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Family Week
Theme What is a Family For
Monday Night: Old picture night. Pull out old family pictures and discuss with family.
Tuesday Night: Family game night. Family play card games, board games or other game activities as a family.
Wednesday night: Bible study night. Family participate in one of the many virtual church services or have an in-person bible discussion.
Thursday Night: Family Meal Night. All the family participate in meal preparation and set the table. Use your best real dishes and have a long meal together with feet under the table. School participate by no homework assignments for this night.
Friday night: Family discussion on emergency preparedness. Discuss safe places for tornado preparedness. Escape route in case of a fire. Even funeral preparedness may be discussed.
Saturday: Family drive through the county looking for Family Week yard signs. Visit old family home sights, former places you lived and cemeteries of passed family members.
Sunday: Families worship together at their churches.
Seek Yard and decals for display.
Signs: Secure signs and frames that are durable for outdoor display and save them for following years.
Seek sponsors for signs—churches, civic clubs, businesses and county and city government. Each sponsor could receive the number of signs or decals they pay for or we can have a central location for dispersing.
School participate by having students write or draw—What is a Family For Seek a place to display.
Advertise—Social media, coffee call, newspaper and WPSD noon news program | <urn:uuid:da748373-2ec7-4601-aefe-4b49a823297b> | CC-MAIN-2020-45 | https://www.marshall.kyschools.us/docs/userfiles/600/my%20files/family%20week.pdf?id=12070 | 2020-10-22T21:02:22+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107880038.27/warc/CC-MAIN-20201022195658-20201022225658-00184.warc.gz | 791,781,110 | 304 | eng_Latn | eng_Latn | 0.998063 | eng_Latn | 0.998063 | [
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Butterfly canyon
Create a sheltered front entrance to please winged visitors too
BY SHARON COHOON PHOTOGRAPHS BY THOMAS J. STORY
BASKING IN THE SUN out of the wind is a pleasure for many living creatures. The below-grade entrance to this Santa Fe home is an ideal spot for butterflies, says landscape designer Nate Downey, who helped create it.
Multitiered raised beds and house walls protect the courtyard from breezes. The fountain in the center provides the butterflies with a necessary supply of water. (After spilling down the column, it moistens the rocks below before disappearing underground; siphoning water from a puddle beneath wet rocks is a butterfly’s preferred way to drink.) Then Downey packed the area with nectar-rich plants such as lavender and buddleja, which supply the butterflies with a ready food source.
When Downey was brought into the project, the basic design of the entrance was already in place, but most of the plants had died. So he added a few more feet to the tiered wall and filled the planting area behind it with good-quality topsoil; improved the irrigation system so the plants would survive; and then brought in plants more suited to the site that would also attract butterflies and hummingbirds.
The warmth, shelter, and intimacy of the spot are as attractive to humans as they are to wildlife. As the home’s owner says: “I love sitting here in the sun and seeing nothing but plants and sky.”
DESIGN Nate Downey, Santa Fe Permaculture, Santa Fe (www.sfpermaculture.com or 505/424-4444)
Three great ideas from this garden
1. Use geology to your advantage. Instead of flattening the property and hauling away tons of bedrock, the designers worked with the natural terrain to develop a valuable microclimate. The reflected warmth from the house and walls also spurs plants to flower earlier and hang on longer than usual—a real bonus in an area with a short growing season.
2. Take advantage of low-tech water-saving techniques. The garden was planted during a Stage 3 Drought Emergency in Santa Fe, when irrigation was allowed only once a week, says Downey. Deep pipe irrigation—which uses perforated PVC pipes filled with gravel to direct water to the plants’ root zone—made it possible. (For more information on the subject, visit Santa Fe Permaculture’s website, above.)
3. Place nectar-rich plants close to the house. Downey put butterfly and hummingbird pleasers near windows and entrances whenever possible. “Our goal here was for the homeowners to open their front door and discover butterflies,” he says. | <urn:uuid:f58e373c-5d0e-4700-a54d-c4b09c00fefc> | CC-MAIN-2017-43 | http://permadesign.com/images/uploads/publications/2007-butterfly-canyon.pdf | 2017-10-17T09:39:27Z | crawl-data/CC-MAIN-2017-43/segments/1508187821017.9/warc/CC-MAIN-20171017091309-20171017111309-00124.warc.gz | 271,655,142 | 549 | eng_Latn | eng_Latn | 0.998749 | eng_Latn | 0.998749 | [
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CMP LESSON PLAN FOR
Twinkle, Twinkle Little Star
Prepared by Cornelia Watkins
Genre: Children’s song.
Publisher: a variety of publications, including Sumy-Birchard for the Suzuki Method
Instrumentation: Any instrument—this plan is designed for any bowed stringed instrument and piano accompaniment.
Background: Original Poem by Jane Taylor; set to existing French tune "Ah! vous dirai-je, Maman" by Jean Gilleguin, published together around 1765. W. A. Mozart wrote variations on the musical theme which became widely known, leading to a common misconception that Mozart was the composer of the tune. A wide variety of lyrics have been used to this tune (some fun examples below).
French lyrics
Ah! vous dirai-je, Maman,
Ce qui cause mon tourment.
Papa veut que je raisonne,
Comme une grande personne.
Moi, je dis que les bonbons
Valent mieux que la raison.
From Lewis Carroll's Alice's Adventures in Wonderland.
Twinkle, twinkle, little bat!
How I wonder what you're at!
Up above the world you fly,
Like a tea tray in the sky.
Twinkle, twinkle...
"Twinkle Twinkle Little Star" shares its melody with the "Alphabet Song" and "Baa, Baa, Black Sheep", as well as three different Christmas carols (German, Hungarian and Dutch). Besides Mozart’s variations, several other composers have used the tune in their compositions, such as Camille Saint-Saëns' Carnival of the Animals (12th movement Fossiles), Dohnányi’s Variations on a Nursery Tune, and in Album Leaf: "Ah! vous dirai-je, Maman" by Franz Liszt, among others.
Analysis
Period: Classical
Form: ABA (3 phrases of equal length—4 bars each)
Rhythmic motif: 4/4 time; 6 quarter notes followed by a half note throughout the piece
Melody: Leap of 5th followed by stepwise scale pattern with repeated notes; descending repeated note scales used in B section. The B section melody, unresolved on Re, needs the return of the A section for resolution.
Harmony: (Key varies) A sections—I IV I V(7) I B section—I V I V I IV I V
Heart Statement: The soul of this piece resides in the balance and unity of form and motive that make it simple, accessible and enduring, all the while allowing for seemingly endless ways to interpret and vary the melody, harmony and even the lyrics.
Skill Outcome: Student will learn first position left hand placement and measurements.
Strategies:
1. Discover placement of 3rd/4th finger using harmonics for testing notes—listen for ring.
2. Practice placement of 1st finger. Sing interval of a major 2nd (teacher sings, student sings, if necessary), then play. Did it sound right to student? Find the same note again without looking?
3. Create a left hand shape with measurements between fingers for good intonation (enlarging the feel of the whole step measurement; half step will be proportionately smaller); shake it out, place again, play again. How relaxed can student make measurements in hand feel, yet still keep appropriate spacing?
4. Practice Major scale pattern on all strings
5. Play D, G, and C major scales using groupings of repeated notes (ie, 4 D’s, 4 E’s 4 F#’s, 4 G’s etc) then 3 of each, etc, gradually working toward single notes.
6. Practice placing all fingers in group, trusting the feel of hand position (ie, not looking). Student describes how big measurements feel in his/her hand when the notes are in tune.
Assessment:
1. Student will be able to place hand in 1st position with necessary spacing between fingers without strain.
2. Student can play D major scale, making appropriate adjustments in pitch when necessary without looking at left hand.
Knowledge Outcome: Student understands the concept of ternary form (ABA)
Strategies:
1. Help student discover the repeated line of music in Twinkle. What does the student notice that makes the middle line different? Discuss.
2. What other things in life are in ABA form (Oreo cookie, Book, Peanut butter sandwich, simple stories, structures, etc)
3. Name the A and B sections, letting student come up with own labels, first, then tell them what “boring” adults call the contrasting sections.
4. Discuss the similarities—why does the 2nd line still sounds like it belongs in the music? (repeated scale notes, same rhythm)
5. Are all simple pieces ABA? Explore familiar pieces that have a different form (like Happy Birthday) and talk about why they are not ABA.
6. Play other pieces in ternary form. Ask student to find other examples to bring back to next lesson (Have parent help if student is young).
Assessment:
1. Student can listen to examples played by teacher and recognize simple ABA.
2. Student composes a short ABA pattern that s/he can play using rhythm and/or note changes to create contrast between sections (open strings are ok!)
Musical/Expressive Outcome: Student experiences how different stories behind a piece can influence the way the music is played.
Strategies:
1. Does student know what other pieces that use the same tune? Sing Alphabet Song and Baa, Baa, Black Sheep. (Extra: see if student notices what is different about the rhythm—why?)
2. Share other unusual lyrics from history with student.
3. Experiment with dynamics, tempi, and articulations that express different lyrics best (no rights or wrongs)—teacher demonstrates possibilities if helpful. Student uses open strings to facilitate experimenting, add notes later.
4. Make up some about other possibilities. Have student write own lyrics to music.
Assessment:
1. Student performs piece with lyrics of choice in mind, using expressive sound and dynamic contrast.
2. Include student’s lyrics in program notes.
Scales/Exercises/Etudes to enhance learning and development:
* Cello Coat hanger image: hang fingers heavily to depress string (strengthens fingers and teaches young cellist how to push strings down without squeezing thumb)
* Finger alternations (slow “trill exercises” or “finger taps”)
* Major scale
* Count rhythms out loud
* Détaché bow stroke (bow placed in middle, forearm moves freely from elbow)
* If learning Suzuki variations, student can listen to teacher playing each and have the opportunity to characterize how rhythm changes affect the mood of each variation before teacher suggests traditional labeling.
