/pdf/newsletters_nov_2013.pdf | 2018-07-18T16:38:39Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00209.warc.gz | 514,218,090 | 5,573 | eng_Latn | eng_Latn | 0.970363 | eng_Latn | 0.995031 | [
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ULYSSES JUPITER FLY-BY
A Wealth of New Results
The primary goal of the Ulysses Jupiter fly-by of 31 January to 16 February, 1992, was to place the spacecraft in its final heliocentric out-of-ecliptic orbit with a minimum of risk to the onboard systems and scientific payload. Scientific investigations in the Jovian magnetosphere were a secondary objective. Furthermore, many of the instruments are optimised for the conditions encountered in the solar wind, including their orientation on the spinning spacecraft. In spite of these constraints, the Ulysses experiments have produced a wealth of new information about the fascinating Jovian magnetosphere.
Two factors contributed to this success. Firstly, the fly-by trajectory (see figure), leaving the Jovian system via the previously unexplored dusk sector of the magnetosphere took Ulysses to higher latitudes than Pioneer and Voyager spacecraft. Secondly, the 11 instruments carried by Ulysses are in many cases more powerful than on the previous missions. Noteworthy features were continuous coverage in frequency from 0 to 1 MHz provided by the magnetometer and radio/plasma wave experiments and continuous coverage in charged-particle energies (see page 175) from a few hundred eV (solar wind electrons) to hundreds of MeV (primary cosmic rays).
Almost a week before closest approach, Ulysses crossed the Jovian bow shock at a distance of 113 Jupiter radii ($R_J$) from the planet. The inbound crossing occurred somewhat earlier than expected based on previous observations. A possible interpretation is that the magnetosphere was temporarily "inflated" by hot plasma flowing away from the planet. The magnetopause was encountered only four hours after the bow shock crossing, at around 110 $R_J$. The apparent proximity of these two boundaries suggests that they were moving rapidly outwards at that time.
Ulysses has provided important new data on the composition of these magnetospheric plasma, including charge-state information. These measurements will provide new insights into the sources and "life history" of the Jovian plasma. For example, sulfur and oxygen ions, originating from the satellite Io, were detected in the outer magnetosphere, at large radial distances from the planet, for the first time. The Io plasma torus was an object of special interest during the fly-by. Measurements taken a few hours after closest approach as the spacecraft crossed Jupiter's magnetic equator, indicate that the electron density of the torus was quite similar to predictions based on the Voyager results. On the other hand, the longitudinal distribution of plasma showed unexpected asymmetries. These features were observed both directly by the plasma wave instruments, and also remotely by the radio science team.
Because of its high-latitude trajectory, Ulysses was able to investigate the poleward extent of the Jovian radiation belts that contain durably trapped energetic electrons and ions. A surprising finding, with signatures in the data from many of the instruments, was that even close into the planet (~ 9 $R_J$), Ulysses apparently made an excursion out of the radiation belts at magnetic latitudes of only 48°. The exact nature of the high-latitude environment outside the radiation belts is still a matter of discussion, but features characteristic of solar wind conditions were observed. For example, the energetic particle instruments registered counting rates close to interplanetary background levels.
Jupiter is a prolific source of natural radio waves, emitting at many wavelengths. The unique direction finding capability and high sensitivity of the Ulysses radio and plasma wave experiment have provided new insights and clues as to the origin of these radio signals. For example, a characteristic electromagnetic emission called narrow-band kilometric radiation, has been found to originate from five discrete sources that are located in the outer regions of the Io plasma torus, and which co-rotate with the planet. Ulysses observations of the hectometric radiation revealed narrow, latitudinal beaming along the magnetic equator, and provided additional constraints on existing models for the source of this radio emission. Bursts of radio emission showing a characteristic rapid drift in frequency, so-called "Jovian Type III" events, have been studied in detail and appear to be a major component of Jupiter's radio spectrum.
A schematic illustration of the Jovian magnetosphere. Jupiter is a strongly magnetized, rapidly rotating planet with the largest magnetosphere in the solar system. The large Galilean satellites are embedded within the magnetosphere and the moon Io is known to be a prolific source of ions and particles. Ions, predominantly oxygen and sulphur, form a large torus — a doughnut-shaped ring of plasma rotating with the planet at the Io orbit. Electrons from Io, Jupiter's ionosphere, and the solar wind are all present and are transported throughout the magnetosphere. Many of the particles are accelerated to extremely high energies to form intense radiation belts. The presence of the ions in the rapidly rotating magnetic field causes the lines of force to stretch radially outwards for long distances, producing the unique "magnetodisc". A complex buffer zone exists between the outer edge of this disc and the outer boundary of the magnetosphere, which separates the magnetized Jovian atmosphere from solar wind plasma. Upstream of the magnetosphere, a detached bow shock forms that slows the solar wind and allows it to be deflected around the magnetosphere.
The trajectory past Jupiter of Ulysses, the fifth spacecraft to fly through the Jovian magnetosphere, where the open circle represents the point of closest approach at 6.3 Jovian radii ($R_J$). Unique aspects of the flight path are: a) penetration of the Io plasma torus, in basically a N-S direction; b) the spacecraft radio signal passed through the torus for a significant time allowing the electron density to be probed; c) the outbound passage was through the magnetosphere's previously unexplored dusk sector.
A major discovery during the outbound pass was the existence at high latitudes of very strong counterflowing streams of electrons and ions, constituting large currents that apparently feed into the auroral regions. Further study of this effect will hopefully reveal if these currents are sufficient to power the Jovian aurora. In the same regions, periodic bursts of MeV electrons were observed flowing away from the planet. Preliminary estimates indicate that these bursts may represent a significant fraction of the population of relativistic electrons found in interplanetary space. Data from many of the Ulysses experiments point to the fact that the dusk-side magnetosphere, where the fields and plasmas rotate from the compressed day side into the magnetotail, is highly dynamic.
Papers summarising the initial results from the Jupiter fly-by appear in Science 257 (11 September 1992). All experiments were conceived, designed and built, and the data reduced, interpreted and analysed, by collaborations responsible for each instrument, with European participation mainly financed by institutions or national funds. Aside from detailed examination of existing data, the next major phase of the Ulysses adventure will be the much more prolonged flights across the sun's poles.
K.-P. Wenzel and R.G. Marsden
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Hello! I’m Kit Grindstaff, author of *The Flame in the Mist*, a spooky, magical adventure for middle grade readers … with Light at the end of the tunnel.
13-year-old Jemma has a mission to accomplish, along with her two telepathic golden rats, Noodle and Pie. Set in a fantasy medieval version of England, Jemma’s story is not only about outer circumstances of her life, but also about the challenges that affect teens and pre-teens of all eras, including: learning to get along with others, finding courage, facing small and large conflicts, and learning to trust oneself.
**Power Point presentation for School Assemblies**
The presentation, using plenty of PowerPoint slides, is fun and informative. I love talking to students about where the ideas came from (life, as well as literature), and how their own “stories”, and the books they love, can inspire them to write.
It also touches on aspects relevant to the **Common Core State Standards** such as research and social themes.
**Length:** 40-60 minutes, including a showing of the book trailer and Q&A at the end. **Ideal for grades 4-7**
*(Please note: I’ve also given this presentation to assemblies that included grades 3 and 8. For older grades, I’m happy to tailor it to include more English history and/or more about the human themes.)*
Here’s a brief outline.
1. **Introduction:** The book, genre, main character Jemma and her allies and enemies; and a reading.
2. **The story behind the story:** Where did the idea come from? A little about me and my background, and the influences that inspired the book. Depending on your chosen length of presentation, it will include most or all of the following:
- **The setting:** England and its castles, thatched cottages, graveyards, mists and general spookiness, along with a smattering of history.
- **Literary Inspirations:** Struwwelpeter; The Famous Five; Dickens’s novels with their misty environments; Harry Potter; The Golden Compass.
- **Human themes:** friendship, loyalty, courage, betrayal, power and its misuse, learning to have faith in oneself.
3. **Trailer**
4. **Q&A**
**CONTACT:**
Author: firstname.lastname@example.org or email@example.com
Random House Publicist: Casey Lloyd • firstname.lastname@example.org (212) 782 9043
For more details, including a free, downloadable CCSS-annotated teaching guide for the book, visit the Teachers page of my website at www.kitgrindstaff.com
Please feel free to ask about the possibility of Skype visits, too! | <urn:uuid:8bca1f86-87d8-414d-a225-c612c2d0350f> | CC-MAIN-2018-30 | http://www.kitgrindstaff.com/pdfs/presentation-outline.pdf | 2018-07-18T16:26:59Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00223.warc.gz | 496,450,101 | 568 | eng_Latn | eng_Latn | 0.997517 | eng_Latn | 0.997517 | [
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Student Journal: Bird ID Experts!
Bird Body Parts
Circle the bird body part(s) which are similar to people body parts. Put a box around the bird body part(s) that are different than people body parts.
Eyebrow Crown Nape Back (Mantle) Rump
Nostril Bill Throat Tail
Belly Feet Leg Flank Wing
Klamath Basin Birding Trail Education Kit, Crater Lake NP Edition ©Klamath Bird Observatory 2009
www.KlamathBird.org/Education/Crater.html Klamath Wingwatchers SJ-14
Student Journal: Bird ID Experts!
Bird Body Parts
What are the names of the 15 bird body parts below? Are they the same as humans or are they different? Include your answers next to each line below (for example, eyebrow, leg, and throat). Prepare for discussion.
Klamath Basin Birding Trail Education Kit, Crater Lake NP Edition ©Klamath Bird Observatory 2009
www.KlamathBird.org/Education/Crater.html
Carefully examine your focus bird by identifying field marks such as coloration, size, shape, and other physical characteristics (feet, bill, wings, etc). Sketch your bird in the following space. Remember to include 4-5 field marks. These should include the name of the part of the bird and a descriptive adjective (for example, gold crown, straight bill, or spotted belly).
Student Journal: Bird ID Experts! ✓ Fledglings
Carefully examine your focus bird by identifying field marks such as coloration, size, shape, and other physical characteristics (feet, bill, wings, etc). Fill in the table by using adjectives to describe the different parts of your focus bird.
Focus Bird: ____________________________
| | Color | Shape | Size |
|----------|-------|-------|------|
| Beak | | | |
| Tail | | | |
| Wings | | | |
| Head | | | |
Sketch your bird in the following space. Remember to include 4-5 field marks by using the above information and the previous page as a guideline. These should include the name of the part of the bird and a descriptive adjective (for example, gold crown, straight bill, or spotted belly).
Student Journal: Bird ID Experts!
Fill the following information during your birding adventure and scientific discovery.
Name: ___________________________ Date: ___________________________
Location: ___________________________
Habitat: (Where was the bird located?)
☐ Open Subalpine Meadow
☐ Riparian Area (e.g. stream, river, or creek)
☐ Pumice Flats and Talus Slopes
☐ Mixed Coniferous Forests (e.g. pines, firs, junipers)
Behavior: (What was the bird doing?)
☐ Flying or Hovering: ___________________________
☐ Perching: ___________________________
☐ Flocking: ___________________________
☐ Diving: ___________________________
☐ Eating: ___________________________
☐ Preening: ___________________________
☐ Swimming: ___________________________
☐ Singing/Calling: ___________________________
☐ Other: ___________________________
Field Marks (What did the bird look like?)
☐ Belly: ___________________________
☐ Wings: ___________________________
☐ Eye Ring: ___________________________
☐ Rump: ___________________________
☐ Tail: ___________________________
☐ Feet: ___________________________
☐ Head: ___________________________
☐ Other: ___________________________
Draw your bird:
Name of your bird: ___________________________
Klamath Basin Birding Trail Education Kit, Crater Lake NP Edition ©Klamath Bird Observatory 2009
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10.1
1A WEAK FORMS: auxiliary verbs Read the sentences and underline the auxiliary verbs. How are they pronounced in fast connected speech?
1 They said they had recycled it.
2 I said I had bought it second hand.
3 He said the houses were insulated.
4 They said they were giving up processed food.
5 She said it was organic.
6 I said the environment was suffering.
7 She said climate change has had a big impact.
8 You said modern life has destroyed the environment.
9 He said they would begin a recycling programme.
10 You said we would reduce carbon emissions.
B 10.1 Listen and check. Then listen again and say the sentences with the speakers.
2A WORD BUILDING: prefixes Read the Pronunciation tip then underline the word that fits the stress pattern to complete the sentence.
speakout PRONUNCIATION TIP
Prefixes are usually unstressed. The stress is normally on the root word, e.g. misunderstand, disagree, invisible, ex-boss.
1 She was fired because she __________ ooO her boss. (misunderstood/disobeyed/disliked)
2 Those bottles are __________ oOoo. (unused/recycled/reusable)
3 This report is __________ oOoo. It needs to be rewritten. (irresponsible/inappropriate/inaccurate)
4 I find Robert rather __________ ooO. (immature/unusual/immoral)
5 These maths problems are __________ oOoo. (impossible/disagreeable/overestimated)
6 The superhero in that film is __________ ooOoo (invisible/unreal/unbelievable)
B 10.2 Listen and check.
10.2
3A WEAK FORMS IN VERB PATTERNS Match 1–6 to a)–f) to make sentences.
1 He offered to
2 We agreed to
3 She invited me
4 I explained that
5 He warned
6 We agreed that it was
a) a bad idea.
b) pay.
c) help us.
d) I was tired.
e) us not to go.
f) to lunch.
B Which two words usually follow the main verbs in these sentences? In fast connected speech, how do you pronounce them?
C 10.3 Listen and say the following with the speakers.
to help → offered to help → He offered to help us.
that I → that I was tired → I explained that I was tired.
D 10.4 Now listen and say the complete sentences in Exercise 3A with the speakers. Make sure you use the weak forms of to and that.
10.3
4A 10.5 VOWEL SOUNDS: short and long Read and listen to the words below. Which have long vowel sounds?
hat – hate bet – beat bit – bite not – note
shut – shoot
B Look at the table. Start at ‘leave’ and go to ‘soap’. Choose only words with long vowel sounds. Go up, down, left or right.
| leave | live | sick | strip | track |
|-------|------|------|-------|-------|
| ride | cap | bone | new | pain |
| grow | felt | flies| not | slide |
| try | shot | know | get | same |
| shoe | tray | cheap| chat | steam |
| back | red | bus | did | soap |
C 10.6 Listen and check. Then listen and repeat.
5A 10.7 WORD STRESS: giving advice/warnings Listen to the advice and warnings. Underline the two or three stressed words in each sentence. Then replace the words in italics with your own ideas.
Watch out for hippos!
Make sure you lock your car.
Don’t go there!
You’d better take your pills.
If I were you, I’d avoid her.
Be careful – it’s dangerous!
Don’t forget to call.
Whatever you do, don’t fall!
You need to get your visa.
The most important thing is to breathe.
B 10.8 Listen and repeat the sentence stems and say the ideas you wrote at the same time.
Watch out for (mosquitoes!) | <urn:uuid:21d7efb1-3eec-4476-9328-021b93f8f491> | CC-MAIN-2018-30 | http://ingleseoi.es/b2/extras/p10.pdf | 2018-07-18T16:00:28Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00221.warc.gz | 171,507,793 | 884 | eng_Latn | eng_Latn | 0.999601 | eng_Latn | 0.999601 | [
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| SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
|--------|--------|---------|-----------|----------|--------|----------|
| Letter “ X ”
THEME: Pizza Pizza | My Pizza Shape
Alistair | 2 | My Pizza Recipe
Cace | 4 | Pizza Graph
Charlee | 6 |
| Letter “ Y ”
THEME: Pizza Pizza
Playdough - Krystal Davies | 8 | 9 | Parent Pizza Night (no school during day) | 11 | On My Pizza
Estela | 13 |
| Letter “ Z ”
THEME: Out of This World
Playdough - Ashley Martynowski | Make a Constellation
Felicia | 16 | Name Rocket
Harley | 18 | NO SCHOOL (GOOD FRIDAY) | 20 |
| Letter “ A ”
THEME: Planet Earth
Playdough - Angela Pinceman | NO SCHOOL (EASTER MONDAY) | 23 | Cake Pan Planet
Hudson | 25 | My Alien Friend
Jayden | 27 |
| THEME: In my Garden
Fun Family Swim @ Fountain Park Pool. 4-5 pm
Playdough : Chris Jones | Letter “ B ”
Plant a Seed | 30 | | | | | | <urn:uuid:b484c66d-3780-4d35-97aa-02c8f7426165> | CC-MAIN-2019-39 | http://www.stalbertcreativepreschool.com/wp-content/uploads/2019/01/Moonbeam-April-2019-.pdf | 2019-09-18T01:53:03Z | crawl-data/CC-MAIN-2019-39/segments/1568514573173.68/warc/CC-MAIN-20190918003832-20190918025832-00550.warc.gz | 321,322,083 | 297 | eng_Latn | eng_Latn | 0.438035 | eng_Latn | 0.438035 | [
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Travelling tips
Although travelling can be a safe and enjoyable activity, it can also provide an opportunity for crime. Protect yourself while travelling, it is important to remember that you are vulnerable and you must take extra precautions.
Look safe
- Project an image of confidence and sureness
- Be aware of your surroundings
- Never leave your luggage unattended
- If you’re travelling by car, always lock your luggage in the trunk
- Do not put personal and/or business information on your luggage tags
- Dress inconspicuously, so you won’t draw attention to yourself
Stash your cash
- Do not carry large amounts of cash. Use travellers cheques or major credit cards
- Make sure you keep a list of the numbers of your travellers cheques and credit cards in a safe place
- Leave expensive jewelry at home and in a safe place
- Keep all valuables in a safety deposit box at your Hotel
- Conceal cash in a tuck away pouch
- Keep receipts for all purchases
Monitor danger
- Trust your instincts When sightseeing, stay with a group of fellow tourists
- Avoid meeting strangers in unknown and isolated places
- Learn to recognize the uniforms of local law enforcement officers
- Use an auto club, travel agency, or other reliable sources of information to find out as much as possible about the place your are going to – ask about what you should do and what you should avoid
- Photocopy all important travel documents such as passport and airline tickets
Added tips
- Keep all of your medication in your carry-on luggage
- During long layovers in terminals, use coin operated lockers to store your belongings
- Avoid isolated areas of your Hotel
- Avoid wandering on the beach alone at night
- Do not take expensive items to the beach
- Remember to get travel insurance
- Use sunscreen
- Drink bottled water | <urn:uuid:4a6c802e-f92c-49f4-8a5a-89708c3972e6> | CC-MAIN-2017-22 | http://raymondcho.com/wp-content/uploads/2015/05/Travelling-tips.pdf | 2017-05-25T10:45:40Z | crawl-data/CC-MAIN-2017-22/segments/1495463608058.57/warc/CC-MAIN-20170525102240-20170525122240-00212.warc.gz | 305,695,895 | 384 | eng_Latn | eng_Latn | 0.996649 | eng_Latn | 0.996649 | [
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MCA DEGREE III SEMESTER EXAMINATION NOVEMBER 2015
CAS 2305/2304 OPERATIONS RESEARCH
(Regular)
Time: 3 Hours Maximum Marks: 50
PART A
(Answer ALL questions)
\[(15 \times 2 = 30)\]
I. (a) Write the mathematical formulation of an LPP.
(b) Explain the graphical method of solving an LPP.
(c) What do you mean by sensitivity analysis?
II. (a) Distinguish between assignment problem and transportation problem.
(b) What do you mean by degeneracy in transportation problem?
(c) Explain the stepping stone method of solving a transportation problem.
III. (a) Distinguish between pure Integer Programming Problem and Mixed Integer Programming Problem.
(b) Write a note on travelling salesman problem.
(c) Explain the branch and bound method of solving an Integer Programming Problem.
IV. (a) State Bellman’s principle of optimality.
(b) Explain the characteristics of Dynamic Programming Problem (DPP).
(c) Distinguish between deterministic and probabilistic dynamic programming problem.
V. (a) What do you mean by pure birth and death process?
(b) Define Jockeying and Reneging in queueing theory.
(c) Define Markov Chain with an example.
PART B
\[(5 \times 4 = 20)\]
VI. Solve by simplex method:
Maximise \( Z = 3x_1 + 2x_2 \) subject to
\[ x_1 + x_2 \leq 4 \]
\[ x_1 - x_2 \leq 2 \]
\[ x_1, x_2 \geq 0 \]
OR
VII. Use two phase method to solve
Minimize \( Z = x_1 - 2x_2 - 3x_3 \) subject to
\[ -2x_1 + x_2 + 3x_3 = 2 \]
\[ 2x_1 + 3x_2 + 4x_3 = 1 \]
\[ x_1, x_2, x_3 \geq 0 \]
VIII. Five men are available to do five different jobs from past records, time (in hours) that each man takes to do each job is known and given in the table.
| Man | Job I | Job II | Job III | Job IV | Job V |
|-----|-------|--------|---------|--------|-------|
| A | 2 | 9 | 2 | 7 | 1 |
| B | 6 | 8 | 7 | 6 | 1 |
| C | 4 | 6 | 5 | 3 | 1 |
| D | 4 | 2 | 7 | 3 | 1 |
| E | 5 | 3 | 9 | 5 | 1 |
Find the assignment of men to jobs that will minimise the total time taken.
OR
IX. Solve the following transportation problem.
| | A | B | C | Availability |
|-----|------|------|------|--------------|
| I | 50 | 30 | 220 | 1 |
| II | 90 | 45 | 170 | 3 |
| III | 250 | 200 | 50 | 4 |
| Requirement | 4 | 2 | 2 | |
X. Solve the travelling salesman problem
| | A₁ | A₂ | A₃ | A₄ | A₅ |
|-----|------|------|------|------|------|
| A₁ | ∞ | 2 | 5 | 7 | 1 |
| A₂ | 6 | ∞ | 3 | 8 | 2 |
| A₃ | 8 | 7 | ∞ | 4 | 7 |
| A₄ | 12 | 4 | 6 | ∞ | 5 |
| A₅ | 1 | 3 | 2 | 8 | ∞ |
OR
XI. Use Branch and Bound technique to solve
Maximise \( Z = 3x_1 + 3x_2 + 13x_3 \) subject to
\[
-3x_1 + 6x_2 + 7x_3 \leq 8 \\
6x_1 - 3x_2 + 7x_3 \leq 8 \\
0 \leq x_j \leq 5 \\
x_j \text{ are integers, } j = 1, 2, 3.
\]
XII. Divide a given quantity \( b \) into \( n \) parts so as to maximize their product. Show that
\[
f_n(b) = \max_{0 \leq z \leq b} \left\{ zf_{n-1}(b-z) \right\}.
\]
OR
XIII. Use DPP to show that \( \sum_{i=1}^{2} p_i \log p_i \) subject to \( \sum_{i=1}^{2} p_i = 1 \) is maximum when
\( p_1 = p_2 = \ldots = p_n = \frac{1}{2}. \)
XIV. Explain the characteristics of a queueing system.
OR
XV. A TV repairman finds that the time spent on his jobs that has an exponential distribution with mean 30 minutes. If he repairs sets in the order in which they come in, and if the arrival of sets is approximately Poisson with an average rate of 10 per 8 hour day, what is the repairman’s idle time each day? How many jobs are ahead of the average set just brought in? | <urn:uuid:5a21fdf9-296d-496e-ae53-9fc3170ebfa5> | CC-MAIN-2018-30 | http://dca.cusat.ac.in/down.php?file=docs/QuestionPapers/Operations%20Research%20%20November%202015%20%20November%202015.pdf | 2018-07-18T16:37:33Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00229.warc.gz | 88,316,156 | 1,304 | eng_Latn | eng_Latn | 0.795814 | eng_Latn | 0.892104 | [
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December 17, 1943
A Date to Remember for Chinese Americans
San Francisco, CA—December 17, 2015. December 17 should be a day of remembrance and celebration. This was the date that the Chinese exclusion laws were repealed in 1943, sixty years after the 1882 act barred Chinese from immigrating to the United States or becoming American citizens. Congress took this action primarily as a war tactic. It had very little to do with Congress recognizing it had wrongly targeted the Chinese or wanted them to be included in the American community. President Roosevelt’s signing statement made that clear: The exclusion laws were “unfortunate barrier between allies.” With its removal “the war effort in the Far East can now be carried on with a greater vigor and a larger understanding of our common purpose.” And, to seal the point, legal Chinese immigration was limited to 105 people annually.
It took another quarter of a decade, for Congress to enact an immigration bill that equably welcomed Chinese to the United States. This was the Immigration and Nationality Act of 1965, also known as the Hart-Celler Act. The act profoundly affected the Chinese American community. It allowed legal migration to meet decades of frustrated demands and gave thousands of forced bachelors and separated families hope for a normal future. The act also altered the entire demographic picture of America. Enacted as part of the Civil Rights Movement of the 1960’s, it confirmed that immigration was as much a civil rights matter as it was about people coming to the U.S. Ethnic and cultural diversity in America became in reality a valued strength.
That said, it would be another 50 years, before Congress admitted—in two unanimously approved resolutions in 2011 and 2012 through the 1882 Project led by the Alliance and four national partners--that what Congress did in 1882 was wrong. People should never have been subjected to the laws that the Chinese fell under in the Chinese Exclusion Act and that were extended to Asians by the Asiatic Zone of Exclusion. Affirmed in the 2011/12 resolutions, Congress had a duty then, as it does today, to protect the civil rights of all people in the United States.
That Congress did not protect the Chinese historically and may falter again for another ethnic or religious group can be understood in the context of presidential politics. As revealed in *Forbidden Citizens* by Martin Gold from his research for the 1882 Project, fierce competition for electoral votes created the forces that made increasingly harsh Chinese exclusion laws inevitable and harmfully lasting. A lesson from the Chinese Exclusion Laws is that demagoguery and posturing for votes by candidates pandering to base fears and racism has no place in American politics. But, if in place, it will take decades and thousands of individuals hurt before consequences are resolved.
There are plenty of vexing issues today that require us and those who seek to lead to keep their wits together. Especially when so many violent dangers confront us, efforts and statements that reaffirm our fundamental American values are not just about political correctness. They are essential. Instead, the political campaigning for solutions has fed us ignorant assertions of shallow policies and calls for deadly use of power that see those values to be acceptable collateral damage.
Donald Trump’s call for Muslim exclusion is Denis Kearney’s call for “The Chinese Must Go!” Let us hope that presidential politics do not turn that call into laws that require a future December 17 to repeal.
###
1044 Stockton St. San Francisco, CA.
Web: [www.CACAnational.org](http://www.CACAnational.org)
Chinese American Citizens Alliance
*The Chinese American Citizens Alliance, established in 1895, is among the oldest civil rights organizations in the United States. Headquartered in San Francisco with chapter/lodges in Albuquerque (NM), Boston (MA), Chicago (IL), Greater San Gabriel Valley (CA), Houston (TX), Las Vegas (NV), Los Angeles (CA), Mississippi, Oakland (CA), Peninsula (CA), Portland (OR), Phoenix (AZ), Salinas (CA), San Antonio (TX), San Francisco (CA), Seattle (WA), Tucson (AZ), and Washington, D.C., the Alliance addresses issues regarding voter education, political participation, racial discrimination and hate crimes, youth leadership training programs and equal employment opportunities for all Chinese Americans.* | <urn:uuid:f1f885d1-146b-4405-96ba-972e1d213c70> | CC-MAIN-2025-05 | http://www.cacanational.org/CACA_pdf/news_statement_december171943_day_to_remember_december2015.pdf | 2025-01-23T19:43:00+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703689937.92/warc/CC-MAIN-20250123191357-20250123221357-00366.warc.gz | 35,928,728 | 888 | eng_Latn | eng_Latn | 0.996117 | eng_Latn | 0.997681 | [
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From native inhabitants to early settlers, the people of the Whitefish Lake area have depended on an abundance of natural resources to sustain and build their communities. All of these activities were either seeded or grown by the availability of transportation, particularly the railroad. With community growth came human developments, urbanization, and increasing demands on those natural resources. The history of development in the area includes better known activities such as ice and timber harvesting, agriculture, mining, shoreline development, and an abundance of recreational pursuits. But one less known activity in Whitefish was brick making.
Brick making in Whitefish was an idea born of fire. P.J. Hoffman was pulling coals from a campfire when he noticed baked red clay amongst the ashes. This clay is a result of the lacustrine soil left behind from a proglacial lake at the end of the Pleistocene Epoch. The idea came to Hoffman that he could make brick in Whitefish, so he and his sons built their brick company. The first brick building in Whitefish was a five-room home at 328 Central Avenue built in 1907. The second was the Pacific Power building on Second Street. These and other buildings were constructed of Whitefish brick made by P. J. Hoffman and Sons, located northeast of the railroad depot on the north side of the tracks. According to locals, Whitefish brick can also be seen today in the walls of The Toggery, a popular clothing, shoe and accessory shop; Montana Coffee Traders; and Loula’s restaurant (located in the historic Masonic Temple building), all in downtown Whitefish.
Brick making proved to be difficult as bricks could not be allowed to freeze during the process. Keeping the fires stoked so as not to lose bricks was a demanding job. At the start of their business, bricks sold for $6 per thousand, which grew to $17 per thousand by 1935. As prices rose, the use of bricks for homes declined as the cost was prohibitive. Hoffman’s son Pete had moved away for work from 1910 to 1912, and returned to find his father’s business in debt. In 1923, he moved the business to Kalispell, combining it with the Kalispell brickyard. He continued using Whitefish lacustrine clay for his better brick. His business prospered throughout the 1930s, but declined in the 1940s. He sold the business in 1946, but the new owners were unable to keep the business afloat and by 1948 there was no longer a brick making business in the Flathead.
Lori Curtis is the science and education director for the Whitefish Lake Institute. | <urn:uuid:d5181416-9559-4365-8fc4-7f8c3121a540> | CC-MAIN-2018-30 | http://whitefishlake.org/docs/media_coverage/History%20of%20Brickmaking%20in%20Whitefish%20-%20Nov%2022-16%20Whitefish%20Pilot.pdf | 2018-07-18T16:12:15Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00231.warc.gz | 394,992,296 | 545 | eng_Latn | eng_Latn | 0.99883 | eng_Latn | 0.99883 | [
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Next meeting
Venue: The auditorium behind the main building at Christian Brothers College (CBC), Mount Edmund, Pretoria Road, Silverton, Pretoria.
Date and time: Wednesday 23 February at 19h15.
Programme:
- Beginner’s Corner: “Laser pointer rules and regulations” by Andrie van der Linde.
- What’s Up: by Danie Barnardo.
- 10 minute break — library will be open.
- Main talk: “The realm of the nebulae” by Dr Robert Groess (Be there!)
- Socializing over tea/coffee and biscuits.
The chairperson at the meeting will be Tony Viljoen.
Next observing evening: Friday 18 February at the Pretoria Centre Observatory, which is also situated at CBC. Turn left immediately after entering the main gate and follow the road. Arrive from sunset onwards.
CONTENTS OF THIS NEWSLETTER
| Section | Page |
|------------------------------------------------------------------------|------|
| Last month’s observing evening | 2 |
| Last month’s meeting | 2 |
| Summary of “What’s Up” to be presented on 23 February | 4 |
| Errata | 5 |
| Hoogtepunte in ruimteverkenning vanjaar | 6 |
| Looking for the Sun’s siblings using chemical tagging | 6 |
| FEATURE OF THE MONTH: The Gaia mission | 7 |
| Discovery of a planet outside the Galaxy & From the archives | 8 |
| Discovery triples number of stars in Universe | 9 |
| Earth-size planet around red dwarf has hot and steamy atmosphere? | 9 |
| Artikel oor Nasionale Sterpartytjie van 2010 | 9 |
| Comet Hartley 2 & XMM - Newton detects a weird new type of star | 10 |
| Basics: distances to stars by parallax measurement | 11 |
| Rare 360° panorama of the southern sky & KAROO STAR PARTY | 12 |
| Pretoria Centre committee | 12 |
Last month’s observing evening – by Michael Poll and Johan Smit
About 15-20 people, and six or eight telescopes were present together with 50% cloud. There were a few visitors, including Colin and Debbie. The clouds drifted across the sky fairly quickly with quite big sky holes, which meant that we could see most things at some time, but any particular object would not be in view for long. Also it meant that that obscured objects elsewhere soon came into view. The sky in between the clouds was surprisingly dark and velvety – the far northern star Capella, which is normally lost low down in the horizon haze, was very bright.
Most of the interest in the sky at this time of year is overhead and to the north, with Orion and Taurus, which includes the Pleiades, prime targets. We looked at Aldebaran and the Hyades while the Pleiades were cloud covered, but when the latter were on view, they were wonderful in a low power field.
Jupiter was heading down in the north west. We could see that the southern equatorial belt was just visible, and the planet had two moons on each side. Also in the north east was the constellation of Aries and we had a look at Gamma Arietis (also known as Mesarthim). The star consists of two equally bright white components, which are easily separated. MP calls them “The Owl’s Eyes”. Robert Hooke discovered in 1664 that this star was a double.
In Orion, the Orion Nebula (M42) was a popular target, and we also looked at M43 just to the north, but still in the Sword. A striking multiple star in Orion is Sigma Orionis, which is the star whose ionising radiation creates the silhouette that is the Horsehead Nebula. Sigma lies just south of the easternmost star of Orion’s Belt (zeta ζ ). MP could not spot the companion of Rigel on this evening.
In Canis Major the open cluster M41 was a pretty sight. Further south the False Cross and the Diamond Cross were coming up into view, reminding us that the winter sky is not far away.
Johan reports that, apart from testing telescopes, some observers managed to see his favourite, NGC 2547, the “Heart” cluster in Vela, and showed it some of the visitors. Also during the evening, Johan tested a 4.5 inch reflecting telescope that he had restored. There is a little behind it this telescope – it belonged to the late Louis Barendse, who was busy restoring it when he passed away. When members of the telescope making class helped Marianne sort out Louis’ telescope gear, two of these telescopes were found. Johan offered to complete the restoration, and is pleased to report that both of them are now in good working condition.
One of the two has been sold already, and this second one was tested during our practical and is now up for sale. The proceeds of the sale will go to Marianne Barendse and the buyer will get a little piece of history, not only as part of Louis’ legacy but because each telescope incorporates a little bit of Johan’s own innovations. If anyone is interested in the remaining telescope, they can contact Johan.
After most people left, (the clouds were not promising), Johan and Dewald Wagener stayed behind and spent the rest of the evening just talking about astronomy, telescopes, philosophy and whatever other topics came up. In between talking the clouds thinned out around the moon for a while, producing a very pretty moonbow. Sadly this spectacular sight was missed by the early leavers. Johan and Dewald finally left at 23:30, so that what seemed like a failed evening at the start turned out a very nice relaxing time, and did wonders for wellbeing of the people that attended. Johan was reminded again why he so much loves astronomy as a hobby.
Last month’s meeting – by Hein Stoltsz
This was the first meeting of 2011 and was well attended, with 36 members and 7 visitors showing up. After the usual welcome wishes and general announcements regarding procedures for the evening, Johan Smit again reminded everyone about the upcoming “National Karoo Star Party” of 29 April – 2 May 2011 at Kambro Padstal near Britstown and Scopex, the following weekend on 7 May 2011. Johan also invited anyone interested to attend a special presentation to the Scouts in Johannesburg on Friday, 18 February 2011. Afterwards you may get a rare opportunity to view skies through the 26" reflector at the Old Republic Observatory. If you can bring a
telescope to help with viewing for the kids it will be greatly appreciated. Further details can be obtained from Johan at 072 806 2939.
In “Beginner’s Corner” Pat Kühn explained the basics of equatorial tracking and its usefulness for both visual observations and astrophotography. Using a number of graphic illustrations he demonstrated the relationship between celestial motion, altitude/azimuth and equatorial tracking, and how, after accurate polar alignment, the latter cancels out star movement in the eye piece by adjusting only one axis of movement (at 15 degrees/hour) and without field rotation. The most popular telescope mounts used for tracking include the German equatorial mount, equatorial fork mount, and fork mount with latitude wedge. Equatorial tracking platforms for Dobsonian telescopes (Poncet Equatorial Platforms) are also available in slightly different designs, which provide useful tracking for up to 30 minutes using a motorised baseboard with two partial conical bases running on bearings. An example of such a platform which Pat built was on display at the meeting and it generated considerable interest during the breaks! At the other end of the scale, a small dedicated equatorial mount (commonly known as a “Barn-door” or “Scotch” mount) that can be constructed using relatively cheap components (and be hand operated or motorised) was also on display. This kind of mount can provide useful tracking even for casual astrophotography.
Percy Jacobs presented “What’s Up” in February. With New Moon on the 3rd of February, First Quarter on the 10th, Full Moon on the 18th and Last Quarter on 26th February, the best Dark Sky viewing would be from 1st to 8th, and 20th to 28th of February. Mercury and Venus are both visible early morning in the East. Mars is too close to the sun and not visible this month. Jupiter, Uranus and Neptune set rather early in the evening in the West, but Saturn rises earlier in the evening, and provides plenty of viewing pleasure for most of the night, especially with the gradual return of its rings as the planet’s tilt towards Earth increases over the coming years. Some constellation, nebula, bright star and star clusters, as well as galaxy highlights for the month were also noted, especially those on the ASSA Top 100 objects list. A special plea was also made to attendees to register and participate in the Observing Programme of the Pretoria Centre.
The main speaker for the evening was Johan Smit who ventured to compile a list of the “Top 10 astronomical breakthroughs of the 20th Century”. At the onset it was clear that defining a “breakthrough” in itself was problematic. First of all, one needs to consider the range of parameters to be included, such as “velocity” (e.g. random velocities of galaxy clusters), “ages”, “composition”, “distances”, “processes” (e.g. mechanism of stellar energy generation) and “objects” (e.g., white dwarf stars, Cepheid variables, quasars and gamma-ray bursts) amongst others. Secondly, it is also important to acknowledge the fact that, although the use of new techniques and bigger and more sensitive instruments might lead to breakthroughs, they themselves do not qualify as breakthroughs.
Johan then gave some examples of “then” and “now” to illustrate what great technological advances had been achieved during the 20th century, e.g. in computing power, the range, sensitivity and size of observing instruments, human and robotic exploration of our solar system, the field of quantum mechanics and even the wealth of research data generated by a ten-fold increase in the number of active professional astronomers worldwide.
Researches at the Department of Physics and Astronomy, University of Sheffield asked the readers of Astronomy & Geophysics and their colleagues to produce lists of significant astronomical and astrophysical breakthroughs and to place these in order of significance. Using slightly different criteria for weighting, two lists were compiled:
Interestingly, there is considerable agreement in the ordering of these breakthroughs. The most important was the discovery of the sources of stellar energy. It is also interesting to note the lowly position of planetary astronomy in both Lists A and B. Despite the dawn of the space age, no characteristic of our Solar System makes the top ten. Exoplanets have a somewhat contentious breakthrough status considering that the discovery of well over a hundred planets orbiting stars other than the Sun simply underlines the fact that we really have little idea where our Solar System came from, or how cosmological processes fit in with general star birth!
Needless to say, the topic generated considerable debate and discussion after the talk.
and during the coffee/tea and biscuits at the end of the evening!
| List A | List B |
|---------------------------------------------|---------------------------------------------|
| 1. Expanding Universe | 1. The multitude of galaxies |
| 2. The multitude of galaxies | 2. Expanding Universe |
| 3. Cosmic microwave background | 3. Stellar energy sources and evolution |
| 4. Exotics (quasars/AGN) | 4. Hertzsprung-Russell diagram and stellar diversity |
| 5. Stellar energy sources and evolution | 5. Stellar chemical composition |
| 6. Hertzsprung-Russell diagram and stellar diversity | 6. Exotics (quasars/AGN) |
| 7. Exoplanets | 7. Cosmic microwave background |
| 8. Stellar chemical composition | 8. Dark matter |
| 9. Dark matter | 9. Exoplanets |
| 10. Galaxy mapping and structure | 10. Solar probing using neutrinos/ helioseismology |
**Summary of “What’s Up” to be presented on 23 February - by Danie Barnardo**
**Phases of the Moon**
- New Moon: 4 March
- First Quarter: 13 March
- Full Moon: 19 March
- Last Quarter: 26 March
Best observing time is in the beginning of the month from 1 to 9 March and again at the end of the month from about 28 to 31 March.
**Planets**
- **Mercury**: (mag -1.4) rises just after sunset and is visible (difficult) until dusk ends.
- **Venus**: (mag -3.9) is visible for 2 to 3 hours before sunrise.
- **Mars**: Too close to the sun to be visible.
- **Jupiter**: Not visible this month but is at perihelion on 17 March.
- **Saturn**: (mag 0.6) rises at about 20:30 at the beginning of the month and steadily earlier. It is an all-night object by month end, when it rises just after 18:00.
- **Uranus**: Too close to the sun to be visible.
- **Neptune**: Visible in the morning sky from the second week of the month, but extremely difficult.
**Galaxies visible in March**
- Orion (Ori), Canis Major (CMa), Canis Minor (CMI), Taurus (Tau), Gemini (Gem), Centaurus (Cen), Crux (Cru), Vela (Vel), Carina (Car), Hydra (Hya), Puppis (Pup), Dorado (Dor)
**Autumn in the Earth’s southern hemisphere starts officially on 21 March.**
Some sources of information on what there is to observe are:
- [http://www.skyandtelescope.com/observing/ataglance](http://www.skyandtelescope.com/observing/ataglance)
- [http://www.heavens-above.com/](http://www.heavens-above.com/)
- [http://skymaps.com/](http://skymaps.com/)
- [http://spaceweather.com/](http://spaceweather.com/)
- [http://spaceweather.co.za/](http://spaceweather.co.za/)
- [http://www.saao.ac.za/public-info/sun-moon-stars/](http://www.saao.ac.za/public-info/sun-moon-stars/)
- [http://www2.jpl.nasa.gov/calendar/](http://www2.jpl.nasa.gov/calendar/)
- Sky Guide Africa South 2011
(continued on next page)
| Object Code | Object Name | Catalogue | Magnitude | Size | Constellation |
|-------------|-------------|-----------|----------|------|---------------|
| NGC 1976 | Great Orion Nebula, Messier 42, LBN 974 | BrtN | 2.9 | 1.1° x 1° | Ori |
| NGC 2070 | Tarantula Nebula, 30 Dor Cluster, [SL63] 633 | Ben 35 | BrtN | 40' | Dor |
| NGC 2287 | Messier 41, C 0644-206 | OpCl | 4.6 | 38' | CMa |
| NGC 2422 | Messier 47, C 0734-143 | OpCl | 4.5 | 30' | Pup |
| NGC 2437 | Messier 46, C 0739-147 | OpCl | 6.1 | 27' | Pup |
| NGC 2447 | Messier 93, C 0742-237, Collinder 160 | OpCl | 6.2 | 22' | Pup |
| NGC 2516 | C 0757-607, OCI 776.0 | OpCl | 3.8 | 30 | Car |
| NGC 2547 | C 0809-491 | OpCl | 4.7 | 20' | Vel |
| NGC 2548 | Messier 48, C 0811-056 | OpCl | 5.8 | 55' | Hya |
| IC 2391 | Omicron Velorum Cluster, VdB-H 42 | OpCl | 2.5 | 50' | Vel |
| NGC 3132 | Eight-Burst Nebula, ESO 316-27, HD 87892, HD 87877, Hen 2-40, PN G272.1+12.3 | Plnb | 8.2 | 84" x 53" | Vel |
| NGC 3201 | C 1015-461, GCI 15 | Ben 44 | Glcl | 6.8 | 18' | Vel |
| NGC 3242 | Ghost of Jupiter, Cat's Eye, ESO 568-5, HD 90255, PN G261.0+32.0, SAO 155965 | Ben 45 | Plnb | 8.6 | 16" | Hya |
| NGC 3372 | Eta Carina Nebula, Gum 33, RCW 53 | BrtN | 5.0 | 120' | Car |
| NGC 3532 | C 1104-584, VdB-H 109 | OpCl | 3.0 | 55' | Car |
| NGC 3918 | Blue Planetary, ESO 170-13, HD 102854, Hen 2-74, PN G294.6+04.7 | Plnb | 8.4 | 12 | Cen |
| NGC 4594 | Sombrero Galaxy, Messier 104, LEDA 42407, UGCA 293 | Ben 52 | Glxy | 8.0 | 8.7' x 3.5' | Vir |
| Coalsack | | DrkN | — | 6.5° x 5° | Cru |
| NGC 4755 | Herschel's Jewel Box, C 1250-600, Melotte 114, VdB-H 141 | OpCl | 4.2 | 10' | Cru |
| NGC 5128 | Centaurus A, ESO 270-9, LEDA 46957, SGC 132233-4245.4 | Ben 60 | Glxy | 7 | 18' x 14' | Cen |
| NGC 5139 | Omega Centauri, HD 116790 | Ben 61 | Glcl | 3.7 | 36' | Cen |
| NGC 5236 | Messier 83, Southern Pinwheel Galaxy, ESO 444-81, LEDA 48082, SGC 133411-2936.8 | Ben 63 | Glxy | 7.5 | 13' x 11' | Hya |
**Errata**
The web link given on page 4 of the January 2011 newsletter to information about the solar eclipse of 4 January 2011 was incorrect. It must be:
http://spaceweather.com/eclipses/gallery04jan11.htm?PHPSESSID=dpc0ifnk3uljo9n902k4bbsi6
Hoogtepunte in ruimteverkenning vanjaar
Februarie: Stardust NExT kom by komeet Tempel 1 aan.
http://stardustnext.jpl.nasa.gov/
Maart: MESSENGER beweeg in 'n baan om Mercurius.
http://www.nasa.gov/mission_pages/messenger/main/index.html
Mei: Die ontdekkingstuig DAWN kom by die asteroïede Vesta aan.
http://dawn.jpl.nasa.gov/
Augustus: Die Juno-ruimtetuig word na Jupiter gelanseer.
http://solarsystem.nasa.gov/missions/profile.cfm?MCode=Juno
September: Die GRAIL-ruimtetuig word na die maan gelanseer.
http://science.nasa.gov/science-news/science-at-nasa/2008/22may_grail/
http://en.wikipedia.org/wiki/Gravity_Recovery_and_Interior_Laboratory
November: Curiosity, 'n mobiele laboratorium, word na Mars gelanseer.
http://www.nasa.gov/mission_pages/msl/index.html
(Aangepas vanaf 'n nuusflits opgestel deur Serena Ingamells van die Orion Observasie Groep.)
Looking for the Sun’s siblings using chemical tagging
Despite decades studying galaxy formation, we still have only a crude picture of how galaxies like our own Milky Way came to exist. Much detail on the physical scenario is still missing and understanding it requires the joint effort of observations, theories and complex numerical simulations. The newly developed technique of chemical tagging is an observational tool that may eventually allow the identification of the members of the clusters that formed the original building blocks of the Milky Way. It is a complex, yet fascinating field of study, currently being developed by astronomers from the European Southern Observatory (ESO).
Studies show that all stars within fossil clusters share the same chemistry. This chemical signature acquired at birth is preserved within the stars throughout their lives, except in particular cases such as binary stars, variable stars or very massive stars. Most other stars should retain their original chemical signature despite their travels around the Milky Way. Most open cluster stars will dissolve and disperse into the Milky Way's background, like children in a family growing up and eventually leaving home. Therefore this chemical signature can be used as a tag to identify the origin of a given star in the Milky Way.
The image shows the Pleiades open cluster. It will eventually be dissolved into the Milky Way's background.
Just as DNA can be used to trace a family tree, the chemical tagging technique can be used to recover the original family members of our Sun. Although our Sun is now a single star, it was born in a star cluster. Its siblings, who are now located elsewhere in the Milky Way, can be traced by looking for their unique chemical signature. Finding other stars that share the same chemical make-up as the Sun is one of the goals of chemical tagging. The long-term goal of chemical tagging is to reconstruct the ancient building blocks of the Milky Way disc. By reconFEATURE OF THE MONTH: The Gaia mission
Gaia will conduct a census of **a billion** stars in our Galaxy, monitoring each of its target stars about 70 times over a five-year period. It will precisely chart their positions, distances, movements, and changes in brightness. It will measure their positions to an accuracy of 0.000024", which is 42 times the best accuracy of the Hipparcos satellite. (See page 10.) It is expected to discover hundreds of thousands of new celestial objects, such as extra-solar planets and failed stars called brown dwarfs. Within our own Solar System, Gaia should also observe hundreds of thousands of asteroids. Its main goal is to clarify the origin and evolution of our Galaxy. Gaia's expected scientific harvest is of almost inconceivable extent and implication.
Below is an artist's representation of the Gaia observatory with the central part of our Galaxy in the background.
http://www.esa.int/esaSC/120377_index_0_m.html#subhead1
For more information, give your Google or other search engine the keywords *gaia mission esa*.
Editor’s comment: This is incredibly exciting!
Discovery of a planet outside the Galaxy
A new planet discovered orbiting a bloated red star is the first world we know of that was born in another galaxy. Since the mid-1990s astronomers have been adding to the list of known exoplanets, planets that exist outside our solar system. The over 500 exoplanets found so far all formed in our home galaxy, the Milky Way.
But the newest member of the exoplanet club, dubbed HIP 13044b, was found in a stream of vagrant stars that loop around the Milky Way. Astronomers think this stellar stream is all that remains of a dwarf galaxy that once orbited the Milky Way.
About six billion years ago the Milky Way collided with and mostly absorbed this unnamed galaxy, leaving a trail of stars that now zips around our galaxy at more than 965,600 kilometers an hour.
http://news.nationalgeographic.com/news/2010/11/101118-science-space-new-planet-discovered-outside-galaxy/
From the archives
Images of the transit of the planet Venus across the face of the Sun on 8 June 2004 were recorded by Koos van Zyl and Mauritz Geyser, two former members of the Pretoria Centre of the ASSA. The images were put on the Internet as soon as they were recorded. This was all done from the roof of the building of the Physics Department at the University of Pretoria. Below are two of these images.
Venus transit 08 June 2004 12h 34m 23s SAST ( = UT + 2 hours)
Venus transit 08 June 2004 12h 57m 27s SAST ( = UT + 2 hours)
Discovery triples number of stars in Universe
Astronomers have discovered that small, dim stars known as red dwarfs are much more prolific than previously thought - so much so that the total number of stars in the universe is likely three times bigger than realized before. Because red dwarfs are relatively small and dim compared to stars like our Sun, astronomers hadn’t been able to detect them in galaxies other than our own Milky Way and its nearest neighbours before now. As such, they did not know how much of the total stellar population of the universe is made up of red dwarfs.
In addition to boosting the total number of stars in the Universe, the discovery also increases the number of planets orbiting those stars, which in turn elevates the number of planets that might harbour life. The red dwarfs discovered are typically more than 10 billion years old. They have been around long enough for complex life to evolve on planets around them.
http://www.sciencecentric.com/news/10120217-discovery-triples-number-stars-universe.html
Earth-size planet around red dwarf has hot and steamy atmosphere?
The atmosphere of a “super Earth” has been analyzed for the first time – and it isn’t pretty. The exoplanet GJ 1214b was discovered last year orbiting a dim, red star about 40 light-years from Earth. The planet is about 2.7 times larger than Earth and about 6.5 times more massive.
Based on the planet’s density, astronomers estimate that GJ 1214b would be about three-quarters water with a solid core and an atmosphere—not unlike Earth. But it seems the similarities stop there. The planet is so close to its star that any water would be turned to vapor, and the atmosphere should be so thick that the pressure would be immense.
Now new measurements show that GJ 1214b’s atmosphere is made of either dense, ultra hot steam or a noxious, cloudy haze of hydrogen.
The planet GJ 1214b with its imaginary moon orbits its dim, red host star in this artist’s conception.
http://news.nationalgeographic.com/news/2010/12/101201-science-space-first-super-earth-atmosphere-steam-haze/
Artikel oor Nasionale Sterpartytjie van 2010
Suki Lock het ‘n artikel oor die Nasionale Sterpartytjie van 2010 (aangebied deur die Pretoria Centre van die ASSA) vir die Februarie 2011 uitgawe van die Cape Observer geskryf. Die Cape Observer is die nuusbrief van die Cape Centre van die ASSA.
http://www.capecentre.org.za/capeobserver.html
Hierdie webskakel sal ook op ons webblad geplaas word.
Comet Hartley 2
Below is one of the images from a video clip that was compiled from images taken by NASA's EPOXI mission spacecraft during its flyby of comet Hartley 2 on Nov. 4, 2010. During the encounter, the spacecraft and comet whisked past each other at a speed of 12.3 kilometers per second. The spacecraft came within about 700 kilometers of the comet's nucleus at the time of closest approach. The EPOXI mission's flyby of comet Hartley 2 was only the fifth time in history that a comet nucleus has been imaged.
http://www.jpl.nasa.gov/news/news.cfm?release=2010-375&cid=release_2010-375
XMM - Newton detects a weird new type of star
The XMM-Newton orbiting telescope has detected periodic X-ray emission or the pulsed heartbeat of a weird new type of star. Collecting the X-rays from a so-called rotating radio transient has confirmed the nature of the underlying celestial object and given astronomers a new insight into these exotic objects. The celestial object RRAT J1819-1458 was targeted. Astronomers observed the object for around 12 hours.
Previously, astronomers had only seen radio outbursts from this object. It erupts every three minutes or so with a brief burst of radio emission lasting just 3 milliseconds. Such behaviour defines the object as a rotating radio transient (RRAT). "It is now definite that RRATs are rotating neutron stars as we can see the 4.26-second rotation period of the RRAT in the X-ray data," said the leader in the research.
The image shows an artist's impression of a RRAT.
http://www.spacedaily.com/reports/XMM_Newton_Detects_Pulsed_Heartbeat_Of_A_Weird_New_Type_Of_Star_999.html
Basics: distances to stars by parallax measurement - by Pierre Lourens
The distances to stars are of importance in many fields of astronomy. The distances determined by this method are the basis of other methods of determining the distances to stars. The parallax of a star is the angle $\rho$ subtended by the radius $R$ of Earth’s orbit around the Sun, as shown in the figure. Let $d$ be the unknown distance to the star. Because the angle $\rho$ is very small ($< 1$ arcsecond), we have the following ($\approx$ means “is approximately equal to”):
$$\rho \approx \frac{R}{d}$$
with $\rho$ in radians and $R$ and $d$ in the same length units. Because it is an exceedingly good approximation, we take the liberty to write it as an equation:
$$\rho = \frac{R}{d}$$
so that
$$d = \frac{R}{\rho}$$
With $d$ in light-years and $\rho$ in arcseconds, this equation becomes
$$d = \frac{3.262}{\rho}$$
Photographs are taken from Earth at positions 1 and 2 in Earth’s orbit of the targeted star and some faint, faraway stars in the background. The photographs show that the targeted star has shifted relative to the background stars by a small angle. This small angle (= $2\rho$) is measured on the photographs and the distance calculated with the last equation above.
This is simple in principle, but it is difficult to measure the extremely small angle $2\rho$ accurately in practice. This is because the image of a star on a photograph taken from Earth is not just a point, but is smeared out because of the effects of Earth’s atmosphere on the starlight on its way to Earth. These effects are called “astronomical seeing”. This limits the accuracy of the measurement of $\rho$ to 0.002 arcseconds at the very best. The greater the distance of the star, the smaller the parallax and the greater the percentage error in the measurement of $2\rho$ for the star. To appreciate how small $\rho$ is, hold a piece of paper edgewise at arm’s length. The thickness of the paper subtends an angle of about 30 arcseconds. $\rho$ is $< 1$ arcsecond in size. Earth-based astronomers have been able to measure fairly accurate parallaxes for only a few thousand of the nearest stars.
In 1989, the European Space Agency launched the satellite Hipparcos to measure stellar parallaxes from above Earth’s atmosphere, and thus avoid the problem of astronomical seeing. After 4 years of observations and 3 years of data reduction, the data was published in 1997 in two catalogues. One contains data for 120000 stars with parallaxes accurate to 0.001 arcseconds. The other contains data for over 1000000 stars with parallaxes as accurate as those obtained from Earth.
http://www.rssd.esa.int/index.php?project=HIPPARCOS
Rare 360° panorama of the southern sky
The Milky Way arches across this rare 360-degree panorama of the night sky above the Paranal platform, home of ESO’s Very Large Telescope. The image was made from 37 individual frames with a total exposure time of about 30 minutes, taken in the early morning hours. The Moon is just rising and the zodiacal light shines above it, while the Milky Way stretches across the sky opposite the observatory.
The open telescope domes of the world’s most advanced ground-based astronomical observatory are all visible in the image: the four smaller 1.8-metre Auxiliary Telescopes that can be used together in the interferometric mode, and the four giant 8.2-metre Unit Telescopes. To the right in the image and below the arc of the Milky Way, two of our galactic neighbours, the Small and Large Magellanic Clouds, can be seen.
For other interesting pictures, see www.eso.org/public/images/potw/
Sent in by Pat Kühn, one of our committee members.
KAROO STAR PARTY 2011
The Karoo National Star Party is now becoming a regular event! We are already planning it for 2011. The ASSA Pretoria Centre wants to hold its third Karoo National Star Party during the weekend of Friday 29 April to Monday 2 May 2011 about 20 km north of Britstown in the Karoo, right next to the N12 at the Kambro Padstal.
http://www.pretoria-astronomy.co.za/events.htm
Pretoria Centre committee
Chairman Johan Smit 072 806 2939 [ Mobile ]
Vice Chairman Danie Barnardo 084 588 6668 [ Mobile ]
Secretary Tony Viljoen 072 247 6648 [ Mobile ] 012 654 5783 [ H ]
Newsletter Editor Pierre Lourens 072 207 1403 [ Mobile ] 012 654 6366 [ H ]
Treasurer and Membership Secretary Rynhardt van Rooyen 082 325 8745 [ Mobile ]
Centre Representative Michael Poll 012 331 1615 [ H ]
Librarian Danie Barnardo 084 588 6668 [ Mobile ]
Curator of Instruments Johan Smit 072 806 2939 [ Mobile ]
Public Relations Officer Fred Oosthuizen 072 373 2865 [ Mobile ]
Assistant Treasurer Percy Jacobs 082 498 4680 [ Mobile ]
Member Hein Stoltz 083 302 5096 [ Mobile ]
Assistant Librarian Pat Kühn 082 895 5686 [ Mobile ]
Assistant Curator Andrie van der Linde 083 632 4894 [ Mobile ]
Member Johan Hartmann 083 276 1323 [ Mobile ]
Member Gareth Gregory 073 220 6824 [ Mobile ]
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Our mission is to contribute -fostering scientific, educational and popular activities- to marine reforestation and seashore stewardship to help slow down and reverse climate change, to protect biodiversity of the Mediterranean Sea and to contribute to a sustainable, renewable, and rational use of natural resources for human activity. To the fullest extent of our ability we will make concrete efforts towards the preservation and betterment of the beautiful Mediterranean Sea so it may be enjoyed for many more generations to come. To this end, we will also work to raise awareness within the local community through educational and motivational activities.
**Main Natural Instrument**
*Posidonia Oceanica* is a sea plant, historically endemic to the Mediterranean Sea. This marine plant forms underwater meadows. *Posidonia Oceanica* (1) provides an ideal, rich environment for the thriving of all sea creatures and their offspring; (2) is one of the biggest carbon capturers in the sea; (3) captures micro-plastics (one of today’s worst enemies of fish and seafood animals) and combines them within small balls (called “olives”) produced during its reproduction cycle (still not fully understood), according to preliminary research; (4) significantly reduces levels of acidity and conversely, acidity levels grow in ecosystems where it is eliminated, according to preliminary research; and (5) is a strong natural barrier and a shield against beach erosion.
Thanks to its leaf development, *Posidonia Oceanica* releases up to 20 liters of oxygen per day into the environment for every square meter of prairie. On average it captures carbon up to 35 times faster than tropical rainforests and, even though it only covers 0.2% of the seafloor, absorbs 10% of the ocean’s carbon each year, making it an incredible tool in the fight against climate change. The captured carbon is held for millennia. Growing *Posidonia Oceanica* will help protect and rebuild the sand beaches and other traditional seashore environments that have been disappearing at an alarming rate. Over the last 50 years, *Posidonia Oceanica* meadows have seen a general growing trend downwards, to the point that now this seagrass is one of the most threatened ecosystems on the planet.
**Location**
Mari Pintau and Gulf of Cagliari—Foxi Zone. Concentrating efforts in these areas has powerful reasons: there is a significant and historical presence of the *Posidonia* seagrass, at one time being endemic and therefore the growth conditions are historically strong. In recent times, due to lack of awareness about its essential importance to the ecosystem, *Posidonia* has been seen as bothersome to the local tourist, fishing, sporting and navigation businesses rather than complementary and helpful. This has even led to the use of machinery to remove *Posidonia* from Cagliari and Quartu Sant’Elena beaches. Notably but not surprisingly, this zone has not been officially classified as “protected area.” This may create a serious obstacle to repopulation efforts. Efforts to re-classify as Protected Area, even if partial, may have to be part of our task.
**Objectives:** We support scientific institutional and popular research, investigation and actions intended to help repopulate the sea floor by creating conditions where *Posidonia* seagrass can naturally grow, protected from being extirpated and even by reintroducing it over a significant area, eventually reaching 500 m² (500 square meters = 5,400 square feet).
Short- and medium-term plans
1 The educational campaign will publicize the need for Posidonia stewardship and protection of its existing fields; conscientization of its importance for the environment, the health and well-being of the end-users, and even for the local industries; understanding its benefits and demystifying its negative effects; reforestation;
2 Classical Roman Arts Foundation (CRAF) will contribute to research, empirical and scientific, of Posidonia's short and long term effects on its environment, how it can be made more effective, and what uses can dead seagrass have to minimize the negative effects on the local tourist and boating industries.
3 Planting and caring for potentially 500 m2 of Posidonia field; research and support water platforms, submarine stations, shore support, support of scientific and practical projects
4 CRAF will develop a network of interested and potential stakeholders through support of work in university, research centers, and other institutions, whether public or private. Stakeholders include: professional fishermen, tourism operators, shore front businesses, shore front owners, local authorities, politicians, water users (SUP, kayak, diving, snorkeling), and scientific, research, and university communities.
5 CRAF will create and carry out a series of activities to advance these plans, by itself or in partnership with other stakeholders, including cycles of conferences, occasional encounters and popular activities (e.g., sports competitions calling attention to the need for ocean stewardship), and presentations and publicity of existing and new related activities. Stewardship of a Posidonia field, care and enlargement. Partnerships with local, national and pan-European institutions. Participation in related congresses, discussions and other fora to divulge and deepen the understanding of seagrass’s effects on the environment and on economic activities. Collecting existing information and knowledge and systematizing it. Divulging and popularizing the benefits. Analyzing associated costs and potential sources of funds.
6 Practical centerpiece of the educational and research activity will be an anchored bio-platform for practical and scientific research to monitor progress and protection of the plants, to study the positive effects on marine life and to monitor fish, molusk, and plant growth. It will also serve as a base for educational activities, including guided snorkeling tours, educational labs for children, and experiments on better practices, and provide support in other project activities such as education on the marine-coastal ecosystem and the importance of the seagrass in it.
7. In the medium term, CRAF will have planted 500 m2 of Posidonia Oceanica in the Golfo Degli Angeli, aka Golfo di Cagliari, one of which used to be the most prolific areas for Posidonia. This will effectively eliminate roughly 1000 kg of carbon per year from the atmosphere between carbon fixation and sequestration.* As if this were not enough, it would also provide an ideal environment for the gulf’s myriad aquatic species to reproduce. To top it off, seagrass beds would play an enhanced job as a shield against beach/coast erosion: they trap sediment and stabilize the seabed and thus prevent coastal erosion. As grasslands trap sediment, the bottom becomes shallower and waves break farther from the coast, resulting in less coastal
erosion during storm surges. The loss of a single linear meter of meadow can lead to the disappearance of several meters of the beach it faces, due to erosion. In their reproduction cycle, seagrass create olive-shaped small balls highly efficient at trapping micro-plastics, thus eliminating a widespread poison to fish and seafood. Finally, seagrass also slows the movement of ocean currents between the seabed and its leaf tips. Some recent studies have indicated that wave heights were 10–20% lower in algae-dense seagrass beds than in a bare seabed. Sardinia’s coast has greatly suffered erosion of its beautiful beaches over the past 20 years, terrible news not only from an environmental point of view but also for the island’s tourist sector. | <urn:uuid:471a99dc-b8ad-466d-9f0e-533c355176c4> | CC-MAIN-2023-40 | https://www.classicalromanartsfoundation.org/_files/ugd/6d9b2c_e5de61400fad4454934541ef23c31198.pdf | 2023-09-26T08:31:31+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510179.22/warc/CC-MAIN-20230926075508-20230926105508-00559.warc.gz | 779,134,660 | 1,542 | eng_Latn | eng_Latn | 0.995056 | eng_Latn | 0.994668 | [
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1. **State School Laws**
The founders of the State of California drew up a State Constitution in 1849. They saw the need for educating the children and youth of the State so that they could become good citizens.
Our school laws are based on the provision of our 1849 Constitution which declares: "The Legislature shall provide for a system of common schools by which a free school shall be kept up and supported in each district at least six months in every year..."
Ever since 1850, the Legislature has enacted many laws that govern the Public School System. Because the State has grown rapidly, and many special problems have arisen in public education, the statutory school laws of California today fill a book of some 1750 pages, called the California Education Code.
2. **State Superintendent of Public Instruction**
The State Constitution provides that a Superintendent of Public Instruction shall be elected by the people at each gubernatorial election for a four-year term. He is required by law to be "non-partisan" -- not allied with any political party. The Superintendent is the Chief Administrative Officer and Director of the State Department of Education, and the Executive Officer of the State Board of Education. Among his duties are the inspection of the schools to determine their condition and the apportionment of the state funds provided by law for support of local schools, duties carried out by members of the State Department of Education.
3. **State Board of Education**
Policy decisions at the State level in educational matters, except those concerning the University of California, state colleges, junior colleges, and privately-owned and operated schools, are the responsibility of the State Board of Education.
The members of the Board are appointed by the Governor for a term of four years, subject to confirmation by two-thirds of the members of the State Senate. The State Board of Education is the governing and policy-determining body of the State Department of Education. One important duty of the State Board is to select the textbooks that are to be distributed free for the use of pupils in the elementary schools.
4. **State Department of Education**
The California State Department of Education is the agency of State Government created in 1921 by constitutional and statutory provisions for the regulation and control of the public elementary and high schools of California.
As previously stated, the Chief Administrative Officer and Director of the Department is the Superintendent of Public Instruction; the State Board of Education is the policy-making unit of the Department, the State Special Schools, and for certain responsibilities relating to the public elementary and high schools administered by local boards of education.
The responsibilities of the Department are discharged by a staff of administrative personnel. To a large extent, the administrative function of the Department is performed by the Superintendent and his staff through professional direction and leadership rather than by direct intervention in local school administration, and by professional advisory and consultant services to local school personnel.
The statutory enactments of 1927, which created the present organization of State Government in California, established the State Department of Education in a form that was modified by reorganizations in 1947, 1961 and 1969. The organization of the Department was changed by consolidating the existing administrative units into the following offices and agencies:
1. **Division of Libraries**
This division maintains a collection of books, government documents, maps, etc. for the Legislature, executive branch of State Government, and public libraries of California. It stimulates and develops public library service through field service, provides a "talking book" service for the blind, and represents the State in the accumulation and preservation of historical material regarding the State. The Division Chief, who is the State Librarian, is appointed by the Governor. The Division receives from the Department of Education chiefly personnel and accounting services.
2. **Legal Office**
This office provides legal services to the Superintendent of Public Instruction and his staff, the State Board of Education, and to the staffs of the special schools, service agencies, and divisions in the Department.
3. **Division of Special Education**
This division provides administration and educational support for the State residential schools for the deaf, blind, and neurologically handicapped children. It also provides consultants to local schools on educational programs for the handicapped.
4. **Division of Instruction**
This is the division through which consultant, advisory and supervisory service in the field of instruction are provided. The two major functions of this unit are coordination and improvement of instruction. The division is staffed with experienced specialists in elementary and secondary education. In addition, this division has specialized experts in audio-visual, physical education, health, and guidance. The State-Federal Program of Vocational Education in agriculture, business, homemaking, and industrial education is coordinated through specialists of this division. The National Defense Education Act is a Federal-State Program to stimulate public education in science, mathematics, and foreign languages, and teacher education and research in this area. The Elementary and Secondary Education Act of 1965 provides Federal funds for a great variety of educational programs.
5. Division of School Administration and Finance
This division assists local school districts in non-instructional areas. The services furnished are those related to local school administration, and are in the school planning of sites, buildings and facilities; school district organization and administrative research; Federal-State school lunch program; State elementary school textbooks; distribution of surplus Federal property; children's centers; and advisory service in public school finance and attendance. This division is responsible for the apportionment of the State funds to local elementary and secondary schools which totaled $1,325,000,000 for the 1968-69 fiscal year.
6. Division of Departmental Administration
This division provides executive, fiscal, data processing, publications, teacher education, certification and accreditation, accounting, and personnel services for the Department of Education. For administrative services, the California Maritime Academy is included in this division.
7. Division of Compensatory Education
This division provides administration and educational support for Title I of the Federal Elementary and Secondary Education Act of 1965 and the McAteer Act (State program relating to compensatory education). It also provides statewide consultative services for local school districts engaged in compensatory education.
5. How Many Children and Teachers?
Your school "takes the roll" every day because it is important in the business of operating public schools to know exactly how many children attend school as required by State law. For State apportionment purposes an accounting is made at the end of each school month. The number of children in attendance controls the amount of money the State will apportion to the districts that operate the local schools.
A statewide count of enrollment is taken in the fall and again in the spring of each school year. In the spring of 1969, California's public elementary and high schools enrolled 4,929,993 pupils. This included adults in night schools and children in special classes. The number of pupils enrolled in the regular day school grades, from kindergarten through grade 12, was 4,364,637.
The number of full-time teachers working in the classrooms with the boys and girls during the 1968-69 school year was 183,615.
6. County and District School Services
The county superintendents of schools are elected or appointed depending upon the charter of the county. The law assigns to these officers and their staff many important duties, including distribution of the State funds that are apportioned by the State Superintendent, keeping records of teachers credentials (licenses), and furnishing educational services to smaller schools. A county board of education elected by the voters of the county establishes policy on county school problems.
In the last survey reported by the Division of Public School Administration, there were 1144 school districts in the State. Many of them support more than one school for their children.
The individual school districts have boards of trustees or, in the case of the larger districts, boards of education which are elected by the people in most of our communities. These boards select the certificated and non-certificated employees of the district and represent the people of the community in the conduct of the local schools.
Office of Superintendent
State Department of Education
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Bullying behaviour has three key features. It involves the intentional misuse of power in a relationship. It is ongoing and repeated, and it involves behaviours that can cause harm. The NSW Department of Education requires all NSW public schools to have an Anti-bullying Plan which details the strategies implemented to reduce student bullying behaviours.
Resources
The NSW anti-bullying website (see: https://antibullying.nsw.gov.au/) provides evidence-based resources and information for schools, parents and carers, and students. Schools are encouraged to visit the website to support whole-school prevention, early intervention and response approaches and strategies for student bullying behaviour.
Yarrawarrah Public School’s commitment
Our school rejects all forms of bullying behaviours, including online (or cyber) bullying by maintaining a commitment to providing a safe, inclusive and respectful learning community that promotes student wellbeing. Executive staff are committed to establishing evidence-based approaches and strategies that promote a positive climate where bullying is less likely to occur.
1. School culture and inclusion
All members of the school community are active participants in building a welcoming school culture that values diversity and fosters positive relationships. A key component of a supportive school culture is building respectful relationships and an ethos that bullying is not accepted, in both online and offline environments. School staff will actively respond to student bullying behaviour.
Our school engages in the following practices to promote a positive school culture.
1.1. Student assemblies
Student bullying and expectations about student behaviour will be discussed and information presented to promote a positive school culture where bullying is not accepted.
| Dates | Communication topics |
|-------------|--------------------------------------------------------------------------------------|
| Term 3 2019 | CARE Group explicit lessons |
| 2019 | Behaviour expectations visible in all classrooms and signage in key areas of the school. |
| 2019 | Restorative practices used to manage negative behaviour |
| 2019 | Awards presented at K-6 Assembly for positive behaviours |
1.2 Staff communication and professional learning
Staff will be supported with professional learning that provides evidence-based ways to encourage and teach positive social and emotional wellbeing and discourage, prevent, identify, and respond effectively to student bullying behaviour.
| Dates | Communication topics and Professional learning |
|-------------|---------------------------------------------------------------------------------------------------------------|
| 26 June | Student welfare initiatives professional learning |
| 7/8 & 14/8 | Management of Actual or Potential Aggression course |
| 2019 | Student wellbeing regularly discussed in stage, communication and executive meetings |
1.3. New and casual staff
New and casual staff will be informed about our school’s approaches and strategies to prevent and respond to student bullying behaviour in the following ways.
- Class profiles are located in casual folders.
- Induction by the Admin/Principal when first attending the school.
- School values provided in casual folders and visible in all classrooms.
- Behaviour expectations, values and anti-bullying strategy signage in key areas (playground, classrooms, hall, walkways).
- Casual sheet provides information regarding student wellbeing support.
2. Partnerships with families and community
Effective schools have high levels of parental and community involvement. This involvement is strongly related to improved student learning, attendance and behaviour. Our school proactively builds collaborative relationships with families and communities to create a shared understanding of how to support student learning, safety and wellbeing.
2.1. Website
Our school website has information to support families help their children to regulate their emotions and behaviour and develop socially. Information is provided to assist if children have been involved in bullying behaviour (as the person engaging in bullying behaviour, as the person being bullied or as the person witnessing the bullying behaviour).
The following are published on our school’s website. Check the boxes that apply.
☑ School Anti-bullying Plan ☑ NSW Anti-bullying website ☑ Behaviour Code for Students
2.2. Communication with parents
Our school will provide information to parents to help promote a positive school culture where bullying is not acceptable and to increase parent’s understanding of how our school addresses all forms of bullying behaviour.
| Dates | Communication methods and topics |
|-------|---------------------------------|
| 2019 | Electronic sign, Facebook and Newsletter communication |
| 2019 | Parent / teacher interviews / Meet the teacher |
| 2019 | Phone calls when necessary |
| 2019 | Regular contact via Class Dojo and email |
3. Support for wellbeing and positive behaviours
Our school’s practices support student wellbeing and positive behaviour approaches that align with our school community’s needs.
Social and emotional skills related to personal safety, resilience, help-seeking and protective behaviours are explicitly taught across the curriculum in Personal Development, Health and Physical Education (PDHPE).
Examples of other ways our school will embed student wellbeing and positive behaviour approaches and strategies in practices include the following.
Values fortnightly focus areas and explicit teaching. Restorative practices used for managing negative behaviour. Introduction of CARE groups - social skills program. Staffing - SLSO support, LAST. Community partnerships and consultation, chaplaincy program, police community liaison visits. Student Leadership - playground buddies, lunchtime clubs, buddy benches. Student wellbeing discussed and minuted at executive, whole staff and stage communication meetings. Risk assessments and behaviour management plans collaboratively developed, reviewed and updated as required.
Completed by: Alison Hanegraaf
Position: Assistant Principal
Signature: [Signature] Date: 26/08/19
Principal name: Kyleigh Nash
Signature: [Signature] Date: 26/08/19
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IMPORTANT INFORMATION REGARDING ULTRASOUND EXAMINATION
What is Ultrasound?
Ultrasound uses the same principle as sonar. Sound waves from the ultrasound probe (far beyond the range of human hearing) bounce off of the uterus, placenta and baby, making echoes which a computer converts into detailed images. In essence, an ultrasound exam is a series of pictures of the baby and organs in the mother’s pelvis.
Is Ultrasound safe?
There has been extensive evaluation of the safety of diagnostic ultrasound. There is no documented evidence that diagnostic ultrasound causes harm to either the mother or the baby when ordinary power and frequency is used. Ultrasound exams done in our facility are done using the lowest power level that can reasonably achieve a meaningful image.
Does a normal Ultrasound prove that my baby will have no abnormalities?
Ultrasound examination can detect many abnormalities, but some abnormalities are not detectable by ultrasound. The exam gives information about the size and shape of the baby and the baby’s organs but does not give complete information about the function of the baby’s organs or tell us that the baby is completely “healthy.” Abnormalities of brain function such as mental retardation cannot be detected by ultrasound. Additionally, there are many conditions that evolve over time, appearing normal at the time of the ultrasound exam but become apparent later in the pregnancy.
You should realize that even with a complete ultrasound exam, we may be unable to find existing fetal abnormalities or those abnormalities that can appear later in the pregnancy or after birth. Thus, although ultrasound examination is a very helpful diagnostic tool, it should not be considered absolute proof that the baby is normal.
Can Ultrasound determine if there are chromosomal abnormalities?
Findings on an ultrasound exam can be an indicator of potential chromosomal abnormalities but are not definitive. Currently, the only way to assess the baby’s chromosomes with certainty is to actually obtain a sample of the baby’s cells by amniocentesis, chorionic villus sampling or fetal blood sampling. Some pregnancies are at increased risk for fetal chromosome abnormalities, either because of the mother’s age, because of results of blood screening test, or because of findings on the ultrasound exam. It is important to realize that an ultrasound exam cannot tell for certain whether the baby’s chromosome count is normal or abnormal. A normal ultrasound examination does not guarantee that the chromosomes are normal.
If you have any questions concerning ultrasound, please do not hesitate to ask the ultrasound technologist, perinatologist or your doctor. You are requested to sign this document before your ultrasound examination to acknowledge that you have read and understood the information on this form and have had the opportunity to ask questions.
_____________________________ _______________________
Patient/Guardian signature Date
_____________________________ _______________________
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THE COMMONWEALTH of THE BAHAMAS
National Biodiversity Strategy and Action Plan
Coordination
Bahamas Environment, Science and Technology Commission
G. Carleton Ray, University of Virginia
Alan Bolten, University of Florida
Contributors
Ambassador Lynn P. Holowesko
Bahamas Environment, Science and Technology Commission
Karen Bjorndal, University of Tourism
Donald Cooper Department, of Environmental Health Services
John Hammerton, Department of Agriculture
Colin Higgs, Department of Fisheries
Susan Larson, Bahamas National Trust
Gerry McCormick-Ray, University of Virginia
Melonie McKenzie, Department of Environmental Health Services
Archie Nairn, Department of Local Government
Tex Turnquest, Department of Lands and Surveys
Philip Weech, Water and Sewerage Corporation
Simon Wilson, Ministry of Finance
Acknowledgments
Bahamas Environment, Science and Technology Commission
Deputy Permanent Secretary, the late Catherine Benjamin
Lorca Bowe, Maria Hield, Tia Sawyer, Cindy Smith
Bahamas National Trust
Department of Agriculture
Editing and Additional Material
John Hammerton, Susan Larson
Production
Susan Larson
Bahamas National Trust
Bahamas Environment, Science and Technology Commission
Partially funded under Grant GF/1200-96-40
Submitted to
The United Nations Environment Programme
June 30, 1999
# CONTENTS
**Foreword**
**Chapter One**
- Biodiversity Purpose and Potential 1
- Biodiversity Purpose 2
- Biodiversity Potential 9
**Chapter Two**
- National Perspective 12
- Bahamas Environment Science & Technology Commission 12
- Ministry of Agriculture & Fisheries 19
- Bahamas National Trust 30
- Department of Lands and Surveys 37
- Department of Environmental Health Services 41
- Water and Sewerage corporation 46
- Ministry of Tourism 52
- Department of Local Government 56
- Ministry of Finance 60
- Public Education and Awareness 62
**Chapter Three**
- Integrated Ecosystem Management 68
- The Ecosystem 68
- Consideration for an Integrated Ecosystem Approach 71
- Issues 73
- Global and Regional Issues of National Importance 77
- Information and Data Management 78
**Chapter Four**
- Recommendations 82
- Conservation of Natural Resources 84
- Sustainable Use of National Resources 85
- Science and Technology 86
- Public Education and awareness 87
- Social Issues 87
- Financial resources and Mechanisms 88
- National consultative Process 88
**Chapter Five**
- The Action Plan 90
- Action One 91
- Action Two 93
- Action Three 94
- Action Four 96
- Action Five 98
- Action Six 100
- Action Seven 101
- Action Eight 102
- Action Nine 103
**Chapter Six**
- Conclusion 104
- Central Role of BEST Commission 104
- Biodiversity Issues 105
- Achieving the Goal 106
Foreword
Lynn P. Holowesko, Ambassador for the Environment
Chair, Bahamas Environment Science and Technology Commission
June 30, 1999
This strategy and action plan had its formal beginning in September 1996. A broadly representative task force was called together at the invitation of The Bahamas Environment Science and Technology (BEST) Commission to discuss the generous offer of the United Nations Environment Programme to fund a project for a National Biodiversity Strategy for The Bahamas.
Earlier beginnings of this undertaking date back to the 1980s when national consciousness began to warm to environmental concerns, and Bahamians publicly acknowledged the value of their environment, that it was fragile, and not to be taken for granted.
Then in 1990, The Bahamas National Trust planned a week-long observance and celebration of Earth Day. Those activities attracted high-level public sector involvement and set the stage for enthusiastic Bahamian participation at the United Nations Convention on Environment and Development (UNCED) in Rio de Janeiro, Brazil, in 1992.
Following the Rio Conference, the Bahamas National Trust developed a comprehensive document outlining a National Conservation Strategy for The Bahamas. This was adopted by The Bahamas delegation to the Small Island Developing States Conference in Barbados in 1994, and promoted, as this country’s initial response to Agenda 21, the Rio Declaration.
Later in the year, The Bahamas ratified the Convention on Biological Diversity and hosted the First Conference of the Parties in Nassau in November, 1994. At the opening of the Nassau Conference, the Prime Minister of The Commonwealth of The Bahamas announced the creation of the Bahamas Environment, Science and Technology Commission and appointed a Bahamian Ambassador for the Environment as its Chair.
Many members of the task force, including the consultants, had travelled much of that long road together, from early 1980 to 1994. Several had walked it in even earlier days, when the road was no more than a dirt path through the bush. Each task force member brought, in varying manifestation, a passionate devotion to the task at hand. It is, after all, what each has worked towards throughout long or short careers, directly or indirectly related to the environment — a national policy for conservation and a plan of action to implement it.
Bahamians, perhaps like many other island people, have historically had a close personal relationship with the land and the sea. The remarkable clarity of the water, the incredible colours embracing the full spectrum of blues and greens, speaks to us about who we are, and where we come from.
From our earliest days ("since I knew myself", a Bahamian would say) we have enjoyed the bountiful harvest of our islands. What could be better than Nassau Grouper, Bahamian crawfish, passin’ jacks, goggle-eye and conch! As children, we could stand on a rocky shore and catch shads. The older generation was able to walk on sand flats and pick up conchs.
We grew the sweetest pineapples, bananas and melons. Childhood was spent setting our teeth on edge eating guineps, hog plums, cocoplums, gooseberries and tamarinds. The fields of the islands were planted with native corn, tomatoes, pigeon peas, cassava and sweet potato. Rainwater filled our cisterns, and we drank and bathed in God’s “sweet water”.
Slowly, imperceptibly, “things” began to change. The colour of the water still takes one’s breath away, but the harbours and bays of the islands are laden with the refuse and rubbish of a thoughtless society. From sail boats, motor craft, picnic crowds and cruise ship passengers, the ugly discards of a society mad for convenience float in our waters, layer the once-clear, sandy or grassy bottom, and disfigure the beaches, poking out from among the sea-oats and bay cedar which frame the shores.
Grouper and crawfish are among the most expensive items on a menu in the best restaurants. The demand from 280,000 Bahamians and three and a half million tourists, and the international market, has put severe pressure on marine resources. Fishermen dive thirty feet or more, and far away from shore, to find conch.
We no longer cultivate hog-plums and gooseberries; we import peaches, grapes and plums from other lands. The new generation hardly knows what cassava is, and most have never seen a breadfruit.
The diminishment of Bahamian biodiversity in the lifetimes of those who have written this report is distressing. But it is staggering to remind ourselves what the country has lost since its "discovery" in 1492. Historians describe waters then teeming with seals, porpoises and whales. Ships’ captains reported harbours where turtle were so abundant they were a menace to anchored vessels. Skies were “darkened” at times by parrots, and other birds of brightest hue.
And the indigenous people, the Lucayans, lived in peace and harmony in a virtual paradise.
Four hundred years later, all the seals and many whales had disappeared, having been slaughtered for their oil and skins. Five hundred years later, a national park was created in the northern Bahamas on Abaco island, for one of the two last breeding flocks of Bahamian parrots. Parrots and turtles both are on the endangered species list.
And there are no Lucayans left with whom to share a culture and history; they had been wiped out in The Bahamas long before the turn of the 17th Century.
The authors of this report hope that a lesson can be learned, a national commitment made to lose no more. They want their children, and grandchildren, to have an opportunity to enjoy, and to cherish, the rich variety of life that was special to their childhood, and to pass on to new generations a respect and appreciation for the natural world.
Against this background, merely a sampling of the depth of caring that produced so much thought, planning, and work, a national strategy for the conservation and wise use of our natural resources, has been forged.
At the outset, we declared that our efforts were, first of all, for our people, for a quality of life that ensured each person had a healthy environment in which to be born, to grow, to learn and to thrive. For that reason, every effort has been made to convey the message of this strategy and action plan in popular, rather than scientific language, so that it can be widely shared and broadly understood.
We also recognised that our biodiversity is the basis of our national wealth. We have neither gold nor silver, coal nor oil to mine. Instead, we have what the world yearns for: a beautiful land, scattered like 700 pearls in an emerald sea, capped with startlingly clear, blue skies, bathed in sunshine and moonlight year-round. The natural environment is “relatively” clean, “relatively” unspoiled.
We have an undetermined variety of marine and terrestrial flora and fauna. Part of the action plan to this Strategy must be to catalogue that wealth, to evaluate its potential for the well-being of our people, and to give it the protection it requires if it is to continue to enrich our society. The task force resolved to see that this work is done, to ensure that this inheritance is passed on.
A national commitment is needed if we are to succeed. The strategy devised needs to be implemented. This is a task that cannot be done by a small group, or by government, or by one constituency, or by one island. It must be a
national programme, driven by a less-selfish society, carried out by committed citizens.
Toward that end we have chosen a theme for this National Biodiversity Strategy and Action Plan for The Bahamas, a vision for the future - "A Strong Nation Rooted in a Healthy Environment". It is up to Bahamians everywhere to make the vision a reality.
Chapter One
Biodiversity: Purpose and Potential
"In the economic sense biodiversity represents unimaginable wealth, in the ethical sense it is simply priceless."
(Birdlife International. Putting Biodiversity on the Map, 1992)
The world community’s growing commitment to sustainable development inspired the Convention on Biological Diversity. The Convention represents a dramatic step forward in the conservation of biological diversity, the sustainable use of its components, and the fair and adequate sharing of benefits arising from the use of biological resources.
The Convention was opened for signature on 5 June 1992 at the United Nations Conference on Environment and Development (the Rio "Earth Summit"). The Commonwealth of The Bahamas (The Bahamas) was among the first of the Small Island Developing States to become a signatory State, ratifying the Convention in September, 1994. At June 30, 1999 176 States had signed the Convention, making it one of the world's most widely-supported international Conventions. The first Conference of the Parties of the CBD was held in Nassau, The Bahamas, in November, 1994.
The Convention is unique among environmental conventions as it takes a comprehensive, rather than a sectoral, approach to conservation and sustainable use of all the Earth's biological resources. The Convention is hailed as a landmark for another important reason as it is the first time that the conservation of biodiversity is recognised as the common concern of humankind.
The Articles of the Convention cover a wide range of topics, including general measures for conservation and sustainable use, identification and monitoring, *in-situ* and *ex-situ* conservation, sustainable use of biodiversity components, research and training, impact assessment, and access to genetic resources.
The Bahamas is committed to the principles of the Convention. With far-reaching obligations for conservation and for sustainable use of resources the Convention also obligates the signatories to develop national strategies and action plans. This Strategy and Action Plan is intended to help The Bahamas meet these obligations.
1.1 Biodiversity Purpose
Biological diversity, or biodiversity, encompasses the complex mosaic of all life. It includes all genes, species and ecosystems and the ecological processes of which
they are a part. It has been noted that "there is no shortage of examples of wild animals and plants being put into service for the benefit and economic development of mankind: new drugs, new fibers, new foods, new genetic capabilities — all such things derive from often unexpected sources in nature, sources that have survived more by chance than by human design or management" (ICBP, 1992). Biodiversity is the life-support system of the planet and yet it is being lost at an alarming rate.
1.1.1 Biodiversity of The Bahamas.
The Bahamas Country Study Report (1995) is The Bahamas' most recent attempt to provide an overview of the country's biodiversity. Even so, its accounting of the taxonomic and ecological status of biodiversity in The Bahamas is considered preliminary. As the Report states, "knowledge of Bahamian species diversity is fragmentary. An estimate based upon the survey of scientists and literature reported here suggests that possibly only 5% of all species present in the country are reported to date. This would mean that a full 95% remains unreported or undescribed."
However, many aspects of Bahamian biodiversity have been studied and are noteworthy. The Lucayan Caverns on Grand Bahama, reputably one of the largest submarine cavern systems in the world, are known to possess a number of endemic species. Research on some of the blue holes of Andros on *Gambusia hubbsi*, a species of mosquitofish found only in The Bahamas, shows that populations between blue holes differ greatly in body size and sex ratios. These differences may reflect differences in predators, and research is continuing on these extremely complex ecosystems. The lakes of San Salvador contain four species of sympatric pupfish (*Cyprinodon*), a situation known to exist in only one other place in the world.
Insularity and a extensive shelf with productive coral reefs and other habitats, plus a large area of coastal wetlands, especially mangrove forests, contribute to the abundance and diversity of fish. In this regard, The Bahamas has greater biodiversity abundance and diversity than the entire insular Caribbean.
Correll and Correll (1982) report that nearly nine percent (121 taxa) of plant species found in The Bahamas are endemic, but concludes that the Bahamian "flora has been derived mainly from that to the south and west, especially Cuba." Over 1350 species of flowering plants and ferns have been described, representing approximately 660 genera and 144 families.
Box 1.1
Some Rare Animal and Plant Species of The Bahamas
*Rare species* are those that have dwindled in numbers and distribution until there are only small populations dispersed over a large area. If the decline in numbers or in the number of populations continues, the species is said to be *vulnerable*. Further decline leads to population numbers falling below a critical level, and the species is then said to be *endangered*. The next stage is total decline and *extinction*.
The Bahamas has a number of animal and plant *rare* species, some of which are described below. In most instances these species have become rare because of habitat destruction as a result of land-clearing or direct exploitation for food or other uses.
The Bahamian Hutia (*Geocapromys ingrahamii*) is the only endemic land mammal in The Bahamas. It is a tail-less rodent somewhat larger than a rat. The hutia was considered at one time to be extinct within The Bahamas, but a colony was found on East Plana Cay, and small colonies have now been established on a number of Cays in the Exuma Land and Sea Park, where they have successfully multiplied. It remains rare because of the small number of colonies.
During the 1940s, numbers of the West Indian Flamingo (*Phoenicopterus ruber ruber*) in the Wider Caribbean declined sharply, probably as a result of habitat destruction. A Reserve to protect this bird was first established in 1951, in Inagua: this became a National Park in 1963. A breeding colony, estimated to number some 60,000, is now to be found in Inagua, and flamingoes from Inagua are now beginning to recolonize other islands in The Bahamas. The Great Barn Owl or Chickcharnie (*Tyto pollens*) has declined in numbers as its habitat, and probably its food supply also, have dwindled as a result of land-clearing.
The Osprey or Fish Hawk (*Pandion halietus*) has also declined in numbers, probably as a result of coastal zone developments destroying nesting sites, and possibly also because of reductions in food supply as a result of commercial fishing. It is now found in only a few areas of The Bahamas.
The Inagua Turtle (*Pseudemys malonei*) and the Cat Island Turtle (*Pseudemys felis*) are found only near these two islands and are distinct species native to The Bahamas. Exploitation has probably led to their declines in numbers.
Three species of Ground Iguana are found in The Bahamas: *Cyclura cychlura*, *C. carinata* and *C. rileyi*. Each of these species has one or more sub-species, which are found only in certain islands or cays. *C. cychlura cychlura* is found only in Andros, *C. cychlura inorta* is found only on the Allen Cays, and *C. cychlura figginsi* is found only in Exuma. *C. carinata bartschi* is found only in Mayaguana, while *C. rileyi nuchalis* is found only in Acklins and *C. rileyi cristata* only on White Cay. While the decline in numbers of all these species and sub-species is, no doubt, partly due to development, it is also due to poaching of live iguana for sale overseas as pets.
The Bimini Boa (*Epicrates striatus fosteri*), native to Bimini, has declined in numbers in part because of loss of habitat, but many have been, and continue to be, killed by people who find them in their houses or gardens, though the snake is non-venomous and not dangerous. Some are also poached and sold for the pet trade.
*Agave* species are related to the sisal plant—and known locally as “bamboo”. Several distinct and native species of *Agave* are found in Acklins, Exuma, Inagua and San Salvador. It is not clear why these species should be in decline but, no doubt, land-clearing is an important factor.
*Ernodea gigantea* is a shrub of coppice thickets on Acklins, Crooked Island and Mayaguana. It has no generally-recognized local name. It has become rare presumably as a result of land clearing. *Erythroxylum reticulatum* is a rare shrub of both coppice and pineland habitats on Andros and Exuma. Again, it is not clear why it has become rare. *Psidium androsianum* is related to the common guava and, as the name suggests, is native to Andros but is now rare.
*Euphorbia brittonii* is a low-growing perennial herb, rarely more than 7 cm high, is native to The Bahamas but now found only in Eleuthera and New Providence. Land-clearing may well be responsible for its rarity in New Providence, but it is less clear why it appears to have declined in Eleuthera.
There are a number of plant and animal species that are rare in The Bahamas (Box 1.1). The fauna include the country's only endemic mammal (*Geocapromys ingrahamii*), a variety of birds endemic and migratory, including the Kirtland's Warbler (*Dendroica kirtlandii*), and a number of reptiles. The Monk seal (*Monachus tropicalis*) and the Great Barn Owl (*Tyto pollens*) are two Bahamas species known to be extinct. The Bahamas is by far the largest, small-island archipelago in the tropical Atlantic, similar in size and complexity to some Pacific Island groups and to the entire Lesser Antilles (Table 1.1). It is important to recognise that the majority of The Bahamas' space (more than 96%), and most of its diversity (both higher taxa of organisms and habitat types), is in coastal, marine and deep waters, the vast majority of which remains unexplored. Much of the biodiversity of Bahamian waters comprises migratory fish and mammal species. Many of its ecological relationships are unique in the Wider Caribbean Region.
The Bahamas, together with the ecologically similar Turks and Caicos Islands, comprise three biogeographical regions. The size, complexity, and ecological isolation of The Bahamas has important implications for biodiversity. Each species and life-form in an ecosystem plays a unique but significant role, which contributes to the resilience and robustness of the ecosystem. In small island states, maintaining these ecosystem characteristics is a challenge: small islands are much more prone to loss and extinction of species than are larger land masses. Removal or alteration of one or more components, invariably leads to ecosystem change or even loss. For example, tree loss may not only lead to the loss of food supply, shelter and nesting sites for birds and many small animals, but also to the loss of shade. Many under-storey plant species may not survive the loss of shade. The loss of ground cover may then lead to soil erosion, and the ecosystem has been significantly altered, even destroyed.
In marine ecosystems, destruction of coral reefs and sea-grass beds removes food and shelter for many life-forms, and leads to declines in commercial fish populations. Mangrove swamps provide nurseries for many fish of commercial
Box 1.2
Examples of Bahamian Ecosystems
In spite of its relatively small land area, The Bahamas has many terrestrial ecosystems and, with its large expanse of ocean, a high diversity of marine ecosystems. Important, and easily-recognized, Bahamian ecosystems include — but are not limited to — the following:
**Pine Forests.** Most pine forests (*Pinus caribaea*) are self-sustaining secondary growths. They protect the soil and the fresh water lens and provide habitats for many plants and animals—including the Bahama parrot in Abaco. This ecosystem is also known as “pineyards”, “pinelands” or “pine barrens”, and they may be “wet barrens” or “dry barrens”. The pine forests of Abaco, Andros and Grand Bahama occupy about 6,185 km$^2$ (2,416 mi$^2$).
**Coppice.** This comprises the dense, upright and narrow-stemmed, regrowth of mixed hardwood tree species (*Bursera*, *Metopium* and *Swietenia*). It provides habitats for many orchids and bromeliads—both terrestrial and epiphytic—and for birds, snakes and crabs. Coastal coppice may occasionally flood, and on windward coasts receives salt spray which may lead to sculpting and wind-shaping.
**Inland ponds.** Plant life may be restricted to micro-algae either dispersed or in mats along the edges. Salinity can vary widely, with some ponds hypersaline. Animal life in the latter include crabs, insects, brine shrimps and wading birds. Anaerobic decomposition may release sulphides with unpleasant smells. Heavy rainfall or flooding with freshwater seriously disturbs hypersaline ecosystems.
**Mangrove Forests.** These are dominated by one or more species of mangrove (*Avicennia*, *Laguncularia* and *Rhizophora,*.) with other plant species in drier areas. They encourage sedimentation, hold the sediments in place, and help build land. They also provide nursery habitats for many marine animals, including commercial fishery species, and habitat for water fowl and other fauna. Mangrove forests minimise flooding and erosion. They occur mainly in protected locations on leeward coasts. The Bahamas has about 4,286 km$^2$ (1,674 mi$^2$) of mangrove forest and other wetlands.
**Blue holes.** Ocean blue holes provide habitats for many marine animals, including commercially-important fish. Inland blue holes comprise photo-synthesising cyanobacteria (often called blue-green algae) around the edges, and several different bacterial species at specific depths and levels of salinity. They are also home to several unusual species of fish. The inland blue hole ecosystem is easily disrupted.
**Coastal rock.** These ecosystems occur close to the sea, and comprise several low-growing and salt-tolerant shrubs, including *Strumia*, many of which are most attractive. Iguanas may be found in this ecosystem.
**Coastal sand.** These communities include beaches and strips among coastal rock ecosystems. Above the high water mark, the plants are typically vines and low-growing spreading perennial species and shrubs. Sea oats (*Uniola*) are often conspicuous.
**Tidal flats and salt marshes.** These have saline soils which may be high in silt content, and are typically covered with rather succulent low-growing plants tolerant of salinity. Typical is *Salicornia*.
**Seagrass beds.** These stabilise the sea-bed, are a primary source of food for many grazing marine reptiles, and provide nursery habitats for many commercial fisheries.
**Coral reefs.** These protect low-lying coast-lines from wave action, provide habitat for numerous fish species and for other sea creatures, and have aesthetic value for Bahamians and tourists. They are the most diverse ecosystems in The Bahamas. The Bahamas may have as much as 4 to 5% of the world’s coral reef biodiversity.
**Open ocean.** This ecosystem abounds with numerous species of fish, marine mammals (such as whales and dolphins), jelly fish, octopus and aquid, as well as with seaweeds and an abundance of other creatures that provide food for the larger animals.
reefs and swamps protect coastal areas from ocean storms and surges, and, swamps also reduce flooding — all important stabilising functions, especially in small island nations.
Humans must also be considered an integral component of most ecosystems. Few, if any, ecosystems world-wide have not experienced some perturbation as a result of human use of plant, animal and physical natural resources. The complexity of ecosystems, and our uncertain knowledge of their workings, are compelling reasons for treating ecosystems as the units for conservation and management. Conservation of any ecosystem component species requires conservation of the ecosystem as a whole.
Unless action is taken to protect some of these species at least, they may all be headed for extinction.