Specific Student needs these additional outcomes (if necessary):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________ | <urn:uuid:f6544bef-3fae-4e10-804e-e83dde0cadaa> | CC-MAIN-2020-45 | https://wmeamusic.org/files/2016/03/CMPtp_Twinkle.pdf | 2020-10-22T21:16:51+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107880038.27/warc/CC-MAIN-20201022195658-20201022225658-00181.warc.gz | 589,822,365 | 1,425 | eng_Latn | eng_Latn | 0.99556 | eng_Latn | 0.997698 | [
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NYS CAFO Changes
It was announced at the Governor’s August Yogurt Summit that the state would increase the confined animal feeding operation (CAFO) limit from 199 cows to 299 cows, bringing it up to the federal level. This will allow for increased milk production across the state and help dairy farmers earn and produce more without being subjected to onerous regulations. There are currently about 872 farms across the state with between 100 and 199 cows. Those farms that fall under the category of CAFO must be inspected by Ag&Mkts and Soil and Water under the Clean Water Act to prevent runoff from contaminating water sources.
Drought Hits Shippers on Great Lakes
According to a report by the Associated Press, the Midwest drought is lowering water levels in Lake Michigan and Lake Huron to near-record lows, putting pressure on the shipping industry and turning some beaches into long mud flats. It is also intensifying a debate over a decades-old dredging project near Detroit that permanently reduced the lakes’ levels by nearly two feet. The two lakes, which meet at the Straits of Mackinac, were down nearly a foot in August from a year earlier and nearly two feet below the average for the past century. The levels could break a record low set in 1964 in the next few months, according to U.S. Army Corps of Engineers projections. The drought has lowered water levels in lakes and rivers throughout the Midwest, including the Mississippi, which has experienced periodic closures to barge traffic. Even the Great Lakes, which represent one-fifth of the earth’s surface fresh water and are hundreds of feet deep, are being hit by the lack of rain. Great Lakes water levels are especially important to the shipping industry, which moves some 200 million tons of cargo each year; since the depth of water near ports and shipping channels dictates how much coal, iron, grain or other cargo can be loaded on ships. The low water also highlights the need for more maintenance dredging of many ports around the lakes. Dredging is necessary to keep shipping channels open as the movement of water carries sediments that can clog channels and block off harbors. The Corps of Engineers has identified at least $200 million in dredging needs to restore Great Lakes channels and harbors to their intended depths. All the Great Lakes fluctuate seasonally as well as year to year and decade to decade because of weather and long-term climate changes.
College Grads Choose Farming
For decades, the number of farmers has been shrinking as a share of the population, and agriculture has often been seen as a backbreaking profession with little prestige. But the last Agricultural Census in 2007 showed a 4 percent increase in the number of farms, the first increase since 1920, and some college graduates are joining in the return to the land. Hearty Roots, about 100 miles north of New York City, spans 70 acres with a clear view of the Catskill Mountains to the west. At the height of the harvest this year, the farm produced 8,000 pounds of vegetables a week — including peppers, beets and kale — and employed 10 workers. None of them came from farming backgrounds and most had heard about the job through word of mouth. The federal Agriculture Department said it did not have statistics on the number of college graduates who have become farmers in recent years, but Kathleen A. Merrigan, the deputy agriculture secretary, said in a recent interview that she believes the profession is becoming more attractive.
First-Time GLOS St. Lawrence River Forecasting Technology Will Help Boaters Plan Travel
In July, the New York Sea Grant announced its public upload of the new real-time Great Lakes Observing System - St. Lawrence River Boaters Forecasting tool for recreational boaters. The new tool extends Great Lakes global observing technology to the St. Lawrence River with some data specific to the river system. Boaters and marina operators can access the site by computer and smartphone. Users can request email and text alerts that are sent when their personal pre-set datapoint (for example, a specific water depth or speed) is reached. The new tool integrates data from various sources, including Environment Canada. The easy-to-use, web-based application at www.glos.us provides current-time and 12-hour-forecasted water current and depth data for points all along the St. Lawrence River. | <urn:uuid:4cd8c794-ae46-4736-bcc8-95d0f7bf1aa0> | CC-MAIN-2022-40 | https://seagrant.sunysb.edu/media/NYSGRuralFuturesGLOS-Winter12.pdf | 2022-09-30T20:15:02+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030335504.22/warc/CC-MAIN-20220930181143-20220930211143-00244.warc.gz | 509,163,780 | 887 | eng_Latn | eng_Latn | 0.998764 | eng_Latn | 0.998764 | [
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If you read my last article on Bernardo de Galvez, then you know my first reason for saying that the United States is as much Spanish as it is English; because the Spanish contributed greatly to the creation of the United States. My second reason for saying so is that the land is Spanish.
When Cristobal Colón discovered America, he did not just claim Central and South America for Spain, but all of the Americas. Pope Alexander VI, in his papal bull drew a line of demarcation, later revised by the Treaty of Tordesillas, between the lands of Spain and Portugal in the New World. No other country was given right over this land.
Spain immediately moved to establish its claim in fact, by sending explorers throughout the Americas to map, name and claim this new land. The result is that there was left no part which was not part of the Spanish territory, including Hawaii and Alaska. Hawaii, Guam and the Philippines were discovered and claimed by Fernando de Magallanes (Magellan). What was unfortunate for Spain was that this land was so vast and her people so few that it was all but impossible to settle, claim and defend all of it. There was just too much. Nevertheless, there were already inroads being made into doing just that. Esteban Gomez explored and mapped the East coast of today’s U.S.A. and Juan Cabrillo would do the same for the West coast. In the South, Coronado and de Soto would explore the territory so well that they would come within 200 miles of each other. Missions, forts and trading posts would be established throughout both coasts. Here are some of the original names of these Spanish lands. What is now New England were the Tierras de Corderreal, the Middle Atlantic states were the Tierras de Esteban Gómez, Virginia was the Tierras de Ayllón, North Carolina was Chicoria, South Carolina was Santa Elena and below that was Florida … The Hudson River was named Rio de San Antonio, the Mississippi was the Río del Espiritu Santo and so on. The land was Spanish!
When the French, English, Dutch and Russian colonists arrived in their turns, by using Spanish maps, they were essentially squatters. The land was not theirs to take, but take it they did. The English so overwhelmed the poor Spanish fathers’ missions in Santa Elena and Chicoria, when they came in search of Indian slaves, that the poor fathers had to abandon them. Those lands were left for the English without so much as a battle and that is how the United States began.
Later, the Russians would sell Alaska to the United States, the French Louisiana and so on, none of which was theirs to sell. The land was Spanish. But, there you are! That is what happens in the real world. So, when the bigots tell Hispanos to go back where they came from, just remember that, if anybody is going to leave, it will be the English first and the Spanish will be last to leave this land.
nmhcpi.org | <urn:uuid:be8513e4-f0a9-494a-a3e4-d40386510275> | CC-MAIN-2018-26 | http://nmhcpl.org/uploads/THE_LAND_IS_SPANISH.pdf | 2018-06-20T07:51:17Z | crawl-data/CC-MAIN-2018-26/segments/1529267863489.85/warc/CC-MAIN-20180620065936-20180620085936-00570.warc.gz | 222,016,768 | 626 | eng_Latn | eng_Latn | 0.998057 | eng_Latn | 0.998057 | [
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The King and Queen of the World
By: Kaitlyn
The King and Queen of the World is a story about a king and queen who rule over all the people in the world. They are kind and just, and they work hard to make sure everyone has what they need. The story teaches us that we should always try our best to be good and help others. | <urn:uuid:967801a0-97d2-4072-9786-e19c0a94360c> | CC-MAIN-2018-30 | http://fest.home-edu.ru/sites/default/files/users/13507/spektr_dekoracii.pdf | 2018-07-18T16:09:28Z | crawl-data/CC-MAIN-2018-30/segments/1531676590295.61/warc/CC-MAIN-20180718154631-20180718174631-00221.warc.gz | 124,173,876 | 76 | eng_Latn | eng_Latn | 0.987325 | eng_Latn | 0.987325 | [
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(b) Hazards materials (chemicals)
- Hazardous materials are a factor any workshop has to deal with in a satisfactory manner. The workshop would need to have a well ventilated and sealed bunded area to dispose of hazardous materials. The area needs to be fenced off and locked at all times to prevent anyone being harmed by the materials. The area would need to have sufficient drainage to make sure no hazardous materials enter the stormwater drains to prevent pollution of lifeforms and land. The materials would have to be professionally collected and disposed of by licensed workers and taken away from the workplace to be recycled.
- Air Quality - air quality is very important in the workplace. The workshop should be opened up as much as possible to increase airflow. The workshop should also have proper industrial fans and air vents.
to keep the quality of air in the workshop safe and healthy by disposing of the carbon dioxide and other hazardous gasses produced by engines running in the workshop and other machines. Cars and other machines should also not be started for a long period of time because they will produce carbon monoxide and this is very hazardous to the workers. Any heating in the workshop must be working properly and if the heating is a wood fire, the fire should have a suitable chimney to dispose the smoke and the fire should be burning clean.
- **Noise**
To prevent and deal with noise in the workshop there are many measures that need to be taken. Any loud vehicles need to be started in an open area and should not be overly revved. Any workers around the vehicle should be wearing earmuffs that are up to OHS standards. If the exhaust needs to be removed, the vehicle should...
not be moved until exhaust is re-installed to reduce noise. Any machines or tools used in the workshop need to be operating properly and all mufflers and guards need to be left on the machine to keep the noise level down. Ear muffs should always be worn around noisy machines or vehicles. | <urn:uuid:3b55cb3d-4926-4ee2-8829-78eb0fe90256> | CC-MAIN-2022-27 | https://arc2.nesa.nsw.edu.au/assets/process/26099/2010/q23b_b34_s3.pdf | 2022-07-07T12:56:30+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104692018.96/warc/CC-MAIN-20220707124050-20220707154050-00784.warc.gz | 152,648,939 | 393 | eng_Latn | eng_Latn | 0.999165 | eng_Latn | 0.999214 | [
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The first step is to identify the type of quadrilateral. In this case, we have a trapezoid and a rectangle.