1.1.2 The Services of Biodiversity
From both ecological and socio-economic points of view, biodiversity is the life-support system that provides many imperative services directly to human society, usually at little or no direct cost (Box 1.3). Many of these services are "hidden" in that humankind is often unaware of these services — at least until they are no longer provided. A myriad of organisms, large and small, acting together and meeting their own reproductive and physiological needs, provide these services.
In The Bahamas these services are woven into the country's culture, history and future. Over the centuries they have provided the people of The Bahamas with medicines, building materials, food, protection, transportation, recreation, and aesthetics, to name a few. One of the earliest contributions to the country's economy was derived from biodiversity. Centuries of home-concocted remedies are rooted in the Bahamian "bush." The widely-promoted Bahamian resources of sun, sand and sea provide the foundation on which tourism, the country's number one industry, is built.
The repair or replacement costs for the loss of any biodiversity service can be socially and economically catastrophic. For example, the costs of restoring water quality, eliminating chemical or microbiological pollution, managing wastes, and making up for resource losses have been known to economically cripple nations large and small, developed and developing, around the world. These mitigation costs also bear additional human-health costs.
1.1.3 Biodiversity as Natural Capital.
Biodiversity is the natural capital of a country. Biodiversity provides the components of the various ecosystems of a country. Loss of biodiversity disrupts the functioning of ecosystems, their stability and their capacity to deliver services (Box 1.3). Biodiversity maintains the productivity of agriculture and fisheries and its conservation is a vital component of “sustainable development”. The World Commission on Environment and Development has defined the latter as, “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.
Two primary stated goals of the Government of The Bahamas are sustainability and the elimination of poverty. Both are intertwined with the conservation and sustainable use of biodiversity, and both these goals are inextricably tied to the country’s natural capital. Sustainable development is almost totally dependent on biodiversity and the services it provides. Yet, all nations, especially small island nations such as The Bahamas, are vulnerable to losing
Box 1.3
Some Services of Biodiversity
**Apparent services**
- plants for shelter, boat-building, fuel, baskets
- plants for decoration, dyes, fragrances and aesthetic pleasure
- plants for food and drink, medicine and honey
- plants for forage for livestock, manure and mulch
- plants for fibre for cloth, twines and ropes
- control of pests and disease
- support of diverse human activities, such as recreation, relaxation, and financial gain
- provision of aesthetic beauty and a sense of well-being for humans
- intellectual stimulation in knowing about the diverse ways in which organisms have evolved and survived on Planet Earth for billions of years
**Hidden services**
- maintenance of abundant populations of valued species that provide economic benefits to Bahamians;
- maintenance of ecosystem function, and productive habitat diversity;
- purification of air and water and detoxification and decomposition of wastes and pollutants;
- benefits to agriculture and forest growth by generation and renewal of soils and soil fertility
- moderation of climate by plants and forests, which transpire and cycle water through the soil and atmosphere
- animals and birds for scavenging services
- animals and birds for insect pest control services
- bacteria and fungi for nutrient recycling services; bacteria and fungi for decomposition services; bacteria and fungi for nitrogen-fixing services
- birds and small animals for seed dispersal services
- insects for pollination services
- insect parasites and predators for pest control services
- plants for soil generation and maintenance services
- plants for atmospheric carbon dioxide mediation services
- plants for water transpiration services
- landscapes for aesthetic pleasure, recreation, and windbreaks
“Apparent services” are those that may require the user to harvest wild plants or animals in order to obtain the service. “Hidden services” are those
their natural capital and its associated services. If biodiversity is depleted or lost, financial and social impacts can be significant, either through the need for direct subsidies or replacement costs. Sustainability becomes increasingly difficult and the impoverished are the first to be impacted by the loss of services and the cost of mitigation.
The beneficiaries of biodiversity conservation are the whole of humankind (Box 1.4). In The Bahamas fishermen, crabbers, hunters, farmers, straw vendors, and wood carvers derive their livelihoods directly from biodiversity but the benefits go far beyond these primary users. Plants affect climate change, a critical issue for Small Island Developing States. Coral reefs act as carbon sinks and help regulate the level of carbon dioxide in the atmosphere, and other ecosystems play integral roles in life-supporting natural cycles and processes such as water and food chains - both directly supporting human life. Biodiversity IS the country's natural capital held in trust by the present generation for the benefit and well-being of future generations.
1.1.4 Policy.
The Government of The Bahamas has endorsed biodiversity conservation. It has recognised that the environment is critically important to the economy and well-being of all generations of Bahamians. As a consequence of this policy, the Government has begun to incorporate the protection and enhancement of the environment and biodiversity into the national planning process. To facilitate this process, the Government created the Bahamas Environment, Science and Technology (BEST) Commission in 1995, passed important environmental legislation, and is actively reviewing international agreements on environment and natural resources.
Government is further committed to the development and implementation of a review and approval process for development through the finalization of environmental impact assessment processes and procedures. It has committed itself to develop policies that will ensure regular monitoring, quality control and enforcement of laws for the protection of environmental resources, including fresh water, marine resources, agricultural lands and general environmental quality. Government has committed itself to work with the Bahamas National Trust in evaluating the country's National Park System with a view to determine what gaps exist in biodiversity *in-situ* conservation.
The Government has also committed itself to the principle of "sustainable development", and believes economic expansion, job creation, and financial investment are important constituents of such development. However, in order to resolve conflicts, it is essential
that the relationships among conservation of biological diversity, national economic well being, and sustainability are recognised and addressed.
**Box 1.4**
**Beneficiaries of Biodiversity Conservation**
Biodiversity is recognised at the gene level, at the species level, and at the ecosystem level. At the ecosystem level it is the life-support system of Planet Earth
Conservation of the diversity of plants is fundamental to the future of humankind. Plants, and a few other organisms, transform solar energy into the foods and food chains that feed other organisms. Plants affect climate change by photosynthesis: they act as carbon sinks and to a degree regulate atmospheric levels. Coral reefs also act as carbon sinks because of their symbiotic relationship with photosynthetic organisms. Plants are also an integral part of the hydrological cycle. Loss of plant cover interferes with the hydrological cycle, contributing to erosion and desertification. Plants also build and protect the soils that must be conserved if plant life and food production is to continue sustainably.
Ecosystems also contain animals, from minute arthropods to birds and mammals in terrestrial ecosystems, and from aquatic arthropods to fish and aquatic mammals in marine and freshwater ecosystems. These animals rely directly (for food) and indirectly (for shelter) on the plants of the ecosystem and also interact with one another. Herbivores large and small occupy lower levels of food chains and are preyed upon by omnivores and carnivores. Small carnivores may, in turn, be prey for larger carnivores. Insects and birds may be needed by the plants for pollination or the distribution of seeds.
These intricate relationships occur in all ecosystems. All the life-forms of an ecosystem therefore play some role, great or small, in ecosystem function, thereby contributing to the sustainability and integrity of ecosystems.
Humankind must be also considered an integral component of ecosystems. However, humans have taken ecosystem services for granted and have benefited from ecosystem “outputs”, rather than on maintaining their “inputs”. Therefore, few if any ecosystems, world-wide, have not experienced some perturbation as a result of human use and/or abuse of plant, animal and physical resources.
Because of inter-connections among ecosystem elements, over-harvesting by humans of only one or two species may deleteriously affect many other elements. Many of these interactions are well understood, but most are not; for example, the unknown potential of plants and animals as sources of biomedical compounds which stand to benefit humankind. There are also the aesthetic benefits of animal and plant diversity to residents and tourists alike. Loss of ecosystems will directly impact ecotourism.
For these, and many other reasons, the beneficiaries of biodiversity conservation is the whole of humankind, including the primary users of biodiversity — the fishermen, crabbers, hunters and farmers — as well as city-dwellers who value the recreational benefits of a vibrant and alive countryside. Beneficiaries also include native people who are gatherers of food and medicinal plants, and the bioprospectors who seek new drug and food plants. And by extension, all those who will benefit economically are also beneficiaries.
### 1.2 Biodiversity Potential
The long-term goal for The Bahamas is to conserve biodiversity and to create a sustainable Bahamian society within a sustainable Bahamian
environment. The overall objective of this Strategy and Action Plan is to provide an overview of the role that biodiversity plays in the social and economic well-being of the Nation, and to recommend the steps that need to be taken to ensure that biodiversity is conserved as economic development continues.
To highlight biodiversity potential, Vision and Mission Statements, responsive to the long-term goal, was formulated by the National Biodiversity Strategy and Action Plan Task Force (Box 1.5). The Vision expresses the connection between human and environmental well being. The foremost goal is to ensure environmental sustainability, while promoting human well-being and addressing socio-economic needs. The Mission directs efforts toward integrated, bioregional planning and management for the Nation and suggests mechanisms for capitalizing on institutional assets now in place as well as improving capacities across the board. It considers the true cost and benefits of development, environmental trade-offs, needs for environmental impact assessments, and further acquisition of knowledge. The Mission directs planning for conservation of biological resources by several means:
- A comprehensive system of protected areas
- Regulatory and enforcement mechanisms
- Special protection for genetic resources
- Control of alien and invasive species
The Mission Statement also urges development of increased public awareness and education. Finally, it recognises that only through securing consistent and long-term financial support can the Nation achieve its goals.
**Box 1.5**
**A Vision and Mission for The Bahamas**
**VISION**
A strong Nation rooted in a healthy environment
**MISSION**
The quality of life in The Bahamas depends on sustaining biological diversity and incorporating the needs of all peoples throughout the islands of The Commonwealth.
**GOALS**
Enhance the quality of life in The Bahamas
- Ensure environmental sustainability
- Promote human well-being
- Address socio-economic needs
Develop integrated, comprehensive planning
- Share information systems
- Incorporate cost-benefit analysis and EIA/EIS processes
- Provide for community participation
- Support research and monitoring
Conserve biological resources and diversity
- Develop a more comprehensive system of protected areas
- Enhance regulatory and enforcement mechanisms
- Provide for the protection of genetic resources
- Control alien and invasive species
- Promote public awareness and education
- Secure financial support for implementation of our Mission
support will implementation proceed successfully.
Realizing the Vision, and achieving the Mission and Goals are challenging tasks. At the center is the conservation of biological diversity, recognizing that this is basic to ensuring the continued functioning of the ecosystems that underpin human well being in the Commonwealth of The Bahamas.
The challenging tasks will require an information base on biodiversity and its distribution throughout The Bahamas, on the functioning of ecosystems and the vulnerability of biodiversity to human activities and to environmental change. First steps have already been taken to providing this information base with the compilation of the Bahamas Country Study (1995) and with the development of a bibliographic database under the Bahamas Data Management Project (1997).
Chapter Two
National Perspective
"We must see the larger task — stewardship of all of the species on all of the landscapes with every activity we undertake as human beings — a task without spatial or temporal boundaries."
(Jerry F. Franklin. Ecological Applications, 3 (2), 1993)
The above quote suggests two important concepts: first, that all of the natural world is interconnected, and second, those social systems must treat natural systems comprehensively and sustainably.
The National Perspective reviews the on-going activities and needs of Bahamian institutions, relevant to the conservation and management of natural resources. Not all activities, agencies, and organizations concerned with this subject or with biodiversity have been included here, a task that would virtually be without boundaries. The summaries in this section are based on Resource Papers prepared by members of the National Biodiversity Strategy and Action Plan Task Force.
Present agency mandates and activities relative to biodiversity issues and actions originated well before The Bahamas became a signatory to, and ratified, the Convention on Biological Diversity, in September, 1994.
2.1 The Bahamas Environment, Science and Technology Commission (Box 2.1)
2.1.1 Context
The Commonwealth of The Bahamas is among the leaders in the Wider Caribbean Region in environmental legislation. The Wild Bird Protection Act, The Bahamas National Trust Act, the Fisheries Resources (Jurisdiction and Conservation) Act, Amendment No. 2 of 1993 (for the prohibition of long-line fishing), and the creation of The Bahamas Environment, Science and Technology (BEST) Commission in 1994, were each milestone achievements in their time.
Through such activities as the enactment of legislation, The Commonwealth of The Bahamas set itself apart in the forefront of innovative environmental legislation.
The Government of The Bahamas has recognized the need to strengthen the Commission so as to make it more effective in developing environmental policy and enhance its capacity in the area of assessment and environmental management. The Inter-American Development Bank has agreed to provide technical assistance through a two-year “institutional strengthening” project scheduled to begin in 2000 (Enabling Expanded Private Sector Investment Component II: Strengthening of Environmental Management). This has a number of activities, including the drafting of legislation and regulations and recommendations for implementation of a sustainable development policy, recommendations for staffing and funding of the Commission, and updated and improved environmental impact assessment guidelines. It is anticipated that the recommendations from this project will address some current concerns expressed in Box 2.1 and will profoundly affect the capabilities of the Commission to undertake its international commitments and to effectively manage biodiversity throughout the Commonwealth of The Bahamas.
Among the many significant mandates of the Commission is a review of environmental law and policy in The Bahamas. The Commission is to determine whether legislation is in place, whether existing legislation needs amendment, or needs drafting, to enable The Bahamas adequately to protect its natural resources and meet its commitments under the various international treaties to which it has become a signatory.
Even before signing the Convention on Biological Diversity, The Bahamas reaffirmed that biodiversity is fundamental to the success of the development process. It is the role of the BEST Commission to advise Government on policies and activities that will ensure that development takes place in harmony with
sustainable use and conservation of biodiversity. The Commission is also to ensure that The Bahamas meets its obligations under that Convention.
2.1.2 Mandate
Box 2.1
Bahamas Environment, Science and Technology Commission
The highest environmental authority in The Bahamas
**Mandate**
- Co-ordinate policies and programmes for protection of the environment
- Develop science and technology awareness among all sectors of Bahamian society
- Develop a national conservation strategy and action plan
- Advise and assist Government in meeting terms, conditions and obligations of international legal convention, treaties, protocols and agreements relating to the environment
- Identify suitable scientific and technological advances which can contribute to the development of The Bahamas
- Propose legislation for enforcement of the provisions of a natural conservation plan and for Government's environmental and sustainable development policies
- Advise Government on the environmental impact of development proposals submitted for Government's consideration
- Prepare papers on various issues to assist in national policy formation
- Explain and publicise the policies and activities of Government in the areas of environment, science and technology
**Concerns**
- Distances between major islands and populated communities within The Bahamas hinders contact and communication among partners and stakeholders
- Inadequate knowledge base of Bahamian biodiversity impedes strategic planning
- Lack of available natural resource data on which to base sound judgement
- Insufficient human and financial resources within BEST to carry out mandate
- Policy restraint and costs hamper the development of technology
- Overlaps with other institutions in areas of responsibility create confusion
**Needs**
- Establishment of BEST as a statutory institution
- Institutional strengthening of BEST
- Implement National Biodiversity Strategy and Action Plan
- Implement Bahamas Biodiversity Data Management Plan
- Review of Bahamian law to reveal overlaps and address gaps and to make the EIA/EIS process mandatory
- Development of biodiversity inventory for The Bahamas
- Compile catalogue of national obligations under international treaties
The BEST Commission is the central policy and coordinating body for environmental affairs in The Bahamas. Its goals and objectives include the development of The Bahamas Biodiversity Strategy and Action Plan in accordance with Article 6 of the Convention on Biological Diversity, to assure that national planning is based on all environmental considerations. This entails, among other things, the development of a Geographic Information System (GIS) to enable the BEST Commission to access geographical information related to
the Bahamian natural resources and to allow it to more effectively evaluate development proposals. This is being addressed by a Bahamas National Geographic Information System Project, which is described in more detail in Section 2.4. It is expected that when finally concluded the Bahamas National Geographic Information System will be invaluable in assisting the Commission and other agencies concerned with biodiversity in planning the management of biodiversity of the country.
Critical to the goals of the Bahamas Environment, Science and Technology Commission is the establishment of the legal mandate of the Commission and of the structure and legal basis of the Environmental Impact Assessment procedure. The Inter-American Development Bank institutional strengthening project already referred to will address this.
Another goal is the production of a national inventory of natural resources, including species, habitats, and ecosystems, along with a national system of parks, protected areas and reserves, to ensure adequate resources for *in situ* conservation. The Commission is already preparing a comprehensive report to Government on Bahamian obligations under all the International Conventions, Treaties and Protocols, and other legally and non-legally binding agreements to which the country is a signatory.
Another important goal is to establish an integrated system for information flow and communication between government agencies and other interested entities, so as to ensure that development decisions are based on the best available information on environmental policies, science and technology, and international decisions that relate to Bahamian environmental policies. The strengthening of enforcement capacity in regard to environmental laws is also a necessary goal, and ensuring that environmental legislation, now in draft or conceptual form, is approved by Parliament.
These tasks will be greatly facilitated by existing and pending legislation and regional and international commitments (Box 2.1). These policies, laws, and agreements are not yet coordinated on a national level, and at times may seem to be conflicting. However, current legislative policies have the potential to form the basis for the sustainable use of biodiversity in The Bahamas, facilitated by the institutional strengthening project and the geographic information system project already underway.
### 2.1.3 Concerns
Fresh water, oceans, forests, fisheries, conservation, and food security are "common goods" of national and international concern. The greatest challenge for policy and law will be to address environmental problems without imposing
needless or harmful regulations on other sectors. However, Bahamian environmental issues are complex and interdependent, and social needs, current environmental approaches to problem definition, and decision making, are presently fragmented.
Sea level rise, as a result of global warming, has potentially serious and far-reaching impacts for biodiversity throughout the islands of The Bahamas. The Commonwealth of The Bahamas is actively participating in the Caribbean Planning for Adaptation to Global Climate Change Project which is funded by the Global Environment Facility. Of particular concern to the Bahamas Environment, Science and Technology Commission is the vulnerability of the coral reefs to damage and destruction. Also of concern are the potential negative impacts of sea level on ground water and on human health. These are shared with several other agencies, so the role of the Commission in coordinating policy on these issues will be a critical one.
Obligations set out in the Convention on Biological Diversity are not being sufficiently addressed in The Bahamas at present, neither in policy nor in provisions of the law. There are no programmes to identify components neither of biological diversity nor for monitoring their well being. There is no legislation in place, nor has any been drafted, to provide protection for Bahamian genetic resources so that at present, exploitation of such genetic resources could be pursued with impunity. A case in point is that a soft coral that occurs in abundance in some Bahamian waters (*Pseudopterogorgia elisabethae*), which has been found to contain a pharmacologically active substance. The right to access and the question of compensation need to be negotiated.
Environmental issues have recently come to fore as a consequence of the enactment in 1997 of the Local Government Act. While this has had many advantages it has raised uncertainties concerning the approvals of land use and exploitation of natural resources. District Councils, as established under the Act, naturally seek to achieve economic development within their Districts but are sometimes confused by the constraints of the environmental rules and regulations of Central Government.
Some problems, such as marine pollution and waste management, are multilateral and require joint action by two or more sectors; others such as water quality are regional and require several sectors. Furthermore, public and private sectors are too often at odds. An important role of Bahamas Environment Science and Technology Commission is to coordinate sector programmes in order to diminish confusion, duplication and conflict, and to identify and fill gaps in national environmental issues.
National approaches to policy and law assume decision processes in which goals are clear and agreed upon, policy options and criteria for evaluating them are defined, and information about the consequences of alternative options is adequate. Policy makers need a steady flow of information to enable them to set priorities, design strategies, and make policy choices. They need “indicators” to define acceptable measures of progress or to signal concern. However, not only is current policy on the environment vague and fragmented, but loopholes in procedures allow approvals for development to be given without reference to the Commission, or to an environmental impact assessment process. The Commission needs to be clearly mandated.
There has, in the past, been some confusion among agencies over their different legislative mandates and responsibilities and in the sharing of information. Fortunately, much of this confusion has disappeared, in part through regular meetings of the Board of Directors of the Commission. The Commission also has established a National Biodiversity Committee, a National Biosafety Committee, a National Climate Change Committee, and a National Ramsar Committee. These also provide for exchange of information and more details on some of these committees are given below. It is expected that the Inter-American Development Bank project will make recommendations for improving information flow.
Another area of uncertainty is that of national parks and protected areas. The Bahamas National Trust is mandated by an Act of Parliament to manage national parks and has put forward proposals for a system of representative parks. However, the Department of Fisheries is moving toward the designation of certain marine areas as protected “no-take” zones for the conservation of fish stocks, and how a national system of protected areas might be approached for the greatest good for all. Present and proposed protected areas must be re-evaluated to determine their effectiveness in contributing to in situ conservation, as well as for replenishment, restoration, and resource enhancement.
The National Biodiversity Committee was formed in 1997 to provide, inter alia, a forum for exchange of information among those agencies with responsibilities for conservation and biodiversity. In particular, the committee provides a means of disbursing information from Conferences of the Parties of the Convention on Biological Diversity, from meetings of the Subsidiary Body for Science, Technical and Technological Advice, and from other meetings concerned with biodiversity. It responds by consensus to matters that come to the Commission from the Convention Secretariat and is also charged with drafting reports and public awareness.
The National Ramsar Committee was established in early 1999 following accession to the (Ramsar) Convention on Wetlands of International Importance Especially as Waterfowl Habitat in 1997: this is in accordance with a resolution of the 7th
Conference of the Parties. Much of Bahamian biodiversity is wetland biodiversity and wetlands are of considerable economic importance providing nursery areas for commercial species of fish and wild bird habitat. As part of the accession process for The Bahamas, Inaqua national Park was designated as a wetland of international importance. The goal of the committee is “use of the Ramsar Convention to provide protection for all wetlands of significance within The Bahamas”. It is intended that the National Ramsar Committee and the National Biodiversity Committee work closely together: this accords with the memorandum of Understanding between the Ramsar Convention and the Convention on Biological Diversity. A task to be undertaken jointly is preparation of a descriptive inventory of wetlands in The Bahamas, including ecological characteristics, biodiversity, risk assessment and restorative actions needed, if any. The National Creeks and Wetlands Restoration Initiative, a recent initiative of the Ministry of Agriculture and Fisheries, seeks to restore wetlands which have been corrupted, generally by closure from the sea. The initiative is to come under the aegis of the Bahamas Environment, Science and Technology Commission and the two entities will collaborate in the selection of sites for restoration.
The National Biosafety Committee was formed in December 1998 to inform the Bahamas, Science and Technology Commission on all matters pertaining to the safe handling and use of living modified organisms (LMOs). A particularly important role is to provide advice to Ambassador Holowesko in her role as Chair of the Legal Drafting Committee for the Biodiversity Protocol under the Convention on Biological Diversity. This reflects the concerns of the Government of The Bahamas with the question of biosafety, the potential impacts of LMOs on the environment and on biodiversity, and on the matter of trade in LMOs.
The National Climate Change Committee is responsible for implementing two projects. The first is the Caribbean Planning for Adaptation to Global Climate Change Project (CPACC), which is concerned, inter alia, with coral reef monitoring and vulnerability and adaptation studies. The second is funded by the United Nations Development Programme and the Global Environmental Facility and provides assistance in undertaking an inventory of greenhouse gases and in preparing the first national communication to the Conference of the Parties of the Framework Convention on Climate Change.
A further committee, set up under the aegis of the Department of Agriculture and the Commission, is the Land Conservation Committee, which is preparing an inventory of sites to be considered for conservation throughout the country. The Committee has so far reported on New Providence, the most developed island and the most critical in terms of conservation needs, identifying 135 sites for consideration. Many of these sites are notable for their vegetation and ecosystems but also include beaches, cays, blue holes and ocean holes.
2.1.4 Needs
The Commission is within the portfolio of the Office of the Prime Minister, which ensures that it receives the highest political support and lends the Commission authority from the public point of view. However, the Commission’s legal status should be resolved if it is to make the contribution its planners envisioned and to avoid confusion about its role as development expands and conflicts magnify.
Environmental legislation has neither kept pace with environmental awareness nor has the existing body of laws been coordinated to support the Government’s national and international commitments. A comprehensive legislative review of Bahamian environmental law is required, including those governing environmental management and conservation, to determine where overlaps, gaps and conflicts exist. It is expected that the Inter-American Development Bank Project will address these issues.
Currently, proposals are under consideration for ways and means of achieving these reviews, particularly for achieving protection of biodiversity and environmental sustainability.
National obligations under the various international environmental treaties to which The Bahamas is a signatory, are not catalogued, but an *ad hoc* Committee is currently undertaking such a review.
2.2 Ministry of Agriculture and Fisheries
The Ministry of Agriculture and Fisheries comprises three Departments, two of which – Agriculture and Fisheries – are directly concerned with biodiversity. However, the Ministry has two assigned portfolios, namely natural history collections, and reefs and blue holes. Currently, there is only one national history collection, the National Herbarium, managed by the Department of Agriculture. The Herbarium consists primarily of the Correll and Correll collection [which was used in compiling “Flora of the Bahama Archipelago” (Correll and Correll, 1996)], with some smaller additional collections. There are also “satellite” collections at the Bahamas National Trust and at the College of The Bahamas, jointly managed by each. There are several private natural history collection including birds, butterflies, and shells.
Inland blue holes contain unique and complex ecosystems that are easily disrupted or damaged by uncontrolled or inappropriate access or development as well as other means. There is presently no legislative protection of blue holes. The draft Forestry Act would provide protection *de facto* to many blue holes on
Andros through the declaration of large areas of pine lands on which blue holes are found as "conservation" or "protected" forest.
The coral reef portfolio is delegated to the Department of Fisheries. A sea-bed stratification exercise, undertaken in 1984, showed that some 2% of the shallow sea bed was reef, 14.6% was rock, 68.5% was seagrass, and the remaining 14.9% was sand. These strata often grade imperceptibly into each other, resulting in complex admixtures of rocky, vegetated, and unvegetated types. The rich fishery resources of The Bahamas are directly related to the extensive coral reef habitat and the large expanses of seagrass beds, which are important nursery areas for many fish, spiny lobster, and conch. The sand-coral beaches scattered throughout the islands are key components of the Bahamian tourist package of "sun, sand, and sea". The health of these beaches is directly related to the near shore barrier and fringing coral reefs that act as natural breakwaters, thereby limiting beach erosion. They also contribute to the production of sand for beach replenishment, and coral rock and sand are used extensively as building materials in The Bahamas. Furthermore, corals are increasingly being recognized as sources of biomedical chemicals and are the sources of new chemicals currently being tested for anticancer, antimicrobial, and anticoagulant properties.
2.2.1 Department of Agriculture (Box 2.2)
220.127.116.11 Context
Agriculture accounts for between 1 and 2% of Gross Domestic Product. However, agriculture impacts on biodiversity in many ways. It impacts directly on terrestrial biodiversity by imposing agro-ecosystems on large tracts of land, and indirectly on wetlands and near-shore systems through run-offs of chemicals and nutrients. Agriculture, including forestry, is a traditional economic activity that provides employment, income, and food, and contributes to national security and culture. The agricultural sector provides fresh local fruits and vegetables to the important tourism sector, and it enables communities, especially in the Family Islands, to continue to exist, in many instances with a greater income than would be derived from alternative land uses. Traditional skills and practices suitable to the local conditions, allow Family Islanders to produce crops under relatively harsh conditions, such as low rainfall and limited water supply, low soil nutrients, and a hot, marine climate.
Livestock are not abundant, but production of pigs, poultry (eggs and broilers) and small ruminants is being encouraged. The Ministry of Agriculture has stated that the strategy for the agricultural sector was the stimulation of the production of key short-term crops and livestock to increase farm incomes: potatoes, onions
and swine are targeted. A second objective is to diversify production to include medium-term crops and livestock such as bananas, papaya, pineapples and poultry. A third objective is to encourage investment in long-term crops such as coconuts, avocados, mangos, other tropical fruits and sheep and goats.
**Box 2.2**
*Department of Agriculture*
**Mandate**
- Hold, lease, manage, and dispose of agriculture land
- Encourage agricultural development to reduce dependence on imports
- Create employment opportunities
- Establish cooperative linkages among Government agencies
- Provide extension services and scientific research
- Conserve biodiversity
- Enhance range and quality of wildlife habitats and ecosystems
- Strengthen forestry development and conservation
**Concerns**
- Vague Government policies for conservation and development
- Intra- and inter-agency duplication and conflicts with regard to agricultural expansion and conservation
- Conservation and agriculture conflicts
- Loss of farming skills because of aging population and emigration from Family Islands
- Impacts of alien and invasive organisms, application of chemicals, use of bio-control agents, introduction of genetically-modified species, monoculture maintenance, pollution and contaminants on native forests and wildlife
- Global climate change
- Effects of agricultural expansion on water supplies, coastal and inshore waters, and natural habitats
**Needs**
- Legislation to clarify relations between Forestry and Agriculture, to regulate products derived from native plants for pharmaceuticals, and to control the use of pesticides, the importation of alien species, and the introduction and use of genetically modified organisms
- Conduct environmental impact assessments and statements
- Expand Bahamian agriculture; e.g., establishment of credit, access to lands, modernize farm methods, and education and training in traditional Bahamian farming
- Preserve diverse, small farms
- Strengthen institutional capacity; e.g., agricultural and forest management practices, human resources, public participation, information dissemination, and funding
- Meet the obligations of international conventions
- Enhance the range and quality of wildlife habitats and ecosystems
- Preserve landraces of crop plants and animal breeds
- Establish *ex-situ* conservation of agricultural biodiversity through the Nassau Botanical Garden
- Expand research, monitoring, and *ex situ* facilities
- Designate protected areas as wild plant or bird reserves and strengthen protected-area management
Local conditions for agriculture vary widely within The Commonwealth of The Bahamas and this has an impact on crop production. The wetter, northern islands support large-scale mechanized commercial agriculture, whereas the drier, southern islands are characterized by small-scale subsistence agriculture. Abaco and Grand Bahamas in the north are major producers and exporters of citrus and vegetables. Grand Bahama, Eleuthera, Long Island and North Andros are major producers of bananas for the local market.
Agriculture has recently declined in The Bahamas. Since 1978, the area of farmland and the number of farmers have diminished. According to the 1994 Census, the area occupied by farm holdings had fallen from 36,261 ha. (89,565 ac.) in 1978 to 20,344 ha. (50,250 ac.) in 1994. This is about 1.5% of the total land area of The Bahamas. Over the same period the number of farmers declined from 4,246 to 1,760. The average age of farmers in 1994 was nearly 60 years. The majority of farms (about 79%) are small, less than 4.1 ha. (10 ac.), and only 6% of holdings are larger than 20.2 ha. (50 ac.), but these latter farm holdings now account for nearly 82% of the total agricultural area.
Bahamian agriculture has evolved unique methods and cultures, and has extremely important implications for biodiversity. Agriculture seeks to replace, in whole or in part, natural and often diverse ecosystems with simpler agroecosystems. In fact, a measure of success for agriculture is continued simplicity of the agroecosystem. Furthermore, a number of agricultural practices have dramatic effects on species and ecosystems; contrary to fisheries, these are well documented. Impacts include pollution from chemical applications, over-use of limited water supply, reduced water quality, encouragement of pests and invasive species, introductions of alien species and genetically-engineered varieties, and many other impacts.
18.104.22.168 Mandate.
The Ministry of Agriculture (Incorporation) Act of 1993 declares the Minister "a corporation sole" with the power to hold, lease, and dispose of agricultural lands.
The goal of the Department of Agriculture is long-term sustainable development of agricultural land and water resources. The Department's objectives are to: produce an adequate supply of nutritious food for the domestic market; reduce dependence on imported food; create employment opportunities; encourage investment; expand linkages between Agriculture, Fisheries, Tourism and other sectors; provide agricultural research and extension services; develop and evaluate low-input sustainable agriculture and agroforestry systems, and; encourage integrated pest management. The Department works to conserve fauna, flora and ecosystems. Additionally, along with the Department of
Fisheries, the Department of Agriculture administers the Convention on International Trade in Endangered Species.
The Department conducts research at the Gladstone Road Agricultural Complex in New Providence. This is adaptive research and focuses on vegetable crop variety selection, the improvement of small ruminant production through genetic improvement and management, and the improvement of pig production and distribution to farmers of quality breeding stock and finishers. The Complex also houses a Plant Propagation Unit and is establishing a Food Safety and Technology Laboratory to comply, *inter alia*, with Hazard Analysis at Critical Control Points.
The Inter-American Institute for Cooperation on Agriculture has provided assistance with training in plant protection system throughout The Commonwealth of The Bahamas. The Food and Agriculture Organization of the United Nations (FAO) is providing assistance to the Department of Agriculture through a Technical Cooperation Protect entitled “Assistance to Review Agricultural Policies and Legislation.” This is scheduled to be completed before the end of 1999 and will include a review of environmental and conservation legislation that falls within the mandate of the Department. The Food and Agricultural Organization will shortly also be providing assistance to the Department of Agriculture through another Technical Cooperation Project entitled “Assistance to Strengthen Plant Quarantine Capabilities.” This is expected, *inter alia*, to develop new plant protection legislation.
22.214.171.124 Concerns
The Department of Agriculture works with a wide variety of other departments on common concerns. With the Ministry of Tourism, it is concerned with ecotourism; with the Department of Environmental Health Services, about water pollution, the risk of introduced alien pests and waste disposal; and with the Bahamas National Trust, about conservation. The Department also seeks to expand and formalize collaboration with the College of the Bahamas on education and training and to encourage young people to take up farming as a livelihood.
There is also concern that agricultural expansion may conflict with conservation objectives, and that the aging population of farmers will result in lost knowledge of native plants, which are often of medicinal or other value. Great concern is placed also on the introduction of invasive plants and insect pests, diseases, and the effect of climatic change on agriculture, and subsequent loss of cultivable land.
The Department of Agriculture is responsible for the protection of wild animals and birds. All wild animals, including feral cats, dogs and pigs are protected. Several areas throughout The Bahamas are declared wild bird reserves, ranging
in size from 708 ha. (1750 ac.) to less than 1 ha. (2.5 ac.): many of them are entire cays. Some of these are major nesting sites for the white-crown pigeon. The hunting seasons for game birds is regulated. Currently there is no legislation to protect the habitat of the reserves. There is a corps of volunteer game wardens.
Finally, increase in agriculture depends on several assumptions: that credit is available and accessible to allow for land development and for the modernization of farming methods; that a cadre of trained young farmers will be forthcoming; that extension services are available to make farmers aware of new technologies; and that a structured private sector marketing system develops. The past net migration from the Family Islands has been followed by abandonment of cropland. The areas are rapidly colonized by weeds and revert to scrub land as woody species invade. This may contribute to increased diversity of habitat.
126.96.36.199 Needs
Environmentally sensitive management of agricultural lands, the conservation of biodiversity, and the sustainable development of agriculture and forestry have been hampered in the past by lack of guidelines or clearly enunciated policies. Government has now issued a statement on forest policy and the Department of Agriculture has a procedure manual for “conservation farming”. Paramount to sustained agricultural development is public participation, information dissemination, and inter-sector coordination. However, social and environmental factors are not the same for agriculture throughout the islands. The Bahamas contains numerous small farms with strong regional differences, which require strikingly different management practices. In addition, the vulnerability of small islands to pollution, introduced species, and feral animals, compounds problems of sustainable agricultural development.
Wild "crop" plants are of great interest for biodiversity. These include guavas (*Psidium guajava*) and grapes (*Vitis vinifera*). The Commonwealth of The Bahamas hosts wild relatives of sweet potatoes and yams (*Dioscorea* spp.), and landraces (i.e., locally-adapted crop varieties) of maize, sorghum (*Sorghum bicolor*), pigeon pea (*Cajanus cajan*), okra (*Abelmoschus esculentus*), hot pepper (*Capsicum annuum*), sesame (*Sesamum indicum*), cassava, sweet potato, eddoes (*Colocasia esculenta* var. *antiquorum*), pineapple (*Ananas comosus*), lima beans (*Phaseolus lunatus*), and dry beans (*P. vulgaris*). These are of interest for biodiversity and their germplasm may contribute at some future date to crop improvement. They may, however, be lost as the custodians diminish in number as older farmers retire or die. There is a need for the collection and inventory of these landraces and the establishment of ex situ storage facilities for their preservation.
There are also unique animal genetic resource, primarily of sheep on Cat Island and Long Island and North Eleuthera. These landraces are amalgams of several breeds, and goats also have been so bred. Selection over time has resulted in these being especially hardy and adapted to the relatively poor forage and browse of the islands of the Central Bahamas. The Gladstone Road Agricultural Complex maintains flocks of both sheep and goats of these land races for sale to farmers.
2.2.2 Department of Fisheries (Box 2.3)
188.8.131.52 Context
The fishing industry plays an important role in the Bahamian economy and way of life. It is a net contributor to the economy, contributing some 3-4% annually to the Gross Domestic Product. A sustainable fishery is crucial to the Government’s policy of economic diversification and of creating opportunities for its people. The Department of Fisheries considers Bahamian fisheries healthy and able to sustain increased fishing effort. This places special demands on The Bahamas to avoid over-exploitation and to be increasingly certain that its fisheries remain in a healthy state.
In The Bahamas, the most important commercial species all depend on the extensive shallow water banks. The spiny lobster (*Panulirus argus*); various groupers (*Epinephelus* spp. and *Mycteroperca* spp.); snappers (*Lutjanus* spp. and *Ocyurus chrysurus*); and conch (*Strombus gigas*), all depend on healthy shallow waters and supplies of juveniles that may be recruited back into the fishery. Fisheries management is especially complex, as it involves international, regional, national and local co-operation and must address concerns about endangered species, marine mammals and foreign markets, and conflicts with aquaculture and mariculture, and with coastal development.
Mariculture also depends on a healthy inshore environment, but can pose conflicts with fisheries for supplies of wild stocks. The same may be said for sport fishing, but mariculture has the added impacts of habitat alteration and pollution. Therefore, resolution of conflicts must accompany any plans for sustainable use of the coastal and marine environment and fishery resources.
It is important to note that The Bahamas is overwhelmingly marine country, both in space and in regard to biological diversity. This has two important repercussions. First, fisheries policy and management bear responsibilities out of proportion to its logistical capabilities, personnel, and funding. Second, the effects of fisheries on biodiversity are very poorly known, due both to the physical nature of marine ecosystems and to the remoteness and difficulty of
Box 2.3
Department of Fisheries
Mandate
Development of fisheries through sustainable use and integrated management
Management of marine ecosystems consistent with sustainable-use principles, and protection of national marine assets
Optimizing employment in the fisheries sector
Diversifying the fisheries industry
Optimizing linkages with the tourism sector
Research, training, and public education
Mariculture development
Statistics, enforcement, and administration
Meeting obligations of international agreements and protocols, including the Convention on Biological Diversity.
Concerns
Impacts of mariculture development
Cross-agency conflicts and duplication
Threats to sustained use: e.g., open access, over-fishing, over-capitalization, poaching, competition with recreational fishing and ecotourism, alteration of coastal zone and wetlands, pollution and waste disposal
Introduced species, diseases and pests
Lack of habitat mapping and identification of priority sites for conservation
Public awareness of fishery conflicts and problems
Deficiencies in fishery science and data-bases
Needs
Develop a Fisheries Master Development Plan with provisions for mariculture
Strengthen institutional capacity for all aspects of the mandate, especially up-graded communication technology, technological skills, specialized training, and professionally trained staff
Establish mechanisms for cross-sector coordination and communication
Strengthen regulatory and enforcement capacity
Expand extension arm, with special attention to training and community-based fisheries management programmes
Provide new legislation to meet emerging needs (e.g., for new fisheries regulations, controlled access to fishery resources, and marine mammals)
Reduce impacts and conflicts of fishery enhancement programmes
Encourage fishery investments by identifying options and opportunities
Prepare environmental impact assessments and statements
Expand capacity for data acquisition, research and monitoring
Establish a system of fisheries reserves for restoration and enhancement, experimental use, recovery of endangered and depleted species, and research and monitoring
Examine methods of traditional fishing
Create national information and collection centers (e.g., National Library, National Museum, GIS facility for habitat analysis)
Increase funding and logistic support
Promote public understanding
studying these ecosystems. Recent reviews have concluded that fisheries are the most important cause of coastal and marine biodiversity loss. The US National Research Council has assessed the impact of fishing and concludes that the fishing sector is responsible for major impacts such as habitat destruction and changes in genetics, demography, and food webs. Empirical and theoretical
studies show major impacts on the composition and abundance of non-target species and to the overall function of marine ecosystems. One major cause of many of these effects is the selective removal of the largest and oldest components of the community; a cause for concern about the declines of groupers world wide.
184.108.40.206 Mandate
The Department of Fisheries follows Government policy for sustainable growth and economic expansion. Fisheries are to grow under principles of sustainable use and integrated management through creation of employment opportunities, investment and revenue building, diversification, exports, benefits to the socioeconomic environments of the Family Islands, improved seafood safety, and other means.
National legislation and international agreements to which The Bahamas is a signatory ensure the Government’s commitment to sustainable fisheries. The Fisheries Resources (Jurisdiction and Conservation) Act of 1977 makes provision for conservation and management of the fishing industry and fishery resource. The Fisheries Resources (Jurisdiction and Conservation) (Amendment) Act of 1993 gives the Minister of Finance responsibility for the disposal of forfeited articles from fisheries, and the Fisheries Resources (Jurisdiction and Conservation) (Amendment) (No. 2) Act of 1993 prohibits long-line fishing. Furthermore, The Bahamas is a party to the United Nations Convention on the Law of the Sea, which establishes a comprehensive framework for the regulation of ocean space and fishery resources.
The Bahamas seeks to comply with the United Nations Food and Agricultural Organization’s Code of Conduct for Responsible Fisheries. This voluntary Code sets out principles and international standards of behaviour for responsible conservation, management and development of fisheries.
220.127.116.11 Concerns
Despite an optimistic forecast for Bahamian fisheries, there are concerns that challenge sustainability. Enforcement of fishery regulations is a serious problem and fisheries management is challenged by open access policies that encourage over-exploitation and over-capitalization. Management must make decisions without the benefit of reliable and timely scientific data and the resources allocated by the Government for administration and development of the Department of Fisheries are far from sufficient.
Enforcement of fisheries regulations presents a serious challenge. Poaching by foreign vessels and violations by domestic fishermen are common, especially
illegal use of chemicals and air compressors, abandonment of traps, illegal harvesting of protected juveniles and illegal harvesting of species during their respective closed seasons.
Increased fishing effort on grouper spawning aggregations leads to serious depletion of stocks. In order to meet the increased demand for grouper, some fishermen have increased their efforts, including the use of illegal fishing methods and apparatus. Increasing competition for the high valued spiny lobster is leading to widespread theft from lobster traps and conflicts among fishermen.
Mechanisms to facilitate cross-sector communication and coordination are of special concern. The Department of Fisheries shares conservation concerns with The Bahamas National Trust, health concerns with the Department of Environmental Health Services, investment opportunities with the Bahamas Agriculture and Industrial Corporation, fisheries development funding with the Bahamas Development Bank, and sport-fishing and tourism interests with the Ministry of Tourism. The Department of Fisheries also interacts with the Ministry of Education, the Royal Bahamas Defense Force, Customs and Immigration, the Water and Sewerage Corporation, the Department of Lands and Surveys, Department of Physical Planning, and the Bahamas Investment Authority.
The threat of the introduction of undesirable alien species is of concern to fisheries. Mariculture development is promoted. There is a major transshipment terminal operating in Freeport, Grand Bahama. There is a large open aquarium facility on Paradise Island. The cruise ship sector is a significant component of the tourism industry and these ships call into ports where there are no facilities for shore-based sewerage disposal. Therefore there is a high risk for the introduction of undesirable alien species that could pose problems for fisheries and that have the potential to pose serious health risk through introduction of undesirable viruses or bacteria e.g. Cholera.
Among the greatest concerns is that for increased public support, public relations, and public education. Education must be directed toward policy makers and the local communities throughout the islands. From a fisheries prospective, the message should be geared towards an understanding of the complexities of tropical-inshore fisheries management, recognition and resolution of conflicts, and allocation of fishery resources within the framework of national development and in the context of the relationship among fishes and their ecological support system.
Last, but by no means least, are major gaps in fisheries science that need urgent addressing. In the absence of improved and better-coordinated fisheries research, both applied and strategic, fisheries will neither be able to monitor success or attain sustainable use. A greater information base is needed at all
levels, from species biology to the behaviour of whole ecosystems, from local to national, regional, and international levels.
18.104.22.168 Needs
The Department is vastly under-supported at all levels; e.g., lack of adequately qualified technical manpower; lack of adequate funding; lack of a national library and national museum as instruments of public education and scientific information; and lack of an adequate scientific-research capability. It is hampered further by the high costs of effective monitoring, surveillance, and enforcement throughout The Bahamian Archipelago.
Finding a solution to the difficult problem of open-access fisheries presents perhaps the greatest need of all. Many regulatory and economic problems associated with over-fishing result from government policies that encourage over-investment and over-capitalization in the marine commons. Actions in the future should be directed toward establishing some form of fishery-resource property rights in order to control access, perhaps through licensing, quotas, special use taxes, and zoning use rights.
It is clear that fisheries development must be strategically integrated into a National Plan that integrates fisheries management with biological diversity and environment, and with other Government and non-Government sectors. This will especially involve addressing coastal development, protected areas, fisheries protected areas, “no take zones” and spawning aggregations, liquid waste disposal, habitat restoration, and conservation of coastal wetlands, risk assessment, and a host of other requirements. It may be an understatement to say that among the greatest of concerns for Bahamian biodiversity conservation is the conduct of fisheries conservation and management.
2.3 The Bahamas National Trust (Box 2.4)
2.3.1 Context
Species conservation and protected areas, for which The Bahamas National Trust (BNT) is mainly responsible, are central elements of any national biodiversity strategy and action plan. For almost four decades the Trust has managed parks and protected areas in The Bahamas, with demonstrable success (Boxes 2.5, 2.6). Currently, there are 12 national parks and protected areas within The Bahamas, comprising a total of more than 1230 km$^2$ ($\sim 500 \text{ mi}^2$) (Table 2.1).
Collectively, these protected areas house an impressive representation of island ecosystems and resources. Within them are the world’s first land-and-sea national park under a single agency’s jurisdiction; one of the longest known
underwater cave-cavern systems and the site of the original discovery of *Speleonectes*, representing a new order of crustacean; one of the world's foremost marine turtle research facilities; the world's largest breeding colony of West Indian flamingos (*Phoenicopterus ruber*); one of the few known wintering habitats of the Kirtland's Warbler, (*Dendroica kirtlandii*); and the only habitat of the Bahama parrot, (*Amazona leucocephala bahamensis*). The flamingo, warbler and parrot are all listed in Appendix I (endangered species) of the Convention on the International Trade of Endangered Species.
In 1997 The Bahamas acceded to the Convention on Wetlands of International Importance (the Ramsar Convention) and designated the Inagua National Park as the country's first Ramsar site. The Convention provides the framework for international co-operation in the conservation and sustainable use of wetlands. Sites are designated to the Ramsar list on the basis of their international importance in terms of ecology, botany zoology, limnology or hydrology.
However, the biodiversity of The Bahamas is far from being fully represented in national park and protected areas. Thus, the Trust's highest priority is to establish an integrated system of parks and protected areas, representative of Bahamian biodiversity, thereby helping the nation to achieve natural resource sustainability. With respect to obligations of the Convention on Biological Diversity, strategies and actions are being developed in a National Park and Protected Area System Master Plan with a view to ensuring full integration and "representativeness".
### 2.3.2 Mandate
The Bahamas National Trust was established by a special Act of Parliament. Operating under the official mandate of the Bahamas National Trust Act of 1959, the Trust has the responsibility and authority to develop and manage the National Park System of The Bahamas. The Act also authorizes the Trust to advise Government on policy relative to parks and protected areas, on candidates for inclusion in the park and protected area system, and on matters relating to wildlife conservation in general. The Government of The Bahamas has reasserted its support of this mandate by agreeing to determine what gaps exist in habitat conservation, in order to ensure better protection of natural resources and biodiversity.
The Bahamas National Trust is a non-governmental organization with quasi-governmental characteristics. The Trust benefits from a diverse network of expertise via a Council comprising representatives of: the Office of the Governor-General; the Ministries of Agriculture and Fisheries, Education and Culture,
Box 2.4
The Bahamas National Trust
Mandate
Develop a system of national parks and protected areas
Identify important areas for protected-area designation
Enforce regulations and bye-laws
Advise Government on conservation and wildlife
Help Government carry out national and international commitments on the environment
Concerns
Lack of comprehensive environmental legislation and enforcement
Lack of operational funds
Low national priority for environmental issues
Too few protected areas to conserve natural resources
Lack of protection for ecosystems (i.e., for ecosystem management)
Conflict among Government policies for promotion of economic development, environmental conservation, and sustainable use.
Lack of cross-agency cooperation in biodiversity conservation, sustainable development, and environmental decision-making
Insufficient impact assessments prior to development and monitoring of impacts after development occurs
Introduction of alien species from pet and ornamental trade, ship ballast, horticulture and plant nurseries, etc.
Needs
Create a protected-area system, based on scientific environmental classification and a resource inventory, that represents Bahamian biodiversity
Create new legislation: to enable The Bahamas National Trust Act more effectively to protect critical habitats and species; to control alien species; to control risks associated with development
Rehabilitate and restore degraded habitats and ecosystems
Strengthen institutional capacity, particularly for improved enforcement and management
Improve research and monitoring better to evaluate management efforts
Promote public awareness and understanding of important environmental issues and the role and value of protected areas, with outreach and educational programmes in all sectors of Bahamian society
Ensure adequate funding
Address cross-sector needs for biodiversity conservation and management
Health, and Tourism; the American Museum of Natural History; the National Audubon Society; the Smithsonian Institution; the University of Miami (Florida); the US National Parks Service; the Wildlife Conservation Society; and nine elected members from within the Trust’s general membership. Special Advisors to Council are also appointed to provide further expertise in thematic activities. The Trust’s structure has proven to be a viable alternative to government-run national park systems and is receiving much international attention as a successful model.
### Table 2.1
**National Parks and Protected Areas**
| Name | Statistics | Features |
|-----------------------------|-------------------------------------------------|--------------------------------------------------------------------------|
| Abaco National Park | 1994. 82 km$^2$ (32 mi$^2$), 99 year lease. | Prime pine forest, habitat for Bahama Parrot. |
| Black Sound Cay National Reserve | 1988. 0.5 ha. (1.3 ac.), 99 year lease. | Mangroves, habitat for waterfowl and other wintering avifauna. |
| Conception Island National Park | 1973. 8.7 km$^2$ (3.4 mi$^2$), 2 year lease. | Sanctuary for migratory birds, seabirds and sea turtles, especially Green turtles. |
| Exuma Cays Land & Sea Park | 1958. 451 km$^2$ (176 mi$^2$), 99 year lease. | First land and sea park in the world. Pristine beauty. First marine fishery reserve in Wider Caribbean. |
| Inagua National Park | 1965. 735 km$^2$ (287 mi$^2$), 99 year lease. | World’s largest breeding colony of West Indian flamingos (approx 60,000). Many other avifauna. |
| Lucayan National Park | 1982. 16.2 ha. (40 ac.), Conveyance. | Extensive underwater cave and cavern system. Every Bahamian vegetative zone found terrestrially. |
| Pelican Cays Land & Sea Park | 1981. 8.4 km$^2$ (3.3 mi$^2$), 99 year lease. | Sister park to ECLSP. Underwater caves, extensive coral reefs. |
| Peterson Cay National Park | 1971. 0.6 ha. (1.5 ac.), 99 year lease. | Scenic spot.. |
| Rand Nature Center | 1992. 40.5 ha. (100 ac.), Conveyance. | Native coppice, barrens. Administrative HQ for BNT on Grand Bahama. |
| The Retreat | 1985. 4.5 ha. (11 ac.), Conveyance. | 200+ species of rare, exotic palms. Many native trees and tropical plants. National HQ for BNT |
| Tilloo Cay National Reserve | 1990. 4.3 ha. (10.7 ac.), Conveyance. | Wild and pristine environment. Nesting site for Tropicbirds, other seabirds |
| Union Creek Reserve | 1965. 19.8 km$^2$ (7.7 mi$^2$), 99 year lease. | Enclosed tidal creek, important sea turtle research site. |
### 2.3.3 Concerns
The issues associated with biodiversity and parks and protected areas are many, crossing economic, legislative, social, educational, institutional, scientific and financial parameters. With regards to *in-situ* biodiversity conservation, paramount concerns include:
- Gaps in biodiversity representativeness
- Effective conservation management as it relates to biodiversity within and outside parks and protected areas
- Pressure from tourism and fisheries
- Personnel, infrastructure, financial capacities for management and enforcement of existing and expanded system
- The range of values and economic implications of parks and protected areas
- Appropriate and effective enforcement as a primary management tool
- Research and monitoring capacities and priorities
- Ways and means for outreach and education
These are all cross-agency concerns that require co-operation. Improved communication between relevant agencies in recent years has led to the building of beneficial partnerships.
**Box 2.5**
**Exuma Cays Land and Sea Park: Potential as a Fisheries Reserve**
The Exuma Cays Land-and-Sea Park was established in 1959 as a result of the passage by Parliament of The Bahamas National Trust Act. The Park is located in the central Bahamas and covers 458 km$^2$ (176 square miles). It was among the first marine parks in the world, and the first with land-and-sea jurisdiction under a single agency. Its establishment occurred during the early serendipitous, opportunistic, "protectionist" days of parks and protected areas, even before the First World Conference on Parks and Protected Areas in 1962. The beauty and wilderness qualities of this Park are widely known and to this day the Park is managed primarily for these qualities and for ecotourism.
During the 1980s, new global concerns arose for protected areas — for biodiversity, resource enhancement and sustainability. Declines in fish stocks were being reported around the world, including those in the Exuma Cays Land-and-Sea Park. Use of the park had also increased dramatically. In an effort to protect the Park's fishery resources, the Trust established new bylaws in 1986, making the entire Park an area of "no consumptive use", thus establishing the first marine fishery reserve in the tropical western Atlantic.
The last decade has seen a growing interest in marine fishery reserves as an alternative management approach to protectionism. The benefits include: protection for spawning stocks, increased spawning densities, reduced over-fishing of vulnerable species, reduced user conflicts, and facilitated stakeholder and user involvement in management. Marine parks also hold potential to provide ecological benefits, such as protection of ecological processes and keystone species, and can serve as research and monitoring sites.
Several studies in the Exuma Park now indicate its potential as a marine fishery reserve. A recent study by The Nature Conservancy has obtained preliminary information that the size and abundance of groupers is greater inside the Park than outside. Another study by the Virginia Institute of Marine Science has shown that the Park is an important link in Nassau Grouper life history, even though total protection of this species' local population would require management of the entirety of the Exuma Sound, throughout which the Sound's population of larval, recruiting, and adult groupers occur. In addition, studies by the Caribbean Marine Research Center indicate that densities of Queen conch larvae in the Exuma Park were the highest ever recorded, being several thousand times the concentrations measured in the Florida Keys and Wider Caribbean Region during the time of the study.
Although these results are preliminary and remain to be verified, scientific studies in the Exumas and several other areas are beginning to show that marine protected areas may be essential for replenishment of fisheries stocks both within and outside reserve boundaries.
The Trust shares concerns with the Department of Fisheries about the need to declare additional marine fishery reserves for commercially valuable species, which emulate the emerging replenishment value of the Exuma Cays Land and Sea Park, the wider Caribbean's first marine fishery reserve. With the Forestry Section of the Department of Lands and Surveys, the Trust has lobbied for the establishment of protected forest areas. The BNT also provided the springboard for the Ministry of Tourism to develop a National Ecotourism Strategy which lists sustainable development and ecotourism among its top ten priorities.
Cooperation and support from the Ministry of National Security has resulted in more effective enforcement and visitor safety in parks and protected areas.
The role of parks and protected areas and in-situ conservation in the country’s sustainable development is not widely understood in policy-setting and decision-making circles. As a result the potential for beneficial partnerships between development and conservation is not appreciated. The Trust views biodiversity as a national asset, but an asset that is nonetheless threatened on all fronts. National legislation lags behind conservation needs. An example: the lack of guidelines and a comprehensive legislative framework for the institution of Local
Box 2.6
The Great Inagua Story: Nature and Industry
Great Inagua provides an excellent example of a sustainable industry co-existing with the natural environment and with the agency mandated to protect it. Inagua is the southernmost and third largest island in the Bahamian Archipelago. Rainfall is minimal, averaging only 28 inches per year — the lowest for any populated island in The Bahamas. Low rainfall and wind-swept wetland areas combine to produce what has been described as a "natural salt factory".
Salt production on Inagua is a two-year process. As sea water slowly circulates through the wetland areas, algae begin to grow, darkening the salty soup and hastening evaporation. Brine shrimp feed on the algae, filtering the water in the process. As evaporation continues, salt crystals form. Birds find food abundant; their droppings further enhance the algae, and as algae grow, so too do brine shrimp, a favorite food for some birds, especially flamingos.
Concern for the rapidly declining population of West Indian flamingos (*Phoenicopterus ruber*) led the National Audubon Society in 1952 to send its renowned Research Director Robert Porter Allen to Inagua to locate what might have been the last breeding colony in the Bahamas and to find a solution on how to save it. The Society for the Protection of Flamingoes in The Bahamas was formed, wardens were appointed, and the flamingoes began to multiply. The Trust assumed responsibility for the flock in the early 1960s, at about the same time that Morton Salt Company took over Inagua's salt works. The four decades since have been a story of growing success for both the birds and the salt, and for the island's economy as well. The Inagua National Park was established in 1965, a 183,740-acre sanctuary for flamingos and a myriad of other water birds and wildlife. At that time, the flamingo population was estimated at less than 3,000. Today, the Park boasts more than 60,000 flamingos, the largest breeding population of this endangered species in the world. There is evidence that the population is spreading to other islands off the Bahamas, and possibly elsewhere.
What lies behind this success? The enhanced food cycle of algae, to brine shrimp, and to flamingos depends in large part on production of salt and the expansion of the salt works. Before the salty reservoir was enlarged by Morton Salt, Lake Rosa would dry up in dry years, leaving a layer of salt, but no food for birds. With limited salt production, employment opportunities were also few. The reservoir system provides year-round algal production, supporting more brine shrimp and feeding more flamingos. This success story extends beyond biology; Morton (Bahamas) Limited, makes annual donations and provides logistical and infra-structure support to The Bahamas National Trust on an on-going basis. The Company provides an excellent example of an appropriate and sustainable industry co-existing with the natural environment and the agency mandated to protect it.
Government, has created the potential for this most positive institution to become one of the greatest threats to the country’s biodiversity in recent years. The lack of a formal environmental impact assessment process, coupled with the country’s accelerated development agenda, has left the nation and its biodiversity prone to myriad consequences from inappropriate development. Additionally, international agreements to which the Bahamas is party, are not sufficiently reflected in legislation. These concerns are particularly relevant to meeting conditions of the Convention on Biological Diversity, which obligates signatories to conserve biological diversity, recognizing that in situ conservation is an important approach. Parks and protected areas have been directly impacted by the country’s shortcomings in these regards.
The Trust is committed to helping The Bahamas carry out its obligations under the Cartegena Convention, the Convention on the International Trade of Endangered Species (CITES), the Convention on Wetlands of International Importance (Ramsar Convention), and the International Coral Reef Initiative.
An especially serious concern for biodiversity conservation and management is that knowledge of Bahamian resources, both species and ecosystems, remains poor. For only a very few Bahamian species can success or failure be stated with any degree of certainty, and all of these are terrestrial; e.g., hutia, iguana, and flamingo. Sustainability of supporting ecosystems is a particular concern; at present, this cannot even be measured, much less assured.
2.3.4 Needs
The Trust is committed to fulfilling the obligations of the Convention on Biological Diversity, but is seriously constrained by lack of resources and expertise. Although the Trust operates under an Act of Parliament, less than 5% of its annual budget comes from Government. The remainder is generated mostly from private sources, fees, and sales. The Bahamas Government receives funds from inter-governmental bodies, yet Government commitment to fund conservation is marginal. For example, biodiversity conservation, and parks and protected areas, involve many agencies and sectors, each of which should recognize its need to commit to support an integrated program.
Although the successes of The Bahamas National Trust are demonstrable in having achieved an outstanding protected-area system (Table 2.1). The Prime Minister’s recent Environmental Address (May 1999) heralds exciting additions to the system. Further expansion needs to occur as a matter of priority. The Trust’s 1983 document “The Development of a National Park System for the Commonwealth of The Bahamas”, while undergoing review, continues to provide guidance to site selection. Selection criteria have been developed based
on best international examples to further aid appropriate site selection and help ensure an integrated system is developed.
Conservation throughout The Bahamas is especially constrained by the need for information and its transfer to the public. The degree to which protected areas represent Bahamian biodiversity is not known. Lack of adequate research and monitoring threatens environmental protection, biodiversity conservation, and possibilities for sustainability. These cannot be attained unless an informed public becomes supportive of the roles and value of protected areas, and of the value of sustainable use. Thus, a major need is for public outreach and education programs that reach all sectors of the Bahamian society.
Institutional strengthening, particularly for improved management, interpretation and enforcement and infra-structure, must also be addressed – for existing as well as expanded protected areas. Capacity building is an integral part to successfully meeting all other needs.
2.4 Department of Lands and Survey (Box 2.7)
2.4.1 Context
The Department provides a mechanism for conditional purchase after leasing. Its mandate covers Crown and Government land, including seaward of the high water mark to the limit of The Bahamas’ Territorial Seas. The Department is required to confirm whether Crown or Government interest is adversely affected by private claims (Quieting of Titles Act, 1959). It prepares diagrams and legal descriptions of subject land. It surveys Crown Lands for creation of residential, commercial, industrial and agricultural subdivisions, and advises government on the value of leasehold and freehold interests in accordance with the Acquisition of Lands Act, of 1913, as amended. Inspections are conducted on all land previous to any recommendation for disposal and for renewal of a leases or grant of a freehold.
Land area is becoming limiting in The Bahamas, and the demand for land is a source of conflict among government agencies, users, and values. These conflicts result in confrontation, increased costs, degradation of the environment, and loss of biodiversity. The conflicts also threaten national economic and societal goals. A recently concluded pre-feasibility study on Land Policy and Administration has been completed as part of the Bahamas National Geographic Information System Project and should provide guidelines for the administration of lands.
2.4.2 Mandate
The Department of Lands and Surveys is responsible for all Crown Lands, including marine lands, within the Commonwealth of The Bahamas. The primary objective is to encourage, via management, an equilibrium between the intentions of the Government and the preservation and protection of Bahamian rights to Crown Land, through orderly distribution and development. Crown Land is land held in trust on behalf of the Bahamian people. Crown Land is disposed of by the Minister responsible for Crown Lands (presently in the Office of the Prime Minister) with the advice of the Department. About 70% (10,400 km$^2$ (4,062 mi$^2$)) of the total land area of The Bahamas is Crown Land. About 15 to 20% of this area is under lease for agricultural, residential, light industrial, and commercial uses.
The Bahamas National Geographic Information System Unit, which is still being developed, is housed in the Department of Lands and Surveys. The Unit is being established with technical assistance from the Inter-American Development Bank and funds and technical assistance provided by the Government of Japan. The objectives include the development of a national geographic information system policy for The Bahamas, the establishment of the Unit policy, and the installation of a network of geographic information system along some thirteen agencies.
Box 2.7
Department of Lands and Survey:
Land-Use Policy
Mandate
Disposal and lease of Crown Lands, including marine areas, while protecting Crown and Government interests and encouraging a balance between use and preservation
Advise the Prime Minister on land leasehold and freehold interests
Provide land surveys for residential, commercial, industrial, and agricultural uses
Conduct inspections prior to disposal of land or renewal of land leases
Manage a geographic information system (GIS) on lands
Concerns
Lack of national land-use policy and a national land-use plan
Conflicts in land-use and threats to sensitive areas by urbanization and development
Increasing population and intensity of land use
Worsening water quality
Flooding in some low-lying areas, including on New Providence
GIS over-committed and Government policy on its use confused
Needs
Re-examine land-use policies and practices throughout The Bahamas
Develop National Land- and Water-Use Plans to provide for environmental sensitive zoning and to help resolve future conflicts that may result from development
There will also be a programme of training in the uses and applications of geographic information systems.
Additionally, the Department has responsibilities for the sustainable management and conservation of the natural forest resources of The Bahamas that are located on Crown Land. The forest resource comprises pine forest in the most northerly larger islands, comprising approximately 2000 km$^2$ (780 mi$^2$), and the hardwood coppice forest of the Central and Southern Bahamas. Drier areas of scrub forest are located in the drier southerly islands, in addition to extensive areas of mangrove forests--usually regarded as swamp. In the undertaking of this responsibility, four components of forestry development have been identified (Box 2.8).
**Box 2.8**
**Forestry Development**
**Institutional**
- Enactment of comprehensive forestry legislation
- Human resource development and training
- Capacity building for the Department of Forestry
**Resource Management**
- Establishment of a permanent forest estate comprising forest reserves, protected forests and conservation forests
- Establishment and implementation of a forest fire protection programme
- Public education on all aspects of forestry development and conservation
- Forestry research programme
- Pine seed collection programme
- Urban forestry programme
- Agro-forestry programme
- Forestry recreational and amenity programme
- Conservation of forestry biodiversity
**Sustainable Utilization**
- Promotion of small-scale environmentally-friendly forest-based industries
- Adherence to protocols, agreements and conventions relating to forestry
**Assessment and Monitoring**
- Inventories of forest resources
- Land capability and suitability studies
- Harvest potential assessments
- Assessment of non-wood resources and uses of forests
- Assessment of non-market functions of forests: carbon sequestration, hydrology, climate change
- Establishment of permanent plots for resources monitoring and assessment
- Stand modeling and forest regeneration studies
2.4.3 Concerns
The Department of Lands and Surveys, presently in the Office of the Prime Minister, is associated with various government departments, including the Departments of Agriculture and Fisheries, the Department of Public Works, and the Department of Physical Planning. Being concerned with land utilization throughout the entire Bahamas, zoning is a major concern. This falls officially under the mandate of the Department of Physical Planning, which is also in the Office of the Prime Minister. All agencies and sectors of society share the same environment, the same water, the same products of forests and land, as well as sharing the common problems of pollution, generation of waste, and degradation of the environment. The latter reduces the capacity to effectively manage the land for economic development and detracts from societal well being.
In New Providence there are competing demands for a limited, finite, supply of land. Unfortunately, New Providence, inclusive of available Crown Lands, has no land use plan and many sensitive areas are therefore under threat from urbanization.
The situation continually worsens as the population rises and the demand for land increases. Furthermore, many areas of New Providence are subject prone to flooding and this must be taken into account when considering the use of Crown Land.
2.4.4 Needs
The need to develop zoning plans for lands, inclusive of Crown Lands and the seabed, is critical. Many land uses are conflicting: for example, habitat conservation and mariculture; livestock farming and residential development; industrial development and tourism, and so on. The Bahamas should plan for expected growth in population, industrial and urban development, tourism development, and fisheries and mariculture development, under conditions of finite space and shared resources.
The Government of The Bahamas has recently formulated a Forest Policy. This recognizes the importance of forestry as a component of land use and commits to its conservation, management and development. In keeping with this commitment the Government has established a Forestry Unit in the Department of Lands and Surveys. The Unit answers to the Minister responsible for the management of the forest estate of The Bahamas and for the stewardship of the legally constituted forest estate. Specifically the Unit is responsible for the following:
- Supervision of the forest estate to increase yields of sawlogs and other forest products sustainably
Provision of fire protection and development of management systems compatible with the conservation and protection of fresh ground water resources
Developing sustained wood resources for the promotion of local forest industries
Managing designated forest conservation areas for amenity use and for the protection of rare, fragile, or threatened ecological associations
Making recommendations to Government for the licensing and promotion of sound forest development proposals
Making recommendations for the development and implementation of a comprehensive sustainable forest research programme
Making recommendations for the definition and revision of forest royalty of stumpage rates to ensure that Government derives reasonable returns from licensed rights
A Forestry Act has been drafted and should be presented to Parliament in the near future. It provides for the designation of protected and conservation forests that would include mangrove forests.
2.5 Department of Environmental Health Services (Box 2.9)
2.5.1 Context
The Department of Environmental Health Services (DEHS) was established in 1972 within the Ministry of Health as the primary regulatory agency within The Bahamas for environmental matters affecting human health. In 1997 Environmental Health Services portfolio was assigned to the Ministry of Consumer Welfare and Aviation.
In recent years the Department of Environmental Health Services has focused its attention on issues related to freshwater and marine pollution, air emissions and pollution, and the management of waste oils and solid waste. The urbanization of New Providence, coupled with the dramatic increase in development, has severely impacted the environment. Population growth and development have increased resource use and the volume of waste generated, but without strengthening the national infrastructure or enacting legislation to properly address waste generation and management. Public Health Environmental impacts include ocean pollution by garbage, waste oils and chemicals, air quality changes resulting from vehicular and industrial emissions, and effluent discharges into coastal waters and swamps.
The health of the environment not only affects human health and well being, but pollution also disrupts species’ life support systems, damages wildlife, and produces nuisance effects. An Environmental Court was re-established in the late-1980s and hears violation of regulations concerning the burning of solid waste in residential areas, improper waste disposal, and pollution of water sources.
2.5.2 Mandate
The Department of Environmental Health Services is mandated by the Environmental Health Act of 1987 to promote the conservation and sustainable use and maintenance of the environment and the management of its impact on public health. It has responsibility for the investigation of environmental problems and the institution of preventative and corrective measures in respect of environmental pollution, the management and disposal of solid, liquid and gaseous waste, and general sanitation. The Environmental Monitoring and Risk Assessment Division is responsible for monitoring food, water, and air for the presence of contaminants and for research related to environmental pollution. It is based in Grand Bahama and New Providence.
Box 2.9
Department of Environmental Health Services
Mandate
Promotion of the conservation and maintenance of the environment in the interests of health
Promotion of proper sanitation in matters of food and drinks
Provision and control of services and activities incidental to the above
Investigation of problems, and the institution of preventive and remedial measures, in respect of environmental pollution, management and disposal of solid, liquid and gaseous wastes, the management of food and drink, rodents and insect pests, and general sanitation
The conduct of research and monitoring programmes related to environmental pollution, management and disposal of solid, liquid and gaseous wastes, and rodent and insect pests
Promotion and implementation of measures designed to ensure the wise and safe use of the environment
Operation of the necessary laboratory, analytical and inspection facilities
Provision of advice in the area of environmental health to government agencies in The Bahamas
Initiation or revision of legislation, standards and procedures in keeping with technological and advances in environmental health
Concerns
Public ignorance concerning community responsibility for maintenance of the environment
Microbial and chemical contamination of water
Inadequate disposal of wastes and their impact on human health and the environment
Inadequate regulations to address air pollution, water pollution, and effluents
Inter-agency duplication and conflicts with regard to marine pollution
Lack of manpower and other resources
Improper disposal of waste oils and the impact on soil and water
Needs
More comprehensive regulations to cover all aspects of environmental health
Institutional strengthening to provide a more integrated approach to environmental issues
Enhancement of public education and awareness programmes
Increased fines for improper disposal of wastes
Development of treatment or disposal facility for waste oils
The Department of Environmental Health Services is the scientific focal point for a number of international agreements concerning the environment. The Bahamas signed the Montreal Amendment and has already gone a long way in reducing CFCs and other ozone depleting substances and has organized a number of training workshops. There is an Ozone Unit within the Department. Similarly, The Bahamas has signed the Basel Convention on the Control of Transboundary Movement of Hazardous Wastes and Other Wastes and Their Disposal and allows no importation into the country of hazardous or other wastes. There is some export of hazardous wastes, under bilateral agreements, for recycling.
The Department is also responsible for the control of insect vectors throughout The Commonwealth of The Bahamas and this activity has been expanded in the last year or so with the employment of new staff. Vector control is undertaken using larvicides, biological control (the Department distributes guppies for use in ponds and water storage facilities), and by ground fogging with insecticide as necessary. A laboratory has been established for the identification of mosquitoes and for testing for immunity to pesticides.
2.5.3 Concerns
The management of waste, particularly of waste oils and solid waste, are of extreme concern to the Department. Improper disposal of waste oils and oil spills impact both soil and water. A considerable amount of waste oil is generated as a result of commercial and personal activities. At present Texaco Bahamas Limited has a number of sites for the collection of small quantities of used oil. This is then delivered to a government-licensed contractor for storage and used in slow-running diesel engines, but there are no clean-up facilities for recycling.
There is intentional and accidental disposal of waste oils on land and in the marine environment, but the extent of this is largely unknown. Although areas affected may be limited, this improper disposal of waste oil poses significant threats to biodiversity by corrupting terrestrial and marine ecosystems.
In the event of major oil spills in the marine environment there is a National Oil Spill Contingency Plan. The Plan is primarily the responsibility of the Ministry of Transport but its development in collaboration with other agencies, including the Departments of Environmental Health Services and Fisheries. The plan is also revised periodically, the latest review occurring in 1999.
A present concern is the recent industrial expansion and the lack of adequate legislation for its regulation. Industrial activities and their effluent discharges often pose threats to marine ecosystems. Gaseous emissions adversely affect air
quality and human health and may have unrecognized impacts on terrestrial ecosystems. Environmental regulations have been drafted but not yet passed into law on motor vehicle emission, collection and disposal of solid waste, ozone depleting substances, and on environmental levies and penalties. These regulations will facilitate the monitoring of industry and the enforcement of environmental standards. This will materially assist in the protection and conservation of the Bahamian environment and biodiversity.
There are a number of environmental issues that are addressed by multiple agencies. This duplication often results in conflicts with regards to environmental management. For example, the Department of Environmental Health Services has the responsibility for pollution, including marine pollution. This is a shared responsibility with the Ministry of Transport and the Department of Fisheries is also concerned because of the potential impact to marine life and habitats.
The archipelagic nature of The Commonwealth of The Bahamas requires the replication of regulatory infrastructure for all Family Island communities if the environment of the entire country is to be adequately protected. The Department has recently appointed qualified officers on the islands of Eleuthera, Exuma, and Abaco. It is projected that officers will be appointed to the islands of Bimini and Andros in early 200 and to Inagua, Cat Island and Long Island, Acklins and Crooked Island, and San Salvador sometime in 2001. This will significantly improve delivery of environmental health service throughout the Commonwealth of The Bahamas.
The Department is increasingly aware of the need for formal and informal education of the public of the importance of community involvement and responsibility in maintaining a healthy environment and protecting and conserving biodiversity. Environmental habits need to be changed to ensure this.
The Department of Environmental Health Services is also responsible for the care and maintenance of public areas in New Providence through its Grounds Beautification Division. Its mandate includes public areas, historic sites, most Government schools, streets, and public beaches. The work of the Division has repercussions for birdlife.
2.5.4 Needs
Protection and conservation of the environment is hampered by lack of comprehensive environmental regulations with appropriate penalties for infractions. To provide a more integrated approach to environmental issues there must be appropriate institutional strengthening.
Waste reduction and management should be addressed by a National Waste Management Programme and by the inclusion of an improved school curriculum on environment and waste management. Additionally, there should be enhancement of public education and awareness programs.
The management of waste has become an increasingly urgent matter that is of concern to several sectors, and to tourism in particular. A detailed study has been completed for the entire Bahamas and a Solid Waste Management Project, to be funded by a loan of $23.5 million from the Inter-American Development Bank, will begin in early 2000. It will provide for the construction of several new landfills in New Providence and the Family Islands, including a hazardous waste storage facility in New Providence, and will improve solid waste management practices. Improved landfills have already been constructed in some islands. The Department of Environmental Health Services collaborates closely with the Departments of Agriculture and Fisheries, the Ministries of Public Works and Tourism, the Port Authority, the Bahamas National Trust, and the Bahamas National Pride Association. The Bahamas Environment, Science and Technology Commission provides an important forum for exchange of information between agencies. It is important to maintain this collaboration and to involve the private sector communities.
2.6 Water and Sewerage Corporation (Box 2.10)
2.6.1 Context
Water sustains all, including human life, and its quality and quantity determine the ecosystems and the biodiversity of an area. The water used by human society eventually feeds back into the hydrological cycle. A multitude of living organisms – micro-organisms, plants and animals – impact upon water cycles and the water fluxes that affect, inter alia, infiltration, percolation, water quality, erosion, nutrient input and uptake, evapo-transpiration. This is true of hyper saline, marine, brackish, and fresh waters. Fresh water, so essential to human society, has clear economic value and depends for its quantity and quality on biodiversity and ecological interactions, while in turn affecting biodiversity and ecosystem diversity.
Water availability limits human activities, but water is not evenly distributed across the Commonwealth of The Bahamas. This in part explains the distribution of bioregions and, on a smaller scale, the distribution ecosystems, agroecosystems, and human settlements. Availability of adequate freshwater from aquifers is no longer the determining factor for settlements of tourism development, thanks to technology, but technology has also led to the depletion of supplies.
Freshwater lenses underlie some 20% of The Bahamas’ land area, or 1% of the archipelagic area of The Bahamas, and these resources have always been easy both to exploit and contaminate. In less-developed areas, water is obtained by bucket from shallow hand-dug wells and from mechanically cut trenches, pits, seasonal freshwater marshes, and rain water catchments. Alternatively, water is obtained by flash desalination, reverse osmosis, and by the shipment of ground water from North Andros to New Providence. The latter method provides up to 50% of the water presently supplied by the Water and Sewerage Corporation to New Providence. Table 2.1 summarizes the water resources of thirteen Bahamian islands.
**Box 2.10**
**Water and Sewerage Corporation**
**Mandate**
- Administer and manage water resources throughout The Bahamas
- Coordinate water use with Government agencies and use sectors
- Advise on potable water quality and distributions of fresh and saline waters
- Provide public awareness and education programmes on water
- Oversee waste disposal, water treatment, water quality, and their effects on human health
**Concerns**
- Vague government policies that contribute to fragmented water management and user conflicts
- Growing demands for water by expanding industries vs. limits of supply
- Microbial and chemical contamination of water supplies
- Inadequate disposal of wastes and the effects of water pollution on public health
- Influence of biodiversity on water quality, micro-climate, and water sourcing, especially on arid islands
- Understanding of physical and biological relationships among fresh, brackish, saline, and hyper-saline water
- Effects of water supply on fisheries, agriculture, tourism, and other human uses
- Public ignorance about critical water problems and decreasing availability of quality water
**Needs**
- Passage of the Water Resources Act to cover all aspects of water management, including water supply and waste management, as national priorities
- A Water Resources Management Strategy Plan that will indicate the true costs of development and impact on all uses of water, expand water management practices to all living organisms, and create predictive models of future growth and water needs
- Institutional strengthening to provide an integrated management framework, including consideration of biodiversity
- Adequate support for management and administration
- Adequate abilities to monitor the effects of development and urban impacts on water supply and salt intrusion
- Regular monitoring of water quality and supplies, including saline waters
- Enhancement of public education and awareness programmes
- Expansion of the knowledge base and creation of research facilities to better understand the physical and biological dynamics of Bahamian hydrogeology
2.6.2 Mandate
"Water" has traditionally been thought of as freshwater and management and infrastructure has been directed toward obtaining and delivering potable water to meet the needs of Bahamian citizens, residents and tourists. The water resources of The Bahamas, however, include hyper-saline, marine, brackish, and fresh waters and these resources need to be considered holistically. Management of water lies principally with the Water and Sewerage Corporation, whose major concern is the quantity and quality of potable water and the provision of wastewater disposal services. The Corporation administers the water resources sector with the co-operation of the Ministry of Public Works, Department of Lands and Surveys, Physical Planning, Environmental Health Services, and with non-governmental agencies such as the Bahamas National Trust and the Grand Bahama Port Authority. Another responsibility lies with private and public utility companies that provide water and sewerage services.
The Water and Sewerage Corporation has primary responsibility over land defined as water reserves or developed well-field areas. These areas are highly vulnerable to pollution, with consequences for both human health and biodiversity. It is important to recognize that water quality and quantity similarly affect both plants and animals, and thus biodiversity. The draft Water and Sewerage Corporation Act, 1997, section 3.1 proposes that the development and use of water resources of The Bahamas:
Be orderly and coordinated development and use of the water resources of The Bahamas in order to conserve and protect such resources for the benefit of present and future generations of The Bahamas, and to provide the Bahamian public with a safe, wholesome, adequate and reliable supply of water and to provide for the safe treatment and disposal of sewerage and other effluent and associated other services.
2.6.3 Concerns
Globally, water is an essential commodity in households and municipalities, and a critical factor in agriculture and industrial production. Thus, providing water, especially high-quality fresh water, is a serious challenge to users and providers. The provision of services for the safe treatment and disposal of sewage and other effluent also presents special challenges in small island states characterized by local water scarcity, high-localized demand and a high potential threat from pollution.
Although there is no absolute shortage of freshwater in The Bahamas the availability of water is a concern (Table 2.2). In New Providence, a resident population of over 171,000 can be provided, from local freshwater sources, a long term sustainable supply of approximately 56 Imperial gallons (254 litres)
per person per day, or a total of 9.63 million Imperial gallons (43.7 million litres) per day. However, this sustainable supply ignores the tourism sector, which is expanding and is the largest user of potable water. For other islands, growing populations and their need for freshwater (which in some cases fall below the available sustainable freshwater supply) will present difficulties. Decisions will need to be taken concerning the allocation of freshwater resources to residential communities, tourism, agriculture and industrial development. Reverse osmosis is already being used to provide potable water for tourism development in some of the Family Islands and its adoption may need to be extended so as to release freshwater from aquifers for agricultural and industrial development.
Water management is also a public health concern. Providing water to drink and for the removal of waste have been concerns of civilizations since ancient times. Today there are two major water quality concerns: microbial contamination that cause diseases, and chemical contamination that poses health risks for both humans and aquatic ecosystems. The microbial threats to human health through the transmission of water-borne diseases have been well studied globally. Water pollutants from trace levels of chemical pollutants have, by comparison, not been adequately studied and the long-term effects on public health from chemical pollutants in water, is not well understood.
Ground water contamination affects agriculture, industry, tourism, fisheries, and other human activities. Improper waste removal and disposal, agricultural chemicals, accidents, urbanization, and ignorance, largely cause contamination. Ground water contaminants include disease agents, nitrates, pesticides, and toxic chemicals delivered by runoff, floods, and seepage from areas with improper waste disposal, domestic uses, and land alterations. Coastal waters are also becoming contaminated; marshes and wetlands are being used for dumpsites and turbidity is changing the colour of water, both of which affect tourism, recreation, development, aesthetics, and impact human health. In The Bahamas, water needs and uses are fraught with conflict and exacerbated by a fragmented government policy that lacks Cabinet-level mechanisms to resolve conflict. For example, brackish and marine waters have potential for desalination, and hyper-saline waters can
| Island | Freshwater Lens Acreage | Max. Volume M gal day-1 | Availability gal day -1 | Population 1990 Census |
|-----------------|-------------------------|-------------------------|-------------------------|------------------------|
| Abaco | 116280 | 79.1 | 7859 | 10061 |
| Acklins | 15783 | 4.36 | 10178 | 428 |
| Andros | 338585 | 209.92 | 25742 | 815 |
| Bimini | 395 | 0.17 | 75 | 2272 |
| Cat Island | 149774 | 6.80 | 4050 | 1678 |
| Crooked Island | 5923 | 1.74 | 4104 | 423 |
| Eleuthera | 16599 | 8.13 | 773 | 10524 |
| Exumas | 6586 | 2.90 | 819 | 3539 |
| Grand Bahama | 147884 | 93.17 | 2270 | 41035 |
| Great Inagua | 3571 | 0.86 | 870 | 985 |
| Long Island | 9301 | 2.88 | 928 | 3107 |
| Mayaguana | 2340 | 0.65 | 2096 | 308 |
| New Providence | 17503 | 9.63 | 56 | 171542 |
NOTES: Maximum volume is million Imperial gallons per day. Availability is Imperial gallons per day per person.
be used for salt production. However, these resources are poorly understood, although their neglect can have serious economic consequences.
There are many conflicts over water needs and uses that need to be resolved. Government currently has neither unified policy nor high-level mechanisms for conflict resolution. The Draft Water and Sewerage Corporation Act is expected to resolve some of the deficiencies. Marine and brackish waters can be used for the production of potable water by reverse osmosis and hyper-saline waters have potential for the production of salt. These resources need to be better understood and valued.
Agriculture conflicts with its own water-conservation efforts, and tourism, economic expansion, and jobs are being promoted without adequate attention to water concerns. Finally, water quality, species distributions, and ecosystem processes important to water cycling, water quality, and water retention, are being altered faster than either water sourcing or purification can be studied, resulting in future potential conflicts in the sector.
Public education about water resources is presently rudimentary. Many of the problems associated with water require social and institutional solutions. The public and decision-makers need better understanding of the constraints on quality water supplies and how human activities can diminish its availability.
The availability of cheap energy has made it possible to transport water long distances, and desalination is another technological alternative, but one which requires intensive energy use in order to expand water supply services. The destruction of local supplies, and the extra costs and dependency on energy and foreign technology to sustain water supply from alternative sources at high cost places The Bahamas in a vulnerable position.
Waste and sewage disposal is also a growing concern for public education. Sewer systems that treat waste water serve approximately one fifth of Nassau, and are limited to a few small subdivisions and some private developments and hotels on the other islands. Studies show that ground water under urbanized areas has been polluted from sewage discharge from domestic waste water facilities. There is also evidence that run-off contributes to seawater pollution, particularly in some enclosed harbours, which creates conflicts between tourist development, aesthetics and, in some cases the commercial fisheries and seafood industry.
2.6.4 Needs
Water management in The Bahamas is faced with unique challenges. Foremost, the Water and Sewerage Corporation has, at present, a conflict of interest in
being the primary supplier of potable water and also the regulatory authority for matters concerning water, The Corporation needs to be strengthened and provided with adequate funds and the facilities for research and monitoring and the control and administration of the water sector spanning the archipelagic extent of The Bahamas.
The existing Water Resources Act (1976) is to be replaced with the Water and Sewerage Corporation Act that is still in draft form. This is expected to correct many of the deficiencies under the present Act. Still, an Integrated Water Resource Management Strategy needs to be developed to include a regulatory and institutional framework that considers all uses and has the capacity to anticipate and resolve conflicts. The concept of water as a service to the
**Box 2.11**
**Ministry of Tourism**
**Mandate**
- Marketing and promotion of the Tourism Industry
- Integration of resource protection into land-use planning
- Creation of economic values from resource conservation
- Provision of incentives and means for environmental enhancement
- Promotion of sustainable development
**Concerns**
- Uncontrolled development that destroys environmental assets for visitors
- Ineffective waste management and litter
- Stray dogs and cats and their plight
- Lack of implementation and enforcement of the Environmental Health Services Act (1987), which has contributed to dumping of waste at sea
- Depleted and degraded once-abundant marine resources
- Under-funded and under-staffed National Parks and Protected Areas
- Lack of awareness in island communities and among hoteliers
- Domination of tourism by the mass market
- Sectoral interests that drive duplication of effort and that creates gaps, overlaps, and ineffective management
**Needs**
- Greening of the Tourism Industry, especially by means of ecotourism development
- National planning to guide development, reduce impacts, protect environmental features, and encourage incentives for cost-effective, sustainable practices
- National legislation to prevent marine pollution, to ensure Government’s commitment to sustainability, and to preserve Bahamian heritage and culture (Antiquities, Monuments, and Museums Act)
- Promotion of environmental awareness and the
- Reduction of non-renewable resource consumption
- Designation of more protected areas to attract tourists and to control visitor impact, over-exploitation, poaching, and destruction of coral reefs
- Safe-guarding of water supplies
- Improved waste and pollution management, including by the Tourism Industry
- Promotion of Bahamian culture and local products
- Protection of the quality and attractiveness of shorelines
- Control of pests (rats and mice) and stray dogs and cats
- Implementation of better processes for environmental impact assessments
economy, needs to go beyond meeting the potable water needs and waste water management to include uses and needs of all living organisms, in a healthy environment.
There also needs to be mechanisms for assessing the true value of water in all aspects. Presently, our knowledge of freshwater resources is relatively good. However, freshwater cannot be adequately understood without the knowledge of its complex interactions with brackish, saline, and hyper-saline waters. Knowledge of these interactions is, at best, rudimentary, and the resources necessary to expand the knowledge base are practically non-existent. This means that the biodiversity that fresh, saline, and hyper-saline waters support can only be inferred. The premise that subsurface waters contain no significant biodiversity is a false assumption. An adequately funded research and monitoring programme is needed.
2.7 Ministry of Tourism (Box 2.11)
2.7.1 Context
International tourism is an example of advanced capitalist development and has become the third largest item in world trade, accounting for 12% of the world’s GNP and 100 million jobs by the early 1990s. By early in the next century, the industry is expected to generate trillions of dollars, employ millions of people, invest in billions of dollars in new facilities, and contribute billions in tax revenue.
Tourism, especially ecotourism, depends on the viability of natural resources and the diversity of life. Furthermore, although tourism development can impact the fragile natural resource base of island nations, the industry can make significant contributions to sustainable development.
In general, the more diversified the economy, the less economic weight tourism will carry. In economies that depend heavily on tourism there is generally heavy leakage or repatriation of profits overseas with relatively little money remaining in the host economy. On the other hand, large, resource-rich economies generally have multiplier effects and considerable earnings from tourism-dependent trades and activities remain in the host economy. Also, large multi-national hotels or resorts tend create leakage, whereas small locally owned hotels or resorts tend to have multiplier effects. The Bahamas is a case in point generally and specifically. Generally there is a heavy leakage of tourism profits overseas although much has been done and is being done to address this. At a more specific level, tourist development on New Providence is predominantly of the multi-national kind and is considered quite “leaky”. Tourist development on
the Family Islands is predominantly of the “homegrown” kind and inherently has more multiplier effects.
It is said truthfully that: "In The Bahamas, tourism is the engine that drives the economy," and tourism has experienced unprecedented growth and expansion. In fact, the tourism leader in the Caribbean region is The Bahamas.
The environment of The Bahamas is relatively unspoiled and has a diversity of flora and fauna that, though not unusually diverse, is readily accessible and observed.
Ecotourism is a direct user of biological diversity and is an appropriate economic development incentive for The Bahamas. The Government is keenly interested in promoting ecotourism, especially to promote employment opportunities in the Family Islands. Illustrations of tourism development and concern for the environment operating in tandem can be found around the world. However, a common feature in each case is a regulatory framework that ensures coexistence. The ecotourism market and perhaps the entire tourism market in general, can expand significantly only if there is an environmentally and socially responsible travel industry with an emphasis on sustainability.
2.7.2 Mandate
The statutory mandate of the Ministry of Tourism is the Promotion of Tourism Act of 1964. The Act gives the Ministry responsibility for tourism marketing, with responsibilities for advertising, public relations, sales and promotions, research and public awareness, reception services, and hotel licensing.
One major goal of the Ministry of Tourism is to integrate resource protection into all planning and decision-making, in order to preserve the environment on which this industry depends for its very existence. This involves creation of economic value for resource conservation; provision of incentives and means for environmental enhancement; establishment of essential infrastructure; research on environmentally sound technology; communication of principles of sustainable development to receptive audiences; provision of growth alternatives; and leadership for sustainable development in business practices. In sum, the mission of the Ministry is: "to make it increasingly easier to create, sell, and deliver a satisfying vacation product — satisfying to investors, employees and tourists." This reflects a commitment toward placing a value on ecotourism and sustainable development among its top priorities.
2.7.3 Concerns
Tourism is concerned with at least 11 major environmental issues (Box 2.12). This means that an effective programme of sustainable tourism development
requires partnerships between public and private sectors. Government must provide the climate, strengthen relationships where necessary, introduce incentives, and embark on an massive education and awareness programme.
**Box 2.12**
**Major Environmental Concerns for Tourism**
**Ecotourism.** This is the fastest growing segment of the travel industry, but only represents 5-10% of global tourism. The Ministry of Tourism and The Bahamas National Trust, with the private sector, have drafted a National Ecotourism Strategy. Ecotourism development is impeded by an image of The Bahamas equated mainly with Nassau and Freeport, an image made popular by the mass-market selling of sun, sand, sea, gambling casinos, and cabaret-style entertainment. However, congestion, waste, and the unsustainable activities that tourists readily observe, all obscure the potential of ecotourism.
**Planning.** Uncontrolled growth can disrupt unique features that interest tourists, destroy natural resources, contaminate water supplies, over-extend the capacity of waste treatment and disposal systems, and destroy shorelines that lack safeguards against storms and ocean surges.
**Marine pollution.** No facilities are in place to allow water craft to comply with the existing Environmental Health Services Act of 1987 for the prevention of environmental pollution or contamination. This affects Tourism marketing and the concept of the “pristine waters” of The Bahamas.
**Depleted marine resources.** Most of the popular tourism activities are centered around the sea. Once-abundant fishes have become depleted and bonefish guides have expressed concern about visitor use and exploitation, calling for more protected area designations. Poaching, over-fishing, and damage to coral reefs by boat anchors are problems.
**National parks and protected areas.** These are important to the tourism industry, but are seriously under-funded. An expanded, integrated park system, education and public relations, membership development, policy and advocacy, and research and monitoring are required.
**Litter and waste management.** The waste management system now in place is ineffective, and there is no system for disposal of hazardous materials that may enter ground water. The travel industry itself generates about a third of all commercial garbage in New Providence. An incentive-based system of “reduce, re-use, and recycle” needs to be put in place.
**Accommodation.** This issue relates to the need for freshwater, energy management, building codes, use of environmentally friendly materials, landscape management, and use and disposal of chemicals. However, hoteliers and potential tourism developers feel they are asked to spend large sums of money to introduce sustainable tourism while the country itself is operating unsustainably. Thus, few efforts are being made to implement sustainable practices nationally, even though sustainable measures have been shown to be cost-effective.
**Heritage, archeological and cultural resources.** A significant selling point for tourism is a mixture of environmental and cultural elements. However, there is insufficient effort to preserve the national heritage. Implementation of The Antiquities, Monuments, and Museums Act is needed to preserve Bahamian heritage and culture.
**Awareness, education and training.** Island communities and some hoteliers are generally unaware of “greening” practices or the impact of their activities on natural resources, or even of the cost-effectiveness of sustainable practices.
**Partnerships, and meaningful involvement of local communities.** The integration of Government, tour operators, NGOs, the hospitality industry, and local communities is essential.
The Government has responded to environmental needs through legislation and enabling the different government sectors to address their environmental-sector needs. However, enforcement is weak. Tourism’s dependence on environmental quality demands close working relationships with Government departments and ministries responsible for the environment, natural resources, and education.
2.7.4 Needs
The prominence and potential of tourism in general and ecotourism in particular, constitute both a challenge and an opportunity. Tourism facilities and services consume large quantities of land, water, and energy, and produce significant volumes of waste and effluent. The environmental impacts of tourism, especially mass tourism, are no longer purely local in their impacts. They can have regional impacts, as in the case of marine pollution and oil spills, and contribute to ozone depletion and global warming. Without a Government committed to an integrated, sustainable, environmental strategy, tourism is at long-term risk.
There has long been a need for a national waste management system and a solid waste project is shortly to be undertaken by the Department of Environmental Health Services. There is also a need to develop recycling programmes and to ensure the proper disposal of hazardous wastes. Ecotourism sites need to be protected and properly managed. Such sites include blue holes, wetlands (particularly as waterfowl habitat), trails and coastal lands, including beaches.
Finally, the Tourism Industry itself needs to become “greener”. It needs to participate as diligently in protecting the product as it does in promoting it.
2.8 Department of Local Government (Box 2.13)
2.8.1 Context
Prior to the introduction of Local Government in the Family Islands, the effectiveness of Government services was dependent upon policies, procedures, and practices developed and decided by Central Government. With the introduction and implementation of Local Government, much authority has devolved from Central Government to elected District Councils and Town Committees. This is intended to protect the interests and well being of the local communities.
The Commonwealth of The Bahamas is divided into 31 local government districts. These are distributed as follows: six in Abaco, five in Andros (including the Berry Islands), five in Eleuthera, three in Grand Bahama, three in Acklins and
Crooked Island, and three in Exuma and Ragged Island. Bimini and Cat Cay form a single district. Each district has an administrator, though some administrators are responsible for two or more districts. The Department of Local Government provides the linkage between districts and administrators and Central Government.
2.8.2 Mandate
Local Government is an actual transfer of authority, not just a delegation of functions and powers. This authority is governed by the Local Government Act of 1996. The elected District Councils and Town Committees are the means through which Local Government provides services to Family Island communities. This system allows action to be taken promptly and efficiently, and has the capacity to ensure effective utilization of resources.
The functions of Town Committees are limited to conformity with national standards as per the following reference from the Local Government Act:
"...general health and sanitation, collections and removal of refuse from public places, the maintenance of cleanliness, upkeep, maintenance, and establishment of recreational areas, parks, open spaces, beaches, public wells and water tanks, roadways, issuance of guidelines for the upkeep, restoration, design or alteration of any building visible from a street, including types of lighting and materials, advertisements and shop fronts, postal facilities and upkeep of local port, docks, harbours, wharves and jetties."
The Councils hold wide powers and duties for the purpose of carrying out their functions. By virtue of various sections of the Act, the scope of responsibility towards the overall goal of protecting the Nation’s biodiversity is immeasurable.
2.8.3 Concerns
Tourism development is a leading activity in the Family Islands but some degree of over-development has come with tourism, particularly in the northern islands. Councils will need to balance the desire and need for economic development with the need to protect and conserve the environment. Tourism development should not be allowed to outweigh environmental considerations. Long-range planning must strive to achieve this balance between protection of the environment and promotion of the economy. Local Government therefore must work interactively with Central Government. Zoning in the Family Islands is the responsibility of the Minister of Public Works who can prescribe by Zoning Order where development may or may not take place. In addition, the Town Planning Act allows for restrictions on the type and scale of development. The Town Planning Committee and/or Council is empowered by the Act to assist with the formulation, implementation and review of zoning plans. This review takes
into account projected community needs, including clinics, schools, social and recreational facilities, and residential lots.
The Conservation and Protection of the Physical Landscape of the Bahamas, both the Act and the Order, were passed after consultation with the Bahamas Environment Science and Technology Commission. Town Committees/Councils have the responsibility to regulate and control use of all lands in conjunction with the proper Central Government authorities, and to ensure that development in their districts is consistent with conservation needs and development plans. The Town Planning Act, however, defines development in terms of buildings and does not include control of mining, deforestation, or protection of wetlands or other
Box 2.13
Department of Local Government
Mandate
Determination and performance of community functions of Local Government Districts, including development issues
Provision of community services, such as water, health, sanitation, roads, and waste removal
Creation of recreational parks and areas, and other forms of open space
Ensure effective use of resources.
Concerns
Serious threats of unplanned development
Destruction of land and sea resources and water pollution
Dilemmas among changes brought by development and the tourists' desires for pristine natural settings
Balancing needs of local communities for economic development vs. "green" tourism
Needs for jobs vs. vigilance for natural areas
Lack of knowledge among decision makers on linkages among environmental factors and the impacts of development, particularly solid waste and sewage disposal, water shortages and water supply, harbor development and dredging, beach erosion and siltation, impacts of increased cruise ship traffic, and threats of urbanization to native wildlife and fisheries
Needs
Develop greater inter-agency and cross-sector interactions
Improve local understanding of the trade-offs of development
Identify options and alternatives for benign development and growth, emphasizing ecotourism
Emphasize local culture, for example: how locals conserve and use water; how local tradition has permitted long-term survival; ways of using the environment without modern technology
Encourage local pride through local historical events, traditional ways of life, and local museums with artifacts, art, and natural history items for tourist information and enjoyment
Create environmental awareness among local residents and visitors
Implement land use plans in order to: minimise development impacts; avoid conflicts among users and developers; avoid failed development and abandonments; and identify sensitive areas that need protection
Collect fines for environmental damage to finance conservation efforts
Coordinate and implement adequate health and waste management systems
Encourage scientific studies in which local people are involved
natural areas. While recognizing that excavation and removal of trees and landfills must take place in the ordinary course of development, Local Government legislation was drafted and passed to ensure that damage to the environment is minimized.