A trapezoid has one pair of parallel sides, while a rectangle has two pairs of parallel sides. The given quadrilateral has only one pair of parallel sides, so it is a trapezoid.
Next, we need to determine the area of the trapezoid. The formula for the area of a trapezoid is:
\[
\text{Area} = \frac{1}{2} \times (b_1 + b_2) \times h
\]
where \(b_1\) and \(b_2\) are the lengths of the two parallel sides, and \(h\) is the height.
From the diagram, we can see that the length of the top base (\(b_1\)) is 5 units, the length of the bottom base (\(b_2\)) is 8 units, and the height (\(h\)) is 4 units.
Substituting these values into the formula, we get:
\[
\text{Area} = \frac{1}{2} \times (5 + 8) \times 4
\]
\[
\text{Area} = \frac{1}{2} \times 13 \times 4
\]
\[
\text{Area} = 26
\]
Therefore, the area of the trapezoid is 26 square units. | <urn:uuid:cbba4912-0027-4a0a-99d5-3fca81af8de0> | CC-MAIN-2019-22 | https://forum.arduino.cc/index.php?amp;action=dlattach;topic=445951.0;attach=194701 | 2019-05-19T06:29:23Z | crawl-data/CC-MAIN-2019-22/segments/1558232254253.31/warc/CC-MAIN-20190519061520-20190519083520-00086.warc.gz | 483,341,511 | 313 | eng_Latn | eng_Latn | 0.987442 | eng_Latn | 0.987442 | [
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Think about the food you usually eat in one day.
Draw, write or attach picture of foods to the correct section of the pyramid.
Eat ______
Eat ______
Eat ______
What do you notice about your diet? | <urn:uuid:f1a831d0-3ba2-46b3-989a-36f6c86910ae> | CC-MAIN-2017-39 | http://scarrott.global2.vic.edu.au/files/2014/02/Food-pyramid-graphic-organiser-1w2jb33.pdf | 2017-09-24T05:08:36Z | crawl-data/CC-MAIN-2017-39/segments/1505818689874.50/warc/CC-MAIN-20170924044206-20170924064206-00704.warc.gz | 317,128,156 | 44 | eng_Latn | eng_Latn | 0.992493 | eng_Latn | 0.992493 | [
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Question 18 (6 marks)
A 30 kg object, $A$, was fired from a cannon in projectile motion. When the projectile was at its maximum height of 25 m, its speed was 20 m s$^{-1}$.
An identical object, $B$, was attached to a mechanical arm and moved at a constant speed of 20 m s$^{-1}$ in a vertical half-circle. The length of the arm was 25 m.
Ignore air resistance.
(a) Calculate the force acting on object $A$ at its maximum height.
\[ \text{Force on object } A \text{ at maximum height is } 9.8 \text{ N} \]
(b) Calculate the time it would take object $A$ to reach the ground from its position of maximum height.
\[ \begin{align*}
\text{Vertical:} & \quad v = u + at \\
s = 25 \text{ m}, & \quad v = 20 \text{ m s}^{-1}, \quad v - u = t \\
a = 9.8 \text{ m s}^{-2}, & \quad a = 0 \text{ m s}^{-2} \\
v = 0 \text{ m s}^{-1}, & \quad v = 0 \text{ m s}^{-1} \\
0 - 20 = 20 \text{ seconds}
\end{align*} \]
(c) Describe and compare the vertical forces acting on objects $A$ and $B$ at their maximum heights.
Object $A$ is free and only has gravity acting upon it.
Object $B$ is controlled and has gravity as well as the assistance of the mechanical arm.
Question 19 (4 marks)
How does Einstein’s Theory of Special Relativity explain the result of the Michelson–Morley experiment?
Michelson–Morley experiment was set up by a touch of light was reflected from the half angle mirror to the mirrors, and mirror which were perpendicular. After the experiment was over Michelson and Morley stated the relatively of ether does not exist. This explains ether has nothing to do in space. The special relativity tells us how this experiment had negative results. Hence the concept of ether was dropped down.
Question 20 (4 marks)
The electrical supply network uses a.c. and a variety of transformers between the generating stations and the final consumer.
Explain why transformers are used at various points in the network.
Transformers are used along the electrical supply network because they change voltages using different coil ratios. These turn ratios can alterate a input voltage in AC circuits. They can step-up or step-down the output voltage. Step-up means the voltage is increased in step-down transformers the voltage is reduced. This is used in mobile phone chargers and also used to transform the high voltages of long distance electricity transfer to lower to 240V A.C. which is used in telephones. | <urn:uuid:70bde1c6-c82e-4a32-b94d-bb7e29a2e92c> | CC-MAIN-2022-27 | https://arc2.nesa.nsw.edu.au/assets/process/15330/2001/q18-20_b23_s1.pdf | 2022-07-07T13:50:05+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104692018.96/warc/CC-MAIN-20220707124050-20220707154050-00781.warc.gz | 150,185,873 | 607 | eng_Latn | eng_Latn | 0.987796 | eng_Latn | 0.996669 | [
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HISTORY AND DEVELOPMENT OF COMMUNICATION
Etymology
The word ‘communicate’ has its root in the Latin word communicate, ‘to share’ international communication, then, is about sharing knowledge, ideas and beliefs among the various people of the world, and therefore it can be contributing factor in resolving global conflict and promoting mutual understanding among nations.
Introduction
As the new millennium dawned, global television tracked the rise of the sun across the world, with image broadcast live via 300 satellite channels to audience in each of the world’s 24 time zone. At the beginning of the twenty-first century, millions of the people can communicate with each other in real time, across national boundaries and time zones, through voice, text, and pictures, and, increasingly, a combination of all three. In a digitally globalized world, the flow of data across borders has grown exponentially, boosting international commerce, more and more of which is being conducted through new technologies.
Definitions
• ‘International communication means that communication which occurs among the nations’
• ‘communication which occurs across international borders’
• ‘a.k.a. trans border or transnational communication’
Scope of IC
International communication has been traditionally concerned with government-to-government information exchanges, in which a few powerful states dictated the communication agenda. Advances in communication and information technologies in the late twentieth century have greatly enhanced the scope of international communication going beyond government-to-government and including business-to-business and people-to-people interaction at a global level and at speeds unimaginable even a decade ago. In the contemporary world international communication ‘encompasses political, economic, social, cultural and military concerns’. International communication studies have broadened to include cultural and media studies all these studies which are mentioned in this table.
Communication and empire
Communication has always been critical to the establishment and maintenance of power over distance. From the Persian; Greek and Roman empires to the British, sufficient network of communication were essential for the imposition of imperial authority, as well as for the international trade and commerce on which they were based. Indeed, the extent of the efficiency of communication. Communications networks and technologies were key to the mechanics of distributed government, military campaigns and trade.
Writing system in empires
While many rulers, including the Greek polis, used inscription for public information, writing became more flexible and efficient means of conveying information over long distances: Rome, Persia and Great Khan of China all utilized writing in systems of information gathering and dispersal, creating wide-ranging official postal and dispatch systems. Mughal period in Indian history, the waqia-nawis were employed by the king to appraise them of the progress in the empire. Both horsemen and dispatch runners transmitted news and reports.
Importance of trade and culture
The technologies of international communication and globalization may be contemporary phenomena but trade and cultural interchanges have existed for more than two millennia between the Greco-Roman word with Arabia, India and China. Information and ideas were communicated across countries, as shown by the spread of Buddhism, Christianity, and Islam.
Printing press and Languages
By the eighteenth century, paper introduced from china as a medium of the communication and began to replace the parchment in the Islamic world and spread to medieval Europe. In the fifteenth century developed the printing press and the first printing press was opened in Goa in 1857, in the sixteenth century, the printing press were turning out thousand of copies of books in all the major European languages. The new languages, especially Portuguese, Spanish, English and French, become the main vehicle of communication for the European colonial power in many parts of the world.
Industrial revolution and transport
The industrial revolution in Western Europe, founded on the profits of the growing international commerce encouraged by colonialization, gave a huge stimulus to the internationalization of communication. With the innovation in transport of railways and steamship, international links were being established that accelerated the growth of European trade and consolidated colonial empire.
The growth of the telegraph
The second half of the nineteenth century saw an expending system of imperial communication made possible by the electric telegraph. Invented by Samuel mores in 1837, the telegraph enabled the rapid transmission of information, as well as ensuring secrecy and code protection. The business community was the first to make use of this new technology. The speed and reliability of telegraph were seen to offer opportunities for profit and international expansion. The rapid development of the telegraph was a crucial feature in the unification of the British Empire. The first commercial telegraph link set up in Britain in 1838, by 1851 a public telegraph service, including a telegraphic money order system, had been introduced. By the end of the century, as a result of the cable connections, the telegraph allowed the colonial office and the India office to communicate directly with the empire within minutes when, previously, it had taken months for post to come via sea. The first underwater telegraph cable which linked Britain and France became operational in 1851 and the first transatlantic cable, connecting Britain and the USA, in 1866. Between 1851 and 1868, underwater networks were laid down across the north Atlantic, the Mediterranean, Indian ocean and the Persian gulf to regulate the growing internationalization of information, the International Telegraph Union was founded in 1865 with 22 members, all European except Persia, representing, the first international institution of the modern era and the first organization for the international regulation of a technical network. The outcomes of the two imperial wars the Spanish-American war and the Boer war (1899-1902) strengthened the European and US positions in the world and led to a rapid expansion in world trade that demand immediate and vastly improved communication links.