Additionally, the Conservation and Protection of the Physical Landscape of The Bahamas Act, passed in mid-1997, provides for control of excavation and requires a permit for the felling of certain protected trees. Town Councils have the responsibility for regulating and controlling the use of all lands within their district, in consultation within the appropriate Central Government authorities and ensuring that environmental needs are met.
2.8.4 Needs
Economic Development in many of the Family Island has resulted in damage to and contamination of freshwater aquifers, pollution of surface waters and wetlands, and destruction of terrestrial ecosystems, especially on Grand Bahama, Abaco, Spanish Wells, Eleuthera and Exuma. On the other hand Central Government has, in past, issued permits for the construction of docks, canals, and marinas, for the dredging harbours, and for the reclamation of the seabed without adequate consideration of the environmental impacts or the wishes of local communities. Machinery must be put in place to avoid these errors happening in the future.
In many or even most cases, methods of disposal of human, solid, and liquid wastes in the Family Islands must be modernized and made more environmentally friendly. The Solid Waste Management Project described earlier is much needed and long overdue.
Unplanned development for inland, coastal zones, and wetland environments poses the most serious threat to biodiversity. The Councils, in meeting the needs of the Family Island communities, have to be vigilant in protecting natural areas, while ensuring sustainable use of the environment and addressing human needs. An example is the expansion of cruise ship traffic. Such vessels require dredging of harbours and dock construction, which have devastating effects on the seabed and inshore ecosystems, fisheries, and even some endangered species, such as sea turtles.
Councils and Town Committees urgently need monitoring capabilities for a host of items: e.g., dump sites, environmental contamination, coastal waters, and impacts of tourism. Concomitant needs include timely and relevant information on which to make decisions and management and enforcement capacities to ensure that development is sustainable and orderly. Elected Local Government officials must fully understand the need to protect biodiversity and should be
aware that a primary mechanism for biodiversity conservation is proper planning, management, and public education. Concurrently, Central Government must continue to recognize the significance of involving local communities and their long-term needs and desires in the planning process.
2.9 Ministry of Finance (Box 14)
2.9.1 Context
The Ministry has shown concern for the environment. However, an unresolved issue concerns the extent to which The Bahamas’ environment can support increased living standards, population growth, and employment opportunities over the long term, given its limited resources.
The Bahamas has a relatively high per capita Gross Domestic Product (GDP) of about US $12,000, making it among the most prosperous countries in the Caribbean Region. Fiscal policy, that is the creation of investment through tax incentives, is of paramount importance to the country’s development policy. In The Bahamas this development policy has largely been centered on mass-market tourism. Lately, ecotourism has come into vogue, but the traditional fiscal incentives, i.e. tax breaks, have not been geared to encouraging this form of tourism.
Two factors are of special importance to The Bahamas. First, the Government sector in The Bahamas is large, accounting for about 20% of the nation’s GDP. Second, as the Government seeks to spur economic growth, expenditures have largely been in infrastructure, limiting expenditure increases for other programmes.
Recent revenue growth has been through the expansion of the existing tax base. New taxes have been introduced nor have any substantial rate increases taken place. Nor does it appear to be the policy of the present Government to institute any type of pollution or environmental-use tax. Depletion taxes have historically been limited to sand and other minerals, not to fisheries resources or to fauna, flora, and the environment in general.
Presently, there are few fiscal incentives to protect biodiversity or conserve natural resources. There is some interest in introducing the concept of true environmental costs for development. There is also some interest in creating incentives that facilitate or constrain local exploitative actions.
Yet profits based on unsustainable use or environmental depletion will burden the Government in the future with high social costs and costly environmental consequences.
2.9.2 Mandate
The Ministry of Finance is mandated by the Financial Administration and Audit Act with responsibility for the collection of Government revenue and control of Government expenditure. It is the agency specifically charged with implementing the Government’s fiscal policy, and is directly responsible for financing 65 different agencies and all major utility companies. This support is either through direct cash contributions or duty exemptions, as in the case of the communications and electricity industries.
2.9.3 Concerns
Allocation of department and agency budgets is a shared concern. The Government provides training programmes to introduce different departments to extra-budgetary impacts to the economy and to the environment, making them aware that their operations are constrained by environmental, as well as financial costs. However, no means yet exist for measuring the costs of environmental degradation over the long or short term.
With regard to protecting the country’s biodiversity, the budgeting method is an area that needs strengthening. A department is allocated funds in accordance with the Financial Administration and Audit Act, which is simple and transparent.
but unsuited for assessing intangible costs. In cases where an environmental impact assessment is necessary, requests are passed to the agency involved, yet individual projects are budgeted according to a process that excludes social and environmental costs. Also, there is presently no policy on bonding for nonperformance or for environmental impacts.
Because development decisions undoubtedly affect every citizen, as well as future generations, informed citizens have a responsibility to help guide the decision-making process.
2.9.4 Needs
Social and environmental cost/benefit analyses are needed for projects under both the capital and recurrent budgets. Recent advances in technology and the Government’s intention to be at the vanguard of a more advanced project-budgeting process bode well for environmental protection.
Government and the nation need to become increasingly aware of the social and environmental costs of any project. Fiscal incentives that lure developers to The Bahamas may lower investor cost and produce higher profits but they may also have social and environmental impacts that need to be fully considered and factored into the “cost” equation.
There is also an urgent need to monitor development costs in terms of environmental and social impact of projects. This requires that new indicators be identified for measuring social and environmental costs as well as fiscal.
2.10 Public Education and Awareness
2.10.1 Context
It is a poorly understood concept that human well-being depends on biodiversity and ecosystem well-being. Public education and awareness programmes can make this link apparent and give people the environmental and ethical awareness, the values and attitudes, and the skills and behaviour needed for improved biodiversity conservation and sustainable development. To do this, education must explain not only the biological environment, but the socioeconomic and human development environment as well.
In The Bahamas a number of agencies contribute formally and informally to public education and awareness. The Department of Education is responsible for the management and development of the Government Schools of The Bahamas. The Department operates centrally and maintains control over all Government Schools. District Education Officers who represent the Department on Family
Islands facilitate this mechanism. There are 171 Government schools in the country; 43 in New Providence and 128 on the Family Islands. There are also 38 independent schools, 19 on New Providence and 19 in the Family Islands. In 1996 the student population in all schools was approximately 59,300.
The Department requires all students to sit national secondary exams. These include environment sections with specific topics addressing endangered species, ecosystems and native flora and fauna. Government Schools have traditionally focused almost exclusively on formal education programs, that is, those associated with the classroom, but recently this has been changing. For example, a number of schools at the secondary level offer agricultural science (formal education), and as a result have begun organizing 4-H Clubs (informal education). The Department's Science and Technology Unit regularly organizes workshops for teachers to acquaint them with new concepts, introduce materials and curriculum changes, and to promote consistency in classroom content. In 1996 the Unit also organized its first Youth Environmental Summit.
The Department also manages the Learning Resources Unit, situated in New Providence. This depository of teaching materials, aids, references, etc. is available to all teachers throughout the country. The Exuma Education Resource Centre was established by the Department of Education to provide support for teachers in the field, and is an extension of the Exuma District Education Office. The Resource Centre houses a vocational training centre to meet the specific needs of Exuma and neighboring islands. The Centre has established a mobile library for the surrounding communities and, in 1996, organized a highly successful environmental workshop for local educators.
The College of The Bahamas (COB) is the only broadly based institution of higher (tertiary) education in The Bahamas. In 1995 the Government of The Bahamas granted the College autonomy and directed it achieve financial independence as soon as possible without sacrificing quality of education or denying the right to study to any deserving Bahamian. Enrollment in 1995 was approximately 3,500 with 400 faculty and staff. The Library houses 72,000 volumes. The College maintains campuses in Grand Bahama and Exuma.
For most of its history the College of The Bahamas has been a two-year institution awarding Associate of Arts degrees. In 1997 the College conferred its first Bachelor of Arts degrees upon Business Administration graduates. More than 200 Colleges and Universities in North America, the United Kingdom, and the West Indies accept the Colleges credits. The College is actively involved in scientific research through its Research Unit, which fosters national and international partnerships in research. The College has two field stations: the Bahamian Field Station in San Salvador and the Bahamas Environmental Research Center in Andros.
Twenty percent (20%) of the student population attend the 38 independent schools in the country. The primary focus of these independent schools has obviously been formal education but they have always had a diverse range of informal education activities as well. Generally, independent schools are better funded and equipped than Government Schools and this has led to more varied approaches to education.
A number of agencies make substantial contributions to public education and awareness through informal programs. These include: The Ministry of Tourism and its Bahamahost programme. Bahamahost serves as a basic foundation to all other tourism industry training, and is used to promote service excellence in The Bahamas. The programme provides participants with information on Bahamian history, geography, civics, economics and places of interest. Over the past several years, the course has included information on the natural history of The Bahamas, as well as on ecotourism and the National Parks.
The Bahamas National Trust's educational activities are varied. Formal education focuses on the development of materials and activities that supplement curricula needs. The Trust also produces a full range of printed and visual materials, posters, fact sheets, and teaching guides, conducts field trips and school visitation programs, and manages a Reference Library used increasingly by students, teachers, and researchers. Informal educational efforts include the highly successful Discovery Club (for young Trust members), Earth Weeks, the Adelaide Creek Restoration Project, the Bahama Parrot Conservation Project, the Green Pledge Program, Birdlife International's annual World Bird Watch, and the Center for Marine Conservation's annual International Coastal Clean-up.
A great deal of scientific research is conducted in The Bahamas and Bahamian Field Stations are valuable educational resources in themselves. There are presently five: Caribbean Marine Research Center, Lee Stocking Island, Exuma; Forfar Field Station, Andros; Bimini Biological Field Station; Bahamian Field Station, San Salvador; and, Bahamas Environmental Research Center, Andros — the latter two now formally part of COB. These facilities have in the past existed in isolation from national academics. In recent years Bahamian institutions have become increasingly involved in Field Station programs and benefited from the resources within them.
A small number of non-governmental organizations are involved in environmental education to varying degrees. These include, among others, the Bahamas National Pride Association, Friends of the Environment, Ocean Watch and the Bahamas Reef Environment Educational Foundation, which is concerned primarily with coral reef education and with fund-raising for the protection of Bahamian marine resources through education. The Foundation has funded teachers participating in professional development courses in The Bahamas and abroad, conducted workshops, produced fisheries reports and distributed a variety of educational materials to Bahamian schools.
2.10.2 Concerns
Efforts to conserve biodiversity cannot succeed without the general public’s understanding and support. To be successful education, awareness and communication must open up and capitalize on opportunities for linkages and partnerships. Within the formal environment, a simple ecology course requirement will not lend itself to a full understanding of the many facets, issues and values of biodiversity. In the wider community, efforts must target and emerge out of religious groups, citizen-based programmes, professional bodies, industry, youth and much more.
There are many issues to be addressed in biodiversity education, including social, political, economic and institutional. Key among them are:
- Development Agenda and Awareness Levels. The Government’s development agenda is high-paced. Many decision-makers are not fully aware of the implications of decisions on biodiversity, nor of the inter-relation between human well-being and biodiversity well-being. Lack of awareness and “quick fix” approaches to strengthening the economy can lead to accelerated loss of biodiversity.
- Family Island Development. Within the Family Islands is the wilderness and natural capital of the country. Largely undisturbed, the Family Islands are now the focus of development. While the institution of Local Government is a great advance for the country, the lack of resources and guidelines for Local Councilors creates the potential for this institution to become one of the major threats to Bahamian biodiversity conservation and sustainable use.
- Information and Communication. The availability of information, and effective communication, are critical to public education and awareness. Communication capacity in the country is a major constraint. The lack of ability to research, share and retrieve information and network in a timely fashion, will hamper education and conservation efforts.
- Formal Education. Eighty percent of the student population in The Bahamas attends government schools. Yet it is these schools that suffer most from lack of capacity to effectively address and carry out all their educational responsibilities. Many schools do not have basic supplies for teaching traditional subjects. Most government schools do not have any access to computer technology.
- Youth Involvement. It is known that childhood experience of the outdoors is the single most important factor in developing personal concern for the
environment. Studies have highlighted the fact that youthful experiences of the outdoors and of pristine environments was a dominant influence in producing adults informed and environmentally active. There is a critical lack of activities that immerse Bahamian youth in conservation and related issues. One consequence of this is a lack of connectivity between their future well being and the well being of the environment. The 1990 United Nations Convention on Child Rights gave legal strength to youth participation. In that same year the World Summit for Children declared, "among the partnerships we seek, we turn especially to children." Agenda 21 devotes an entire chapter to children and youth, stating, "Governments should establish procedures allowing for participation of youth in decision-making processes... (and)...incorporate children’s concerns into policies for environment and development at the local, regional and national levels." Little progress in these regards has been made in The Bahamas.
- Perception of Biodiversity Conservation Education. The pervading attitude towards conservation and biodiversity education is that it is an extra-curricular activity, not really connected to required courses, and something to be fitted-in only if there is time and/or room. This undermines the very purpose of the discipline. Conservation education and, by extension, biodiversity education, seeks to heighten awareness of inter-relations. The goal is not simply to integrate but to make conservation a way of life.
- Financing Conservation and Biodiversity Public Education and Awareness. If biodiversity well being ensures the well being of the Bahamian people. Government must lead the way in meeting financial needs and creating financial mechanisms on which education and awareness depend. However, the private sector, the tourism industry, developers and investors, to name a few, also have financial responsibilities to bear in this regard.
### 2.10.3 Needs
The current losses of biodiversity have both direct and indirect causes. The direct causes include habitat loss and fragmentation, invasion by alien species, the over-exploitation of living resources, pollution, and global climate change. These diverse problems have a common root: biological impoverishment and its consequences are in almost every case a result of the way in which people use, misuse and abuse biological resources. No public education and awareness programme can hope for success unless it addresses this fundamental factor.
The Bahamas is committed to ensuring that all public education and awareness obligations of the Convention on Biological Diversity are met successfully. Yet it is seriously constrained by lack of resources and a lack of national priority setting for education and awareness in all sectors of the community. Strategies and
mechanisms for their implementation should be developed for a national biodiversity public education and awareness programme. This should provide for the promotion and increased understanding of the importance of and the measures required for the conservation of biological diversity.
National circumstances require that decision-makers be considered a priority target group. Information and guidelines should be made available as a matter of urgency to local government officials. Technical and financial assistance is required to develop and implement a mechanism to evaluate Government policies, with a view to identifying and resolving potential conflict between development and biodiversity conservation.
Especially important is the need to improve information and communication capacity, within the formal and informal education community and within decision-making circles. A desired result of this will be the ability to identify biodiversity education gaps and opportunities and increased biodiversity education capacity and content within the formal and informal education community.
Bahamian youth should be a target audience as well as makers and shapers of programmes and activities. Mechanisms to ensure both need to be clearly articulated and supported by all sectors of the community.
3 Chapter Three
The Road to Integrated Ecosystem Management
I suggest that as biological knowledge grows the ethic will shift fundamentally so that everywhere... the fauna and flora of a country will be thought part of the national heritage, as important as its art, its language...
Edward O. Wilson, *Biophilia*, 1984.
Until recently the conservation was interpreted as the preservation or protection of individual species, especially those that were endangered species, or of protection of what were assumed to be pristine areas, natural environments unspoiled by man. Neither is the case any longer.
It is now recognized that species within an ecosystem not independent of one another. Interdependency exists at the species and ecosystem level. The concept of ecosystems is that of an interrelated and functioning entity that provides
essential services to its component parts, including humankind, and is in turn interrelated with another ecosystem or other ecosystems, functions and services.
Accordingly, conservation of biodiversity is no longer species driven or focused on “great natural spots”. It has been extended to include whole habitats and entire ecosystems – pristine or not. As awareness and understanding of this concept has increased, the complexion of effective conservation measures has changed. It is now recognized that the issues and themes associated with biodiversity conservation are almost as diverse and as interrelated as nature itself. Consequently, a management approach has evolved that better facilitates the conservation of biodiversity – and that approach is integrated ecosystem management.
3.1 The Ecosystem
An ecosystem can be defined as a dynamic complex of animal, plant and microbial communities that interacts with each other and with components of the non-living environment as an integrated functional unit. While emphasis is on function, it is important to recognize that maintenance and functioning of the whole. Ecosystem integrity is important. Units of size or scale do not clarify this definition. An ecosystem may be a small patch of land, a single coral head, or a pond. Equally, it may encompass an island, a forest, or a complex interconnected system of wetlands.
Interdependency is a key characteristic. It not only exists within the ecosystem at the species level it exists at the ecosystem level itself. These linkages and interactions between different ecosystems may seemingly complicate the concept, but they also clearly illustrate the depth and breadth of the nature of interdependency. An example relative to the Bahamian context is the functional relationship and interdependency between a mangrove forest, an offshore reef and the deep ocean.
Ecosystems can evolve with time in response to perturbations, such as after hurricane or following the introduction of an alien species such as perturbations may be dramatic and long lasting and lead to permanent change, or slight and short-lived, so that the ecosystem soon regains its integrity and functions as before.
**Box 3.1**
**User Conflicts**
Biological diversity and its components are a finite natural resource. As a result, the continued growth and development of the economic sectors of The Bahamas will lead to conflicts arising out of the competitive use of natural resources, which will give rise to severe pressure on The Bahamas’ regulatory agencies.
Increasing user conflict is now evident in the competitive use of the marine resources by the tourism and commercial fishing sectors, for example in the commercial fishery for the spiny lobster (*Panulirus argus*). With increasing competition for this very high value resource, one can expect an increasing incidence of user conflict and confrontation over time. Further, recreational diving and sports fishing are important components of this sector of the economy. The growth of these industries, along with the growth of the commercial fishing industry, has also led to user conflicts which will escalate as these industries continue to grow. Also, conflict between sports fishermen (in particular bonefishermen) and commercial fishermen, competing for what many consider gamefish resources, is on the increase. The question of how to resolve this conflict, which requires good-will between the interested parties — which is often not present — is a challenging task.
The causes of conflict pertaining to the use of common property issues are imbedded in the social, economic and political environment. For conflict resolution to be successful, policy and management solutions must address that same environment. Thus, conservation of biological diversity and its components is key to the sustainability of fisheries, mariculture, tourism, and other sectors of the Bahamian economy. It hinges on the Bahamian society being able to deal with a very complex problem, and being able to reconcile market forces with the conservation of natural ecosystems.
Solutions lie in development of cross-sector management and research models for testing new concepts, approaches and methods. They also depend on:
- Extraction of realistic rent from users of biological resources
- The collection of fees for use of biological resources
- Realistic penalties for infringements that affect resource sustainability
- Establishment of codes of conduct and/or protocols for responsible development and management of living recourses and the environment
- Development of contingency plans to deal with potential natural or man-made environmental disasters, and elaboration of mechanisms to resolve conflicts among users of biological resources and the environment
- Development of relevant public education and awareness programmes
The following issues have the potential for serious inter-related conflicts over the allocation and use of natural resources.
**Tourism.** Very high priority is given by Government to the expansion of tourism, especially in the Family Islands. A clear and transparent strategy and action plan for tourism development is required, including a comprehensive EIA process, monitoring capability, and policies that encourage small-scale, local enterprises.
**Land Use.** Land is most often allocated according to the principle of "highest and best use". Given the policy for sustainability, there is need to recognize that public benefits — that is, the "common good" — often outweighs private development and profit.
**Fisheries And Mariculture.** It is clear that the future for fisheries is highly uncertain in view of growing demand for fishery products, and current legislation and enforcement capabilities. Mariculture is being promoted to meet a portion of the demand. A Fisheries and Mariculture Development Plan is needed to address possible conflicts.
**Agriculture.** Government seeks to accelerate the growth and development of agriculture for import substitution and generation of foreign exchange. Priorities include the control of agricultural imports; protocols for the importation of alien plants and the importation of live plants; land and water use policy; pesticide legislation; plant and animal quarantine facilities; and integrated pest management.
**Biomedical Resources.** There continue to be significant collections of marine specimens from Bahamian waters by outside institutions seeking bio-medical compounds. Assessment of such resources is required to determine the viability of harvest, and protocols are needed to regulate this bioprospecting.
**Housing.** Government priority is presently on low-cost housing and other developments in the Family Islands. Guidelines need to be established for land classification and zoning, waste water facilities, and a comprehensive EIA process.
**Foreign Investment.** It is Government’s priority to foster foreign investment aggressively and to reduce the "red-tape" for considering investment proposals. This requires equally accelerated capacity to deal with environmental concerns, especially EIAs, so as to fully address both foreign and domestic investments. In addition an enhanced monitoring capability is needed.
**Dredging.** Government is promoting investment in marinas and cruising facilities for residents and tourists. The capacity to evaluate and monitor potential impacts of such activities is required, in order to mitigate serious environmental and health problems resulting from habitat alteration and pollution.
**Rock and Sand Mining.** There will be increasing pressure, in the years ahead, from the Eastern Seaboard States of the United States, for Bahamian sand. Considering this, the Government should seek to determine "sand cells" where commercial extraction is economically viable and environmentally sound.
**Flood Control.** The Government is currently developing a system of deep-wells to control flooding in low areas of New Providence. Should this prove effective it is likely that this flood control method will be expanded throughout The Bahamas. The long-term effects of deep-well disposal are unknown.
In a few instances, ecosystems are man-dominated. These are socio-economic systems such as agricultural and industrial ecosystems, rural and urban ecosystems, and artificial, transformed and semi-natural ecosystems. Humans are a component part of natural ecosystems and are essential to their function and integrity. The history, culture and well being of The Bahamas are tied, in so many ways, to ecosystems. For centuries Bahamian have benefited from a range of ecological services that have connected the people to biodiversity and biodiversity to the people. Examples are briefly described in Box 1.3.
3.2 Consideration for an Integrated Ecosystem Approach
The integrated ecosystem approach is a strategy based on integrated management of land, water, and living resources so as to promote conservation and sustainable use in an equitable manner. This approach therefore meets three major objectives of the Convention on Biological Diversity.
Perhaps foremost, integrated ecosystem management aims to conserve ecosystem structure, function and the services provided. These are intimately connected. Loss of structure can lead to loss of function and services and can directly impact society. An example is the well-documented service the pine forest ecosystem makes to freshwater quality. Loss of this service would certainly directly impact society. The service could be replaced – by reverse osmosis for example – but at a capital and recurrent cost.
Integrated ecosystem management is based on the application of appropriate scientific methods that recognize and encompass the importance of ecosystem processes and functions and the interactions between organisms. Because of the dynamic nature of ecosystems integrated ecosystem management is adaptive, recognizing that many ecosystem processes are non-linear in their response to interventions and that time lags in responses often occur. This can lead to a seemingly lack of logical sequencing in events or responses, and to uncertainties. Therefore, the precautionary principle – that measures may need to be taken though cause and effect relationships may be poorly understood or not established scientifically – is also an integral part of integrated ecosystem management.
Ecosystems must be managed within their limits of function and not stressed beyond the limits imposed by the environment, or by artificially imposed conditions. The exploitation of one service may impact on other services and adversely affect ecosystem integrity and biodiversity well being, In this regard integrated ecosystem management can be preemptive.
Management objectives often reflect societal choices. However, different societies or sectors of a single society may have different expectations of an ecosystem. Integrated ecosystem management is therefore proactive recognizing there will be user conflicts that must be reconciled. Box 3.1 identifies some of the more obvious user conflicts in The Bahamas, Equally there will be policy conflicts and issues of priority concerning land use and the use of other natural resources. Box 3.2 highlights some of these.
Management activities of one ecosystem may impact adjacent ecosystems. For example, mangrove forest ecosystems function as nurseries for many juvenile scale fish and interact with coral reef ecosystems, which in turn provide habitat for the adult fish. Without a healthy reef ecosystem the adult fish may not reproduce and the mangrove forest’s role as a nursery is lost. Agro-ecosystems may rely on the adjacent ecosystems as *refugia* for the parasites and predators of crop pests. An integrated approach brings all these factors into play.
Integrated ecosystem management recognizes that all biodiversity has intrinsic value – value in its own right that is apart from any economic value. All components of an ecosystem have value, both those with a recognized economic value and those with no (apparent) economic value. Mosquitoes may appear to have only nuisance value, but the adults provide food for birds and the larvae food for fish.
Change in ecosystems is inevitable over time. Often the challenge is to distinguish those changes which are inevitable from those which result from man-made perturbations and which may be reversed. Integrated management therefore changes with changes.
In the past there has been a tendency to manage the components of biodiversity as either protected or non-protected, as either “closed” or “open” for consumption. The integrated approach seeks to strike a balance between biodiversity conservation and biodiversity use.
All forms of information are important to integrated ecosystem management, including scientific data and research findings, indigenous and local knowledge, and practical experience. All relevant scientific disciplines are involved and the use of local knowledge in developing plans of action is seen as particularly relevant. Research and monitoring are also essential to integrated management, and accordingly the integrated approach is adaptive and responsive to resulting feedback.
Finally, while a central authority provides information, structure and guidance, and is a major partner in the planning process, integrated ecosystem
management is more effective when local communities and stakeholders are equally involved in the planning and actually take a lead role in implementation.
3.3 Issues
The facets of biodiversity conservation are many and issues cross themes, socio-economic factors, and political boundaries to name a few. Management matters are often made more complex due to the diffused arrangement of environmental portfolios throughout various agencies, and this has been particularly true in The Bahamas. Biodiversity conservation is a cross-sectoral issue and integrated ecosystem management a cross-sectoral strategy. Closer looks at several issues make both apparent.
3.3.1 Natural Resources
Many government agencies share responsibility for the management and/or the development of natural resources, including water, fisheries, coral reefs, forests, biodiversity, game birds, protected areas, agricultural crops and livestock. Lead agencies for each include the Water and Sewerage Corporation, the Departments of Agriculture, Environmental Health Services, and Fisheries, the Bahamas National Trust, the Ministry of Tourism, the Port Department, the Ministry of Public Works and others.
Initiatives to develop partnerships for information acquisition and management have been undertaken individually and largely in an ad hoc manner. At present, no government-wide policy or mechanism for integrated resource management exists. Nor have specific priorities been set to determine which particular resources should take precedence. This has hampered capacity building, resource monitoring, administration, and the filling of widening gaps in knowledge, and forced managers to make decisions under conditions of uncertainty and without an adequate information base on which to act, monitor, and adapt.
3.3.2 The Coastal Zone
It can be effectively argued that the entire Bahamas is coastal zone, that no part of any island is sufficiently distant from the sea as to be totally free of its influence. The need for integrated coastal zone management is therefore especially important, but because of the conflicting demands on the coastal zone it poses particular problems from the viewpoint of conservation. Two examples: managing to avoid degradation while promoting use of beaches, reefs and inshore waters by an increasing number of citizens and tourists; and managing to preserve “windows to the sea” and the storm surge protection service of
dunes in the face of sky-rocketing demands for beachfront property development.
The Land Use Committee formed this year is the first multi-sectoral initiative to address the coastal zone. This issue is so important yet the exemplary work of the Committee has only scratched the surface. A comprehensive land use plan for The Bahamas is needed. Legislation may also be required to provide desired levels of protection and reconcile conflicting uses.
3.4 Parks and Protected Areas
*In situ* conservation is considered the “pinnacle” of a country’s efforts to protect its biodiversity. The existing system of national parks (Table 2.1) encompasses over 321,000 acres, a small fraction of the land and sea area of the Commonwealth of The Bahamas. A 1958 Act of Parliament mandates park and protected area system management and development to the Bahamas National Trust. The Trust’s accomplishments in establishing and managing these areas over 40 years have been considerable.
Parks and protected areas can serve several inter-related functions including the conservation of biodiversity, the sustainability of resource use, the maintenance of ecosystem integrity, support for education and training, research on ecosystem functioning, research on repair, capacity building in research and monitoring, and recreation.
Several other agencies are concerned with protected areas. There are several wild bird reserves, under the jurisdiction of the Department of Agriculture. These only provide sanctuary for birds and prohibit hunting; they do not protect the habitat. The latter could easily be remedied by declaring all wild bird reserves “protected areas” under the Agriculture and Fisheries Act.
The Department of Fisheries is exploring the possibility of declaring a number of marine areas “no-take zones”, following the example of the Exuma Cays Land and Sea Park. Investigations in the park have suggested that groupers have increased in numbers and are replenishing stocks outside of the park boundaries as a result. Such “no-take” zones can serve as fisheries reserves. The Department of Fisheries is also interested in protecting grouper spawning aggregations.
The Water and Sewerage Corporation are interested in the protection of their well fields, which are primarily forested areas but also serve as conservation areas. Draft Forestry legislation would create large areas of “conservation forest”, including areas of mangrove forest, and would also protect a number of blue holes in Andros.
3.3.4 Invasive and Alien Species
Alien species pose a real threat to biodiversity (Box 3.3). While deliberate introductions have a long history, and most of the world’s food crops and domestic livestock are introductions, there are now many examples from around the world of introduced species that have wreaked havoc with ecosystems. Both the terrestrial and the marine environments are under threat and small island states are considered most vulnerable.
Living modified organisms (LMOs) are a special category of alien species. Discussions are underway, under the Convention on Biological Diversity, for a Biosafety Protocol to address the matter of the transboundary movement of LMOs.
Ports offer great opportunities for introduction of many alien marine species in ballast water. The demand for exotic pets, and the smuggling of such pets, poses its own particular problems. Similarly, the desire for exotic ornamental plants and the ease with which seeds or cuttings can be smuggled, increase the chances that invasive alien plants will be introduced.
3.3.5 The Bioregional Context
Three broad bioregions exist in The Bahamas and can be defined, based on climate and vegetation. The presence and different characteristics of the bioregions have enormous implications for biodiversity conservation and integrated ecosystem management plans – certainly a case where one size does not fit all.
- **The Northern Bioregion**: North Andros, New Providence, Grand Bahama and the Abacos form a distinct group, with *Pinus caribaea* as the dominant species. These are the so-called pine islands. Rainfall is about 1300 to 1400 mm per year, with May to October the wettest months. Mean temperature rarely exceed 29°C, usually in July and August, and seldom fall below 20°C in January and February.
Large Areas of Abaco, North Andros and Grand Bahama were clear-felled in the 1950’s and most pine forests in those islands are now self-sustaining secondary growths. They are largely unmanaged at present. Soils are stony, free draining and alkaline, and by world standards infertile but because of their relatively high rainfall, and the availability of water for irrigation, these islands have been developed for large-scale agriculture. The pine forests of Abaco, Andros and Grand Bahama, cover about 6, 185km².
- **The Central Bioregion**: Cat Island, Eleuthera, Exuma, Long Island and San Salvador are known as the coppice islands, the term coppice referring to the
dense thicket of hardwood vegetation, the result of many decades of harvesting these trees. Rainfall is of the order of 1000 m or less per year with perhaps a bimodal distribution, July and August being a little drier than June or September. Mean temperatures are a little higher than are those in the northern islands. From the perspective of climate South Andros might be considered to fall within this group.
Farming in the Central Bioregion is relatively small-scale, and pothole farming – planting crops, both annuals and perennials, in the pockets of soil large and small that occur in the limestone rock – is commonly practiced. Slash and burn subsistence farming still occurs.
- The Southern Region: Acklins, Crooked Island, Great Inagua and Mayaguana are also coppice islands, but the vegetation is often xerophytic and, on the smaller cays, consists of low canopy shrubs. Rainfall is generally not more that 750 mm per year, and may be considerably lower. Hogsty Reef, which lies between Acklins and Great Inagua, receives only about 250 mm of rain per year, which means that two small cays on the reef are essentially desert ecosystems.
In the marine environment, the concept of bioregions, as defined above, does not apply. Much more is known of the biodiversity of the shallow water banks than about the deep ocean. Four important categories of biotype or habitat on shallow banks can be delineated.
- Reef Habitat: This includes a variety of reef morphologies, such as barrier, fringing, and patch, but these categories represent a continuum in which each grades almost imperceptibly into the next. These reefs typically include the large massive coral of the genera *Acropora*, *Montastrea*, *Diploria*, and *Meandrina*, and are largely dominated by the stony (scleractinian) corals, though soft corals do occur.
- Rock Habitat: This habitat is variously colonized by small, solitary stony corals, soft corals, sponges, and assorted benthic invertebrates and macro algae (particularly *Sargassum*). The rocky substrate locally be covered with a veneer of sediment (giving the false impression of sandy bottom) and occasional patches of the sea-grass *Thalassia*. In certain areas, the rock may be elevated relative to surrounding bottoms, but the lack of large boulder or plate-forming stony corals, the predominance of soft corals or sponges in certain areas, and the low relief most noticeably identify this biotype. Dead, eroded coral reefs are classified as rocky bottom.
- Vegetated Habitat: These bottoms are covered with turtle grass (*Thalassia*) on sediments of varying texture and thickness. Other sea-grasses are also
locally abundant and may include shoal grass (*Haludole*) and manatee grass (*Syringodium*). Green macro-algae may also be of local importance. Soft corals and an occasional stony coral may occur spottily throughout the area, especially where small rocky patches interrupt the sediment.
- **Unvegetated Habitat:** This biotype consists of barren sediments varying in texture and thickness, from calcareous rubble near reef, to calcareous sand or mud. These are rather unstable, shifting bottoms, which inhibit the growth of vegetation.
Two fundamental exercises are important in developing integrated ecosystem management plans that accommodate the bioregional character of The Bahamas. The first is a resource inventory of Bahamian species and ecosystems, including present conditions and functions. The second is a land-use study and plan that would result in a system of allocation for all resources, land and marine.
With respect to inventory, the Land Resources Survey (Little et al., 1997) provided a useful starting point. It covers biogeography, vegetation, rocks, and landforms, shorelines, groundwater, and pine forests. The potential contributions of the National Geographic Information System Unit to the development of an inventory and a land-use study and plan cannot be overstated.
Bioregional planning for integrated ecosystem management requires that partnerships be developed among various components of Central and Local Government and the agencies involved in resource management. This partnership might just be the most important to biodiversity in The Bahamas.
### 3.4 Global and Regional Issues of National Significance
A number of global and regional issues also bring weight to bear on planning for biodiversity conservation. They further serve to illustrate the cross-sectoral nature of both the issues themselves and integrated management plans to address such.
Global issues that will impact on all countries, including the Commonwealth of The Bahamas, include, *inter alia*, the following:
- **World Trade Organization:** access to markets and rules of trade, sanitary and phytosanitary regulations.
- **Global Climate Change:** sea-level rise, temperature rise (global shift of agriculture towards the poles and increase incidences of coral bleaching),
increasing carbon dioxide levels (affect the competitive balance within plant communities).
Regional issues that will impact on all countries of the Wider Caribbean include the following:
- Free Trade Area of The Americas: access to markets.
- Caribbean Environmental Programme: regional initiatives to environmental concerns.
- Small Island Developing States Action Plan: there are multi-sector plans for broad array of environmental issues.
- Immigrants: illegal immigrants and refugees landing on remote and uninhabited cays pose threats to biodiversity.
3.5 Information and Data Management
Decision-making and the development of integrated ecosystem management plans are dependent on information and data management. However, information is not always available in advance of decisions that need to be made. Because of this it is important to recognize that decisions can and often have to be made based on incomplete information, so there can be an element of uncertainty. A system of information acquisition and data management can minimize the uncertainty and ensure a standard of quality in the information it delivers.
There are two sources of biodiversity information under the terms of the Convention on Biological Diversity that have been produced in The Bahamas.
The Bahamas Biodiversity Country Study was undertaken initially in 1992, and was the first compilation of the available knowledge of Bahamian biodiversity ever attempted. It was revised in 1995 (Bahamas Environment, Science, and Technology Commission, 1995), to confirm guidelines issued by the Convention on Biological Diversity Secretariat. The Study contains sections on Bahamian geography, climate, socioeconomic factors, taxa and ecosystems, agency responsibilities, legislation and agreements, major biodiversity issues, and proposed measures for conservation.
The second initiative was the Bahamas Data Management Project. The Project’s Final Report (1997) sets out the objective – all of which were met – as follows:
To prepare a data management plan to provide for the efficient management of data and information in support of policy development for natural resources, biodiversity, and implementation of the Convention on Biological Diversity.
To undertake an institutional survey of existing capacity for effective biodiversity data and information management and to assess needs to enhance institutional capacity.
To develop a comprehensive computerized bibliographic database to facilitate access to the scientific literature.
To develop a database to identify individual authorities on the natural resources of the Commonwealth of The Bahamas.
To develop a metadatabase (= directory) to provide access to sources of data and information on the natural resources of the Commonwealth of The Bahamas.
To develop an electronic communications system to facilitate biodiversity data flow among Bahamian institutions.
Monitoring is a critical component of data acquisition and management. Properly conducted monitoring provides new information that can assist in designing mitigating actions to correct mistakes and to devise new strategies and actions.
**Box 3.3**
*Alien and Invasive Species*
*Aliens* are non-native organisms. *Invasives* may or may not be native, but are aggressive species that "take over" ecosystems, especially following an environmental disturbance. The consequences can be far-reaching and expensive--and difficult--to correct.
Deliberate introduction of plants and animals from one country to another has a long history. Most major food crops are introductions. However, many deliberate introductions have become "nuisances" in their new country. In other instances introductions have been accidental. Rats and mice, snakes and mongooses, many insects and many plants, are examples of "accidental" aliens that have become rodent or insect pests, weeds, or vectors of human disease, or that have displaced native animals and plants.
In The Bahamas, alien plants have been introduced with little control — and a few by accident — mainly by gardeners and horticulturists. Several are now recognised as serious threats to natural ecosystems and to biodiversity. Tree species, such as *Casuarina*, *Melaleuca* and *Schinus*, are aggressive invaders of forests, wetlands and disturbed or open sites, displacing native plant species.
Domestic animals — horses, donkeys, pigs, dogs and cats — were introduced to The Bahamas many years ago. These all have major impacts on native species of both plants and animals, particularly if they are allowed to roam free, or where they become feral (go wild).
Alien insects may have an important role to play as biocontrol agents. Should the hibiscus mealy bug (*Macronellicoccus hirsutus*), formerly known as the pink mealy bug, invade The Bahamas, it is likely that a parasitic wasp from China (*Anagyrus kamaii*), and two alien coccineids (*Cryptolaemus montrouzieri* and *Scymnus coccivora*), will be introduced for its control. Biocontrol agents may also be needed to control the brown citrus aphid (*Toxoptera citricidus*) and the root weevil (*Diaprepes abbreviatus*) — currently causing great concern in Florida — should the latter reach The Bahamas.
Introduced ornamentals have perhaps the greatest potential for the invasion of natural habitats — as evident from the large number of invasive alien plants in Florida. Alien animals are restrained in enclosures, whereas plants are generally grown in the open where seeds or fruits can be wind-blown or carried by birds or animals to new habitats.
The introduction of alien aquatic species — especially of fish — to aquaria, can also pose problems. Water is taken from the open sea, passed through the various holding facilities, and pumped back to the sea. This poses high risks for the introduction of alien species to the wild, particularly of species producing large numbers of pelagic eggs. If there is an extended planktonic larval stage, the escapees could well become distributed over a large area, to compete with (or feed on) native fish and other marine species. Similarly there are risks of the escape to the sea of introduced fish and shrimp species from mariculture facilities. Although the hatchery facility may be a closed system, there are still high risks of accidental introduction to the wild.
The Grand Bahama container port is a high risk area for the accidental introduction of alien marine species from vessel fouling and ballast water, which may introduce predators or parasites of native marine species, or which may compete with commercial fish species for food.
Not only does ballast water pose problems for fisheries, but it can also pose human health risks through the introduction of bacteria and viruses. This, in turn, creates risks for the dive industry and for tourism. The containers themselves may also carry "hitch-hiker" insects, spiders, snails, and possibly snakes and other animals, that may escape and become established on-shore. This may pose a threat to native biodiversity and to agriculture.
Living modified organisms also pose a threat to native species and to ecosystems in the same way as do alien organisms, and they can therefore be regarded as a class of aliens. Examples of genetically modified plants are crop varieties that have genes for resistance to a specific herbicide, or that incorporate the *Bacillus thuringiensis* (Bt) genes to manufacture an insect toxin. The widespread cultivation of crops with Bt genes could lead to the development of insect resistance to the toxin. This would require farmers to revert to chemical sprays — with consequent damage to non-target insects, water supplies and other resources.
In addition, there is the risk of gene escape into native plant populations by horizontal transfer, possibly leading to the creation of novel "transgenics" with undesirable characteristics. Of particular concern is the transfer of genes for herbicide resistance to wild —and possibly weedy— relatives of crop plants. These transgenics could become serious weeds. There is much less experience with the release of genetically modified animals.
The question of "biosafety" — the safe handling and testing of genetically modified organisms—is currently an important issue. It is clear that internationally agreed protocols and codes of conduct, supported by national legislation, are needed to regulate the introduction and testing of alien plants, animals and micro-organism into countries, in order to protect native species and ecosystems.
The United Nations Food and Agriculture Organization has already developed guidelines for the introduction of alien biocontrol agents. The Conference of the Parties to the Convention on Biological Diversity recommend a precautionary approach to the introduction of all aliens and genetically modified organisms, but discussions on a legally binding biosafety agreement continue. Risk assessments should be mandatory for all deliberate introductions.
Chapter Four
Recommendations
In short, for every kind of organism that we lose because of our indifference or lack of attention, we deny our children the ability to enrich and improve their lives by using those organisms as elements in their management of the global ecosystem.
Peter H. Raven, National Audubon Society, Washington, 1987.
The Recommendations of National Biodiversity Strategy and Action Plan follow the integrated ecosystem management approach to biodiversity conservation. The Recommendations also address other pressing national needs, most specifically the need for bioregional planning and biodiversity education and communication.
What emerges therefore are Recommendations that pave the way for integrated bioregional planning and management, as well as education and communication initiatives that are key to success.
Integrated bioregional planning and management ensure both appropriate conservation measures for sustainable use and appropriate development, properly regulated. What is “good” and “appropriate” for the northern Bahamas might not be “good” or “appropriate” for the Central and Southern Bahamas. The bioregional context in planning and management is critical.
Education and communication are cornerstones in successful strategic plans. Inherent in each recommendation is the need for education and communication. Efforts must target decision-makers, government officials, the business community, the tourism industry, the general public and the country’s youth. Education and communication are aimed not only at increasing awareness and understanding but also at promoting involvement in the process and creating the conditions for natural “buy-in.”
The Recommendations help the Nation to define the following:
- What comprises Bahamian biological diversity?
- Is biodiversity important to the financial and social well being of the Nation?
- Does biodiversity contribute towards economic and social sustainability?
- What must the Nation do to achieve its goal of sustainability?
4.2 Conservation of Natural Resources
The Convention of Biological Diversity stresses conservation of the total portfolio of biological diversity and the maintenance of the structure and function of ecosystems. Therefore it is recommended that:
4.2.1 An inventory be taken and a determination be made of which Bahamian ecosystems and species are most at risk in order to determine priorities for conservation and protection, utilizing appropriate technologies (such as satellite imagery, GIS and others).
4.2.2 A comprehensive national system of parks, protected areas and reserves be developed for the conservation of biodiversity, including:
- further development of guidelines for the selection of areas
- further development of management plans for all protected areas
- strengthening of legislation of Bahamas National Trust Act to more effectively protect national parks and protected areas
- strengthening institutional capacities of Bahamas National Trust
4.2.3. Regulatory and enforcement measures be developed to ensure continued and sustained management of natural resources biodiversity and to safeguard critical ecosystems.
4.2.4 Breeding aggregations of species of commercial, recreational, sport, and aesthetic value, be effectively managed to ensure sustainability.
4.2.5 Protocols controlling the importation and evaluation of alien and invasive species, and of genetically modified organisms be developed, to include:
- risk analysis of alien species and of living modified organisms
- management of useful alien and genetically modified organisms
- contingency plans for the control and eradication of invasive alien and genetically modified organisms
4.2.6 Plant and animal genetic resources for food and agriculture be conserved, using *in-situ* and *ex-situ* methods, based on modern technologies.
4.2.7 The National Herbarium be properly housed and curated, and other national natural history collections be established.
**4.3 Sustainable Use of Natural Resources**
The Convention on Biological Diversity stresses the sustainability of resource use. It is important to determine which Bahamian resources are in danger of depletion, and which ecosystems are under threat of degradation. It is recommended that:
4.3.1 Sustainable use of natural resources be fully integrated with national policy planning, to ensure the most effective use of these resources.
4.3.2 A comprehensive plan for sustainable agriculture be developed including:
- conservation and improvement of agricultural soils
- programmes of integrated pest management
- agricultural systems that are environmentally-friendly
- evaluation and adoption of new product technologies
4.3.3 A National Fisheries Development Plan be implemented to maintain and enhance the productivity and biodiversity of Bahamian fisheries, through:
- allocation of fishery resources according to limited entry, property rights and zoning
- establishment of appropriate fisheries protected areas
- conservation and restoration of coastal habitats and wetlands important to fisheries recruitment and to the health of fringing reefs
- evaluation and adoption of appropriate new fisheries resources and technologies, including mariculture
4.3.4 A National Forestry Development Programme for sustainable management of all forest resources be developed and implemented including:
- establishment of a permanent forest estate
- design and implementation of appropriate management strategies
- development of sustainable resource utilization plans
- forest resource assessment and continuous monitoring
- an inventory of mangrove forest and their resources
4.3.5 A comprehensive Integrated Water Resources Management Plan, that includes all forms and uses of water, be developed, including:
- consideration of the needs of all living organisms in a healthy environment
- discouraging wasteful practices
- management of water resources for agriculture
- strengthening of regulatory and institutional arrangements
- expansion of waste water and waste disposal facilities for ecosystem preservation and prevention of water pollution
4.3.6 The use of native trees and shrubs in landscaping be encouraged, and the importation of alien plant species be discouraged.
4.3.7 A national plan for sustainable tourism and ecotourism be implemented.
4.4 Science and Technology
A comprehensive policy and programme for science and technology are essential to the future of The Bahamas in many respects, especially in regard to assessing and monitoring natural resources and their sustainable use. Therefore, it is recommended that:
4.4.1 A Science and Technology Council be appointed, under the aegis of The Bahamas Environment, Science and Technology Commission, to define a National Science and Technology Policy and to develop research goals and objectives.
4.4.2 A research and monitoring programme, aimed primarily at the conservation and sustainable use of biodiversity, be designed and implemented.
4.4.3 A natural resource inventory for The Bahamas be compiled, to form the basis for ongoing monitoring.
4.4.4 Training programmes to enhance national science and technology capability be developed.
4.4.5 The Bahamas Natural Resource Bibliography, developed by the Biodiversity Data Management Project, be maintained and managed by the Bahamas Environment, Science and Technology Commission as a primary resource for research and training in The Bahamas as well as world-wide.
4.4.6 The Bahamas National Geographic Information System Project incorporates natural resource assessment and planning.
4.4.7 The Bahamas Government develops co-operative agreements with other nations, particularly in the Caribbean, for capacity building and information exchange in the area of biodiversity.
4.5 Public Education and Awareness
The acquisition and dissemination of information is critical to the development of public awareness and sensitivity to the fragility of Bahamian ecosystems and the repercussions and/or losses to biodiversity experiences when ecosystem are disrupted, damaged or destroyed. It is important that all forms of media and educational tools be employed to inform the Bahamian public. Therefore, it is recommended that:
4.5.1 Appropriate emphasis on environmental issues is placed in the curricula of primary, secondary and tertiary level educational institutions. This would include:
- designation of a lead agency to spearhead and coordinate the programme
- identification of partners to assist with development and implementation
participation and recognition of the concerns of youth
development and implementation of mechanisms to improve information exchange and communication capacity, especially within the formal education and decision-making communities.
4.5.2 Teacher training in key areas of environmental studies be supported and facilitated.
4.5.3 Appropriate use of print and electronic media in the dissemination of environmental information is developed.
4.5.4 A system to address the concerns of key sectors of the community through the sponsoring of workshops, seminars, and public lectures be developed and implemented.
4.6 Social Issues
Sustainability of the environment and of its resources cannot be achieved without a sustainable and healthy society, as the Vision of “Strong Nation Rooted in a Healthy Environment” makes clear. Society at large must be integrated into the planning and management process. Therefore it is recommended that:
4.6.1 Youth be provided with opportunities for participation in the planning and implementation of biodiversity conservation programmes.
4.6.2 The question of solid waste management is being addressed by an Inter-American Development Bank loan but attention needs to be given to other forms of waste and pollution, and minimizing littering.
4.7 Financial Resources and Mechanisms
Bahamian society, its economy and standard of living depend on the environment and its resources, but there are few mechanisms to ensure that the necessary financial resources to maintain the environment are assured. Therefore, it is recommended that:
4.7.1 A National Conservation Fund be established for biodiversity conservation.
4.7.2 A user-pays policy be defined, legislated and introduced.
4.7.3 Appropriate national resources for the implementation of this Strategy and Action Plan be determined and committed as appropriate.
4.7.4 External multi-lateral, bi-lateral and private sector sources of financial and other support for the implementation of this Strategy and Action Plan be identified and secured.
4.7.5 National decision-making procedures that incorporate environmental accounting and cost-benefit analysis be developed and adopted.
4.8 National Consultative Process
The archipelagic nature of The Bahamas, the dispersed human settlements, and the diversity of ecosystems, present enormous challenges for full participation in the development of detailed actions plans for conservation and sustainable use of biodiversity. Therefore, it is recommended that:
4.8.1 A series of workshops be convened with stakeholders to define priorities for biodiversity conservation and sustainable use, and to further develop specific actions. In recognizing that implementation of this recommendation comprises preparation, presentation and follow-up the following are included:
- preparation of multimedia presentations on the “state of knowledge” of Bahamian biodiversity
- employment and introduction of Geographic Information Systems technology
- preparation and circulation of position papers on biodiversity and biodiversity issues.
4.8.3 Public participation and support for this Strategy and Action Plan be nurtured and encouraged by means of radio, television, newspapers, town meetings and other appropriate mechanisms.
4.8.4 The full participation of Local Government be assured by means of a series of workshops and other appropriate mechanisms.
5 Chapter Five
The Action Plan
Biological conservation, if it is to be successful, has to be spread effectively over the entire landscape.
D. H. M. Cumming, speech, Conservation 2100 Symposium, 1986.
5.1 The Action Plan
At the national level the Action Plan begins with a National Consultative Process. A series of consultations or workshops will be held at locations throughout the country — in the Family Islands as well as in New Providence — with representatives of all the major stakeholders and other interested parties. The archipelagic and bioregional nature of The Bahamas makes such a process essential if the protection of species and ecosystems is to receive the support of the community at large and of local communities in particular.
Participants in the National Consultative Process will include, *inter alia*, farmers, fishermen, handicraft workers, residents, local government officials, non-governmental organizations, ecotourism operators, relevant Government Ministries, the business and commercial sector, and other concerned and interested parties.
Two actions, however, must precede the National Consultative Process. The first is the Bahamas Environment Science and Technology Commission as a legal entity. The Commission is currently mandated to be the coordinating hub and focal point for all environmental activities within The Bahamas and for international agreements and conventions concerning the environment. Its establishment as a legal entity, fully-mandated and strengthened, are seen as critical to continued success and, in the present context, essential to the country's ability to fulfill its obligations under the Convention on Biological Diversity and to execute the National Biodiversity Strategy and Action Plan.
A second action, also essential to the success of the Action Plan, is the formation, within the Commission, of a National Biodiversity Task Force to, *inter alia*, prepare for and conduct the National Consultative Process and the follow-up that will be required.
The Action Plan was prepared following four particular principles. The first is flexibility. This allows for the Action Plan to be modified and adapted as appropriate, and can be sensitive to the needs of critical species and ecosystems. Secondly, it is intended that the Action Plan be consultative at all times, so that concerned parties and stakeholders are full participants not only in the planning process, but also in the implementation of specific actions and activities. The third principle is coordination. The National Biodiversity Task Force should be charged with preparing for and conducting the consultative process; collating the results; developing procedures; setting targets; assigning responsibilities; monitoring progress in implementation; and modifying Actions as appropriate. The fourth principle speaks for itself: the Action Plan must be a living document.
The following five actions have been developed, with indicative budgets, and are regarded as prerequisites to the development of specific Actions designed to conserve the biodiversity of The Bahamas. Some are already underway and, though Action 1 is a priority, others Actions can commence, or continue, pending completion of Action 1. Start dates are given in quarters (3-month blocks) beginning from the formal start-up time of implementation.
5.1 Action One: Establishment of the Bahamas Environment, Science and Technology Commission as a legal entity.
**Lead Agency:** The Bahamas Environment, Science, and Technology Commission.
**Start Date:** 1st quarter, 1999\(^1\)
**Duration:** 24 months
**Budget:** $798,400
**Funding sources:** Government of The Bahamas; Inter-American Development Bank
5.1.1 Objectives:
- To establish the Bahamas Environment, Science and Technology Commission as a legal entity charged with the coordination of environmental protection in The Bahamas.
- To determine the staffing needs of the Commission to enable it to carry out its mandate responsibilities.
- To ensure, through a Cabinet Decision, that Government Departments are fully supportive of the work of the Commission, and that they contribute to its work through the assignment of staff as required.
---
**Table 5.1**
**Action One Indicative Budget**
| Categories\(^2\) | Phase 1\(^3\) | Phase 2 |
|------------------------------------------------------|---------------|---------|
| Environmental policy review | | |
| Review of Information Management Systems | | |
| Design of EIA guidelines and procedures | | |
| Review of staffing requirements and training | | |
| Institutional assessment and recommendations | | |
| Refinement of EIA guidelines and procedures | | |
| Preparation of quality control programme | | |
| **Totals** | **102,700** | **686,700** |
\(^2\) It is impossible to de-aggregate budget costs for individual categories or the Inter-American Development Bank funding. The total for Phase 1 is the amount budgeted by the IDB. The total for Phase 2 is made up of $565,2000 provided by IDM and $123,500 counterpart funding from the Government of The Bahamas.
\(^3\) Phase 1 is scheduled to last 6 months and complete the first four activity categories. Phase 2 is scheduled to last 18 months and complete the remaining activity categories.
---
\(^1\) This marks the date of the signing of the contract and the start of the process of selection of consultants. Implementation is expected to begin in the 1\(^{st}\) quarter, 2000
5.1.2 Activities:
- A review of current national environmental policies and the drafting of new policies where necessary, including an overall Sustainable Development Policy for The Bahamas.
- A review of existing information management systems for environmental matters, with recommendations for the hardware and software needed, and the framework for the improvement of the system.
- Design of interim Environmental Impact Assessment guidelines and procedures.
- A review of the staffing requirements of the Best Commission to enable it to fulfil its mandate, with draft job descriptions for environmental specialists and project officers.
- An institutional assessment of the BEST Commission and of other agencies involved in environmental management.
- Refinement of Environmental Impact Assessment guidelines and procedures, their review by private and public sector entities, and their adoption.
- The development of a long-term financial plan for the Commission.
- Preparation of a quality control programme for the Commission and other agencies with environmental responsibilities.
5.1.3 Comments
Implementation will be organized into two work phases over a 18-month period.
5.2 Action Two: Establishment of the National Biodiversity Task Force and Preparation for National Consultative Process.
**Lead Agency:** The Bahamas Environment, Science and Technology Commission
**Start Date:** To follow approval of the National Biodiversity Strategy and Action Plan
**Duration:** 18 months
**Estimated Cost:** $217,250
**Funding sources:** To be determined.
5.2.1 Justification
A National Biodiversity Strategy and Action Plan can be implemented in The Bahamas only with the full understanding, support and participation of local communities and stakeholders. A National Consultative Process is therefore critical to the ultimate development and implementation of the Action Plan, and will determine the specifics of which species, ecosystems and locations are targeted for conservation activities.
To be successful, the National Consultative Process must be properly planned, with island-specific information available to stakeholders in order that they may make informed decisions. Thorough preparatory work is essential to ensure the recommendations arising from the process are based on sound information.
5.2.2 Objectives
- To establish a multidisciplinary National Biodiversity Task Force of professionals from relevant governmental and non-governmental agencies, with adequate support.
- To prepare for, and to conduct, the National Consultative Process.
- To compile, based on the outputs of the National Consultative Process, a detailed Action Plan, focussed on species and ecosystems.
5.2.3 Activities
☐ Appointment of adequate qualified staff to the Commission, with support staff and facilities. One or more of these appointments may have been made under Action One.
☐ Appointment of consultants to guide the Task Force on communications, on the preparation of materials, on the format of the consultations, and the process of consultation.
5.2.4 Partners
Department of Local Government, Department of Agriculture, Department of Fisheries, Department of Lands and Surveys, Department of Local Government, Department of Education, College of The Bahamas, Bahamas National Trust, Ministry of Finance, Water and Sewerage Corporation, other non-governmental organizations, and relevant regional and international organizations.
5.3 Action Three: The National Consultative Process
**Lead Agency:** BEST Commission
**Start Date:** Six months after the start of Action Two
**Duration:** 21 months
**Estimated Cost:** $639,100
**Funding sources:** To be determined.
5.3.1 Objectives
☐ To create an awareness among citizens and residents of The Bahamas of the value of biodiversity to the economy and to societal well-being, and of their individual and collective responsibilities under the Convention on Biological Diversity.
☐ To integrate and involve local communities and stakeholders in the planning process and in the implementation of Action Plan Activities at the species and ecosystem levels.
5.3.2 Justification
The informed participation of all sectors of the community is essential if the Action Plan is to be implemented successfully. Activities must be implemented at the community level, and must involve the local communities as stakeholders: this can be done only if there is awareness and participation in the planning process through the National Consultative Process, but there must be a continuing process of consultation.
5.3.3 Activities
- Development, by the Coordinating Group, of a structured public awareness and education campaign: this will require media consultants.
- Preparation and production of materials for the above. This requires media consultants.
- Preparation and production of teaching materials for primary and secondary schools: the Department of Education to the lead agency.
- The preparation of materials for the National Consultative Process in communities throughout The Bahamas.
- The conduct of the National Consultations, and analysis and collation of the outputs as the basis for an Action Plan.
5.3.4 Partners
Department of Local Government, Department of Agriculture, Department of Fisheries, Department of Lands and Surveys, Department of Local Government, Department of Education, College of The Bahamas, Bahamas National Trust, Ministry of Finance, Water and Sewerage Corporation, other non-governmental organizations, and relevant international and regional organizations.
5.3.5 Comments
The National Consultations are intended, *inter alia*, to develop consensus on:
- Vision and Mission Statements
- Conservation and management of biodiversity
- Guidelines and criteria for prioritizing, and consensus on priorities at local, regional and national levels
- Monitoring and operational endpoints
- Time schedules and partnerships
The Consultations are not intended to address technical matters. Conflict resolution will be needed to address disagreements between communities and between local and central government.
It is envisaged that the public awareness component will begin in the first quarter and preparatory work for the consultative process will require at least six months. Therefore, the National Consultations Process will not begin until the last quarter of the first year. It will continue in full throughout the second year. Final compilation of the Action Plan to conserve species and ecosystems should be completed by the mid-way mark. However, it is intended that activities at the local level can begin as soon as outline plans and partnerships have been agreed upon.
5.4 Action Four: Implementation of the Recommendations of the Biodiversity Data Management Project
**Lead Agency:** The Bahamas Environment, Science, and Technology Commission
**Start Date:** Six months after the start of Action Two
**Duration:** 24 month
**Estimated Cost:** $639,100
**Funding sources:** To be determined
5.4.1 Objectives
To “operationalize” the Bahamas National Biodiversity Management Project, according to the proposed plan of action, by:
- Putting the bibliographic database and the metadatabase (which are already extant as outputs of the completed BDM Project) “on-line”.
- Producing the bibliographic database and metadatabase on CD-ROMs.
- Effectively managing and up-dating these databases on a continuing basis.
Improving inter-agency communication within The Bahamas.
Box 5.4
Action Four Indicative Budget
| Categories | 0-12 | 12-24¹ |
|----------------------------------|--------|--------|
| Creation of Home Page | 8,000 | 3,000 |
| Procurement of equipment² | 20,000 | 5,000 |
| Communication charges | 2,500 | 5,000 |
| Appointment of Information Manager³ | 17,500 | 35,000 |
| Materials | 10,000 | 7,500 |
| Contingencies (10%) | 5,800 | 5,550 |
| Totals | 63,800 | 61,050 |
¹ Indicates months into project.
² Includes a server and CD-ROM Reader/Writer: some of the necessary equipment is already in place.
³ Appointment expected before the end of 1999. It is assumed that data managers within agencies (partners) will be appointed from within those agencies and are not therefore a charge to the project.
5.4.2 Justification:
The Bahamas was one of ten countries that participated in a UNEP Project, funded by the Global Environmental Facility on Biodiversity Data Management Capacitation in Developing Countries and Networking Biodiversity Information.
This project was completed in late-1997, and as outputs produced a bibliographic database and a metadatabase. Now, these need both to be made available to individuals and institutions within and outside The Bahamas and be properly managed. This action will also improve communications within The Bahamas and facilitate access to information by decision- and policy-makers.
This project complies with the Convention on Biological Diversity which requires that scientific information relating to biodiversity be made freely available, subject only to protocols on data access.
5.4.3 Activities
☐ Creation of a Home Page on the World Wide Web.
☐ Procurement of the necessary computer equipment to provide an on-line service and of equipment to produce CD-ROMs.
☐ Appointment of an Information Manager to manage and update the bibliographic and metadatabases.
☐ Appointment of data managers within partner agencies to liaise with the Information Manager.
5.4.4 Partners
Department of Local Government, Department of Agriculture, Department of Fisheries, Department of Lands and Surveys, Department of Local Government, Department of Education, College of The Bahamas, Bahamas National Trust, Ministry of Finance, Water and Sewerage Corporation, other non-governmental organizations, and relevant international and regional organizations.
5.5 Action Five: Preparation of Bioregional Guidelines, Position Papers and Policy Statements
**Lead Agency:** The Bahamas Environment, Science and Technology Commission
**Start Date:** Late 2000
**Duration:** 24 months
**Estimated Cost:** $363,000
**Funding sources:** Inter-American Development Bank and to be determined.
### 5.5.1 Objectives
- To prepare statements on bioregions, on major ecosystems, and on critical species in The Bahamas.
- To prepare statements on the role of the agriculture, fisheries and forestry sectors in conservation biodiversity.
- To prepare guidelines for Environmental Impact Assessments (EIAs).
| Categories | 0-12 | 12-24 |
|-----------------------------|--------|-------|
| Preparation of outlines | 40,000 | 40,000|
| Consultancies | 100,000| 50,000|
| Travel costs | 70,000 | 5,000 |
| Publication costs | 20,000 | 10,000|
| Contingencies (10%) | 23,000 | 10,000|
| **Totals** | **253,000** | **110,000** |
1. Indicates months into projects
2. Assumes consultancy costs plus interactive workshop with lead and collaborating authors.
3. The number of consultancies and their cost cannot be reliably determined until further details are available.
4. Assumes 15 trips (2 weeks duration, for 2 persons).
5. Assumes a limited number of copies, well illustrate, in-house publishing.
### 5.5.2 Justification
Whilst much is known about the biodiversity of The Bahamas, the information needs to be systematically and uniformly analyzed and summarized, with sustainable management options clearly defined. Such documents will provide the scientific baselines to determine, *inter alia*, priorities for monitoring, keystone species and habitats, threats and constraints to sustainable use, and management policy options. They are viewed as living documents, to be revised as information becomes available. These documents will also enable gaps in the protected area coverage of ecosystems and species to be filled, and provide a basis for a NPPA System and for land use planning.
**5.5.3 Activities**
- Preparation of outlines of statements: a consultant will be required.
- Appointment of lead authors for bioregions, ecosystems and groups of ecosystems, and selecting of collaborating and contributing authors.
- Publication of statements.
**5.5.4 Comments**
It is assumed that some field work may be necessary and provision has been made in the indicative budget for limited field work. It is also assumed that staff from partners agencies will be assigned to work on these guidelines, statements and position papers. It is assumed that the direct costs for preparation of the EIA guidelines will be borne by the IDB Project, but that the Commission and staff of relevant agencies will make inputs into the process of developing the EIA guidelines.
**5.5.5 Partners**
Department of Local Government, Department of Agriculture, Department of Fisheries, Department of Lands and Surveys, Department of Local Government, Department of Education, College of The Bahamas, Bahamas National Trust, Ministry of Finance, Water and Sewerage Corporation, other non-governmental organizations, and relevant regional and international organizations.
While the above specific activities have been planned in some details, including indicative budgets, other actions in the Action Plan must await the outputs of the National Consultative Process before detailed planning can be completed. The following are seen as possible future activities. No specific order of implementation is implied.
5.6 Action Six: Planning for a System of National Parks and Protected Areas
Lead Agency: Office of the Prime Minister
5.6.1 Objectives
- To expand the system of National Parks to include representative areas of ecosystems and habitats that are either unique to The Bahamas, or threatened, and not presently represented.
- To prepare management plans for all proposed National parks, including projected budgets.
- To use where appropriate other legal instruments to provide protection to species or ecosystems.
- To strengthen legislation for the Bahamas National Trust to more effectively protect parks and protected areas.
- To strengthen institutional capabilities of the Bahamas National Trust to meet responsibilities with existing and expanded parks and protected areas.
5.6.2 Justification
The present system of National Parks is recognized as incomplete, with important Bahamian ecosystems under-represented or not represented. This needs to be corrected, and the system extended.
The draft Forestry Act would provide protection for many areas of forest, including mangrove forest and blue holes. In addition wild bird reserves can be declared, and protected areas (for plants) can be designated.
5.6.2 Activities
- Review and updating of existing documents and information on proposed National Parks with additions as appropriate.
- Review existing wild bird reserves with a view to amending and the designation of new reserves.
- Designate some or all existing wild bird reserves as protected areas to provide protection for the habitat.
5.6.3 Comments
The Bahamas National Trust has already prepared a document proposing a number of additional National Parks, with map grid references, descriptions and justification.
5.7 Action Seven: Development of Monitoring and Evaluation Methodologies
Lead Agency: The Bahamas Environment, Science and Technology Commission
5.7.1 Objectives
- To develop scientifically sound methods for monitoring and evaluating ecosystems and species abundance.
- To develop methods of data handling, storage and transfer to be used by all agencies working in the area of biodiversity.
- To train Bahamians in monitoring and evaluation.
5.7.2 Justification
Monitoring becomes important whenever there is any degree of uncertainty — which is nearly always the case in the environmental sciences. Data need to be comparable over time, and spatially, if it is to be used for long-term monitoring and to determine choice of sites. Methodologies must conform to international standards. The College of The Bahamas will be an important collaborator.
5.7.3 Activities
- Review of methods of monitoring the status of species and ecosystems
- Field testing of monitoring methods and of data collection and storage procedures.
- Training of Bahamians.
5.7.4 Comments
Global Biodiversity Assessment, Edited by V. H. Heywood, Cambridge University Press (0 521 56481 6) provides a useful starting point.
5.8 Action Eight: Protection or Rehabilitation of Threatened or Degraded Ecosystems and of Threatened Species
5.8.1 Objectives
- To identify specific ecosystems and species that are threatened or already degraded.
- To determine the possibility of rehabilitating or restoring such ecosystems location by location.
To prepare develop methodologies and action plans for the rehabilitation and restoration of specific high priority sites and species
To protect designated species of plant or animal, presently considered threatened, from further declines in number
To increase numbers by enhancing populations in existing habitats, or by stocking new habitats.
5.8.2 Justification
Ecosystems can be degraded in many ways as a result of human activity, with the total or partial loss of ecosystem function or ecosystem integrity, and of component species. At least some degraded ecosystems can be restored by removal of the causes of degradation and by positive restorative actions. At present there are instances of eutrophication of surface waters as a result of farming or other human activities.
Declines in the population of species (and sub-species) of plants and animals has occurred as a result of habitat fragmentation, pollution, encroachment into habitats, and poaching and smuggling for sale as pets or as potted plants. Protection of the most threatened species therefore becomes necessary.
5.8.3 Activities
- Literature searches on restorative methodologies for threatened or degraded ecosystems, and evaluation of appropriate methodologies.
- Literature searches for experiences with the protection and rehabilitation of the same species or related species, to those threatened in The Bahamas
- Enactment of legislation and enforcement or regulations to prevent further destruction of degradation of threatened or endangered ecosystems and species.
5.8.4 Comments
Selection of appropriate methodologies for restoration of population numbers of threatened species might include: the captive breeding and release of animals and birds; the *ex situ* raising of seedlings or cuttings or of tissue culture plantlets) for transplanting into suitable habitats; control of predators and parasites of animals and plants; relocation of animals and birds to “new” sites. The control of rats has already been evaluated on a Bahamian cay in order to protect a unique and endemic sub-species of rock iguana. The introduction of improved environmental impact assessment guidelines should contribute to better protection of threatened ecosystems.
5.9 Action Nine: Improvement of the Botanic Gardens to Enhance its Capacity for *Ex Situ* Conservation.
Lead Agency: The Department of Agriculture
5.9.1 Objectives
- To establish and maintain living collections of the Bahamian flora, especially of endemic and rare species.
- To establish a seed bank for plant species to include landraces of crops from all agro-ecological zones of The Bahamas.
- To develop the capacity to propagate and maintain by tissue culture, those species which do not produce seed or that have recalcitrant seed.
- In collaboration with the Bahamas National Trust and the College of The Bahamas, to continue to add to the National Herbarium which is located in the Botanic Gardens.
5.9.2 Justification
While the Botanic Gardens does have many Bahamian plants in its collection, a more systematic collection is needed including representatives of the rarer species. Seed and tissue culture collections will provide a valuable back-up resources and provide materials for research.
5.9.3 Activities
- The collection and maintenance of Bahamian plants not presently represented in the Botanic Gardens.
- The installation and management of (cold) seed storage facilities.
- The establishment of a tissue culture laboratory, and the training of staff.
Chapter Six
Conclusion
This National Biodiversity Strategy and Action Plan has stressed that biodiversity is an essential part of the nation’s well being. Biodiversity constitutes the “natural capital” that provides “services” that are costly at best, and impossible at worst, to replace. It recognizes that biodiversity and sustainability demand conservation and management on a very large scale.
This requires a shift from the piecemeal, sectoral approaches of the past. It requires a retreat from exploitative management, to sustainable management so as to conserve the ecological services that biodiversity provides. It requires a shift also from sector-based management to system-based management. It requires a shift away from the tendency to address small-scale, local problems as simply a number of small-scale problems, to taking a holistic, bioregional or national perspective.
Questions of perception and method arise. The matter of public expectations and the values placed, by members of the public, on natural resources and on biodiversity in particular, needs to be fully explored. Following this is the matter of how to integrate and reconcile local, regional, and national needs, and how to achieve a consensus, and resolve conflicts, among the various stakeholders.
6.1 The Central Role of the Bahamas Environment, Science and Technology Commission
The Government of the Bahamas has had the foresight to create the Bahamas Environment, Science and Technology Commission and to place it in the Office of the Prime Minister. This emphasizes the government’s commitment to the environment and its leadership role in national and regional environmental affairs.
The primary role of the Commission is to coordinate the work of the various governmental and non-governmental agencies with responsibilities or concerns for the environment to avoid conflicts of interest and to ensure the most effective use of resources. The Commission is also acting as a focal point for all international environmental conventions and protocols, and with ensuring compliance with the obligations arising from these conventions and protocols. The Commission is not intended to be an operational agency, but to serve as
the hub, and to perform a clearing-house function, for environmental information pertinent to The Bahamas.
In its role as hub and coordinator, The Bahamas Environment, Science and Technology Commission must undertake a number of activities:
- Provide guidance and information to policy-and decision-makers on the conservation and management of biodiversity.
- Educate the public in order to develop an “environmental conscience.”
- Oversee the passing of legislation to ensure comprehensive protection of the environment.
- Maintain a database of up-to-date information on biodiversity and other environmental concerns in The Bahamas so as to facilitate policy-and decision-makers, as well as researchers and other interested parties both nationally and worldwide.
6.2 Biodiversity Issues
Two issues that need to be discussed are the biodiversity portfolio and the question of well being.
6.2.1 The Biodiversity Portfolio
In the past, the conservation of biodiversity focused on species protection, especially of endangered species. Most ecologists and conservationists now recognize that a piece-meal, single-species approach is both inappropriate and ineffective. Focusing on a single species is an approach that has been readily understood by the public, particularly when the species in question had some endearing characteristics. Past experiences with the approach, however, have included large expenditures without the basic problem of ecosystem protection and maintenance of the integrity of the ecosystem having been solved. Notwithstanding emergencies, a multidisciplinary-and multi-species or ecosystem-approach is essential if conservation is to be effective.
6.2.2 National Well Being
The concept of national well being can be viewed from various perspectives. The most familiar is the economist’s Gross Domestic Product. This however counts only money transactions, treats them as all positive, and treats natural resources as income. Gross Domestic Product simply measures market activity: it ignores human health and happiness and environmental quality.
A more realistic measure of well being would factor in the “live-ability” of communities; the goodness of local services such as education, health, and transport; the availability of leisure activities and the provision of open space;
the level of crime; the amount of air pollution and its health and other impacts; loss of biodiversity; degradation of ecosystem; and so on. Many of these are qualitative and subjective and not easily expressed in monetary terms.
Human well being and ecosystem well being are inextricably bound together. Well being can be assessed using a variety of criteria:
- Ecosystem well being - quality of water and air, degree of land degradation, status of biodiversity, use of natural resources and the quality of their management and conservation.
- Human well being - health, distribution of wealth, access to information, educational opportunities, freedom and civil order.
Given that, in The Bahamas, “tourism is the engine that drives the economy”, sustainability and environmental protection have a special meaning. The maintenance of biodiversity and of a healthy and clean environment becomes mandatory in order to ensure growth in the tourism sector. It then becomes important to regulate and plan the development of the tourism sector so as to preserve the environment on which it depends. This poses an unusual challenge to policy-makers: to economic growth in the tourism sector with societal well being and a healthy environment, and the sustainable use of resources.
6.3 Achieving the Goal
The direct beneficiaries of adopting and implementing a National Biodiversity Strategy and Action Plan are the people of The Bahamas, the Government, and all sectors of the country.
Implementation of this strategy and plan in support of biodiversity, with the objective of sustainability and well being, would achieve the national goals highlighted in Box 1.5. Further, implementation could provide a model for other countries worldwide, especially small island developing states. Benefits would then extend well beyond Bahamian waters.
For centuries the people of The Bahamas have relied on, and benefited from, the country’s natural resources. These resources are also magnets for visitors, investors, and developers alike. There is an inherent connection between these resources and the well being of the Bahamas. They are our security and our future. We must not just be mindful of that connection. We must insist that connection shape the way forward. Environmental protection and security is essential to The Commonwealth of The Bahamas. Biodiversity conservation is central to that security. | <urn:uuid:80b93516-2f88-4993-8a71-9c1f93ceaff6> | CC-MAIN-2023-50 | https://dev-chm.cbd.int/doc/world/bs/bs-nbsap-01-en.pdf | 2023-12-09T09:26:44+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00721.warc.gz | 226,909,879 | 49,527 | eng_Latn | eng_Latn | 0.980575 | eng_Latn | 0.995447 | [
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FOREWORD
The unit-in-a-package idea has been created to provide flexibility for the teacher and to develop responsibility in the student for his or her own progress. Teachers may choose to teach only by units or to use units to supplement other material. The work sheets in each unit are student-centred and are carefully designed and illustrated in a personal, informal format. One of the major advantages of the unit-in-a-package is that it is easy to carry and store in looseleaf folders along with the student's writing paper.
The assumption which lies behind each unit of work is that the student has read the text (a 'How well did I read?' test is included in each package). This is considered educationally important as it encourages students to see the significance of the parts of the text in relation to the whole design and it stresses the value and necessity of re-reading and paying close attention to the text when analysing its qualities.
The work sheets which make up the unit are addressed to the student rather than the teacher. The aim of this is to build a relationship with the student through the written word and to encourage involvement with the tasks to which they are directed. This allows the teacher to take on the role of a resource person who is able to provide individual help and guidance when and where it is needed.
Reading, writing, listening and oral work provide the basis of the activities in each unit. There is provision for individual, small group and whole class activities. The packages cover a range of texts with particular emphasis on Australian authors. Subjects such as *The Media* and *Poetry* are also available. The material which is provided is suitable for different ability levels across the Junior Secondary years. | <urn:uuid:0a7a9343-4157-4601-8015-e8e0816adf2e> | CC-MAIN-2018-43 | http://files.hbe.com.au/samplepages/426.pdf | 2018-10-21T15:34:48Z | crawl-data/CC-MAIN-2018-43/segments/1539583514030.89/warc/CC-MAIN-20181021140037-20181021161537-00212.warc.gz | 122,094,796 | 341 | eng_Latn | eng_Latn | 0.999059 | eng_Latn | 0.999059 | [
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I. Find the word from the Grid:
| D M V I J H J I Y C D K B C V |
|---------------------------------|
| I A R C H I T E C T Y V O I P |
| G S H J K U T L R A Y R U H K |
| J O E C A R P E N T E R I P P |
| F N H J C U T C F C X S P W M |
| J G V U R Y T T B S A L L I O |
| L A B O U R E R N I B T U L U |
| G Y I F I R L I A D F A M I T |
| Z A T U H I J C J U L O B R W |
| S F J T V U R I P A L A E M L |
| M R A T E Y P A I N T E R N U |
| B M B R I L A N O U R G H O U |
Architect
Labourer
Mason
Painter
Plumber
Carpenter
Electrician
II. Match the actions to the body parts:
III. Write the name of Sense organs:
IV. Look at the picture and write which sense is being used by the people:
- Taste
- Sight
- Hearing
- Smelling
- Feeling
V. Fill in the blanks with the correct answer;
1. Our _______________ is found inside the body.
a. hand b. heart c. hair
2. Our _______________ helps us to taste food.
a. tongue b. ear c. eye
3. Our _______________ helps us to digest the food we eat.
a. lungs b. stomach c. legs
4. Our _______________ helps us to think.
a. eye b. brain c. heart
5. Our _______________ give support to our body.
a. bones b. limbs c. muscles | <urn:uuid:89f74a4b-765c-4dc8-9007-bd143dca324d> | CC-MAIN-2022-40 | https://ongcps.org/documents/WORKSHEET/Class%202/EVS.pdf | 2022-09-28T18:27:42+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335276.85/warc/CC-MAIN-20220928180732-20220928210732-00027.warc.gz | 472,582,881 | 438 | eng_Latn | eng_Latn | 0.991681 | eng_Latn | 0.997421 | [
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The following strategies allow children to explore their environments safely. Infants, toddlers, and preschoolers must be directly supervised at all times. Programs that use active supervision take advantage of all available learning opportunities and never leave children unattended.
**Set Up the Environment**
Staff set up the environment so that they can supervise children at all times. When activities are grouped together and furniture is at waist height or shorter, adults are always able to see and hear children. Small spaces are kept clutter free and big spaces are set up so that children have clear play spaces that staff can observe.
**Position Staff**
Staff carefully plan where they will position themselves in the environment to prevent children from harm. They place themselves so that they can see and hear all of the children in their care. They make sure there are always clear paths to where children are playing, sleeping, and eating so they can react quickly when necessary. Staff stay close to children who may need additional support. Their location helps them provide support, if necessary.
**Scan and Count**
Staff are always able to account for the children in their care. They continually scan the entire environment to know where everyone is and what they are doing. They count the children frequently. This is especially important during transitions, when children are moving from one location to another.
**Listen**
Specific sounds or the absence of them may signify reason for concern. Staff who are listening closely to children immediately identify signs of potential danger. Programs that think systemically implement additional strategies to safeguard children. For example, bells added to doors help alert staff when a child leaves or enters the room.
**Anticipate Children’s Behavior**
Staff use what they know about each child’s individual interests and skills to predict what he/she will do. They create challenges that children are ready for and support them in succeeding. But they also recognize when children might wander, get upset, or take a dangerous risk. Information from the daily health check (e.g., illness, allergies, lack of sleep or food, etc.) informs staff’s observations and helps them anticipate children’s behavior. Staff who know what to expect are better able to protect children from harm.
**Engage and Redirect**
Staff use active supervision skills to know when to offer children support. Staff wait until children are unable to solve problems on their own to get involved. They may offer different levels of assistance or redirection depending on each individual child’s needs.
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| 問題 | 1 | 2 | 3 | 4 |
|------|---|---|---|---|
| 問題A | <対話文1> | <対話文2> | <対話文3> | |
| 問題B | <Question 1> | <Question 2> | | |
1については、共通問題の採点基準に同じ
| 問 | イ | ウ | ア | 180 | T-shirts and caps | カ |
|----|----|----|----|-----|------------------|----|
| 1 | | | | | | |
| 2 | | | | | | |
| 3 | | | | | | |
| 4 | | | | | | |
| 問 | イ | ア | 《3-エ》 | ウ | (エ) | イ |
|----|----|----|---------|----|-----|----|
| 1 | | | | | | |
| 2 | | | | | | |
| 3 | | | | | | |
| 4 | | | | | | |
| 問 | エ | オ | ウ | Thank you | September | イ |
|----|----|----|----|-----------|-----------|----|
| 1 | | | | | | |
| 2 | | | | | | |
| 3 | | | | | | |
| 4 | | | | | | |
(正答例)
After you left, I started playing tennis, too. I practice playing tennis every day. Did you make any new friends? How is your study at college? Let's play tennis together when you come back home. (35)
受検番号
合計得点 | <urn:uuid:9316820e-9c43-4aac-a068-145b3ef0b296> | CC-MAIN-2018-43 | http://www.sumidagawa-h.metro.tokyo.jp/site/zen/content/000027122.pdf | 2018-10-21T15:35:26Z | crawl-data/CC-MAIN-2018-43/segments/1539583514030.89/warc/CC-MAIN-20181021140037-20181021161537-00214.warc.gz | 585,732,682 | 463 | eng_Latn | eng_Latn | 0.997671 | eng_Latn | 0.997671 | [
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Early Years Policy
School Name: Haydon Wick Primary School
Version No: 3
Author: A L Lawro
Owner: A L Lawro
Approved by: Principal
Ratified date: September 2022
Interim review date: March 2023
Next review date: September 2023
The White Horse Federation | twhf.org.uk
Values, culture and character through excellence in standards
Aims (our intent)
It is our intent to provide every child who enters our Early Years Foundation Stage (EYFS) with the opportunities to grow physically, verbally, cognitively, and emotionally. Each child will develop a life-long love and desire for learning. At Haydon Wick Primary School, our aim is to provide stimulating and high-quality learning environments. This is our third teacher; it invites, supports, and seeks to enhance every child’s curiosity and imagination, encouraging children to grow in confidence and to take risks. They will begin to develop empathy for their peers. They will feel safe and confident to become independent learners. Children will have endless opportunities to discover and explore their curious minds.
We strive to work collaboratively with parents and carers, encouraging enthusiastic learners who are motivated and reflective. Enabling them to thrive and reach their potential. Every child has access to a broad, balanced and rich curriculum that reflects our community and our school values, which prepares them for now and for the future in terms of opportunities and experiences. Through an appropriate balance of whole class, small group and independent play activities that will be planned and reflective of their needs. Through a language rich environment, children are supported and given opportunities to become skilful communicators who connect with others through language and play. So that all children achieve at least the expected standard at the end of EYFS, and a ‘Good Level of Development’
Play and Active Learning
At Haydon Wick we believe play to be the means through which young children learn. It is through play that children have the opportunity to explore, develop and act out experiences, helping them make sense of the world around them. Play helps children build up ideas and learn how to develop self-regulation and understand the need for children to investigate and solve problems through collaborative and individual play. Children can work at their highest cognitive level in self-chosen play.
We provide children the children with a safe and secure environment. We aim to develop good relationships with all children interacting positively with them and taking time to listen. We also model behaviours and support children in forming positive relationships and friendships with one another. It is the role of all adults within the environments to engage in high quality interactions with all children and scaffold children’s learning to make progress.
At Haydon Wick we recognise and value the fundamental role that the learning environment plays in supporting and extending the children’s development. The reception classrooms indoor and outdoor areas are well organized to allow children to explore and learn securely and safely. There are areas where the children can be active and quiet.
Play opportunities are available in our Early Years environments where the three prime areas and four specific areas of learning are offered with equal importance. Due to the range of adult led activities and child initiated time we provide, we give plenty of time for play opportunities to arise. High quality, active learning occurs when children are motivated and interested.
Children need to have some independence and control over their learning. As children develop their confidence, they learn to make decisions. It provides children with a sense of satisfaction as they take ownership of their learning. Young children can engage in a wide range of activities that develop their metacognition and self-regulation.
“Play is the highest form of research”
Albert Einstein
Planning
The planning within the Foundation Stage allows the children to explore the school’s key themes from our curriculum overview. The weekly plans take on these themes and are also supported by the observations carried out of the children during their child-initiated learning from the previous week. This enables children’s interests, achievements, and next steps to be addressed. Our curriculum coverage is based upon the Educational Programmes, outlined in the reformed Early Years Foundation Stage framework.
We teach carefully planned themes throughout the year to ensure every child is given a variety of different stimuli. The themes are also supported by the children’s interests, which helps to keep the children engaged and allows them to take ownership of their learning. We offer the children a broad and balanced curriculum which is supported by using the ‘Development Matters’ and statutory framework. This enables our Foundation Stage teachers to incorporate the seven areas of learning and development into a stimulating, creative, cross-curricular approach, ensuring breadth.
Skills progression and knowledge of child development informs planning. Staff have a strong knowledge of individual children’s starting points and have a clear understanding of how to ensure children reach their potential by the end of EYFS.
Assessment and Observation
When children begin in reception the class teachers discuss the ‘Moving on Transition document’ with the children’s key worker in their current setting. Along with this information and discussion from their preschool setting, to gather information that goes towards their Baseline assessment (on entry) into Reception.
From September 2021 all children in reception will undertake the RBA baseline assessment from the DfE. In addition to the RBA baseline, practitioners within reception will carry out baseline assessments to create a secure judgement of all children’s starting points.
Each child’s level of development is recorded against the seven areas of learning and development using a ‘best fit model’. These lead onto the child acquiring the early learning goal in each area at the end of the Reception Year.
Throughout the year the EYFS teachers and teaching assistants carry out observations of the children and record their observations and photographs into each child’s Learning Journey. This along with other pieces of work and creations, the children have produced, contributing to a collection of the child’s achievements. Parents have access to their child’s learning journey over eight times a year and are encouraged to add comments about their child’s learning throughout the year.
Although adult-led activities can offer insight into children’s attainment by making sure the child has the opportunity to demonstrate their knowledge, it is mostly evidence through observing children through their child-initiated activities that we use to make final judgements for the EYFS profile.
The ongoing assessments of the children are collected and recorded into the children’s Learning Journeys. Assessments are collated through high quality interactions and observations that our practitioners have with the children. These assessments are then used to create a judgement of ‘on track’ or ‘not on track’ for the end of year expectations. These judgements are recorded onto our tracking system on Pupil Asset three times a year. For those children judged as not being on track to meet the end of year expectations, next steps will be planned for based on their gaps in learning. In the final term we write a report to parents. Along with a personal comment, this will state their progress
against the Early Learning Goals and the child’s Characteristics of Teaching and Learning.
At Haydon Wick we carry out in-house moderation of our observations and our processes. As well as internal moderation across the WHF and schools within the local area.
**Working in partnership with Parents and Carers**
We recognise that parents and carers are children’s first and enduring educators and we value the contribution they make. We appreciate the role that parents have played and their future role in educating the children.
We do this through:
- Talking to parents about their child before they start school.
- The teachers visit all children in their home setting prior to starting school in reception.
- The children have the opportunity to come into school to spend time in the environment and to get to know their teacher. They are invited to a transition morning for a stay and play session in June / July before starting school.
- We invite all parents to an induction meeting during the term before they start school.
- Offering parents regular opportunities to discuss their child’s progress in the class before and afterschool sessions or any concerns either the teacher or parent may have.
- We invite all parents to a variety of ‘workshops’ and stay and play sessions each term, including early reading sessions and early mathematics.
**Self – Evaluation (our impact)**
The impact of our curriculum will be measured by how effectively it helps our pupils develop into well rounded individuals. Our children will embody our values and carry with them the knowledge, skills and attitudes which will help them to develop into lifelong learners. We endeavour for our pupils to be Year 1 ready and have our schools values embedded by the time they leave reception, preparing them for their future. We aim to exceed the National and Local Authority data for children achieving Good Level of Development. Almost all our children make more than expected progress from their starting points. We are supported by the White Horse Federation Early Years Advisor, who is an EYFS SLE, LA moderator and contributed to the last exemplifications of the EYFS profile. This means judgements are secure and consistent with government guidelines. | <urn:uuid:5f2078dc-958a-4051-bcb0-0f4edcae0d7e> | CC-MAIN-2022-40 | https://haydonwick.swindon.sch.uk/downloads/haydonWickPrimary/EY-Policy-2022.pdf | 2022-09-28T19:05:44+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335276.85/warc/CC-MAIN-20220928180732-20220928210732-00032.warc.gz | 329,011,649 | 1,819 | eng_Latn | eng_Latn | 0.925278 | eng_Latn | 0.99685 | [
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# Showa Women’s University Junior - Senior High School Curriculum
| | 1st Year | 2nd Year | 3rd Year | 4th Year | 5th Year | 6th Year |
|----------------------|----------|----------|----------|----------|----------|----------|
| **Japanese** | 5 | 5 | 5 | 5 | 3 | 4 |
| **Social Studies** | 4 | 4 | 4 | 2 | 3 | 2 |
| **Mathematics** | 5 | 5 | 5 | 3 | 4 | |
| **Science** | 4 | 4 | 4 | 2 | 2 | |
| **Health and Physical Education** | 3 | 3 | 3 | 2 | 3 | |
| **Music** | 2 | 2 | 1 | 2 | 1 | |
| **Art** | 2 | 1 | 1 | 2 | 2 | |
| **Home Economics** | 2 | 2 | 3 | 2 | 4 | |
| **English** (includes an English conversation unit) | 5 | 6 | 6 | 4 | 3 | |
| **Integrated Studies** | 2 | 2 | 2 | 2 | 2 | |
| **Moral Education** | 1 | 1 | 1 | 1 | 1 | |
**Syllabus open to students**
At the beginning of each school year our faculty supplies students and parents with a syllabus for each subject to help students plan their study and review. The syllabus includes the following details: 1) Aim of the lesson; 2) Course content; 3) Learning targets and 4) Method of evaluation.
**Recognizing progress through the Academic Improvement Prize**
This prize is awarded to those students who show strong overall improvement in academic performance over the course of the school year. This award system demonstrates our commitment to recognize and support those students who make progress by their own effort and initiative.
**Small class system**
Our small class system allows English, mathematics and elective subjects to be taught in class sizes of around 20 students. Reducing the class size enables teachers to provide individual attention to each student and meet their specific learning needs.
**Moral education in high school**
Showa Senior High School students participate in active learning projects which reflect our school principles and embody the Showa spirit. The students of each class aim to exercise a high degree of independence as they plan and manage projects that include discussion, debate and volunteer activities. | <urn:uuid:b59efb33-bec8-4a71-9186-4275c9a456b6> | CC-MAIN-2018-22 | https://en.jhs.swu.ac.jp/wp-content/themes/jhs_en/images/pdf/2014.10.10_ShowaCurriculum.pdf | 2018-05-27T17:35:36Z | crawl-data/CC-MAIN-2018-22/segments/1526794869732.36/warc/CC-MAIN-20180527170428-20180527190428-00128.warc.gz | 538,048,281 | 622 | eng_Latn | eng_Latn | 0.997207 | eng_Latn | 0.997207 | [
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Reading and Responding to Children’s Books About Bullying
Kathy Everts Danielson
*University of Nebraska at Omaha*, firstname.lastname@example.org
Jan LaBonty
*University of Montana*
Follow this and additional works at: [https://digitalcommons.unomaha.edu/tefdacpub](https://digitalcommons.unomaha.edu/tefdacpub)
Part of the [Teacher Education and Professional Development Commons](https://digitalcommons.unomaha.edu/tefdacpub)
Recommended Citation
Danielson, Kathy Everts and LaBonty, Jan, "Reading and Responding to Children's Books About Bullying" (2009). *Teacher Education Faculty Publications*. 62.
[https://digitalcommons.unomaha.edu/tefdacpub/62](https://digitalcommons.unomaha.edu/tefdacpub/62)
Which of the following scenarios is an example of bullying?
A. Older boys repeatedly steal a second-grader’s lunch money.
B. A group of girls start and perpetuate vicious rumours about a shy classmate.
C. On a daily basis, a boy makes fun of a peer’s old-fashioned clothes.
D. During recess, bigger kids push, shove, and taunt smaller children.
E. All of the above.
If you guessed E, you not only know a lot about test construction, you also understand the classic definition of bullying: “Bullying is a deliberate attempt to hurt another that is repeated over time,” (Craig, 1997, p. 123). Each scenario above contains a truth about bullying; bullies tend to be older and/or bigger than their victims; bullying involves both physical and verbal abuse; victims are usually different in some way from their peers, whether it involves dress, size, language, or social skills; and bullying occurs most frequently on the playground or in isolated locations where there is no adult supervision (Craig, 1997; Olweus, 1993).
Addressing the parameters of bullying in schools; studying the characteristics of victims, bullies, and bystanders; and examining successful school wide anti-bullying programs laid the foundation for this project involving third and fourth graders and books about bullying.
Parameters of bullying
Bullying remains a serious problem in many elementary schools, and children of every age have been the target of bullies or have witnessed bullying. In fact, one in seven children has been a bully or a victim; the remainder are bystanders. Bullying involves an imbalance of strength, a negative action (either physical or verbal), and a deliberate, repeated attempt to hurt another person (Craig, 1997). For the bully to feel powerful, he/she must see evidence that the victim is indeed intimidated, humiliated, hurt, or controlled. Physical bullying seems to increase through elementary school and peak in the junior high years, but incidents of verbal abuse remain constant. Examples of verbal bullying include name-calling, taunting or teasing, and starting rumors. School size, racial composition, and school setting (rural, urban, or suburban) have no relationship to frequency of bullying (Banks, 1997). While more boys than girls are physical bullies, as many girls participate in verbal assault or retaliation against a classmate in an attempt to isolate their victims. When victims don’t defend themselves, bullying may escalate or carry on for years (Olweus, 1993).
Victims
What do we know about the victims? Children who are perpetual victims of bullying tend to share
certain characteristics. They are generally smaller and weaker than their peer group (Olweus, 1973). While victims may be poorer students, it is difficult to determine whether this is the cause of bullying or an effect of it. Victims are also more likely to have a submissive or passive response to aggression and to appear overly needy to their peer group (Bernstein & Watson, 1997). Children who are the victims of bullying are often social isolates; however, this may be because other children are afraid to associate with them for fear of becoming a victim themselves. A reluctance to respond to bullying fuels the notion that somehow the children who are bullied are at fault (DeHaan, 1997).
There can be long-term effects for victims that include anxiety, embarrassment, guilt, loneliness, panic attacks, and sleep disorders (DeHaan, 1997). Children who are bullied see school as an unsafe and unhappy place. Being bullied can lead to low self-esteem and depression later in life (Batsche & Knopf, 1994).
Perry, Williard, & Perry (1990) surveyed fourth graders and concluded that children could easily identify who in their class would be victimized by a bully. Fortunately, when the characteristics that make children likely to be victims are identified in children, early intervention programs can reduce their victimization and help children develop more self-confidence and social skills (Bernstein & Watson, 1997). Children can be encouraged to tell someone if they are being bullied, to learn to act more confidently by taking a martial arts or yoga class or by developing skills in art, music, computers, or by joining a club to make friends (New, 2007).
**Bullies**
Not surprisingly, bullies also share common, identifiable qualities. Boys who bully are usually older and bigger than their victims and are not as strong academically. Contrary to prevailing myths that bullies have low opinions of themselves, children who bully are more likely to have high self-esteem and suffer less anxiety and insecurity than their peers (Olweus, 1993). In general, they are disciplined more physically at home and lack empathy skills (Viadero, 1997).
Unlike their male counterparts, size and age are not determining factors when girls are the bullies, and female antagonists usually do better on intelligence tests and have higher grades than other children. Neither male nor female bullies have empathy for their victims, and both are more likely to be aggressive and have the need to dominate others (Olweus, 1993). Bullies select as their victims children who are less likely to retaliate (Bernstein & Watson, 1997).
Some feel being a chronic bully can have negative long-term consequences. Bullies more frequently continue the aggressive behavior as adults that leads to criminal arrests and they lack the ability to develop and maintain healthy relationships (Banks, 1997). They generally have friends who encourage risky, aggressive behavior and fail to develop a mature sense of social justice (Watkins, 2007). Former bullies are at risk for becoming uncaring, punitive parents whose children in turn become bullies (Goleman, 1987).
Bullies can benefit from efforts to understand their own behavior and to learn healthier ways of dealing with other children. Finding ways to channel aggression through productive means such as sports or theatre may be a productive approach. Talking with a mentor or counsellor can help bullies begin to understand their behavior and its impact on others and to take initial steps to develop empathy. Providing meaningful apologies to their victims and making
reparations for damaged property can have an impact on the ability of bullies to take responsibilities for their actions (Watkins, 2007).
**Bystanders**
Those who are bystanders when bullying takes place also play a role. Students or adults who don’t initiate bullying but who stand back and watch it or laugh are encouraging this aggressive behavior. In a survey of students, Oliver, Hoover, and Hazler (1994) found that a clear majority of children felt that victims were somehow responsible for being bullied. They stated that bullying toughened a person and taught him/her appropriate behavior. Victims were characterized as students who were ‘weak’ or ‘afraid to fight back’.
When school personnel view bullying as a harmless rite of passage they contribute to the continuation of aggressive behavior (Banks, 1997). In fact, Charach, Pepler, and Ziegler (1995) concluded that few children believed that adults would help those who were bullied and that if adults did intervene, they would only make things worse. Children reported that teachers seldom or never talked to their classes about bullying at all.
Unfortunately, if children who see bullying notice that there are no consequences for the bully, they may become aggressive and blame the victim (Viadero, 1997). Therefore, teachers and adults must be proactive and reactive in matters of bullying and must make it clear that bullying will not be tolerated and that victims and bystanders will have support.
**School wide intervention programs**
Bullying occurs in a social context in which teachers and parents may be unaware and children are reluctant to get involved (Charach et al., 1995). For school wide intervention programs to be effective, they must not merely focus on victims, bullies, and bystanders but must involve the entire school community. Smith and Sharp (1994) recommend establishing policies about bullying and its consequences, curricular attention to the topic, improving the school environments, and empowering students by teaching conflict resolution, peer counselling, and assertiveness training. Olweus (1993) adds further recommendations: involving parents in supporting anti-bullying efforts, and having teachers develop rules against bullying in their classes and employing role-playing and the use of cooperative learning activities to reduce social isolation. Increasing adult supervision on the playground and at lunch also reduces opportunities to bully.
Children’s literature can initiate important classroom discussions of bullying. Books can provide a source of relief from the worries of bullying (Cionciolo, 1965) and can give students strategies for dealing successfully with bullies (Tierjen, 1980). When teachers read books that deal with bullying to children, it provides an opportunity for in depth discussions. Children can explore their feelings as they discuss how it feels to be bullied and how bullying can be stopped (Galda & Cullinan, 2002). While bullying may seem too significant a societal problem for young children to address, an African proverb tells us: “If you think you are too small to make a difference, try sleeping in a room with a mosquito.”
**The project**
This project had two components: First, following a discussion about bullying that enabled students in third and fourth grade to discuss examples from their own lives, learners listened, discussed and responded to books about bullying. Second, the students compiled lists of Do’s and Don’ts for dealing with bullying.
One title used for this project, *The Bully Blockers Club* (Bateman, 2004), is a story about a group of children who have been bothered by a bully. To solve their problem, they decide to form a club (The
Bully Blockers Club) and every time the bully tries to bother them, one of the club members confronts the bully and in so doing they alert the teacher of the bully’s behavior. Eventually the bully wants to join the club, and the children teach him an important lesson about tolerance.