Invention of telephone
The Bell Telephone Company, established by the inventor of telephony Alexander Graham Bell in 1877, Telephone production increased in the US. The first international telephone made
between Paris and Brussels in 1887. At the end of the nineteenth century the USA had the largest number of telephones, due largely to the fact that they were manufactured there.
**The era of news agencies**
The newspaper industry played an important role in the development of international communication and increases the demand of news. The establishment of the news agencies was the most important development in the newspaper industry of the nineteenth century altering the process of news dissemination, nationally and internationally. The francs havas agency was founded in 1835, the German agency wolf in 1849, and the British Reuters in 1851. The US agency, Associated press (AP) in 1848, but only the three European agencies began as international ones; Not until the turn of the century did an American agency move in this direction.
These three European agencies, all which were subsidized by their respective governments, controlled information marketed in Europe and were looking beyond the continent to expand their operation.
Advent of the popular media
In this lesson we discuss the three major popular media
Newspaper industry
Film industry
Music industry
Advertising agencies
Newspaper industry
The expansion of printing presses and the internationalization of news agencies contributing factor in the growth of a worldwide newspaper industry. The time of India was founded in 1838 which southeast Asia’s premier newspaper advance in the printing technology meant that newspaper in non European languages could also be printed and distributed. By 1870 more than 140 newspapers were being printed in Indian languages.
Film industry
The internationalization of a promising mass culture, however, began with the film industry. Following the first screening in Paris and Berlin in 1895. By the first world war, the European market was dominated by the firm path’ founded in 1907 in France, whose distribution bureau were allocated in seven European countries as well as in turkey, the USA and Brazil. Independent studios grow the Hollywood industry which was the to dominate global film production.
Music industry
Music play the important roll in the in the worlds mass culture and brought the closer people of the world in the realm of popular music. The dog and trumpet logo of HMV became a global image within few years of founding the company in 1897. This company worked many areas of the world like in Balkans, the Middle East, Africa Asia and China.
Advertising agencies
In the twentieth century advertising became increasingly important in international communication. After the second world war many international companies ‘s slogan famous in all over the world for example Coca cola’s slogan, Pepsi ‘the Pepsi generation’ and the Nike’s slogan ‘just do it’, always being assumed across the world.
Radio and international communication
As with other new technologies, western countries were the first to grasp the strategic implication of radio communication after the radio transmission of the human voice in 1902. Unlike cable radio equipment was comparatively cheap and could be sold on a mass scale. There was also growing awareness among American businesses that radio, if properly developed and controlled, might be used to undercut the huge advantages of British dominated international cable links, they realized unlike cable radio waves could travel anywhere, unrestrained by politics and geography.
At the 1906 international radiotelegraph conference in Berlin, 28 states debated radio equipment standards and procedures to minimize the interference. The great naval powers also the major user of radio (Britain, German, USA and Russia), had imposed a regime radio frequency
allocation, allowing priority to the country that first notified. The international radiotelegraph union of its intentions to use a specific radio frequency.
**The battle of the airwaves**
The strategic significance of international communication grew with the expansion of the new medium. Ever since the advent of the radio, its use for propaganda was an integral part of its development, with its power to influence values, beliefs and attitudes. During the first world war, the power of radio was quickly recognized as vital both to the management of public opinion at home and propaganda abroad, directed as at allies and enemies alike. As noted by a distinguished scholar of propaganda: ‘During the war period it came to be recognized that the mobilization of man and mean was not sufficient; there must be mobilization of opinion. Power over opinion, as over life and property, passed into official hands’ (Lasswell, 1927: 14). The second world war saw an explosion in international broadcasting as a propaganda tool on both sides (communist and capitalist).
**The Cold War—from communist propaganda to capitalist persuasion**
The victorious allies of the Second World War—the Soviet Union and the west led by the United States—soon fell out as differences emerged about the post-war order in Europe and the rest of the world. The clash was, in essence, about two contrasting views of organizing society: the Soviet view, inspired by Marxism-Leninism, and the capitalist individualism championed by the USA. The defeat of Nazism and militarism of Japan was accompanied by the US proclaimed victory of democracy and the creation of the United Nations system. Though the 1947 General Assembly resolution 110(II) condemned ‘all forms of propaganda which designed or likely to provoke or encourage any threat to the peace, breach of the peace or act of aggression,’ both camps indulged in regular propaganda as battle lines of the Cold War were being drawn.
**Soviet broadcast propaganda**
While the Soviets used propaganda as a means to gain political advantages in international relations, there is no effective technique to measure the success of their campaign. Even though there is no accurate assessment of how people reacted to the propaganda, it may be assumed that there was an overall influence domestically and abroad. Even though it may not have been as successful as intended in encouraging other regions of the world to support communism during the period, the Soviets publicized their policies and the positives that it brought to their society. It allowed the government to unite their general population and gain external support during the Cold War. Without the use of propaganda to unite the Soviet population, the government may have also had to deal with conflicts at home.
**Media Used By the Soviets for Propaganda**
Soviet propaganda utilized various types of media, such as radio. The Soviet Union focused upon domestic issues, such as patriotism, through radio shows, such as Radio Moscow and Radio Peace and Progress. The government also sponsored radio shows that used propaganda techniques to manipulate and control the general public’s opinion of the Soviet state. Even student textbooks emphasized the main Soviet objective and the overriding principle of Soviet foreign policy, which was the international domination of the Soviet state, bringing ultimate peace.
**US broadcast propaganda**
Although the Voice of America had been a part of US diplomacy during the Second World War with the advent of the Cold War, propaganda becomes a crucial component of US foreign
broadcasting. VOA was organized in 1942 under the Office of War Information with news programs aimed at areas in Japan and the south Pacific and in Europe and North Africa under the occupation of Nazi Germany. VOA began broadcasting on February 24, 1942. In 1952, the Voice of America installed a studio and relay facility aboard a converted U.S. Coast Guard cutter renamed Courier whose target audience was Russia and its allies.
During the Cold War, the U.S. government placed VOA under the U.S. Information Agency to transmit worldwide, including to the countries behind the Iron Curtain and to the People's Republic of China (PRC). In the 1980s, the USIA established the WORLDNET satellite television service, and in 2004 WORLDNET was merged into VOA. In 1947, Voice of America started broadcasting in Russian with the intent to counter more harmful instances of Soviet propaganda directed against American leaders and policies. Soviet Union responded by initiating aggressive, electronic jamming of VOA broadcasts on 24 April 1949. Throughout the Cold War, many of the targeted countries' governments sponsored jamming of VOA broadcasts, which sometimes led critics to question the broadcasts' actual impact. However, after the collapse of the Warsaw Pact and the Soviet Union, interviews with participants in anti-Soviet movements verified the effectiveness of VOA broadcasts in both transmitting information to closed societies and inspiring their oppressed people to continue to push for democracy and freedom. The People's Republic of China diligently jams VOA broadcasts (see Firedrake). Cuba has also been reported to interfere with VOA Satellite transmissions to Iran from its Russian-built transmission site at Bejucal.
**The cold war-from communist propaganda to capitalist persuasion**
Now we study about the BBC’s roll in the cold war era specially its reliability and balance point of view.
**The BBC**
In contrast US state propaganda, the BBC’s external services prided themselves on presenting a mature, balance view, winning by argument, rather than hammering home a point, in the best a tradition of British understatement. This proclaimed policy of ‘balance’ gave the BBC more international credibility than any other broadcasting organization in the world. The BBC’s dependence on the British government was evident, since its budget was controlled by the treasury through grant in aid from the foreign and colonial office, which could also decide which language were used for programmed and for how long they were broadcast to each audience. For example during the Berlin blocked of 1948_49 almost the entire output of the BBC’s external service was directed to Eastern block countries. In addition, the government exerted indirect influence on the BBC since the relay station and overseas transmitter were negotiated through or owned by the diplomatic wireless service. What distinguished the BBC was its capacity to criticize its own government, however indirectly. The special relationship that characterized US/UK ties during the cold war years also was in evidence in the realm of international broadcasting. With the establishment of its Russian language unit in 1946, the BBC World service played an important roll and key part in the Cold War through its strategically located global network of relay stations.
**Cold war propaganda in the third world**
Another major battle for the hearts and minds of people during the cold war was fought in the third world, where countries were emerging from century’s subjugation under European colonies powers. The Soviet Union had recognized that, since the nature of the anti colonial movements in Asia and Africa was largely anti western, the political situation was ripe for promoting communism. The west, on the other hand, was interested in continuing to control raw
materials and develop potential market for western products. Radio was seen as a crucial medium, given the low levels of literacy among most of the population of the developing countries. In addition the nascent media in the newly independent countries in Asia and Africa were almost always state-control and thus less able to compete with foreign media, with their higher credibility and technological superiority. The Middle East was a particular target for western broadcasters, given its geo strategic importance as the source of the world’s largest supply of oil.
In Asia, in addition to direct broadcast from the USA, VOA operated from Japan, Thailand, and Sri Lanka. Following the Chinese revolution in 1949, US priority was to stop the expansion of communism into other parts of Asia. In the 1950s, the CIA funded the Manila-based radio Free Asia, notable for its anti-communist stridency. It was later replaced by Radio of Free Asia which continued until 1966.
LESSON 03
INTERNATIONAL COMMUNICATION AND DEVELOPMENT
For nearly half a century, the cold war divided the world into hostile east-west blocs. This had significant implications for the development of Third World countries, most of whom wanted to avoid bloc’s politics and concentration on the economic emancipation of their population. The phrase ‘Third World’ itself was a product of cold war, said to have been coined by French economic historian Alfred Sauvy in 1952, when the world was divided between the capitalist First World, led by the USA and the communist Second World with its center in Moscow. The ‘Third World’ was the mass of countries remaining outside these two blocs.
National liberation movement in Asia, Africa and Latin America had altered the political map of the world. The vast territory occupied in 1945 by European colonial powers. For the newly independent ex-colonial states, international communication opened up opportunities for development. The Non-Aligned Movement, through the group of 77, establish in 1964, began to demand greater economic justice in such UN forums as UNCTAD and in 1974, the UN General Assembly formally approved their demand for creation New International Economic Order, based an equality and sovereignty. While this remained largely an ideal, it proved a new framework to redefine international relations, for the first time after the Second World War. At the same time, it was argued that the new economic order had to be linked to a New World Information and Communication Order (NWICO).
The demand for a NWICO
The international information system, the NWICO protagonists argued, perpetuated and strengthened inequality in development, with serious implications for the countries of the south, which were heavily dependent on the north in the information sector. It was argued by third world leaders that through their control of major international information channels, the western media gave an exploitative and distorted view of their countries to the rest of the world. The existing order, they contended, had, because of its structural logic created a model of dependence, with negative effects on the polity economy and society of developing countries. The chief complaints from the long litany of the third world demands were as follows:
- Owing to the socio-technological imbalance there was a one way of information the ‘center’ to the ‘periphery’ which created a wide gap between the ‘haves’ and the ‘have nots;’
- The information rich were in position to dictate term to the information poor, thus creating a structure of dependency with widespread economic, political and social ramification for the poor societies;
- This vertical flow was dominated by the western-based transnational corporations
- Information was treated by the transnational media as a ‘commodity’ and subjected to the rules of the market;
- The entire information and communication order was a part of and in turn propped up international inequality that created and sustained mechanism of neo-colonialism.
The Mac Bride Commission
The international communication for the study of the communication problems that was established under the chairmanship of Sean Mac Bride by UNESCO occupies a prominent place in the debate regarding the establishment of a NWICO. The commission report, commonly known as the Mac Bride report, gave intellectual justification for evolving a new global
communication order. The commission was established to study for main aspects of global communication:
- The current state of world communication;
- The problems surrounding a free and balanced flow of information;
- How the needs of the developing countries link with the flow;
- How in light of the NIEO, a NWICO could be created, and how the media could become the vehicle for educating opinion about world problems.
**Opposition to NWICO**
The United States was hostile to NWICO. It saw these issues simply as barriers to the free flow of communication and to the interests of American media corporations. It attacked UNESCO as an organization and eventually withdrew its membership at the end of 1985. The matter was complicated by debates within UNESCO about Israel’s archeological work in the city of Jerusalem, and about the Apartheid regime in the South Africa. The Reagan administration was also hostile to other United Nations organizations such as the International Labor Organization. (The US rejoined UNESCO in 2003.) Since the issues raised by NWICO were complex, a media campaign was launched saying that NWICO was about licensing journalists and restricting press freedoms. In the 1970s, when the superpowers relations were relatively stable, the new world information and communication order was seen by southern leader as an integral part of an ongoing North-South dialogue. Under the president Jimmy Carter, for whom defense of human rights was the matter of personal commitment, the US administration appeared to take a favorable view of the problems faced by developing countries. However, the Carter administration played an important part in launching UNESCO’s International Program for the Development of Communication (IPDC).
**NWICO and the New Cold War**
Riding on a top of conservatism which flourishes on anti-soviet rhetoric, President Ronald Reagan redrafted the international agenda, dominated by ideas of a new phase in the cold war. On the world stage, Margaret Thatcher’s conservative government in London became an important partner in this venture. The Reagan administration announced significant restrictions on development aid. ‘Trade not Aid’ became the catchword and the assistance that was provided was to be primarily bilateral and aimed at promoting developmental projects designed to build up the private sector in developing countries. US communication policy during the Reagan years reflected the goals of US foreign policy. Reagan’s self-proclaimed mission of a fighting communism, enhanced by the US capacity to exercise control over the world information-communication order and its ability to disseminate a pro-American, anti-soviet message globally, set the tone for an aggressive public diplomacy. The public diplomacy was geared to face the new communist threat and save the ‘free world’ for the encirclement of the Soviet Union. The international information committee (IIC) was established to ‘plan, co-ordinate and implement international information activities in support of US policies and interest relative to national security.’ Under the IIC, ‘project truth’ was set up, a campaign of an ideological war against the ‘evil empire’ an effort between the US information agency, the department of state and defense and the CIA. In order to propagate this message abroad, the Reagan administration strengthened the Voice of America as well as radio free Europe.
**International communication at the end of the Cold War**
If the East-West ideological battle characterized the cold war years of international communication, the fall of the Berlin wall in 1989 and the break-up of the Soviet Union two years
later, transformed the landscape of the international politics, profoundly influencing global information and communication. Television played an important role during the 1989 revolution in Eastern Europe. Helping to bring the east-west ideological division of Europe to close. The August 1991 coup in Moscow, which led to the break up of the Soviet Union, was called ‘the first true media event in the history of the Soviet Union’. The crisis had been profoundly and decisively shaped by the electronic eye that transformed instantly continuously, element of a political confrontation into meaningful scripts with their corresponding images, style, and symbols’. Since the break up of Soviet Union, the media in the eastern block countries have gradually been converted to the market.
The end of the cold war, various celebrated as the dawn of a ‘new world order’, as ‘end of history’ and even a ‘clash of civilization’ profoundly change the counter of international communication. The super power rivalry had ended and the bipolar world, which had informed debates on international communication for half a century, sudden had become unipolar, dominated by the remaining super power, the United States. This shift also affected debates on international information flows within UNESCO, which in the late 1980s had lost its primacy as the key forum for discussing international communication issues. The focus of debates too had shifted from news and information flows to such areas as global telecommunication and transnational data flows.
Another key contributing factor was the availability of new information technology such as direct broadcasting satellites, fiber optics, and micro computers. The growing convergence between information and informatics – the combination of computer and telecommunication systems, traditionally dealt with as separate entities – made it essential to re-examine international communication in the light of technological innovations.
The globalization of communication was made with the innovation of new information and communication technologies, increasingly integrated into a privatized global communication infrastructure. The ‘time-space compression’ that new technologies encouraged made it possible for media and Telecommunication Corporation to operate in a global market, part of an international neo-liberal capitalist system. The privatization of international communication industries become a major development of the 1990s, accelerated by the liberalization of global trade.
Theories have their own history and reflect the concerns of the in which they were developed. It is not surprising that theories of communication began to emerge in parallel with the rapid social and economic changes of the industrial revolution in Europe, reflecting the significance of the role of communication in the growth of capitalism and empire, and drawing also on advances in science and the understanding of the natural world.
In the twentieth century, theories of international communication evolved into a discrete discipline within the new social sciences and in each era have changes and their impact on society and culture. In the early twentieth century, during and after the First World War, a debate arose about the role of communication in propagating the competitive economic and military objectives of the imperial powers.
After the Second World War, theories of communication multiplied in response to new development in technology and media, first radio and then television, and increasingly integrated international economic and political system. Two broad though often international approaches to theorizing communication can be discerned: the political economy approach concerned with the underlying structure of economic and political power relations, and the perspective of the cultural studies, focusing mainly on the role of communication and media in the process of the creation and maintaining of shared meanings.
‘Free flow of information’
After the Second World War and the establishment of a bi-polar world of free market capitalism and state socialism, theories of international communication become part of the new Cold War discourse. For the supporters of capitalism, the primary function of international communication was to promote democracy, freedom of expression and markets, while the Marxists argued for greater state regulation on communication and media outlets.
The concept of the ‘free flow of information’ reflected western, and specifically US, antipathy to state regulation and censorship of the media and its use for propaganda by its communist opponents. The concept of ‘free flow of information’ therefore served both economic and political purposes.
Theories
Modernization theory – Daniel Lerner
Mass media helps transform societies
Dependency theory – Schiller
Multinational corporations result in cultural imperialism
Structural Imperialism – Galtung
Center and periphery states; Core and less developed
Hegemony – Gramsci
Dominant social group within society dominates media
Critical theory – Horkheimer, Adorno, Marcuse
Mass culture is a commodity to be sold resulting in standardization
Public Sphere – Habermas
Capitalism has reduced access of information to the public
Cultural Studies – Hall
Different cultures interpret media messages differently
Modernization theory
Definition:
Mass media helps transform societies.
Explanation:
Complementary to the doctrine of ‘free flow’ in the post-war years the view that international communication was the key to the process of modernization and development for the so-called ‘Third World’. Modernization theory arose from the notion that international mass communication could be used to spread the message of modernity and transfer the economic and political models of the west to the newly independent countries of the South. Communication research on what came to be known as ‘modernization’ or ‘development theory’ was based on the belief that the mass media would help transform traditional societies.
One of the earliest exponent of this theory was Daniel Lerner. Lerner proposed that contact with the media helped the process of transition from a ‘traditional’ to a ‘modernized’ state, characterizing the mass media as ‘mobility multiplier’, which enables individuals to experience events in far-off places, forcing them to reassess their traditional way of life. Exposure to the media, Lerner argued, made traditional societies bound by traditions and made them aspire to a new and modern way of life. Another key modernization theorist Wilbur Schramm saw the mass media as a ‘bridge to a wider world’ as the vehicle for transferring new ideas and models from the North to the South and, within the south, from urban to rural areas. Schramm endorsed Lerner’s view that mass media can raise the aspirations of the people in the developing countries. The mass media in the South, he wrote, ‘face the need to rouse their people from fatalism and a fear of change. They need to encourage both personal and national aspirations. Individuals must come to the desire a better life then they have and to be willing to work for it’.
In the 1970s, modernization theorists started to use the level of media development as an indicator of general societal development.
Failure of the modernizers
One major shortcoming of the early modernization theorists was their assumption that the modern and the traditional lifestyles were mutually exclusive, and their dismissive view of the culture of the ‘indigent natives’ led them to believe in the desirability and inevitability of a shift from the traditional to the modern. The dominant the culture and religious force in the region of – Islam - and a sense of collective pan-Islamic identity were seen as ‘sentimental sorties into the symbolism of a majestic past’. The elite in the region had to choose between ‘Mecca and mechanization’. The crux of the matter, Lerner argued, was ‘not whether, but how one should move from traditional ways toward modern life-styles. The symbols of race and ritual fade into irrelevance when they impede living desire for bread and enlightenment’.