In another title used for this project, Loud Mouth George and the Sixth-Grade Bully (Carlson, 1983), George tricks the bully who keeps stealing his lunch by making him a horrible, disgusting lunch. After reading these books together and discussing them, the children voted on the book in which the main character dealt with the bully in the best way.
The results are shown in Figures 1 and 2, along with students’ written rationale for their votes.
**Figure 1: 3rd graders’ votes and rationale on which book character handled the bully better:**
| 11 Votes | The Bully Blockers Club |
|----------|-------------------------|
| ✓ | “She told her parents” |
| ✓ | “I think if you made a bad lunch they will probably tell their Mom and Dad” |
| ✓ | “I like this book because they didn’t hurt or make someone cry” |
| ✓ | “They didn’t hit the bully when he took stuff from other kids. They said, ‘What are you doing?’” |
| ✓ | “They made a club of bullies and if somebody is picking on someone and they could fix the problem” |
| ✓ | “Because they didn’t trick the bully” |
| ✓ | “They don’t do bad stuff to make him sick” |
| ✓ | “In this story they didn’t harm the bully” |
| ✓ | “Because they made a club and when they see the bully they always say, ‘Hey, what are you doing?’ That’s my opinion” |
| ✓ | “They made a club and if they are taking your things then your club will come and say, ‘What are you doing? Then the teacher might hear and the bully is going to get in trouble” |
| ✓ | “They made a club and had a lot of people in it” |
| 1 Vote | Loudmouth George and the Sixth Grade Bully |
|----------|--------------------------------------------|
| ✓ | “I like this book. It is cool” |
**Figure 2: 4th graders’ votes and rationale on which book character handled the bully better:**
| 17 Votes | The Bully Blockers Club |
|----------|-------------------------|
| ✓ | “It’s a way to get them in trouble” |
| ✓ | “They didn’t hurt the bully in any way” |
| ✓ | “I think this is a better one because you get in more fights if you gave someone a gross lunch. You can’t cause trouble making a club” |
| ✓ | “The way they handled it was not harmful and it couldn’t make a person sick” |
| ✓ | “They didn’t hurt the bully or do anything mean. The friends helped and were a team” |
| ✓ | “It will let you have more defense and you won’t have to worry” |
| ✓ | “You’re actually solving the problem than making another problem in the other story” |
| ✓ | “They had proof that he was bullying” |
| ✓ | “It was funny and it was longer than the first story” |
| ✓ | “There’s a bigger chance of the bully getting in trouble” |
| ✓ | “They didn’t hurt the bully or do anything mean. The friends helped and were a team” |
| ✓ | “They didn’t get back at the bully” |
| ✓ | “In this book they would help other people who the bully was picking on” |
| ✓ | “It deals with the bully in a peaceful way and not being the bully” |
| ✓ | “If a bully gets in my way, my friend helps me” |
| ✓ | “They dealt with the problem and made sure everybody couldn’t get bullied” |
| ✓ | “They told an adult” |
| 7 Votes | Loudmouth George and the Sixth Grade Bully |
|----------|---------------------------------------------|
| ✓ | “I liked that they worked as a team” |
| ✓ | “He probably won’t take the lunch again, plus Lance will be there if he does” |
| ✓ | “Making a horrible lunch is like saying stop to the bully secretly” |
| ✓ | “I like making gross stuff for people’s meals” |
| ✓ | “They made him stop doing what he was doing. And I also liked how they worked as a team” |
| ✓ | “They made the bully a terrible lunch” |
| ✓ | “I think that would teach the bully not to take his lunch any more” |
Next, students wrote about bullying and dealing with bullies after reading and discussing the bullying books. The following Do’s and Don’ts of bullying came from students after hearing *Say Something* (Moss, 2004). The students’ Do’s and Don’ts paralleled the recommendations of New (2007). She identified specific ways for students to prevent a run-in with a bully and strategies to apply when being bullied. Her suggestions and a sample of the corresponding Do’s and Don’ts from the third and fourth graders are provided below.
| The Research Says… | The Students Suggest… |
|--------------------|-----------------------|
| **Preventing a run-in with a bully** | |
| **Don’t give the bully a chance.** As much as you can, avoid the bully. | • Do ignore the bullies
• Remember not to stay and don’t just play |
| **Stand tall and be brave.** Sometimes just acting brave is enough to stop a bully. | • Do ask them to stop
• Remember to defend, don’t delay |
| **Get a buddy and be a buddy.** Two is better than one if you’re trying to avoid being bullied. Get involved if you see bullying going on in your school. | • Have a buddy
• Do help others when they are bullied |
| **If the bully says or does something to you** | |
| **Ignore the bully.** Try to ignore what a bully says. Pretend you don’t hear and walk to a safe place. | • Walk away
• Do try to ignore the bully for the day |
| **Stand up for yourself.** Pretend to be brave and confident. Tell the bully, “No!” and “Stop it!” in a loud voice. Stand up for someone else who is being bullied. | • Tell them to stop and that you don’t like it
• Look them in the eye
• Stand up for yourself
• Do try to say, ‘Stop bothering me’
• Remember to end the bullying with words not fists
• Remember to speak with courage
• Remember to defend, don’t delay |
| **Don’t bully back.** Fighting just makes the bully happy and can be dangerous for you. | • Don’t become the bully because then you will hurt other people’s feelings
• Don’t make the bully get madder at you
• Don’t hurt them back!
• Don’t be the bully! That includes saying bad words or punching them
• The important thing about dealing with bullies is not to do dangerous things to them
• Remember to not become the evil cruel bully
• Do be kind to them because they probably never had a friend
• Don’t make your friends fight the bully |
| **Don’t show your feelings.** Don’t show that you are angry or upset. | • Remember to stay calm
• Don’t get aggressive |
| **Tell an adult.** Find someone you trust and tell them what is happening. | • Do tell someone about your problem
• Do inform somebody if someone’s getting bullied
• But the important thing about dealing with bullies is to tell someone!!!
• Remember to always tell someone |
Discussion of the results
The students shared many insights as the project proved to be a successful method of initiating a classroom discussion of bullying, an essential component of successful, school wide intervention programs identified in the research (Olweus, 1993; Smith & Sharp, 1994). Students in the third and fourth grade classrooms contributed personal stories from their own lives about bullying. They were reminded that bullying can be both physical and verbal and talked about how it felt to be bullied. The discussion about the different ways to handle bullying behavior was productive. Students talked extensively about being nice to everyone so that no one feels excluded and would consequently be tempted to exhibit bullying behavior. They discussed strategies they might employ for handling future bullying issues themselves and the importance of speaking up when bullying happens.
Third graders overwhelmingly preferred the strategies for dealing with bullies described in the *Bully Blockers Club*. Working as a team appealed to them and they responded that hurting the bully back was not effective. More fourth graders than third graders liked the retaliatory story of *Loudmouth George and the Sixth-Grade Bully*. The component of revenge against an older student who was stealing George’s lunch everyday appealed to them, although they still liked the *Bully Blocker Club* better. When asked to develop their own lists of ways to deal with bullies, student responses paralleled what the research tells us is effective.
In addition to the two books used in this project about bullying, there are other picture books that can spark important conversations about this very real issue. (A recommended list of books is included at the end of this article.)
Conclusion
Bullying remains a serious issue in our schools today. Reading and discussing books that deal with this problem is one way to start the conversation about appropriate ways to respond to and deal with bullies. Talking and writing about characters’ choices help students learn about their own possible solutions to dealing with bullying problems. With the help of an informed, compassionate adult, bullies can begin to develop empathy skills, victims can acquire strategies that will help them deal with bullies, and bystanders can realize the important role they have in preventing this aggressive, taunting behavior. In the words of Thom Harnett, a Civil Rights Attorney “One person speaking up makes more noise than a thousand people who remain silent.”
Children’s Books mentioned
Bateman, T. (2004). *The bully blockers club*. Ill. By Jackie Urbanovic. Morton Grove, IL: Whitman.
Brown, M. W. (1990). *The important book*. New York: Harper Trophy.
Carlson, N. (1983). *Loud mouth George and the sixth-grade bully*. Minneapolis: Carolrhoda Books.
Moss, P. (2004). *Say something*. Ill. by Lea Lyon. Gardiner, MA: Tilbury House Publishers.
Recommended Children’s Books About Bullying
Aruego, J. (2006). *The last laugh*. New York: Dial.
Bateman, T. (2004). *The bully blockers club*. Ill. By Jackie Urbanovic. Morton Grove, IL: Whitman.
Campbell, T. P. (2004). *Myrtle*. New York: Farrar.
Caseley, J. (2001). *Bully*. New York: Greenwillow.
Christelow, E. (1998). *Jerome camps out*. New York: Clarion.
Crocker, N. (2006). *Betty Lou Blue*. Ill. by Boris Kulikov. New York: Dial.
DePaola, T. (2003). *Trouble in the Barkers’ Class*. New York: Putnams.
Faulkner, M. (2000). *Black belt*. New York: Knopf.
Hassett, J. & Hassett, A. (2002). *The three silly girls Grubb*. Boston: Houghton Mifflin.
Kurzweil, A. (2005). *Leon and the champion chip*. Ill by Bret Berthoff. New York: Greenwillow.
Kushner, T. (2003). *Brendibar*. Ill. by Maurice Sendak. New York: Hyperion.
Leary, M. (2003). *Karate Girl*. New York: Farrar.
Lester, H. (2003). *Howay for Wodney Wat*. Boston: Houghton Mifflin.
Lovell, P. (2001). *Stand tall Molly Lou Melon*. Ill. By David Catrow. New York: Putnam.
Mackall, D. D. (2006). *Larger-than-life Lara*. New York: Dutton.
McCain, B. R. (2001). *Nobody knew what to do: A story about bullying*. Ill. by Todd Leonardo. Morton Grove, IL: Albert Whitman & Co.
Mcdaugh, S. (1998). *Martha walks the dog*. Boston: Houghton Mifflin.
Morimoto, J. (1999). *The two bullies*. New York: Crown.
Moss, M. (1999). *Amelia takes command*. Berkeley, CA: Tricycle.
Munson, D. (2000). *Enemy pie*. Ill. by Tara Calahan King. San Francisco: Chronicle Books.
O’Connor, G. (2005). *Ken-Splash*. New York: Simon & Schuster.
O’Neill, A. (2002). *Recis Queen*. Ill. by Laura Huliska-Beith. New York: Scholastic.
Scheunemann, P. (2004). *Dealing with bullies*. Edina, MN: ABDO Publishing.
Shange, N. (1997). *Whiteoab*. Ill. by Michael Sporn. New York: Walker.
Smith, S. (2006). *The bubble gum kid*. Ill. by Julia Woolf. New York: Running Press Kids.
Tacang, B. (2006). *Bully-be-gone*. New York: HarperCollins.
Thaler, M. (2004). *The bully from the Black Lagoon*. Ill. by Jared Lee. New York: Scholastic.
Thomas, P. (2005). *Stop picking on me: A first look at bullying*. Ill. by Lesley Harker. New York: Scholastic.
Trudy, L. (2006). *Just kidding*. Ill. by Adam Gustavson. New York: Tricycle Press.
Winstead, R. (2006). *Ruby and Bubbles*. New York: Dial.
References
Banks, R. (1997). Bullying in school. ERIC Digest [Online]. http://npni.org/library.
Batsche, G. M., & Knopf, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. *School Psychology Review, 23* (2), 165–174.
Bernstein, J. Y., & Watson, M.W. (1997). Children who are targets of bullying: A victim pattern. *Journal of Interpersonal Violence, 12*, 484–498.
Charach, A., Pepler, D., & Ziegler, S. (1995). The perceived roles of bullying in small-town Midwestern schools. *Journal of Counseling and Development, 72* (4). 416–419.
Cionciolo, P. (1965). Children’s literature can affect coping. *Personnel and Guidance Journal, 43*, 897-903.
Craig, W. M. (1997). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. *Personality and Individual Differences, 23* (1), 123–130.
DeHann, L. (1997). Bullies. Retrieved May 9, 2005 from, http://www.ext.nodak.edu/extpubs/yf/famscl/fs570.htm
Galda, L., & Cullinan, B. (2002). *Literature and the child* (5th ed.). Belmont, CA: Wadsworth.
Goleman, D. (1987, April 7). The bully: New research depicts a paranoid, lifelong loser. *New York Times*, p. C1.
New, M. (2007). KidsHealth: Dealing with bullies. Retrieved February 11, 2009, from http://www.kidshealth.org
Newman, D., Horne, A., & Bartolomucci, C. (2000). Victims, bullies, and bystanders in K–3 literature. *The Reading Teacher, 59*, 352-364.
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**Dr. Danielson** is a professor in the Teacher Education Department at the University of Nebraska at Omaha where she teaches literacy classes.
**Dr. LaBonty** is a professor in the Department of Curriculum and Instruction at the University of Montana where she teaches literacy classes.
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When culture and schools are talked about together in the United States, culture tends to be used as an explanation for why children from many nonmainstream homes—the culturally different—are less successful in school, on average, than mainstream children. Anthropologists of education have found important differences between the behaviors, communication patterns, and expectations of minority communities (the cultures of minority communities) and the culture of the school. Anthropologists have also found that when these cultural differences go undetected and unaddressed, minority children often have trouble understanding what is expected of them and how to interpret what happens to them at school. To these children, school is like a foreign culture, often including a different language or a different version of the language. Without help in translating between the two cultures, many minority children find themselves confused at the time they start school and behind their mainstream peers on achievement indicators from then on. Some educational anthropologists, investigating the differences between a particular minority culture and a school culture, have subsequently intervened to bridge the gap. They have found that even small in-school adjustments that are culturally sensitive to minority children's
We are grateful to Katharine Curtis and Cheryl Ray for their assistance in reviewing some of the materials discussed in this chapter. We would also like to thank Evelyn Jacob and Cathie Jordan for their comments on earlier versions of this chapter.
experiences at home can improve minority students' academic achievement and attitudes toward school (Heath 1983; Jordan 1985; Moll and Díaz this volume; Vogt, Jordan, and Tharp this volume).
In this chapter we want to draw attention to another explanation for student performance at school. We will show that growing up a member of a minority family and living in a minority community—by virtue of skin color, native language, religion, and so forth—is not the only means by which individuals share similar characteristics or learn the behaviors and attitudes they exhibit at school. Groups form and flourish at and around school, too. From their responses to the school, these groups may develop distinctive "cultural orientations," that is, more-or-less shared ways of interpreting the meaning of school experiences and their place in the school.
We will focus on two properties of school-related groups. First, we point out that school-related group boundaries and cultural orientations may not match those attributed to ethnic, or minority, groups outside school. In our first example, about the way parents talk about their children's "readiness" for kindergarten, we demonstrate that some parents who "look" the same, that is, share the same skin color, the same native language, and the same religious and ancestral background (or in other words, have the same ethnicity), may develop different cultural orientations to school. In our second example, about black and white women on two university campuses, we demonstrate that students who look different sometimes share cultural orientations related to school. These two examples are intended to show that there is not a one-to-one correspondence between the way individuals look and the things they believe; individuals may look the same and not share some beliefs, or alternately, they may look different and share some beliefs.
Our second major point is that processes of school-related group formation and cultural differentiation occur around the things that happen in school. Using another set of examples, we show that groups and cultural differences may arise from the policies, labels or curriculum offerings of the school (Borko and Eisenhart 1986; Fordham and Ogbu 1986). Further, we suggest that school-related groups and orientations can be produced by students as they attempt to identify and distinguish themselves from their peers (Eckert 1989; Willis 1977). When students are identified or identify themselves at school, the groups that emerge can divide and reorganize ethnic groups in ways that families or communities do not. The particular dimensions of
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1 Our use of the term "cultural orientations" may be unfamiliar to some readers. By it, we mean shared (collective) ways of interpreting the world that are associated with social groups in a particular setting (Holland 1986). Later in the paper, we will use the term "cultural differentiation" to refer to the processes by which distinct orientations arise and are maintained. From our perspective, these differences are functionally identical differences (with behavioral and attitudinal correlates) about the things that matter to a group (Eisenhart 1989).
2 Academic redshirting occurs when children are held out of kindergarten although they are legally eligible to enroll according to their chronological age.
only across districts but across schools within a district. Taking kindergarten enrollment patterns as an indication of orientations to readiness, we found that the meaning of readiness was not the same everywhere, that features of the community and local school figured into decisions about whether a child was enrolled when eligible or held out for an additional year.
Analysis of Graue's data suggests that parents, teachers, and students in the three communities develop location-specific sets of ideas about when children are ready and what constitutes readiness. Their interpretations of early childhood education, its purposes and goals, vary. Differences in the meaning of readiness could be heard in the language used by participants in each setting. For example, parents were differentially articulate in the language of "school readiness." Parents of children about to enter one of the schools, Norwood, were anxious to talk with teachers and the researcher about the "facts" of their children's ages and school-related skills. One said about her daughter:
She'll be 5 September 4th and I've talked to the teacher and she seemed to think that Katie was plenty ready because she can say her alphabet or most of it and count and her name and stuff.... I don't know if she'll be one of the youngest kids in the class—the other kids will have already been five. The preschool she goes to—they have a prekindergarten class and she didn't get to go in that because she wasn't four yet.... I thought that she seemed plenty ready to go into kindergarten. I went ahead and enrolled her and I thought going 3 years in preschool was a little much.
In contrast, white parents about to send their children to another school, Fulton, did not discuss "readiness" in terms of birth date, relative age or requisite skills. When asked about what she was thinking as her child approached kindergarten, one mother in this community focused on the possibilities that the school experience would provide:
Because we live in a small town and I stay home with her, she doesn't have a lot of friends her own age. We're real excited about it as far as social reasons go. And then, of course we may be prejudiced like a lot of other parents, but we think that she's pretty smart for her age. We are looking forward to it because we think she'll do real good.... She's real willing to learn and we're just real enthusiastic about it.
Because it is in these uses of language that the meanings of readiness are developed and communicated in interaction among parents and with the school, ways of assisting and assessing readiness come to be different in each place. The parents at Norwood have one version of the language of readiness which focuses on age, sex, academic skills, and pressures to excel at school work. This meaning system corresponds with the one used at Norwood School and allows the parents to talk about and prepare their preschool children in terms of the academic indicators and attitudes valued by the school teachers and administrators. Parents and school personnel make decisions about whether to hold a child out based on their assessment of the child's relative position on their readiness scale. Fulton parents are much less able, by their language at least, to make this kind of assessment or decision. While their ideas about readiness also correspond to their school's ideas, they focus on the school as an opportunity for their children, like a gate that is open and waiting for the children to walk through. Holding out is not a strategy used by these parents, at least in part because they do not have a scale of academic skills to measure their children, and because they hope their children will enjoy more than compete in, school work.
In sum, the cultural orientations—in this case the meaning of "readiness"—for interpreting, conducting, and negotiating school business—differ among these American whites. These differences exist even though they share many "background" characteristics and live very close together.
Two Ethnic Groups/Same Cultural Orientation
Holland and Eisenhart (1988a,b, 1990) have written about the "culture of romance"—a meaning system of student peer groups at two universities. Derived from a cultural system of the wider society, the campus culture of romance flourished at both the black university, Bradford, and the white school, SU. On both campuses, the culture of romance was used by students to categorize women into groups according to their physical attractiveness and their ability to attract appealing men as romantic partners.
The interesting thing about this example is that the culture of romance was almost identically constructed by the black and white women. Their racial difference made little difference when it came to romance. On both campuses, the women arrived at college with strongly expressed interests in school work and a career later. However, for all the women, interest in
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1 As might be anticipated, on average the two communities differ by social class: Fulton's families are predominantly working class while Norwood's are predominantly middle class. They do not, however, differ by ethnicity (by physical characteristics, native language, or religion; nor are they afforded a special status or identity in the U.S. sociopolitical system). Because of their shared ethnicity, we think that U.S. school officials, reformers, and researchers should not always overlook or diminish any differences in cultural orientation, and their implications for schooling, in favor of those associated with ethnic groups. We raise this last point only late in the chapter.
2 A few differences in the ideational systems of the black and white women were identified. See Holland and Eisenhart (1989) for a discussion of them.
romance came to take precedence over interest in school work. Although the black and white women had different ideas about the purposes and value of their college coursework (Holland and Eisenhart 1988a), the majority of women on both campuses ended up devoting the bulk of their time and energy during college to their romantic affairs. By graduation, most had little of themselves invested in school work and were not inclined to pursue additional schooling or the careers they had once envisioned.
To forestall stereotypical thinking about the origins and sources of school groups and the cultural orientations they exhibit at school, we think it is quite important for teachers and other observers of schools to realize that the distinction between minority and mainstream groups and their cultural orientations is not sufficient to account for some major ways in which school-related groups and cultural orientations affect the school performance of students. Using the familiar model of cultural difference, the groups and cultural orientations described in the examples given above would likely have been ignored because they exist in the absence of ethnic minority groups (the readiness example) or because they cross-cut ethnic group boundaries (the romance example). We believe that these emergent school groups and the meanings associated with them, in addition to students' background or demographic characteristics, must be understood as contributing in important ways to what students do at school and to their attitudes toward school and academic achievement (Eisenhart 1989).
To understand how such groups and cultural orientations affect student academic achievement, it is necessary to turn to the processes by which differences arise in and around schools. This is the topic of the next section.
**THE PROCESS OF CULTURAL DIFFERENTIATION AROUND AND IN SCHOOLS**
In social interactions in and around school, such as when people talk about when children should start kindergarten, differences like those between the Norwood and Fulton parents are much more than a casting of phrases. The orientation of the Norwood parents permits them to get their children ready for school in a way that the Fulton language does not and vice versa.
We cannot say, of course, what the eventual effect of these differences will be on the academic achievement of students from Norwood and Fulton. But we think their potential implications are important to draw out. The differences may anticipate what the children at each school have learned after a year of school, how much of it they know, and the feeling they have toward school. (Is it "lil" as a pressure cooker or a good time?) Should the differences persist over time, we would expect the gap between what the two sets of children know to increase. If these children were later to meet at the same middle or high school, to take the same standardized tests of academic achievement, or to compete for admission to college or for a job, we think that their differences could quickly become salient, with positive outcomes and the designation of "high academic achievement" more likely to go to Norwood students.
In this hypothetical example, we can speculate that a process of cultural differentiation may develop as people who interact about school readiness learn, use, or have access to different cultural or linguistic resources to think about and act with regard to the school. These differences would be drawn from and serve to reinforce different activities at school and different orientations toward schooling. They could eventually lead to quite different school outcomes, especially if students from different school-related groups are ever judged in relation to each other.
With the next set of examples, we examine processes of cultural differentiation in and around schools. The examples suggest that the process can take several forms.
**Differentiating by Ability Group at School**
Once children enter school, the school itself can extend or even initiate the process of cultural differentiation. For example, Borko and Eisenhart (1986) reported how reading experiences were differentiated in four second grades housed in a school with a fairly homogeneous population: mostly white, middle class from a small rural Appalachian county.
In all four second grades at the school, students were officially divided according to reading ability into four reading groups. Research in these classrooms revealed that the high and low ability students came to differ in their experiences with and conceptions of reading. Each reading group, together with the teacher, seemed to be operating with a distinct and closed informational system. Each system had its own set of mutually supportive and reinforcing reading activities, student and teacher behaviors, student understandings of reading, and criteria for successful performance. For example, learning to read for low ability students was defined in terms of behavior and using correct procedures, while for high ability students it was related to global reading and comprehension strategies. Teachers focused on these group-specific meanings of reading in their instruction.
Implicit in these reading systems were differences in their definition and criteria of success. While the high ability group could apply its rules to other class activities with a positive payoff, the low ability group could not. Beyond
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3This study has been described at length in Borko and Eisenhart (1986) and in Eisenhart (1989). The reader is referred to those articles for details omitted here.
their instructional uses, the groups for reading became the basis for the development of distinct views of reading success and its relationship to more general school success. These views, in turn, made movement between groups difficult because students had to construct a new meaning system to become part of the other group. Working harder would not be enough; they must come to think about reading in a different way attending to a different set of information and skills. The closed system of the reading groups reduced low ability students' access to the opportunities given to the high ability group. Further, it encouraged one group to see itself as distinctly different from the other and to begin to apportion prestige and status, as well as knowledge, accordingly. Consequently, the students were internalizing differences among them, using the categories supplied by the school.
Differentiating by Activities at School
Another example of a similar process comes from Fordham and Ogbu's (1986) study of a black high school in Washington, D.C. The Capitol High student peer group appropriated school activities as a means of defining what it meant to be "black" versus "white." In this case, the school did not make this distinction for students; the students used the school setting and school arrangements to make the distinction meaningful in their everyday school activities. Certain activities, such as studying hard, excelling, and making good grades were singled out as evidence of "acting white." Speaking standard English, reading poetry, or trying out for the I'ts Academic Club were also categorized as "white." Other activities, such as being good at sports or cutting up in class, were interpreted as evidence of acting black or as oppositions to acting white, and thus were viewed as more desirable for blacks.
In a school that was 99% black, the influence of this black peer cultural orientation on students' orientation toward academic achievement was profound. Black students who acted "white" in school risking being ostracized by their peers, and few of the activities associated with school success were deemed appropriate for blacks. Thus, the majority of students gave up any interest they might have had in excelling at school work. The few black students who wished to do well in school despite their peers had to keep their academic achievements hidden behind school pranks or athletic ability, if they wanted to have any friends. In other words, school achievement came with a high price: give it up and fit in with one's peers or pursue it and risk losing one's peers. Not surprisingly few of the school's students excelled at school work.
In this example, the process of differentiation is developed by the students, not primarily to distinguish among themselves at school but to establish their collective identity as a group in relation to others in the larger society. Unfortunately from the standpoint of school achievement and attainment, success in school is a devalued part of the identity these students construct for themselves.
Differentiation by Student Groups at School
Several studies illustrate how informal student groups differentiate themselves by the nature of their response to cultural features of their home communities and of the school. From the conjunction of cultural elements from home and school, at least some of these groups actively create their own cultural categories at school. Paul Willis (1977), for example, describes how some British, white, working-class boys at Hamnettorton School drew on certain ideas and practices from their white working-class community to forge a particular, oppositional response to their schooling. Beginning during the age period of American middle schools, a student group known as the "lads" emerged at the school. When they were at school, members of the group demonstrated behaviors such as having a "laff," smoking, drinking, and boasting of sexual exploits. They expressed attitudes such as a preference for manual (rather than mental) labor and an irreverence for formal authority. All these behaviors could be found in the homes and shop floors where adult members of this primarily working-class community lived and worked. By reproducing these behaviors in school where everyone knew they were inappropriate, the lads constructed and expressed their disdain for the school, its authority, and credentials. In this confrontation of selected community norms with the norms of the school, the lads produced, for themselves, a cultural system based on privileging some cultural orientations of the working class and opposing some school-sanctioned behaviors and norms.
At the same time, other working-class boys in the school, who would not or could not join the lads, drew on their orientations from the same white working-class community—orientations that were more consistent with middle class orientations. This group, dubbed "car'oles" by the lads, had a peer group identity and generated cultural orientations at school too, but they conformed more closely to school norms than did the lads. Although drawing from the same working-class community, the lads and car'oles took up different elements and used them to oppose each other at school.
The school outcomes for the boys were different too. The lads renounced the value of the school and thereby the credentials (good grades, a high school diploma) that might have permitted them to leave the working class. The car'oles, in accepting the school's program including the need for good grades and a diploma as the best preparation for work, paved a way toward some social mobility by meeting the requirements for supervisory jobs, for higher education, and for middle-class consciousness. Although the seeds of
disappointment, radicalism, and conformity were present (and later enacted) by some members of each group, the interpretations of later events and possibilities were quite different.
Willis emphasizes that the "class cultures" that came to distinguish the lads and car'oles at Hammettown were in many ways peculiar to that site. Thus, there was no reason that working-class students in other locales or in the next generation would produce meaning systems exactly like those of the lads or car'oles; the outcome was locally determined and always in doubt from one generation to the next. However, because other working class students would share structural characteristics with the lads and car'oles, certain themes could be expected to persist across sites.
Class cultures are created specifically, concretely in determinate conditions, and in particular oppositions. They arise through definite struggles over time with other groups, institutions, and tendencies. Particular manifestations of the culture arise in particular circumstances with their own form of marshalling and developing of familiar themes. The themes are shared between particular manifestations because all locations at the same level in a class society share similar basic structural properties...[and] face similar problems. (Willis 1977:59)
Eckert's recent (1989) account of "jocks and burnouts" in an American high school makes some similar points. In it she describes how a social division into jocks (who had a cooperative relationship with the school) and burnouts (who had an adversarial relationship with the school) emerged in daily interactions at Belton High. Like the lads and car'oles, Eckert's jocks and burnouts drew selectively on their neighborhood and family experiences to turn ways of talking, behaving, dressing, identifying territories, and using illicit substances into indicators of distinct peer orientations at school. Also like Willis, Eckert emphasizes that community-based behaviors and norms were only the starting point for social-class differentiation within the school. Once outside norms and behaviors were brought to school by students, they became the focal points for further differentiation and competition between jocks and burnouts.
Similar to Willis, Eckert found that although the jocks drew upon middle-class cultural orientations while the burnouts drew upon working-class orientations, membership in each group was not consistently determined by class background (16% of self-identified jocks came from working class backgrounds; almost 50% of burnouts from middle-class backgrounds). Further, the students' career aspirations were more closely related to whether they identified themselves as a jock or a burnout than to their class backgrounds.
In Eckert's interpretation, the jock/burnout distinction is not primarily a matter of actual group membership; in fact, the majority of students said they belonged to neither group. Eckert views the distinction as a social organizational principle—a cultural dimension—for interpreting behavior and social identity at the school.
Thus jocks and Burnouts do not constitute clear groups or cliques; they are cultural categories, which define and unify collections of groups and cliques. The Jock and Burnout categories organize the ideologies of the groups within the social network of the school, aligning groups at different parts of the network according to key issues in the adolescent society. They are cultural foci rather than clearly defined groups, and their differences are organizing principles within the community rather than definitions of individuals or groups of individuals. (Eckert 1989:20)
In sum, cultural differences may arise from students' needs to locate themselves in their social worlds at school. Forging their own identities from the resources available to them and in response to their experiences of school, they reconstruct and sometimes create for themselves school-related groups and distinctive orientations toward school work.
SUMMARY AND CONCLUSIONS
From the examples we have given, it is clear that familiar indicators of cultural difference—skin color, native language, religious and ancestral background—are not the sole determinants of the behaviors, attitudes, and performance of students. Group boundaries and cultural orientations emerge in and around schools, organized around the factors that are or become salient there. Groups formed at school may divide ethnic or minority group members in different ways than do families or communities. And the cultural orientations of a school group may encourage members to think about school and act at school in ways that distinguish them from their ethnic counterparts in other school groups. Further, similar cultural orientations toward school can be produced in more than one ethnic group, such that members of various ethnic groups come to share orientations toward school. Such situations do exist, as our research has shown, and they are important to recognize because they affect how students feel about school and what they do there.
We realize, however, that such situations blur ethnic boundaries and thereby complicate treatments and remedies conscientiously designed to help targeted groups. Because the statistical trends are clear—some ethnic group
members do consistently less well in school, on average, than their majority counterparts—explanations for the trend are sought, so that remedies may be proposed. Researchers find it easier to generate or test explanations if the group is assumed to be homogeneous. Similarly, schools and teachers find it easier to plan interventions, receive support for them, and implement them if the benefits of the program are thought to be generalizable to a large, "at-risk" group. However, these practices, as they are presently conducted in the United States, also contribute to stereotyping, in that they often lead to labeling, separating, and ranking of students by ethnic membership and to treating everyone within an ethnic group the same. Eisenhart experienced an extreme case of this when she worked at a black university. Because 99% of the students were black, the school could receive federal money for many remedial programs. Thus it set up an extensive program of remedial courses for freshmen. Within a few years, all freshman courses had become remedial, and all entering students, regardless of academic skills, were required to enroll in them. When remedies such as this one are applied across the board to members of ethnic groups, they may well miss their mark, or worse, they may depress, rather than encourage, students' interest in school.
We have also demonstrated that the processes of cultural differentiation occurring at school take several forms. Some children arrive at school with little that differentiates them, yet the school's policies of assessment, grouping, and ranking may create its own set of different groups and orientations. Other differences are produced primarily by the students, as they respond to the way the school treats them or they work out their own social identities among their peers.
There are several reasons why we think these processes of differentiation occur. First, different orientations are likely to arise in local communities because parents, teachers, and students negotiate the meaning of school primarily in their face-to-face dealings with each other; thus, the orientations formed in one setting will reflect its social organization. When members of one community encounter other orientations as a consequence of sending children to school (where they usually encounter other students from a larger and more heterogeneous area), a new social dynamic will be created and is likely to produce some new groupings of students and some changes in orientations.
Second, all schools use some form of student grouping and academic ranking system. Thus, every child finds him- or herself in some kind of school group, according to the school's assessment of the child's academic ability and potential. By this formula, some in-school groups are always disadvantaged relative to others: Some groups must be "low" groups; some must be "high." The organization and policies of schools do not, for example, permit teachers consistently to put all their students in a high group or to give everyone in the class an A. The requirement that schools group and rank students creates conditions in which school groups and distinct orientations toward school may form, regardless of ethnic group membership.
Further, students are affected in different ways by messages from home, their community, or the media about schooling. A few of the black students in Fortham and Ogdu's study were persuaded by the view that school success is an important step toward a successful adulthood; they worked hard to do well in school despite the peer pressure to do otherwise. Most of the students, however, learned from the experiences of adults around them and from their peers to question the school's claim that hard work and success at school translates into good jobs later. In other words, students' responses to school may differentiate the cultural orientations of ethnic group members, too.
Finally, students may need, for psychological or sociological reasons, to identify like-minded peers and distinguish them from others in order to develop their own social identities. This process may result in the cultural differentiation of an otherwise homogeneous group, as occurred among the working-class boys Willis studied and the mostly middle-class students in Eckert's study.
If these are the reasons, they are unlikely to go away any time soon, as they are deeply rooted aspects of American life and schools. We are optimistic, however, that the processes of differentiation can be recognized if we do not settle for the taken-for-granted markers of group membership. Further, we believe that if we can identify the groups that form within schools, we can work to create the conditions that foster more positive school outcomes. Shirley Brice Heath's (1983) work, for example, illustrates how teachers who understand some of the cultural orientations held in the communities from which their students come can create classroom activities that disrupt the normal pattern by which some children tend to be labeled "behavior problems," assigned to low ability groups, and come to dislike school. In her examples, a few teachers were able to raise both young students' and their parents' interest and enthusiasm for school. Similarly, the work of Cathie Jordan and her associates to understand and change the pattern of disinterested school performance among Hawaiian and Navajo children is encouraging. While their work is based on a more conventional definition of groups and cultural difference, the steps they took show that attempts to make education more culturally compatible work: When ethnic groups and their cultural orientations are accommodated by teachers, student achievement improves. Our appeal is to enlarge the scope of such interventions so that groups formed in schools and their cultural orientations also become the subject of research and intervention efforts. We want to apply the anthropologists' tools for understanding groups and cultures beyond familiar categories for distinguishing children at school so we can
know more about students and hopefully produce more responsive environments for their education.
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Eckert, Penelope
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Eisenhart, Margaret
1989 Reconsidering Cultural Difference in American Schools. Educational Foundations 31(2):51–68.
Fordham, Sigridtha and John Ogbu
1986 Black Students' School Success: Coping with the "Burden of 'Acting White.'" The Urban Review 18(3):176–206.
Graue, M. Elizabeth
1990 Socially Constructed Readiness for School in Three Communities. Ph.D. Dissertation, University of Colorado, Boulder.
Heath, Shirley Brice
1983 Ways With Words: Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
Holland, Dorothy
1986 How Cultural Systems Become Desire: A Case Study of American Romance. Paper presented at the meeting of the American Anthropological Association, Philadelphia, PA.
Holland, Dorothy and Margaret Eisenhart
1988a Moments of Discourse: University Women and the Gender Status Quo. Anthropology and Education Quarterly 19(2):115–138.
1988b Women's Ways of Going to School: Cultural Reproduction of Women's Identities as Workers. In Class, Race, and Gender in American Education. L. Weis, ed. Pp. 266–301. Albany: SUNY Press.
1989 On the Absence of Women's Gangs in Two Southern Universities. In Women in the South: An Anthropological Perspective. H. Mathews, ed. Pp. 27–46. Athens: University of Georgia Press.
1990 Educated in Romance: Women, Achievement, and College Culture. Chicago: University of Chicago Press.
Jordan, Cathie
1985 Translating Culture: From Ethnographic Information to Educational Program. Anthropology and Education Quarterly 16(2):105–123.
Shepard, Lorrie, M. Elizabeth Graue and Sharon Catto
1989 Delayed Entry into Kindergarten and Escalation of Achievement. | <urn:uuid:a1328a3a-9f2b-4838-b007-9a57ea771151> | CC-MAIN-2021-39 | https://nepc.colorado.edu/sites/default/files/Eisenhart_Graue_Constructing_Cultural_Differences.pdf | 2021-09-17T21:41:29+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780055808.78/warc/CC-MAIN-20210917212307-20210918002307-00569.warc.gz | 467,106,971 | 6,712 | eng_Latn | eng_Latn | 0.977158 | eng_Latn | 0.998635 | [
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Water District on a Fractal River Basin (original)
Tambo Norihito\textsuperscript{1}, Nakmura Masahisa\textsuperscript{2}
\textsuperscript{1}Hokkaido Research Organization,(Professor Emeritus Hokkaido University), Sapporo 060-0819, Japan
\textsuperscript{2}Nakmura Masahisa, Professor of National Shiga University, Ohtsu 520-0862, Japan
ABSTRACT
The increasing population and trend of urbanization in the world have resulted in water shortage and deterioration of water environment. The current ways of implementing the modern water system will not be affordable due to the limitation of available water and energy sources and have to be ceased. Toward the post-modern era, various new strategies have to be formulated based on the concepts of water metabolism on a characteristic regional natural hydrological cycle. The river basins which are the most important source for water supply and drainage are of fractal natures and can be characterized as a nested structure of lentic and lotic waters as proposed by Nakamura. A full consideration of the relationship between human habitation and the fractal river basins will bring about a new philosophy of water system design. The future urban water and sewage systems can be designed on the concept of water districts proposed by Tambo which are independent water metabolic systems using clean water only for potable purposes and harvesting non-potable water from various local water resources such as rains and reclaimed used water in a city area. The used water in such systems is reclaimed and supplied for various non-potable uses via various supply measures. Environmental lakes are introduced into the systems as quality and quantity buffers as the key lentic part of the aquatic system. The impact of water use in one water district on the downstream basins can thus be minimized and integrated river basin management and resource conservation can be realized in both domestic and international river basins.
Keywords: Water district; water metabolism; river basin; fractal nature; lentic and lotic water, post-modern era.
1. INTRODUCTION
We are living on a unique planet in the universe which is named the Earth by our human beings. With its equator radius as about 6,300 km, the earth’s surface area is as vast as about $510 \times 10^6$ km$^2$. However, its real land area takes only about 29.2% ($149 \times 10^6$ km$^2$), while 70.8% ($361 \times 10^6$ km$^2$) is covered by the ocean. For this reason, the earth can be called a ‘water planet’. The total water volume on this water planet amounts to $1.36 \times 10^9$ km$^3$ which, if completely available for various water uses, can be considered as an almost limitless resource comparing with the number of all living creatures who rely on water for their lives. Unfortunately, about 97.2% of this volume is seawater while the freshwater value takes only about 2.8%. Of the total freshwater volume (if taken as 100%), about 75% is kept in the glaciers, and most of the remainder is groundwater. The volume of water in rivers and that in lakes, which are real source waters for human utilization, are mealy about 0.03% and 0.3%, respectively. The percent of the groundwater that is really available for withdrawal also takes very low value. In addition to this, the uneven distribution of water resource further affects its availability. We have to say that the water planet is unable to provide sufficient water everywhere for unlimited water uses.
The above simple calculation provides the basis for evaluating the carrying capacity of the
Earth from the viewpoint of water environment. To consider the carrying capacity of the Earth, we need to review how human population increased in the process of civilization and modernization. As shown in Figure 1 (Tambo, 2002), human population grew very slow until 1,800 AD. If we take 1800s as a turning point from the pre-modern era to the modern era, fast human population increase (a high dP/dt rate shown in Figure 1) is an important symbol of the modern era. As a result, world population reached about 6 billion around 2,000 AD which is more than 6 times of the pre-modern population. The world population further reached 7 billion in 2011 and is still increasing. From now till the world population reaches the peak of more than 11 billion, what will be our world like?
Historically, the Earth had been thought to be large enough for our human beings – no worry about water provision or water environmental problems, but the growth of the modern year in the past two centuries already made the Earth relatively smaller – water shortage, water pollution and water environmental problems shared by neighboring countries. Population growth and large scale urbanization are in any sense the major reasons for this, and globalization is going on not due to our human being’s willing but the close linkage between nations under the limitation of available resources of which water is the most important one. People are confusing with the ways in which we are using water and other natural resources, wondering if the era of modern civilization should be ended, and thinking about a new model of social and economic development under the abovementioned constraints.
2. GLOBAL ISSUES
2.1 Two regions in the globalized world
Although we are living in a globalized world, different countries are in fact at different stages of development. Figure 2 (United Nations Secretariat, 2007) depicts the trend of population growth in the developing area (upper) and the developed area (lower). Of the developing nations, the BRICS (Brazil, Russia, India, China, and South Africa) represent the countries of the fastest economic growth, as high as 7-10% in annual GDP growth between 2003 and 2006. These developing countries are characterized by fast economic growth and still fast population increase, which was what experienced by the developed countries one century or several decades ago. To these countries the development mode of modern society may still be useful. Contrarily, the developed nations represented by the G7 (USA, Japan, Germany, France, UK, Canada, and Italy) are characterized by low economic growth (0.7-2.7% GDP growth rate) and low population increase, which is in a saturation state on modern civilization and can be considered stepping into the mode of post-modern society.
**Figure 2** Trend of population growth in different regions of the world
Taking Asia, the most populous continent in the world, as an example, the total population will continue to increase till a peak of about 9.1 billion around 2050. Such a continuous population increase plus the trend of fast urbanization as is happening in China and India inevitably has been bringing about an increase in the ecological footprint which measures whether a country, region or the world as a whole is living within its ecological means. As shown in Figure 3 (WWF, 2010), the global ecological footprint already surpassed the world biocapacity in the 1970s. Currently, we in fact need 1.5 earths to accommodate our human beings. It is also estimated that if all people in the world were living at the high income country level, 3.4 earths would be needed. Anyway, we have only one earth and no additional biocapacity can be provided from somewhere else. Therefore, the overshoot of human activities will only result in a degradation of the ecological system in the world.
2.2 Large scale urbanization supported by industrialized agro-business
Percent of urban population is often a factor to reflect the level of industrialization as well as economic development. Figure 4 (United Nations, 2004) compares the degrees of urbanization in 1950, 2000 and 2030 for the whole world, several continents and the world’s more developed regions. To the year of 2030, 61% of the world population will be concentrated in urban areas. Even in Africa and Asia, more than half of the people will live in cities, not to mention Latin America and the Caribbean, and the more developed regions where urban population will take a very high percent.
To support the large scale urbanization, we have to categorize the Earth’s space and its function
for the production of goods, growing food and biomass materials, and conservation of biodiversity. The corresponding areas can be named as urban-industrial area, productive area, and protective area as shown in Figure 5 (Tambo, 1986, 2002).
The urban-industrial area is the space where human activities are most highly concentrated. It is characterized by the prevalence of industries involved in the production and distribution of material wealth as well as those dealing with information management. This area has little biological production functionality, and is driven by the intensive use of commercially available energy such as fossil and atomic power resources.
The productive area is the space where food and biomass are produced and supplied for people working in the urban-industrial area. The strategic goal of this area is to maximize the biomass production. People attempt to reap as much wheat grain as possible from each unit they sow. Although solar energy is the main driving energy for this area, machinery power and additional chemical fertilizer application have also significantly increased the productivity of biomass, giving rise to the Green Revolution in the modern era.
The protective area is used for ecosystem conservation where human involvement, unlike the other two areas, should be kept to the minimum necessary level, and material circulation is driven by solar energy and the forces of nature. The goal of this area is to help as many biological species as possible to make most of the solar energy and water in order to form and live in the diverse ecosystem.
2.3 Energy and water
Various systems on the Earth need their driving energies. The original energy source is from the
solar radiation which can be estimated as 177,000 TW. Such a huge amount of energy provides the driving energy mainly for the global climate system and ecological system. The protective area depicted in Figure 5 belongs to this category. Contrary to this, the productive area and the urban-industrial area can be taken as an economic subsystem in which much smaller amount of energy (about 12 TW) is consumed. Figure 6 shows roughly the energy balance on the Earth (Tambo 2002). The total energy consumed for the economic subsystem is estimated as about 12 TW which is much smaller than that consumed for sustaining the global eco-system. The direct use of solar radiation in the economic subsystem is only about 2 TW, and the remaining 10 TW is in the form of fossil and atomic energy. Although it is beyond the topic of this paper, the greenhouse effect can also be explained by Figure 6 as a result of the pollution sink which causes an imbalance of the radiation temperature.
**Figure 6** Diving energy for the global eco-system and the economic subsystem
For many years, fossil energy has been the main energy source for the economic subsystem. Although the fossil energy, no matter in the forms of liquid (oil), gas (natural gas) or solid (coal), is originated from the solar energy, the process of transformation takes thousands of years. Therefore its renewal is very difficult. It is estimated by the Energy Information Administration (2000) that oil production has already outstripped the amount of oil discovered, and human beings will face serious oil scarcity in 2050 to 2075 if the current oil production speed continues. Atomic energy had been expected to play more and more important role in supplementing energy for the economic subsystem. However, due to lack of reliable measures to secure the absolute safety of atomic energy production, many industrialized countries decided to suspend nuclear power stations. How to supplement energy source for the economic subsystem is and will be a serious problem for our human beings.
Water, along with energy abovementioned, is also the most important consideration in achieving a sustainable world tomorrow. Figure 7 shows the per capita annual water availability in various parts of the world (Water Resources Department, Ministry of Land, Infrastructure, Transport and
Tourism of Japan, 2004). It is widely accepted that the per capita water resource can be used as a parameter for a reasonable evaluation of water supply conditions. Once a country’s available water resources drop below 1,700 m$^3$/capita/yr, the country can be expected to experience regular water stress – a situation in which disruptive water shortages can frequently occur; if the available water resource drops below 1,000 m$^3$/capita/yr, the consequences can be more severe and lead to problems with food production and economic development; and if the amount of water available per capita drops below 500 m$^3$/capita/yr, countries face conditions of absolute water scarcity (Engelman and Leroy, 1993; Falkenmark and Widstrand, 1992; United Nations Population Fund, 1997). According to the Water Resources Institute (2003), in 1995 approximately 41% of the world’s population, or 2.3 billion people, lived in river basins under water stress, with the water availability below 1,700 m$^3$/capita/yr. Of these, approximately 1.7 billion people resided in highly stressed river basins where water availability fell below 1,000 m$^3$/capita/yr. By 2025, it is projected that, assuming current consumption patterns continue, at least 3.5 billion people – or 48% of the world’s population – will live in water-stressed river basins. Of these, 2.4 billion will live under high water stress conditions.
**Figure 7** Water resources per capita in the world
Per capita water availability also varies largely within one country due to varied conditions of precipitation, runoff and catchment storage capacity, population density and industrial scale. Taking the Kanto(Tokyo and its vicinity) region in Japan (the inserted graph in Figure 7) as an example, despite annual precipitation of 1,600 mm, it is one of the world’s most water-deficient areas with a per capita water availability less than 1,000 m$^3$/capita/yr. This low availability is
due to the enormous production output, with a population of roughly 41 million people with population density 1,300 person/km$^2$ and achieving a GDP close to that of Germany and higher than that of France. Such a large scale activity inevitably causes water shortage.
3. WATER DISTRICT CONCEPTS
3.1 End of modern water use
A typical modern water system for a developed urban area can be depicted in Figure 8 (Tambo, 1994). Such a system has been widely used for more than one century since the industrial revolution which brought about the growth of large cities. The basic consideration for designing the urban water system is to supply high quality drinking water to every corner of the city under a principle of “meeting the demand of various water uses”, and to collect the sewage and then to treat it prior to its discharge into natural waters for meeting the needs of the public health, industrial growth and prosperity of the society. To meet the demand of various water uses, source water has to be transmitted to the city either from the dams constructed on the nearby rivers or by long distance channels or pipes. With the expansion of the city as is happening in many fast developing countries, still larger quantity of source water has to be provided. As the source water is from the nature, it can only be sustained by the natural hydrological cycle and therefore has its limitation in either quantity or quality within a river basin. This is one question we have to ask ourselves when implementing or upgrading a water system for a growing city.
**Figure 8** Modern water system in a city
The impact of urbanization on the natural water environment can be viewed as overlying
Every city depends on river basins to provide fresh water source as well as various kinds of farmyards. The fractal nature of river basins has been well studied in the field of hydrological science and engineering (Kunigami, 1984) (Takara et.al, 1991) (Rodriguez-Iturbe, I. and Rinaldo, A. 2001). River basins are three-dimensional landscapes organized around arborecent structures that constitute the drainage network to convey water from every site of the basin to a common outlet. The arborecent structure exhibits clear statistical self-similarity where sub-basins of different sizes embedded among themselves and as part of the larger basin show topological and metric organizations independent of scale. Kunigami(1984) reported that fractal dimension of the river Amazon is 1.85, the Nile is 1.4. and of some other much smaller Japanese basins are in the range of 1.1-1.3. Takara et.al (1991) reported the fractal dimension of western and central Japanese rivers are in the range of 1.03 to 1.16. Any sub-basin, independent of its size or location, may be considered a self-contained hydrologic unit operating under the same hydrologic principles of “lentic and lotic” organization (Nakamura, 2011). It is hypothesized that these principles are grounded in the metabolism of the river basin. From a hydrologic perspective, the metabolism of a river basin is defined as the set of processes that allow the basin to maintain its structure and respond to its environment through the physical and biological processing of the precipitation it receives. Green or biotic metabolism refers to the transformation undergone by precipitation in the process of carbon fixation by photosynthesis carried out by the basin vegetation. A quantitative measure of green metabolism is provided by the transpiration rate at any particular site. Blue or abiotic metabolism, that is different from the classical notion of metabolism as biochemical process, refers to the processes involved in the transport of runoff from every site to the outlet (Tambo, 2004). Understanding the fractal nature of river basins and their characteristics of water metabolism can help us to reconsider our ways for water use and to redesign water systems in harmony with fractal river basins.