What modernizers such as Lerner failed to comprehend was that the dichotomy of modern versus traditional was not investable. Despite the entire west’s effort at media modernization, Islamic traditions continue to define the Muslim world, and indeed have become stronger in parts of the Middle East. In additions, these cultures can also use modern communication methods to put their case cross. In the 1979 Islamic revolution in Iran, for example, radical groups produced printed material and audiocassettes and distributed them through informal network to promote an anti-western ideology based on a particular Islamic view of the world.
Dependency theory
Definition:
• Multinational corporations result in cultural imperialism.
A situation in which the economy of a certain group of countries is conditioned by the development and expansion of another economy, to which their own subjected.
**Explanation:**
Dependency theory developed in the late 1960s and 1970s under the guidance of the United Nations Economic Commission for Latin America. It was developed out of the fact that economic growth in the advanced industrialized countries did not lead to growth and development in poorer countries. A historical condition which shapes a certain structure of the world economy such that it favors some countries to the determinant of others and limits the development possibilities of the subordinate economics.
Dependency theory was the view that transnational corporations most based in the North, exercise control, with the support of their respective governments, over the developing countries by setting the terms for global trade – dominating markets, resources, production, and labor. Development for these countries was shaped in a way to strengthen the dominance of the developed nations and to maintain the ‘peripheral’ nation in a position of dependence – in other words, to make conditions suitable for ‘dependent development’. In its most extreme form the outcome of such relationship was ‘the development of underdevelopment’.
**Two key points**
- Dependency is the source of underdevelopment.
- Dependency is the result of the imposition of a set of external conditions on third world development.
A group of the Latin American intellectuals (especially economists and sociologists), in the early 1960s began an overall critique to modernization theory. ECLA’s scholars started a set of theoretical approach that was going to be known generically as Dependency theory. It is argued that most of the foundations of the theoretical categories and development policies rooted in the modernization school have been exclusively based on the historical experience in European and North American advanced capitalist countries. These western analytical categories are not suitable to guide our understanding of the underdevelopment problem of the Third World.
**Underdevelopment formula**
- The colonial history planted the seed in political, economic, cultural and administrative dependence.
- Foreign capital and surplus penetrating in the national economy keeping the unequal exchange.
- Loss of economic control, wealth, and distribution to foreign powers.
- Underdevelopment and economic stagnation. Critiques
- It simplifies the core-periphery classification of countries, incapable of encompassing the variety of situation prevalent in international relations
- It plays down endogenous factor in explaining underdevelopment.
LESSON 05
APPROACHES TO THEORIZING INTERNATIONAL COMMUNICATION
Hegemony
Definition
Dominant social group within society dominates media
Explanation
Gramsci’s conception of hegemony is rooted in the notion that the dominant social group in society has the capacity to exercise intellectual and moral direction over society at large and to build a new system of social alliances to supports its aims.
According to the gramsci, such a system exists when a dominant social class exerts moral and intellectual leadership – through its control of such institutions as school, religious bodies and mass media – over both allied and subordinate classes.
In international communication, the notion of hegemony is widely used to conceptualize political function of the mass media, as a key player in propagating and maintaining the dominant ideology and also to explain the process of media and communication production, with dominant ideology shaping production of news and entertainment.
Critical theory
Definition
Mass culture is a commodity to be sold resulting in standardization
Explanation
The industrial production of cultural goods – films, radio programmes, music and magazines, etc. – as a global movement, they argued that in capitalist societies the trend was toward producing culture as a commodity. Adorno and Horkheimer believed that cultural products manifested the same kind of management practices, technological rationality and organizational schemes as the mass production industrial goods such as cars. Such industrial production led to standardization, resulting in a mass culture made up of a series of object bearing the stamp of the culture industry. This industrially produced and co modified culture, it was argued, led to the deterioration of the philosophical role of culture. Instead, this mediated culture contribute to the incorporation of the working classes into the structures of advanced capitalism and it limiting their horizons to political and economic goals that could be realized within the capitalist system without challenging it. The critical theorist argued that the development of the ‘culture industry’ and its ability to ideologically inoculate the masses against socialist ideas benefited the ruling classes.
The concentration of the ownership of a cultural production in a few producers resulted in a standardized commercial commodity, contributing to what they called a ‘mass culture’ influenced by the mass media and one which thrived on the market rules of supply and demand. In their view, such a process undermined the critical engagement of masses with important socio-political issues and insured a politically passive social behavior and the subordination of the working classes to the ruling elite.
In an international context the idea of ‘mass culture’ and media and cultural industries has influenced debates about the flow of information between countries, etc. – as a global movement, they argued that in capitalist societies the trend was toward producing culture as a commodity. Adorno and Horkheimer believed that cultural products manifested the same kind of management practices, technological rationality and organizational schemes as the mass production industrial goods such as cars. Such industrial production led to standardization, resulting in a mass culture made up of a series of object bearing the stamp of the culture industry. This industrially produced and co modified culture, it was argued, led to the deterioration of the
philosophical role of culture. Instead, this mediated culture contribute to the incorporation of the working classes into the structures of advanced capitalism and it limiting their horizons to political and economic goals that could be realized within the capitalist system without challenging it. The critical theorist argued that the development of the ‘culture industry’ and its ability to ideologically inoculate the masses against socialist ideas benefited the ruling classes. The concentration of the ownership of a cultural production in a few producers resulted in a standardized commercial commodity, contributing to what they called a ‘mass culture’ influenced by the mass media and one which thrived on the market rules of supply and demand. In their view, such a process undermined the critical engagement of masses with important socio-political issues and insured a politically passive social behavior and the subordination of the working classes to the ruling elite.
In an international context the idea of ‘mass culture’ and media and cultural industries has influenced debates about the flow of information between countries.
**The public sphere**
**Definition**
Capitalism has reduced access of information to the public
**Explanation**
Hebermas argued that the ‘bourgeois public sphere’ emerged in an expanding capitalist society exemplified by eighteenth century Britain, where entrepreneurs were becoming powerful enough to achieve autonomy from state and church and increasingly demanding wider and more effective political representation to facilitate expansion of their businesses. In his formula of a public sphere, Hebermas gave prominence to the role of information, as, at this time, a greater freedom of the press was fought for and achieved with parliamentary reform. The wider availability of printing facilities and the resultant reduction in production costs of newspapers stimulated debate contributing to what Hebermas calls ‘rational – acceptable policies’ which led by the mid nineteenth century to the creation of a ‘bourgeois public sphere’. Cultural studies perspective on international Communication
While much of the debate on international communication post – 1945 and during the cold war emphasized a structural analysis of its role in political and economic power relationship, there has been a discernible shift in research emphasis in the 1990s in parallel with the ‘depoliticization’ of politics toward the cultural dimensions of communication and media. The cultural analysis of communication also has a well established theoretical tradition to draw upon, from Gramsci’s theory of hegemony to the works of the critical theorists of the Frankfurt School. One group of scholars who adopted Gramsci’s notion of hegemony were based at the center for contemporary cultural studies at the university of Birmingham Britain, as it came to be known in the 1970s did pioneering work on exploring the textual analysis of media, especially television, and ethnographic research. Particularly influential was Halls model of ‘encoding decoding media discourse’ which theorized about how media texts are given ‘preferred reading’ by producers and how they may be interpreted in different ways – from accepting the dominant meaning; negotiating with the encode message or taking an appositional view.
Though the cultural studies approach professes to give voice to such issues – race, ethnicity, gender and sexuality remain its key concerns – it has generally rendered less importance to class-based analysis. The cultural studies approach to communication has become increasingly important. Theories of the information society spectacular innovation in information and communication technologies, especially computing, and their rapid global expansion have led to claims that this is the age of information. Breakthrough in the speed, volume and cost of information processing, storage and transmission have undoubtedly contributed to the power of information technology to shape many aspects of western, and increasingly, global society. The
convergence of telecommunication and computing technologies and the continued reduction in the costs of computing and international telephony have made the case for the existence of the information society even stronger.
According to its enthusiasts, an international information society is under construction which will digitally link all homes via the internet – the network of networks. The information grid of networked computer is being compared with the electricity grid, linking every home, office and business, to create a networked society, based on what has been termed as the ‘knowledge economy’. These networks have become the information superhighways, providing the infrastructure for a global information society.
However, critics have objected to this version of society, arguing that these changes are technologically determined and ignore the social, economic and political dimensions of technological innovation.
The term ‘information society’ originated in Japan, but it the USA where the concept received its most ardent intellectual support. Change in industrial production and their effect on western societies informed the work of sociologist Daniel bell, who became an internationally known exponent of the idea of a ‘post industrial’ society – one which the service industries employ more workers than manufacturing. Bells ideas were keenly adopted by the scholar who wanted to pronounce the arrival of ‘the information age’. Another key figure, Alvin Toffler, though more populist than bell, was very influential in propagating the idea of an information society, calling it the third wave – after the agricultural and industrial eras – of human civilization.
The ‘third wave’ was characterized by increasing ‘interconnectedness’, contributing to the ‘evolution of a universal interconnected network of audio, video, and electronic text communication’, which, some argue, will promote intellectual pluralism and personalized control over communication.
With it growing co modification, information has come to occupy a central role as a ‘key strategic resource’ in the international economy, the distribution, regulation, marketing and management of which are becoming increasingly important. Real-time trading has become a part of contemporary corporate culture, through digital networking, which has made it possible to transmit information on stock markets, across the globe.
**Discourse of the globalization**
What is globalization and when did it begin?
The term globalization has been in use since the early 1960s. Academic use of the word only began in the early 1980s, but has become increasingly prevalent in a number of disciplines. Publications on the issue of globalization started to appear in the first half of the 1908s, at a rate of one to three per year (Busch, 2000)2. The term began appearing regularly in the mainstream press in the late 1980s, beginning primarily as a reference for the expanding free market but more recently including more political and cultural references and, more specifically, has begun appearing in reference to specific events, such as the World Trade Organization (WTO) protests in Seattle and the passage of the North American Free Trade Agreement (NAFTA). Although it appears that the usage of the term has increased consistently in recent years, globalization remains what may be called a shifting concept in that there is not a universally accepted definition of the term (Busch, 2000). Not only has globalization been considered “the concept of the 1990s, a key idea by which we understand the transition of the human society into the third millennium” (Waters, 1995, p. 1), it has also been criticized as “largely a myth” (Hirst and Thompson, 1996, p. 2). Some definitions that illustrate the great variety of understandings of globalization, ranging from strictly economical to relatively all encompassing, include:
- Globalization refers to a world in which, after allowing for exchange rate and default risk, there is a single international rate of interest (Brittan, 1996).
• Globalization means the partial erasure of the distinctions separating nation currency areas and national systems of financial regulation (Strange, 1995, p. 294).
• Globalization refers to the multiplicity of linkages and Interconnections between the states and societies which make up the modern world system.
• It describes the process by which events, decisions, and activities in one part of the world can come to have significant consequences for individuals and communities in quite distant parts of the globe (McGrew, 1992, p. 23).
• Globalization…is the inexorable integration of markets, nation-states and technologies to a degree never witnessed before – in a way that is enabling individuals, corporations and nation-states to reach around the world farther, faster, deeper, and cheaper than ever before (Friedman, 2000).
• A social process in which the constraints of geography on social and cultural arrangements recede and in which people become increasingly aware that they are receding (Waters, 1995, p. 3).
• A series of national and supranational organisms united under a single logic of rule (Hardt and Negri, 2000, p. xiii).
• Globalization is “action at distance” (Giddens, 1994, p. 4).
This list of definitions is by no means comprehensive, but it clearly demonstrates that globalization means different things to different people. Some consider it a predominantly economics-based phenomenon while others suggest that it is a worldwide system of hegemony. Many suggest that it is misunderstood and ill defined.
Susan Strange even refers to it as “a term used by a lot of wooly thinkers who lump together all sorts of superficially converging trends in popular tastes for food and drink, clothes, music, sports and entertainment with underlying changes in the provision of financial services and the directions of scientific research, and call it all globalization without trying to distinguish what is important from what is trivial, either in causes or in consequences” (1995, p. 293). Despite such cynicism regarding the nature of globalization rhetoric, it abounds and, as such, begs for both serious and critical analysis in order to better understand the contexts in which it is discussed and the predominant themes in those discussions.
**The globalization debate**
The word "globalization" occurred for the first time in 1968, and they are both synonymous with the English term globalization. This definition of what it means to “globalize” is, needless to say, rather broad and requires some clarification. As a starting point, it may be useful to compare it with the concepts of Internationalization, Trans nationalization and Multi nationalization. These are, however, also rather vague concepts, and a comparison are therefore doomed to be cursory. The following is an attempt at schematizing the four concepts of globalization, internationalization, Trans nationalization and multi nationalization, and thus to contrast them with each other. The various concepts are to a great degree being used interchangeably, and laying out the conceptualization that forms the basis for the analysis will be useful. “Internationalization” may be said to focus on the relationship between states (i.e., that the state is considered the basic unit in the process). Exchange of goods, services, money, people and ideas take place between states, and the concept of internationalization denotes an increase in such exchanges. The term “trans nationalization” is interpreted as transfers on other levels than the state level (i.e., exchanges across state borders between various kinds of organizations, companies and individuals). The concept of “multi nationalization,” on the other hand, focuses on the company as the unit of analysis in international political economy, and signifies a process
in which a so-called multinational company (MNC) transfers resources from one national economy to another.
LESSON 06
A CRITICAL POLITICAL-ECONOMY FOR THE TWENTY-FIRST CENTURY
One of the significant themes in international communication research within the critical political economic tradition in the transition from America’s post-war hegemony to a world communication order led by transnational businesses and supported by their respective national states increasingly linked in continental and global structures. Researchers working within this area have focused on transnational corporate and state power, with a particular stress on ownership concentration in media and communication industries world-wide – and the growing trends towards vertical integration – companies controlling production in a specific sector – and horizontal integration – across sectors within and outside media and the communication industry. Other scholars have supported movements for greater international information and communication equality, with concerns about incorporating human rights into international communication debates. Skeptical of the dominant market-based approach, many scholars have defended the public-services view of state-regulated media and telecommunication organizations and advanced public interests concern before government regulatory and policy bodies both at national, regional and international levels.
In the twenty-first century, the focus of critical scholars is likely to be the analysis of the characteristics of the transnational media and communicational corporations and locating them within the changes in international organizations such as the World Trade Organization or the international Telecommunication Union, which have played a crucial role in managing the transition to a market driven international communication environment. The role of new technologies, especially the internet, in international communication has also informed the critical research agenda. The dismemberment of the soviet union and the advent of ‘market socialism’ in china and the rightward shift of the left in Europe and across the developing world, have posed a challenge to the political economic theoretical framework. However, a critical understanding of the political economy of international communication is essential if one wants to make sense of the expansion, acceleration and consolidation of the US-managed global electronic economy.
Creating a global
Communication infrastructure
In the 1980s and 1990s fundamental ideological changes in the global political arena led to the creation of pro-market international trade regimes which had a huge impact on international communication. The process of deregulation and privatization in the communications and media industries combined with new digital information and communication technologies to enable a quantum leap in international communication, illustrated most vividly in the satellite industry. The resulting globalization of telecommunication has revolutionized international communication, as the convergence of the telecommunications; computer and media industries have ensured that much more information passes through a digitally linked glob today then ever in human history. This was made possible with the innovation of new information and communication technologies, increasing integrated into a privatized global communication infrastructure, primarily as a result of the policy shift – from a state centric view of communication to one governed by the rules of the free market – among major power and, in turn, in multilateral organizations such as the international telecommunication union (ITU). Analysis of international communication has traditionally been confined to government-to-government activities where a few powerful states dictate the communication agenda, but with the growing availability of regional and global satellite networks, communication systems have become more far-reaching for telecommunications, broadcasting and increasingly in electronic
commerce. We studied in this lesson why the transnational corporations (TNCs) have benefited most from the liberalization and privatizations international communication.
**The privatization of telecommunication**
In the arena of telecommunications, the state was, for most of the twentieth century, the key player in providing a national infrastructure and equipment, and regulating international traffic. In the 1990s, the state monopolies of post, telegraph and telecommunication (PPT) were forced to give ground to private telecommunication networks, often part of transnational corporations. This shift, which started among some western countries, has now affected telecommunications globally with the majority of PPTs privatized or in the process of privatization. Since the founding of the international telegraph union in 1865, regulation of international telecommunication was the subject of multilateral accord, setting common standards for telecommunication networks across the globe and prices for access to and use of these networks. These conventions were based upon the principle of national monopoly and cross-subsidization, so that national telecom operator such as the British post office – which had monopoly of equipment and service within Britain – could keep the cost affordable for small users by subsidies from international telephony revenues. In the 1980s, this regulatory framework was criticized as not taking into account technological innovations, such as computing, fiber optic cables and fax machines. Especially significant was the blurring of the distinction between the transmission of voice and data made possible by these new technologies. As telecommunication traffic increased, so did the demand from transnational corporations for the reduction of tariffs, especially for international services. These companies opposed national monopolies, arguing that a competitive environment would improve services and reduce costs. In 1984 US President Ronald Reagan announced as ‘open skies’ policy, breaking the public monopoly and allowing private telecommunications networks to operate in the national telecommunication arena. The general shift from the public-service role of telecommunication to private competition and deregulation had a major impact on international telecommunication policy, shaped by the USA, Britain and Europe, all of whom have companies with global ambitions.
**Free trade in communication**
The General Agreement on Tariffs and Trade (typically abbreviated GATT) was originally created by the Britton Woods Conference as part of a larger plan for economic recovery after World War II. The GATT’s main objective was the reduction of barriers to international trade. This was achieved through the reduction of tariff barriers, quantitative restrictions and subsidies on trade through a series of agreements. The GATT was an agreement, not an organization. Originally, the GATT was supposed to become a full international organization like the World Bank or IMF called the International Trade Organization. However, the agreement was not ratified, so the GATT remained simply an agreement. The functions of the GATT were taken over by the World Trade Organization which was established during the final round of negotiations in the early 1990s. The history of the GATT can be divided into three phases: the first, from 1947 until the Torque Round, largely concerned which commodities would be covered by the agreement and freezing existing tariff levels. A second phase, encompassing three rounds, from 1959 to 1979, focused on reducing tariffs. The third phase, consisting only of the Uruguay Round from 1986 to 1994, extended the agreement fully to new areas such as intellectual property, services, capital, and agriculture. Out of this round the WTO was born.
World Trade Organization (WTO)
In 1993 the GATT was updated (GATT 1994) to include new obligations upon its signatories. One of the most significant changes was the creation of the World Trade Organization (WTO). The 75 existing GATT members and the European Communities became the founding members of the WTO on January 1, 1995. The other 52 GATT members rejoined the WTO in the following two years (the last being Congo in 1997). Since the founding of the WTO, 21 new non-GATT members have joined and 28 are currently negotiating membership. Of the original GATT members, only the SFR Yugoslavia has not rejoined the WTO. Since FR Yugoslavia, (renamed to Serbia and Montenegro and with membership negotiations later split in two), is not recognized as a direct SFRY successor state; therefore, its application is considered a new (non-GATT) one. The contracting parties who founded the WTO ended official agreement of the "GATT 1947" terms on December 31, 1995. Whereas GATT was a set of rules agreed upon by nations, the WTO is an institutional body. The WTO expanded its scope from traded goods to trade within the service sector and intellectual property rights. Although it was designed to serve multilateral agreements, during several rounds of GATT negotiations (particularly the Tokyo Round) plurilateral agreements created selective trading and caused fragmentation among members.