Figure 10 shows one example of the fractal structures of the river basins in western Japan where Japanese ancient and medieval capital cities were located. Figure 11 shows a conceptual sketch of large river basins as the fractal assembly of elementary basins and exhibit a nested structure of lentic water (stagnant water as that in a lake) and lotic water (flowing water in the river channel) (Nakamura, 2010). Those lentic and lotic structure have been developed in the Yodo river basin with irrigation ponds and dispersed wetlands in the Western Part of Japan at where an ancient capital city Nara (Heijyo Kyo:710A.D) and medieval capital city Kyoto (Heian Kyo:794A.D.) were built wherein old Japanese civilization established. Sueish et.al. suggested importance of the lentic water in a river basin reviewing the characteristic nature of the old Japanese civilization to carry out a self sustaining water system. According to the location of a city in the river basins, the availability of the lentic and lotic waters may differ largely.
3.3 Water districts for the post modern society
Figure 12 shows the schematic diagram of a water district proposed by Tambo (1976, 2002,
It represents a proposal for the basic structure of cities in the post modern society. The system is with a setup much different from that shown in Figure 9, and can perform water metabolism independently with minimum energy consumption and environmental loading. In this way, harmonious relationships can be maintained with the downstream basins and the natural environment.
According to the United Nations (1992), a provision of 50 liters of clean water per capita per day to whole human beings is the goal toward sustainable development. This amount of clean water is considered to be essential for human life and hygiene and also sufficient in any society for potable purposes. If the precious fresh water in the world were preferentially supplied for potable use only, the worldwide water issues would not be as serious as it is nowadays. Unfortunately, in many developed countries as much as 300-400 liters of drinking water are consumed per person per day from the modern water supply system, because the high quality tap water is used for various purposes other than drinking, such as washing, bathing, showering, flushing toilets and watering plants. This not only wastes the fresh water resource, but also wastes energy for the treatment of large amount of water to meet the drinking water quality while only part of it is really used for drinking purposes. On the other hand, a large river is often shared by many cities from its upstream to downstream for fresh water supply. The downstream cities also have their demands on high quality source water, not to mention the protection of the river ecosystems. If we seek to coexist with nature, we cannot let people in the upstream areas to consume the high quality water to meet their needs for all purposes of water consumption.
Following this concept, cities should leave as much clean water as possible in river channels,
and collect only the minimum amount of high quality water that is necessary for potable purposes, such as 50 liters per person per day as abovementioned. For all non-potable water consumptions, the used water (a more suitable term than ‘sewage’) and rainwater can be recycled and used as far as possible. The environmental lake, which can be either natural or artificial, plays the key role of quantity and quality buffer in the water system as a lentic body in a fractal basin. It receives the treated used water and the harvested rainwater and becomes the secondary source for non-potable water supply. At the same time, the environmental lake can play landscaping and ecological functions in the city area. With the development of new advanced technologies such as membrane processes for water purification, it is possible to maximize the quantity of useful water from each source, to minimize the pollutant loading through drainage to downstream, and to perform integrated management of the water district for maintaining a sound water environment in the city area and the basin.
Figure 13 compares the conventional urban water systems and new urban water systems following the concept of water districts. As a long river may function as both the water source and receiving water body for all cities, towns and villages in its basin from upstream to the downstream, the conventional way of water use will inevitably bring about water quality deterioration which results in an increase of the costs for water purification along the flow direction as shown in the graph on the left. In contrast to this, it will be possible to keep the river water quality unchanged by adopting the new concept of water districts. Therefore, for all cities, towns and villages along the river, the unit cost of water treatment may not change as shown in the graph on the right.
**Figure 13** Water districts along a river comparing with conventional systems
3.4 Requests and measures
To realize the new urban water systems based on the abovementioned water district concept, we need innovations on the ways we use water, treat water and control the water environment. The minimum requests and measures may include the followings.
(1) *Clean water for potable & kitchen use only*. Here the clean water means good quality source water which after proper treatment can ensure safety water supply and high quality purified water which is produced through sophisticated treatment processes. From either the viewpoint of water conservation or that of energy and cost saving, such clean water should only be supplied for the water use directly related to human hygiene. Only potable and kitchen uses belong to this category. This may require a separated water supply system.
(2) *Rain water harvesting and grey water reuse for miscellaneous purposes*. Rain water and grey water are usually free from fecal pollutants. They are easy to be treated by simpler processes to a quality that meets the requirement of miscellaneous purposes other than drinking. This may require separated systems both for water supply as abovementioned and for differentiate grey water (from bathing and washing) from black water (from toilets).
(3) *Decentralized high performance treatment*. The conventional urban water and wastewater systems are usually highly centralized and unsuitable to source separation and reuse due to inevitable construction of long distance transfer pipelines. Contrary to this, decentralized systems can be flexible with suitable scales to meet the needs of onsite treatment and reuse and to get rid of unnecessary long distance water transfer. Careful selection of suitable technologies for high performance treatment will be required to achieve the goal of safety water reuse.
(4) *Resource recovery than pollution control*. The implementation of the new urban water system needs a change of the objective from merely pollution control to resource recovery. In the new system, every drop of water no matter where it comes from is the element of precious water resource but no longer the ‘wastewater’. The recoverable resource also includes the useful materials such as nutrients contained in the water and/or the sludge. Energy recovery from wastewater treatment plants becomes a hot issue drawing wide attention (McCarty et al., 2011)
(5) *Ample natural flow conservation for living creatures*. The essence of the concept of water district is to create or maintain a harmonic aquatic ecosystem in the urban area and its surroundings. In a river or a lake, ample natural flow or water volume to meet the minimum requirement of all living creatures for their existence and reproduction is indispensable. How to conserve the natural water and maintain its condition as natural as possible is becoming tougher and tougher, but is a topic we always have to consider.
4. CONCLUSION
Our world is becoming smaller and smaller ideologically due to the change of human vision from regional to global, and physically due to the fast population growth and increasing demand
for energy and natural resources. Because we have only one earth to accommodate human beings and other living creatures, we cannot forget our task to conserve the global ecosystem while exploring resources to sustain our social and economic development. Since industrial revolution, our human beings have plundered too much from our mother earth and exerted too much damage on her intactness. We have already been at a time to rethink our ways to build our cities which are large sinks of natural resources and bad origins of pollutants. As water and energy are the most important resources for the survival of human beings, an analysis of the water and energy issues in this paper can let us realize the critic condition we are facing in the whole world. However, since our human beings are intelligent creatures, we can find ways to overcome difficulties. The concept of water district discussed in the former section can provide the basis for reforming our urban water systems toward the post-modern society.
REFERENCES
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A GUESSING GAME WITH JESUS
(On the way to Caesarea, Philippi) — Jesus and his followers were going on a trip to do some preaching and teaching in the region of Galilee. As they walked along, Jesus started a guessing game with his friends. He said to them, “People are trying to guess who I really am. What kinds of answers are they coming up with?”
Jesus’ friends knew some answers. They had been listening to what people were saying. They knew that people were having a hard time guessing the right answer. Since Jesus did so many wonderful and amazing things, they thought he might be a famous person who had come back from the dead, someone like Moses, who received the Ten Commandments, or Elijah, who went to heaven in a fiery chariot.
When Jesus asked his friends for their answer, they gave the right one. They said, “You are God’s Son.”
Mark 8:27-35
HIDDEN MESSAGE:
“JESUS IS GOD’S SON”
FILL IN THE BLANKS:
1. Jesus and his followers were preaching and TEACHING.
2. Some people were trying to GUESS who Jesus really was.
3. Jesus had done so many wonderful and AMAZING things.
4. People thought he might be Moses or ELIJAH.
5. Jesus’ friends said, “You are GOD’S Son.”
FIND THE RIGHT PATH:
ANSWERS
Copyright © CSS Publishing Company, Lima, Ohio
Find The Right Path. When Jesus' disciples were asked who Jesus was, they knew he was not Elijah and he was not Moses. They knew he was God's Son. Draw a line from the disciples to the best answer to the question, "Who is Jesus?" Be careful not end up with the wrong answer!
Fill In The Blanks. Here are some sentences about things mentioned in today’s Gospel story. Some of the words are missing. Find the correct word from the word list and fill in the blank where it belongs.
GOD’S GUESS TEACHING ELIJAH AMAZING
1. Jesus and his followers were preaching and ________________ .
2. Some people were trying to ________________ who Jesus really was.
3. Jesus had done so many wonderful and ________________ things.
4. People thought he might be Moses or ________________ .
5. Jesus’ friends said, “You are ________________ Son.”
Gus The Gospel Gopher says: “Everybody who met Jesus knew that he was somebody special, but most of them never guessed just how special he really was. To find out for yourself, use the code below to spell out the hidden message.”
```
5 9 1 3 8 6 2 7 4
G E O U N J S I D
```
```
6 9 2 3 2
```
```
7 2
```
```
5 1 4 2
```
```
2 1 8
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In kindergarten, students are introduced to skills that prepare them for reading. Use the Read Conmigo library to help your child develop an awareness and understanding of both spoken and written language. The tips below offer some fun ways to assist your kindergartener’s transition into reading at school. The featured books for this activity are *Mr. Pip and the Only Tree* and *Matilda and her Magic Hat*.
**TIE READING TO EVERYDAY LIFE.**
Read *Mr. Pip and the Only Tree*. Ask your child to think of ways they can help others in need like Mr. Pip did with the animals.
**HAVE FUN WHILE LEARNING.**
After reading Mr. Pip, visit the vocabulary words at the end of the book. Have your child trace each letter or make it fun by having your child use sidewalk chalk to draw out each letter on a paper plate.
**USE YOUR CHILD’S NAME.**
Use the books to point out the links between letters and sounds. For example, if your child’s name is Paul say, “The word ‘Pip’ begins with the same sound as your name.”
**PLAY LETTER SOUND GAMES.**
Learning the letters of the alphabet and the sounds they make are two very important skills. Open up *Matilda* and point to the page with Matilda’s hat. Say, “I’m thinking of a letter that makes the sound ‘ha’ … like in hat.”
**BE A PART OF YOUR CHILD’S LIFE.**
“Did you have reading time today?” A great way to build a relationship with your child and teach them the importance of learning is to ask questions about their day.
**MAKE A GAME OF SOUNDS.**
A great way to help your child learn blending sounds is to play word games. Ask your child if he/she can guess a word as you very slowly sound out “h--a--t.”
**PAPER BAGS MAKE READING FUN.**
Make paper bag puppets or sock puppets, and use the puppets to act out the story. You can make a puppet to be Matilda in *Matilda and the Magic Hat* and have the puppet act out her character.
**SAY IT WITH A RHYME IF YOU HAVE TIME.**
Read rhyming books, sing songs, and say silly tongue twisters. These things will help your child become sensitive to the sounds in words. You and your child can create your own tongue twisters based on the stories you read. For example, “Matilda made magic merrily moving over mountains with her imagination.”
**READ IT AGAIN, PLEEEASE!**
As a parent you may tire of reading the same story over again. Your child, however, may want to hear his/her favorite story many times. After reading it several times, ask your child to tell you the story as you point to the pictures.
Phonemic Awareness is the ability to hear and manipulate individual sounds in words. Children need to understand that words are made up of separate sounds that, when blended together, make words. When they understand this concept, they are able to make sense of the alphabet and its relation to reading and writing. Research shows phonemic awareness and letter knowledge are two predictors of how well a child will learn to read.
WHAT SHOULD MY KINDERGARTENER BE ABLE TO DO?
BY THE END OF KINDERGARTEN YOUR CHILD SHOULD BE ABLE TO:
IDENTIFY WORDS THAT RHYME
By the end of kindergarten your child should be able to tell you if words rhyme (hat, mat, tug, bug). Play the rhyming game to see if your child can do this. “Tell me a word that rhymes with ‘sun.’”
BLEND SYLLABLES
Your child should be able to blend syllables and clap or count syllables in a 1 to 3 syllable word. They should also be able to identify the sound of the first letter in a word. (Example “What is the beginning sound in Fish?”)
HOW CAN I HELP MY CHILD DEVELOP PHONEMIC AWARENESS SKILLS?
READ
Read books and poems that focus on the rhythm of language and the rhyme. (Example *The Cat in the Hat* by Dr. Seuss.) Play word games like “Guess My Word, I’m thinking of a word that rhymes with ______. Can you guess my word?”
PLAY
Play *Head, Shoulders, Knees and Toes* with the sounds. Say a word and have your child touch his/her head for the first sound, shoulders for the second sound, and knees for the third while saying each sound.
INTERACT
Give your child a noise maker like a whistle. Have your child make a noise if you say two words that rhyme. Ex cat, hat, sit, mitt. Have your child guess a word that you sound out slowly. (Example sssss-uuuuuu-nnnn [sun]).
VISUALIZE
Give your child 3 - 5 blocks, a small toy car, or other small objects. Have them move the toy for each sound in the word, “Al-li-ga-tor.” | <urn:uuid:c2fff2bb-2023-4578-933a-9521ffddeaf5> | CC-MAIN-2019-09 | https://readconmigo.org/downloads/parents/family_reading_tips_kindgtrn_english.pdf | 2019-02-23T07:48:05Z | crawl-data/CC-MAIN-2019-09/segments/1550249490870.89/warc/CC-MAIN-20190223061816-20190223083816-00014.warc.gz | 653,505,259 | 1,055 | eng_Latn | eng_Latn | 0.996748 | eng_Latn | 0.996851 | [
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Declination Circles, Diurnal Heating, Seasons, and Climate Regimes
Although there are many uses for declination circles, for Earth Systems Science, they help us conceptualize how the Sun’s energy creates Earth’s diurnal heating (night/day temperature cycles), the seasons, and climate regimes (tropics, temperate regime or midlatitudes, and polar regions). All three are driven by the amount of daylight relative to nighttime, how high the sun gets in the sky, and how both change throughout the year. Key to the changing of these variables is the Earth’s obliquity, which changes the daily position of declination circles (explored in the Using Declination Circles).
The Sun emits near constant electromagnetic energy, and how it intersects with the Earth’s surface determines how the ground/water heats, and the warmed surface in turn warms the air. Imagine a beam of sunlight is 1 mile wide. If it shines perpendicularly onto a 1 mile wide piece of ground. If this same sun beam hits the ground at a $30^\circ$ angle, then the 1 mile beam is spread over 2 miles of ground, so each piece of illuminated ground receives half the energy compared to when the sun is directly overhead (Figure 1). The ratio of width of the incoming beam and the width of the illuminated ground is called *beam spread* (Table 1).
Table 1 shows the beam spread for angles of the sun above the horizon, an angle we can calculate easily for local noon using declination circles. The values are in percent relative to the most intense sun hitting the ground, which is when the sun is directly overhead is graphed in Figure 25.
| Angle of Sun Above Horizon | Beam Spread | Percent of Beam |
|---------------------------|-------------|-----------------|
| 90° | 1 | 100% |
| 80° | 1.02 | 98.5% |
| 70° | 1.06 | 94.0% |
| 60° | 1.15 | 86.6% |
| 50° | 1.31 | 76.6% |
| 40° | 1.56 | 64.3% |
| 30° | 2.00 | 50.0% |
| 20° | 2.92 | 34.2% |
| 10° | 5.76 | 17.4% |
| 0° | ∞ | 0% |
Exploring the graph in Figure 2 illustrates that the maximum warming tends to occur near local noon (not the warmest temperature, this happens several hours after local noon), depending on surface material and timing and amount of clouds and/or precipitation (see the *Black Body Radiation* software at [sciencepickle.com](http://sciencepickle.com) to explore these variables). Local noon will have the maximum intensity of sunlight hitting the ground, but compare the sun angle between the summer and winter solstices! The tropics (generally the area between the Tropic of Cancer, $23.5^\circ N$, and the Tropic of Capricorn, $23.5^\circ S$) don’t experience significant change in local noon sun intensity throughout the year – it is quite intense every day! The midlatitudes, generally from the tropic circles to the Arctic/Antarctic Circles, experience quite a range of solar intensity throughout the year, allowing for warm summers and cold winters. The polar regions experience at least 24 hours of darkness and sunlight, but the sun is not that high in the sky to create hot summers despite the long duration of sunlight. | <urn:uuid:7d3c4e2f-a904-4333-93b8-cba298ee9c23> | CC-MAIN-2019-09 | https://img1.wsimg.com/blobby/go/36ee20e6-fb9b-4c27-b80b-efaf1e9b29f7/downloads/1cradg0v4_473777.pdf | 2019-02-23T07:18:31Z | crawl-data/CC-MAIN-2019-09/segments/1550249490870.89/warc/CC-MAIN-20190223061816-20190223083816-00014.warc.gz | 574,842,714 | 788 | eng_Latn | eng_Latn | 0.996551 | eng_Latn | 0.996175 | [
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The mind of man is capable of anything—because everything is in it, all the past as well as all the future.
—Joseph Conrad
Applying Thinking Skills to Content Learning to Use Graphic Organizers
Important ideas and relationships often go unseen by students because verbal tools alone do not clearly communicate the overall patterns of how people are thinking.
For example, I was recently working with a social studies teacher in a middle school classroom. The teacher took me aside and said, “Look, I have written everything out on the board, even the main idea, and I have told students over and over again what I mean. Why can’t they understand?” With her permission, I went to the board and began, with the class, to visually map out the relationships between concepts, using classification “trees” and other maps for showing the pattern of her main idea, supporting propositions, and specific details. These visual representations created a connected, whole picture of what the teacher had tried to verbally communicate to students. The maps thus helped students to translate the sequence of her spoken and written sentences into the pattern of her thinking. Students could then see what she meant.
Over the past decade, educators have taken positive steps toward teaching for and about thinking by investigating different views of thinking, defining thinking skills, focusing on teacher questioning, and asking students to verbalize and reflect on their thinking. Yet a core question remains: How can we help students—on their own—to flexibly apply thinking skills to content learning?
Let me suggest one response: Connected, graphic representations can supplement the use of verbal and numeric symbols for communicating our thinking in the classroom. All participants in the classroom can use practical visual tools—graphic organizers—for applying abstract thinking skills to content learning and teaching. Students can learn how to visually represent and connect information in linear, holistic, and analogical patterns. Students then have the additional tools for reflecting on the pathways of their thinking and for improving their thinking abilities. Graphic representations also enable teachers to see and assess students’ maps of prior knowledge, to present new content information in connected ways, and to evaluate students’ content learning by seeing the development of students’ thinking over the course of instruction.
Expand Your Thinking (Hyerle 1989b) is a program that introduces students to these graphic tools for applying thinking skills in content learning. Students work through the program in cooperative pairs to learn how thinking maps can be used to organize, communicate, and share their thinking. They are shown that “expanding your thinking” means both applying “thinking maps” to content learning and sharing their thinking with other students. Teachers are supported by a guide that shows how they can expand their teaching repertoire by using thinking maps and by practicing “teaching for thinking” strategies, which are an integrated part of the directions for each student activity.
Together, students and teachers can use Expand Your Thinking as a starting point for using thinking maps to create different mental models of the same content information. They can efficiently share these differences and at the same time make connections between similar thoughts. As Jones, Pierce, and Hunter (1988) state: “A good graphic representation can show at a glance the key parts of a whole and their relations, thereby allowing a holistic understanding that words alone cannot convey” (p. 21).
Drawing the Lines: Toward a Connective View of Knowledge and Thinking
Students who work through the *Expand Your Thinking* program use thinking maps to draw the lines that represent specific thinking skills and patterns of thought. They also question, in a fundamental way, how they make sense of things by connecting and creating patterns of content information. This practical use of thinking-skills maps is based on an underlying, theoretical view of knowledge and thinking as *the active making of mental connections*. It is also through this connective view of knowledge that the so-called “lower order” or “micro-logical” thinking skills, such as classification, are presented to students.
A recent challenge for educators is trying to describe the relationship between lower- and higher-order thinking. On one side, educators who reject the direct teaching of discrete lower-order thinking skills. On another side are those who cringe when higher-order content questions are asked of the students who have not shown proficiency with “lower-order” thinking skills. What is the problematic line between lower- and higher-order thinking? The problem, as I see it, is that the “lower-order” skills are being presented to students as primarily rote, analytic tools for processing “given” information and not for deeply questioning how knowledge is being made through these processes. The outcome is that these skills are often taught in isolation as disconnected, strictly analytic tools for thinking, to the near exclusion of holistic thinking.
One reason for the overemphasis on analysis has been the influence of a traditional view of knowledge, called “logico-deductive.” In this theory of knowledge, skills such as labeling and classification are seen as atomistic processes. Words and numbers are understood as unquestioned labels that correspond unambiguously to things in the world, and each thing represented understood as fitting into a preexisting, “natural” category that has a clearly defined boundary. Yet, as biologist Stephen Jay Gould points out, *applying* the skill of classification is of a higher order:
Taxonomy is a fundamental and dynamic science dedicated to exploring the causes of relationships and similarities among organisms. Classifications are theories about the basis of natural order, not dull categories compiled only to avoid chaos (Gould 1989, p. 98).
Despite the dynamism revealed by Gould, the processes of classification and many other such analytical skills are found at the bottom of nearly all models of thinking skills. Because these skills are presented as low level, the understanding of the skills is not often richly developed by students nor applied in connected, holistic ways. Research released over the last ten years by leaders in the fields of biology (Gould 1981; Mayr 1989), psychology (Gardner 1983), cognitive linguistics (Lakoff 1989; Lakoff and Johnson 1980), moral development (Gilligan 1982), philosophy (Putnam 1988), and education (Perkins 1986) reveals that the logico-deductive view of knowledge, though important and useful, is not the only view of knowing and thinking. These researchers and educators point toward other ways to conceive of knowledge and the processes of thinking.
One view of knowledge may be called “connectivism” (Hyerle 1989a) and is based on a perspective that knowledge is actively constructed as people represent and *connect* a variety of forms of sensory information. Through this process, knowledge is “remade” between human beings and remains open to reinterpretation. Knowledge viewed as connective is patterns of information—
- linked together by unclear mental boundaries, such as boundaries between categories;
- constructed through communication in a social context;
- represented by a range of signs, symbols, and images and by idealized mental models and theories; and
- supported by conceptual metaphors.
Through connectivism, we attempt to see the complexity of a problem in context, while honoring different points of view and learning from them. Though we may draw on past regularities for information, we recognize that knowledge is not given: Knowledge is made. Knowledge viewed as connective is an interpretive process of thinking about the mental relationships we create between things. In a most fundamental way, it is from a connectivist view that we begin to deeply investigate these “things” we call boundaries and relations.
What do we mean when we say that boundaries and relations are things? Are not the water’s edge and the land’s end one and the same? Is the shoreline a part of the land or of the sea, or is it a line in its own right? . . . *A person must draw that line somewhere* . . . The world is really a dynamic operation, only by means of symbols can the mind deal with it ‘as if’ it were a static structure (Upton 1961, p. 31).
This insight, by the late Albert Upton, Professor Emeritus at Whittier College, shows that we are constantly using word symbols to represent “things,” making distinctions between and connecting these symbols, and thereby creating mental boundary lines. An essential benefit of using graphic organizers as tools for improving students’ thinking abilities is that we are asking students to *draw that line*, then to see and question the connections they are making between things. These lines connect things as we creatively analyze relationships, such as between categories, between parts of whole objects, or between sequences in an event. The boundary lines that students establish between things—first in their
minds and then on a page—are mental models of how they think.
What is “higher-order” and “critical” about these lower-order connections is that once students begin to investigate seemingly simple mental boundaries they will be more likely to see greater complexity, dissolve hardened opinions and idealized dichotomies, and open up to different points of view. For example, if a young student attempts to draw a line between night and day, the student may see that the lines are fuzzy areas we call sunrise and dusk. Similarly, another student may see people in the world as either “good” or “bad”; but drawing the line and fully investigating each classification may reveal a deeper understanding of humankind. In reality, relationships between things and people are often fuzzy and complex. In our minds, all too often, even the most fundamental connections between things are idealized as clear and absolute; thus, the complex nature of mental relationships remains hidden from sight.
A Connective Model of Thinking Skills and Maps
*Expand Your Thinking* builds toward a view of knowledge as connective and is based on a practical model of thinking processes and maps described in the following pages. This model was initially developed by Upton, who viewed the cognitive act of thinking as a dynamic union of the analytical “taking apart” and the creative “synthesis” of things—through representations. His first book for students, *Creative Analysis* (Upton and Samson 1963) is based on this model. By using *Creative Analysis*, Upton’s students at Whittier College learned about basic patterns of thought and how to verbalize and graphically organize these patterns. Though Upton was relatively uninterested in IQ scores, *all* of the 280 students who went through his freshman course over an eight-month period gained in their scores using a standardized intelligence test as the pre-post measure. The average IQ score increased 10.5 points. This statistically significant change in IQ scores was reported in the *New York Times* (Hechinger 1960) at a time when there were few alternative definitions of “intelligence.”
The Upton model is neither hierarchical nor process oriented in its theory or application. Unlike most models, this is not a set of procedures for problem solving, but rather a view of patterns of thinking processes that are related—and a corresponding set of maps. Upton’s model is most useful when perceived as a set of tools for thinking and when used in response to the needs and objectives of students. The model, which is presented in *Expand Your Thinking*, includes six thinking processes:
- Thing-making
- Qualification
- Classification
- Structure analysis
- Operation analysis
- Seeing analogies
**Thing-Making**
As a semanticist, Upton stressed the importance of having students become aware of how we represent physical or mental “things” using signs, symbols, and images in context. Most of the time we use symbols such as words or numbers—and, now, computer languages. Upton and his colleague, Richard Samson, called this symbolizing process *Thing-making*. Often this process is understood as lower order and mechanical. It is usually called “naming” or “labeling,” using nouns. Yet one of the higher order challenges that our students face is to develop a dynamic view of symbols—what I call *symboliteracy*—through which they must actively remake and interpret things in context using symbols. Consider how we continually ask students to “put” some “thing” in context, such as a vocabulary word, to find the meaning.
The Circle Map in Figure 1, my recent addition to Upton’s model, is used as a visual tool for putting things in context. The “thing” represented is written or drawn in the center circle and contextual information is shown in the outside circle. Each circle represents how we create mental boundaries when we try to define something. This basic map can be expanded by drawing a frame around the outside of the two circles, to represent the frame of reference for defining something in context. The visual frame and the circles provide reflective tools for asking: What is your cultural background, and what are your life experiences and your religious, political, social, and emotional points of view that influence how you make sense of something in context? Using this map helps students to see that *how* they represent and define something is influenced by context and their own background experiences.
**Qualification**
When we are trying to define and make sense of something, we are drawing on our sensations of the world. Upton called this process *Qualification*. When describing a person, a character in a story, or a naturally occurring element, we draw on our five senses—and our emotions—to project or attribute qualities to things, and to abstract qualities from things. Some qualities are more tangible, such as sensory qualities of hot and cold, whereas other qualities are less tangible, such as the emotive quality of sculpture. The Bubble Map in Figure 2 is used to represent the process of
abstracting from and projecting qualities onto things, and to identify sensory, logical, and emotional qualifications we are making. Notice that the circle in the middle is the thing being qualified. The lines extending outward each represent the abstraction/projection process, and the outside circles are used as abstracted place holders for adjectives and phrases.
This map can be expanded for the process of comparing and contrasting the qualities of two things using the Double-Bubble Map (Figure 3). The middle circles are the perceived common qualities of the two things being compared, while the outside circles describe the unique qualities of the two things, respectively.
**Classification**
Because we are constantly making sense of things in context, we also investigate relationships between multiple things and qualities that we perceive. We try to see the connected mental webs, or patterns of relationships that create “context” and support our inferences. Upton drew from the work of those who closely study our physical world—such as biologists—to identify three patterns of thinking. These scientists create taxonomies or classifications of things, study the anatomy or physical structures of things, and interpret the physiology or operation of things.
We use the process of *Classification* in the classroom as a way to see the main idea and supporting details of a reading passage, to study cultural groups in the world, to organize writing, to sort information in computers, and to create taxonomies in the sciences. What is interesting about this process is that things rarely exist in absolute categories, and not all classification systems are hierarchical. Not all things in a group necessarily share all of the same qualities. There are gray areas and overlapping categories. Classification systems, then, are created by and between humans through our perceptions, actions, and communication in the world.
The familiar Tree Map (Figure 4), is just one of the maps used for applying the skill of classification. This map represents a top-down pattern for sorting information, with the general term on the top, and specific groups and specimens below.
**Structure Analysis**
Another way of seeing patterns is by noticing the physical boundaries between things, or part-whole relationships, such as in Upton’s “shoreline” example cited previously. Upton called this process *Structure Analysis*. We use this process to understand spatial relationships, such as the setting of a play, the dimensions of geometric figures, the parts of the human body, even the geopolitical landscape. Much in the same way that categories do not exist absolutely in the world, Upton also believed that boundaries are represented by humans when we freeze an otherwise dynamic world.
The Brace Map (Figure 5) is used for looking for part-whole relationships. On the left side, the “whole” thing is drawn or written above the line. The braces represent the physical joints between parts, and the lines are the placeholders for major “parts,” followed by the subparts. This map can be expanded infinitely to smaller (atomic) or larger (universal) parts of the whole.
**Operation Analysis**
If the world is a dynamic operation, then the process Upton called *Operation Analysis* is an expression of this view. Operation Analysis is the process of interpreting changes or sequences. We ask our students to interpret such things as directions, sequences in math or computer programs, timelines in history, and the plot lines of literature. The familiar Flowchart Map (Figure 6) is a useful starting point for thinking about different kinds of operations. This basic flowchart shows that an operation may have many
stages and substages. When students draw the rectangles, they create a juncture between one stage and another, depending on their point of view. As the operations are seen to be more complex, feedback loops can be added through a "systems" approach (Roberts 1983).
A flowchart can be expanded into the Cause-Effect Map (Figure 7), useful for investigating cause-effect patterns of thinking. Of course, when students examine human interactions in the social sciences, the changes in history or of characters in a novel, and physical changes, they discover that each discipline has different cause-effect dimensions that can be thought about and displayed using different forms of this basic map.
**Seeing Analogies**
Central to Upton's model is a process of thinking that shows connections between representing and qualifying things, as well as relationships and interactions. It is the process of seeing similarities between relationships, what Upton called *Seeing Analogies*. Through our ability to create analogies, we are able to transfer information from one "body" of "knowledge" to another. This also enables us to communicate abstract ideas—such as in science and politics—by using conceptual metaphors. Metaphors are commonly thought of as poetic tools, yet this form of analogical thinking is one of the foundations for the human conceptual system (Lakoff and Johnson 1980).
The Bridge Map (Figure 8) represents the pattern of Seeing Analogies. The line of the bridge represents the "relating factor" that is transferred across relationships. The relating factor is the common relationship that a student finds to exist between two or more pairs of things. Students can expand this map to create multilevel analogies and to investigate conceptual metaphors.
Each line, circle, or square of these thinking maps represents a relationship or boundary; such graphics provide a consistent visual vocabulary for creating maps and for thinking on a high order about fundamental acts of cognition. In addition, the pattern and name for each map together create a key image for using the skill: circles for representing things in context, bubbles for intangible qualifying, trees for top-down classifying, braces for structuring, flowchart arrows for operating, and bridges for making analogies. These visual-verbal maps are metacognitive tools: By drawing that line or circle between words, and questioning the type of boundaries being drawn, students are displaying and applying connected ways of thinking and knowing.
**Expand Your Thinking**
**A Student Resource**
The purpose of the *Expand Your Thinking* program is to introduce upper elementary and middle schools students to the six thinking processes and corresponding maps and then to apply this model to content learning. The program consists of a resource workbook for students and an extensive teacher’s guide. The activities in this program help teachers to:
- Introduce students to thinking skills using thinking maps;
- Show how the skills can be applied to content learning using the thinking maps; and
- Structure the learning environment in a cooperative format.
The student workbook is called a *resource* for several reasons. First, the text is written directly to students so that they can read and reread important information without having to depend on the teacher. Second, clear definitions of maps and skills are highlighted within each chapter, and a one-page summary of the six skills and maps is provided as a reference. Third, instructions are provided to students, showing how to construct each thinking map. Finally, activities showing how to apply these maps to specific content areas are clearly designated according to disciplines. Ideally, the workbook is used as a resource by students throughout the year.
The *Expand Your Thinking* program takes approximately 40 class periods to complete. There are eight parts to the student workbook: introductory chapter for defining and applying the model to thinking about a concrete object, one chapter each of the six skills and maps, and a concluding chapter for applying the model to creating a new use for a common object. Each chapter provides about seven activities.
Figure 9 presents an overview of the “Qualification” chapter, an example of a typical chapter sequence. The activities are usually one page in length, and range in completion time from 20 minutes to two full periods of class time—much more time if the additional applications are completed.
---
**FIGURE 9**
**Overview of Sample Chapter Activities**
**Chapter 2: Qualification Using the Bubble Map**
| Activity | Title | Description |
|----------|-------|-------------|
| A | What is the Skill of Qualification? | Introducing and defining Qualifications using the Bubble Map to describe an apple; students also create their own Bubble Map. |
| B | Making Sense of the World | Practice qualifying objects from daily life using the Bubble Map to organize sensory impressions. |
| C | Character Traits | Applying the Bubble Map to the analysis of two character descriptions (language arts). |
| D | Comparing and Contrasting | Applying the Double-Bubble Map to compare and contrast two characters, followed by a creative writing assignment. |
| E | Qualities and Subjects | Practice using the Double-Bubble Map by comparing and contrasting information (science, geography, and mathematics). |
| F | What Are the Reasons For Your Opinions | Applying the Double-Bubble Map to thinking about personal reasons for liking and disliking things; topic: television vs. reading. |
| G | The Science of Snack Food | Applying the Bubble Map to creating a nutritional snack food, followed by a writing assignment (science). |
Each chapter of *Expand Your Thinking* has activities devoted to practice using the maps across multiple disciplines (as in activity E in Figure 9). Other activities focus on in-depth applications in one content area (as in activities C, D, and G). Content applications from the other chapters include: using the Circle Map for organizing information in science, using the Tree Map for reading comprehension, using the Brace Map for identifying geographic boundaries between countries, creating a Flowchart Map for showing how a law is made, and using a multilevel Bridge Map to connect historical information.
Most activities ask students to discuss and add to their maps while in cooperative pairs. Asking students to use visual thinking maps to think about information, and then to verbalize their thinking in pairs helps to create an environment in the classroom through which students are individually expanding their thinking abilities while learning from each other.
**A Teacher's Guide to Creating a Thinking Classroom**
There are many ways for teachers to promote the improvement of students' thinking. The design of the teacher's guide for *Expand Your Thinking* directly supports teachers in three of these areas by showing how to:
- Introduce thinking skills to students through the use of thinking maps;
- Integrate thinking skills instruction into content teaching; and
- Integrate ten interactive teaching strategies into classroom practice.
Each student page is reproduced in the teacher's guide, with suggested responses showing how each map may be completed. For every student activity there are instructions for the teacher that include a statement of purpose, directions and procedures, and applications to content area teaching.
The heart of this teacher's guide is a section called "Creating a Thinking Classroom." This section includes the ten "teaching for thinking" strategies that teachers can use to facilitate students' thinking, as classified using the Tree Map (Figure 10). These ten strategies are fully described, and then embedded within the teacher's guide for each student activity. As an example, for an activity using a Tree Map to classify different types of transportation vehicles for a social studies report, students are asked to draw maps showing different ways the information could be organized. The objective of this activity is to reveal that their purpose for writing influences how they may classify and therefore organize information. Included in the teacher's directions are three of the strategies for facilitating students' thinking: wait time, metacognitive questions, and justifying your answer. Teachers are also advised to frequently describe these teaching strategies to their students before, during, or after use. This repetition helps students to become conscious of facilitation skills that they can use with each other, and the strategies support the creation of a thinking classroom.
**Beyond Expand Your Thinking: Staff Development Through Curriculum Redesign**
*Expand Your Thinking* can be implemented without a major commitment to staff development, yet with an introductory workshop, the foundation is set for long-term staff development based on the redesign of curriculum materials.
An introductory, half- or full-day workshop is suggested, though not required. The focus during this introduction is on applying thinking skills using the maps and teaching strategies. Extensive training is not required; with the detailed lesson plans and the visual support of mapping, teachers are not in the position of immediately having to create lessons that bridge between an abstract thinking-skill activity and a content application.
**Applying Thinking Skills**
Beyond the *Expand Your Thinking* materials are staff-development opportunities at three levels. (These three levels, with minor modification, are also available for teachers in schools and districts who want to learn how to use thinking maps for applying thinking skills to content learning independent of published materials.) The umbrella name for the staff development offerings is "Applying Thinking Skills." These training sessions are structured so that teachers work together in small working groups to focus on applying thinking skills and maps in their classrooms—in all three levels of Applying Thinking Skills, as follows:
- **Tools for Thinking** (1 day): This introduction can be attended by teachers who are going to implement *Expand Your Thinking* or by teachers who want a basic-level training in the use of thinking maps. While the focus is introductory, by the end of the day teachers have created materials for use in the classroom.
- **Thinking Skills and Content Area Teaching** (3 days): By the end of this seminar, teachers in working groups have created a series of lessons for immediate use in the classroom. These lessons are based on using thinking maps and the ten "teaching for thinking" strategies. All of the transformed curriculum materials created by the groups are reviewed, and feedback suggestions are provided.
- **Curriculum Design for Teaching Thinking** (5 days): This institute is an extended version of the Seminar design.
By the last session, teachers in working groups have redesigned a complete curriculum unit and some of the materials have been piloted. These units integrate the use of thinking maps; teaching strategies; and, when appropriate, assessment tools using maps. These rough-draft units are then reviewed and feedback suggestions provided.
The emphasis shifts from how to use thinking maps and teaching strategies in the classroom in the introductory training, toward the redesign of curriculum materials, including basals, in the 3- and 5-day sessions. A school or district can initiate a staff development program at any of these levels, with or without implementing *Expand Your Thinking*.
**Teachers as Authors of Curriculum**
Teachers come to staff development days with the expectation of taking something new back to the classroom that they can use. As shown in the three levels of staff development, the key to each session is that teachers use the thinking skills maps to renew their own curriculum materials and add to their teaching repertoire. In the seminar and institute settings, teachers are asked to bring materials that they will be using with their students so they have the opportunity to take renewed materials back to the classroom. As a follow-up to the institute, an additional option is available for finalizing the redesigned materials. The materials can be edited, printed, and compiled in a *Teacher's Resource Manual*. This material can be duplicated and shared within a school and disseminated across a district. This finished product of staff development is a resource that supports the long-term commitment to teaching for and about thinking, provides practical materials for use by teachers, and honors those groups of teachers who have worked together to expand their teaching repertoire.
* * *
*Expand Your Thinking* is a program primarily used for teaching students how to apply thinking skills to content learning, using thinking maps. The long-term goal is to enable students to work together as they consciously apply thinking maps to learning. With the addition of staff development in "Applying Thinking Skills," a second long-term goal is set to enable teachers to work together as they learn to use thinking maps in their daily teaching by redesigning the materials they already use in their classrooms. Through these programs, students and teachers are seeing how to connect and express their thinking, using maps and strategies; and teachers have the opportunity to transform how *and* what they teach.
REFERENCES
Costa, A. L., and L. F. Lowery. (1989). *Techniques for Teaching Thinking*. Pacific Grove, Calif.: Midwest Publications.
Gardner, H. (1983). *Frames of Mind: The Theory of Multiple Intelligences*. New York: Basic Books.
Gilligan, C. (1982). *In a Different Voice*. Cambridge: Harvard University Press.
Gould, S. J. (1981). *The Mismeasure of Man*. New York: W. W. Norton.
Gould, S. J. (1989). *Wonderful Life*. New York: W. W. Norton.
Hechinger, F. (June 27, 1960). "Student I.Q.'s Rise in California Test." *The New York Times*.
Hyerle, D. (1989a). *Designs for Thinking Connectively*. Unpublished Manuscript, Position Paper, University of California—Berkeley.
Hyerle, D. (1989b). *Expand Your Thinking*. Stamford, Conn.: Innovative Sciences.
Jones, B., J. Pierce, and B. Hunter (December 1988–January 1989). "Teaching Students to Construct Graphic Representations." *Educational Leadership* 46, 4: 20–25.
Lakoff, G. (1989). *Women, Fire, and Dangerous Things*. Chicago: University of Chicago Press.
Lakoff, G., and M. Johnson (1980). *Metaphors We Live By*. Chicago: University of Chicago Press.
Mayr, E. (1989). *The Growth of Biological Thought*. Cambridge: Harvard University Press.
Novak, J. D., and B. D. Gowin. (1984). *Learning How to Learn*. Cambridge: Cambridge University Press.
Perkins, D. N. (1986). *Knowledge as Design*. Hillsdale, N.J.: Lawrence Erlbaum.
Putnam, H. (1988). *Representation and Reality*. Cambridge: Massachusetts Institute of Technology Press.
Roberts, N. (1983). *Computer Simulation: A Systems Dynamics Modeling Approach*. Reading: Addison Wesley.
Upton, A. (1961). *Design for Thinking*. Palo Alto, Calif.: Pacific Books.
Upton, A., and R. Samson. (1963). *Creative Analysis*. New York: E. P. Dutton.
---
**Expand Your Thinking**
**Developer:** David Hyerle (based on the work of Albert Upton)
**Goals:** Training students to use graphic organizers as tools for applying thinking skills to content learning through working in cooperative pairs.
**Sample skills:** Using flowcharts for sequencing and cause/effect reasoning, classification tree maps for main idea and supporting evidence, bubble maps for descriptions and comparison/contrast, bridge map for seeing analogies, circle map for defining things in context, brace map for seeing structural relationships.
**Assumptions:**
- Knowledge is connected, patterned information that often is linked together by unclear mental boundaries and mental models.
- Thinking (creative and analytical) and learning are facilitated by having students use graphic organizers to visually connect and represent information.
- Communication of thinking is facilitated when students cooperatively share their thinking with others, using graphic organizers.
**Intended audience:** Regular program: grades 5–7.
**Process:** Students work in cooperative pairs throughout most of the program. Students are introduced to an integrated model of six fundamental thinking processes and corresponding graphic organizers for applying each process. Within each skill chapter, students first apply each "thinking map" to common, everyday information; then to basic information from different content areas; and, finally, in greater depth within a specific content area activity.
**Resource:** *Expand Your Thinking*, by David Hyerle (1989).
**Time:** Varies with individual schedules; one period per week is suggested.
**Available from:** Innovative Sciences, Inc., 300 Broad Street, Park Square Station, P.O. Box 15129, Stamford, CT 06901-0129. Telephone: 800-243-9169. | <urn:uuid:9d4bd7ab-2d2c-41f6-9898-953752ac5df0> | CC-MAIN-2018-30 | http://www.eggplant.org/tf/research/journal_articles/pdf/developing-minds-hyerle.pdf | 2018-07-18T16:28:59Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00202.warc.gz | 446,320,154 | 6,846 | eng_Latn | eng_Latn | 0.988718 | eng_Latn | 0.997079 | [
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Summer Water for Native Plants
California native plants are well adapted to our climate and can tolerate extended periods of heat and drought in their natural setting. Many natives experience a drought-induced dormancy in the summer. They simply maintain their size and shape, add very little to no new growth, and sometimes even lose a few leaves toward the end of the season. This is how they “tough it out”.
For natives to display such resilience during our long, hot, rainless season, they need to be well established with extensive, deep root systems. Branches shade the root zone and leaf litter or mulch will protect the topsoil from excessive drying. To have well-established landscape plants in the summer, you must plant in the fall, winter or spring. Summer is the most difficult season to install native plants in the landscape, but not an impossible time. We encourage our customers to wait until fall if at all possible.
IF YOU ARE MANAGING NEW PLANTINGS DURING THE HOT SEASON, HERE ARE A FEW TIPS:
- Pre-irrigate the planting hole so there is adequate moisture around the root system.
- Plant at a depth such that the crown or base of the plant is slightly above the soil level, so that the water drains away from the stem. Planting too deeply will cause rot (see diagram in our “Planting Guide” on the website).
- Apply 1-2 inches of organic mulch (no manure!) around the root zone of each plant. Keep mulch and excess soil well away from the stems and crown.
- Water by hose, drip or low volume sprinkler in early morning. Avoid watering in the heat of the day or at night as this might cause branch die-back or root rot.
- Water only when the soil in the root zone (6-8” down) begins to dry out. Water thoroughly to soak the soil around the plant — deep enough to reach beyond the bottom of the planting hole.
- Avoid watering frequently with small amounts of water (high frequency, short duration).
- Apply water at a low flow with long durations to thoroughly soak the soil and allow vital oxygen to re-enter the root zone. Remember, mulch will preserve soil moisture between waterings.
- For best results, avoid using overhead irrigation for long durations (especially in the sun) because the prolonged leaf wetting during the dry season can promote disease.
Some species are especially difficult to handle in the summer, even for the most experienced native plant gardener: *Fremontodendron*, *Penstemon*, *Romneya*, *Ribes*, *Dendromecon*, *Rhamnus*, and *Trichostema* all do better with cool season installation. At inland sites *Heteromeles*, *Rhus*, *Arctostaphylos* some *Ceanothus* and most chaparral species are difficult to plant in the heat. The best approach is to postpone planting until fall. If you have to plant in summer, consider providing these sensitive types with temporary shade. Use burlap or other mesh cloth supported by stakes on the sunny side of the plant to create a cooler micro-environment. Don’t drape the shade fabric over the plant, this will create even hotter conditions. Don’t forget, everything starts getting a lot easier around October 15th. Stay cool!
* Make sure that the mulch you use is thoroughly composted. “Green” compost, (too fresh, not composted), will generate harmful excessive heat and compete for nitrogen as it begins to decompose around the new plants. | <urn:uuid:569b4b81-de6b-4b36-87f2-ebb10509c410> | CC-MAIN-2017-43 | http://oldsite.kenwoodschool.org/terwilliger/SummerWater.pdf | 2017-10-17T09:17:34Z | crawl-data/CC-MAIN-2017-43/segments/1508187821017.9/warc/CC-MAIN-20171017091309-20171017111309-00126.warc.gz | 258,701,032 | 735 | eng_Latn | eng_Latn | 0.996809 | eng_Latn | 0.996809 | [
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The French are credited with developing underground septic tank systems in the 1870s. Today, about one in four households in the U.S. use individual or small community septic systems to treat wastewater. That’s about four billion gallons of wastewater per day being dispersed below the ground’s surface.
Septic systems are designed to collect household waste in a tank and then filter wastewater and pollutants through drainfields. Drainfields then break down and neutralize contaminants before they enter ground or surface water systems.
**How septic systems work**
Typical household septic systems have four main components, a pipe from the home, a septic tank, a distribution box, and an absorption field (drainfield). There are several different types of septic systems, including gravity (using gravel or chambers), pressure, mound and filter.
Decomposition of waste begins in the septic tank where solids settle to the bottom of the tank. Solids are digested by naturally occurring bacteria that transform up to 50 percent of the solids into liquids and gasses. Once the wastewater leaves the tank and enters the drainfield, it is processed chemically, physically and biologically. Chemical treatment occurs when wastewater comes into contact with soil particles that prevent nutrients from moving into groundwater. Physical treatment occurs as wastewater moves through pores in the soil which act as a filter removing solid contaminants. Finally, biological treatment occurs as microorganisms feed on the wastewater.
**Septic system maintenance and failures**
After septic systems are in place and operating, they require periodic maintenance. Homeowners are responsible for maintaining their septic systems. If maintenance is ignored or done improperly, system failures can lead to costly repairs or the need for system replacement.
An improperly functioning system can contaminate groundwater and pose a significant health risk. Around Whitefish Lake, it could contaminate our drinking and swimming water, exposing us to diseases and infections.
Typical household septic tanks should be pumped about every three to five years. Modern septic systems can be cost-effective options for wastewater treatment; however poor septic performance or system failure can arise for a number of reasons.
**Top-10 causes of system failures**
1. Hydraulic and organic overloading
2. Poor drainage or poor siting
3. Extensive use of garbage disposals
4. Salts and chemicals from water softeners and washing machines
5. Not maintaining the system
6. Failure to install according to local codes
7. Kitchen grease
8. Flushing foreign objects down the drain
9. Tree roots
10. Driving over your drainfield
Efficient use of water helps maintain septic systems. Here are activities that will reduce water use and extend the life of your septic system.
1. Installing high-efficiency showerheads
2. Turning off water while shaving or brushing your teeth
3. Running the dishwasher only when it is full
4. Running the clothes washer only when it is full
5. Installing kitchen and bathroom faucet aerators
6. Limiting the use of garbage disposals
7. Never flushing dangerous household chemicals, gasoline, oil, pesticides, or paint down the toilet or drain
8. Replacing old appliances with newer high efficiency models
9. Rerouting water purification systems such as water softeners
10. Draining your (cooled) hot tub water away from septic tanks and drainfields.
— Tom Cowan works with Carver Engineering
Bill Kahle is a Whitefish City Council representative | <urn:uuid:dd20ea59-a541-41ab-8f2b-6967c210cd0a> | CC-MAIN-2018-30 | http://whitefishlake.org/docs/media_coverage/Septic%20systems%20101.pdf | 2018-07-18T16:33:47Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00214.warc.gz | 396,902,946 | 706 | eng_Latn | eng_Latn | 0.996559 | eng_Latn | 0.996559 | [
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