WTO arrangements are generally a multilateral agreement settlement mechanism of GATT. The WTO was set up with a clear agenda for privatization and liberalization
"The fundamental cost of protectionism stems from the fact that it provides individual decision makers with wrong incentives, drawing resources into protected sectors rather than sectors where a country has its true comparative advantage. The classical role of trade liberalization, identified centuries ago, is to remove such hindrances, thereby increasing income and growth.
As part of this, the WTO also argued that dismantling barriers to the free flow of information was essential for economic growth. It was even implied that it was not possible to have significant trade in goods and services without a free trade in information. The importance of a strong communications infrastructure as a foundation for international commerce and economic development was increasingly emphasized by international organizations.
One key outcome of the Uruguay Round was the 1995 The General Agreement on Trade in Services (GATS) is a treaty of the World Trade Organization (WTO) that entered into force in January 1995 as a result of the Uruguay Round negotiations. The treaty was created to extend the multilateral trading system to services, in the same way the General Agreement on Tariffs and Trade (GATT) provides such a system for merchandise trade.
All members of the WTO are signatories to the GATS. The basic WTO principle of most favored nation (MFN) applies to GATS as well. Impact of WTO agreements on international Communication Three major agreements, signed in 1977 under the aegis of the WTO, are likely to have a profound impact on global trade, especially in information and communication areas.
In February 1997, 69 WTO countries agreed a wide-ranging liberalization of trade in global telecommunication services. Of the three agreements, the most significant for international communication is the GATS fourth protocol on basic telecommunication services. Within GATS, the telecommunication sectors divided into two broad categories: basic service (e.g. voice telephones, data transmission services, telegraph) and value added services. During the round, most countries committed themselves to liberalize value added services, but not basic telecommunication services, so the fourth protocol ensures that basic telecommunication will also be liberalized.
LESSON 07
LIBERALIZATION AND DEVELOPMENT OF THE TELECOM SECTOR
The mission of the Telecommunication Development Sector, as set out in the Constitution and the Convention, encompasses the Union’s dual responsibility as a United Nations specialized agency and executing agency for implementing projects under the United Nations development system or other funding arrangements, so as to facilitate and enhance telecommunication development by offering, organizing and coordinating technical cooperation and assistance activities.
The work of ITU-D will reflect the various resolutions of the world telecommunication development conference. It will place emphasis on gender balance in its programmes and will reflect the needs of other aspects of global society such as youth and the needs of indigenous peoples. Emergency telecommunications is another area where renewed efforts are required. Collaboration with the private sector should be more clearly defined and expanded so as to reflect the changing roles of public and private entities in the telecommunication sector. The “Year 2000” problem should be urgently addressed.
ITU-D should also use the mechanisms for advancing Sector goals included in Opinion B of the World Telecommunication Policy Forum (Geneva, 1998) and the opportunities provided by the ITU programme funded by the surplus funds from TELECOM exhibitions.
In fulfilling its mission, ITU-D will cover the five major areas of telecommunication development: telecommunication sector reform, technologies, management, finance and human resources. It is supported by the four main modes of action by which the Sector carries out its work: direct assistance (including project execution), resource development and mobilization, partnerships and information sharing, which are reflected in the organizational structure of BDT.
**The Telecommunication Development Sector environment**
The telecommunication development environment is characterized by the following features:
- The restructuring and liberalization of the telecommunication sector at the national and international level, and the three agreements on basic telecommunications services, financial services and information technology products concluded through the World Trade Organization, have increasing consequences for the provision of international and national telecommunication services. Competition is rapidly becoming the rule rather than the exception. The above factors are straining the accounting rate system beyond its limits, calling for a rapid revision of accounting rates and causing major changes in traditional income flows which are of critical importance to certain countries. While the development gap has narrowed slightly in terms of access to basic telephone services, it is widening at a fast rate for advanced telecommunication services and access to information. However, the emergence of a global information society is creating new opportunities to close the gap. Political, technical and cultural factors are combining to promote these opportunities.
- The rapid development of telecommunications in some countries is associated with general economic growth, particularly where some form of restructuring, liberalization and competition is introduced; however, other countries witness modest and uneven progress. Many different players, including non-governmental organizations (NGOs), are invited to play a more important role.
- Business practices, including development activities, are being revolutionized by information and communication technologies. This can be expected to have a significant impact on telecommunication development activities such as planning and training. Technology-based convergence of telecommunications, informatics and mass media offers new opportunities for cooperation between the formerly different parts of the telecommunication sector. Due to
increased emphasis on policy and regulatory frameworks that create open markets and encourage private investment, both domestic and foreign, development programmes rely less on technical assistance and more on partnerships and trade agreements. Private capital flows in several countries now exceed official development aid resources, but in others concessional finance is required to meet development needs.
Limited funds available to ITU, as compared with developing country needs, require ITU to play a catalytic development role. This envisioned catalytic role of ITU is developed further below.
**The world of telecommunications**
The invention of the global satellite networks also having a significant impact on the international telecommunication industry. Information liberalization and the deregulation which it promotes have led to unprecedented rates of merger activity and corporate consolidation in the information and communication industries. The increasing demand for wireless technologies and mobility is spreading into all aspects of telecommunications and represent a fundamental change that is transforming international communication. These trends will converge at a single point and profoundly change the industry and the marketplace. The telecommunications and ‘dotcom’ industries are merging, as are the computer and media industries. A consolidation of business in these sectors is likely to lead to a global dominance of the telecom by 10 – 15 companies in operator market. In 1998, the top 10 telecommunications corporations held 86 percent of the market in telecommunications while the leading 10 computer companies controlled almost 70 per cent of the global market. By the end of 1999, the value of mergers and acquisitions in the telecommunications industry had nearly doubled to $516 billion, mainly because of the two major deals in 1999 – MCI WorldCom’s acquisition of sprint, and Vodafone Air touch merger with German wireless carrier Mannesmann. The opening up of global telecommunications services is also set to benefit the suppliers of telecommunication hardware. In 1996 exports of telecommunication and broadcasting equipment from OECD countries was $95.1 billion, an increase of 108 percent over 1990. The $301 billion worldwide communication equipment market, growing at 14 per cent annually, is controlled by corporations in a few, mainly western countries. The USA is the biggest exporter of telecom equipment.
| Operator | Country | International telephone revenue ($billions) |
|-------------------|-------------|--------------------------------------------|
| AT&T | USA | 9.55 |
| MCI WorldCom | USA | 4.74 |
| Deutsche Telekom | Germany | 3.35 |
| DGT | China | 2.20 |
| Hong Kong Telecom | HK/China | 1.99 |
| KDD | Japan | 1.90 |
| France Telecom | France | 1.85 |
| Sprint | USA | 1.82 |
| VSNL | India | 1.60 |
| Telecom Italia | Italy | 1.43 |
According to the OECD, the total revenue of the communication sector, including telecommunication services, broadcasting services and communications equipment, exceeding one trillion dollars for the first time in 1998.
**Implication of a liberalized global communication regime**
The global shift from state regulation to market-driven policies are evident everywhere. The WTO claims that the expansion of capital through the transnational corporations has contributed to the transfer of skills and capital to the global south but that it may have but also contributed to widening the gap between rich and poor is not mentioned. International communication is increasingly being shaped by trade and market standards and less by political considerations, what Hamelink has called ‘a noticeable shift from a political to an economic discourse’. The move to open up world trade by reducing tariff barriers has been unevenly applied. After the Uruguay Agreement came into force, several developing countries made huge reductions in their tariffs: India reduce its average tariffs on industrial products from 71 per cent to 32 per cent; Brazil from 41 per cent to 27 per cent; Venezuela from 50 per cent to 31 per cent. In contrast, the average tariff on industrial production in the north has been reducing from 6.3 per cent to 3.8 per cent. In addition giving priority to the service sector – financial services, insurance, maritime transport, telecommunication – has benefited the north, while the areas where the south might have had an advantage were not given much consideration.
The major trading blocs have insisted that in a globalized world economy, with growing internationalization of production and consumption, it is important to harmonize domestic laws and regulatory structures affecting trade and investment, and remove any advantage or protection for domestic industries. A global market can only be created, runs the argument, through deregulation and letting the market set the rules of international trade.
Opposition to the process of deregulation and privatization has been under mind by changes in international policy at an institutional level. The UN is positioning itself closer to the operation of international business. As part of his ‘quite revolution’ to renew the United Nations for the twenty-first century, the UN Secretary-General, Kofi Annan is building a stronger relationship with the business community. A joint statement issued in February 1998 by Annan and the international chamber of commerce stressed the UN’s role in setting the regulatory framework for the global marketplace in order to facilitate cross-border trade and investment. Who benefits from liberalization and privatization? The biggest beneficiaries of the process of liberalization, deregulation and privatization and the resultant WTO agreements have been the TNCs (transnational corporations) which dominate global trade. As the primary movers and shapers of the global economy, the TNCs have been defined as having three basic characteristics:
- Co-ordination and control of various stages of individual’s production chains within and between different countries;
- Potential ability to take advantage of geographical differences in the distribution of factors of production;
- Potential geographical flexibility an ability to switch its resources and operations between locations at an international, or even a global scale. So the powerful are the TNCs that the annual sales of the top corporations exceed the GDP of many countries. The free market ideology and the new international trading regime that it produced have encouraged the free flow of capital across a borderless world. Concerns about Transborder data flows and their impact on national sovereignty have been replaced by the race to embrace the global electronic marketplace.
LESSON 08
THE GLOBAL MEDIA MARKETPLACE
The deregulation and liberalization of the international communication sector in the 1990s were paralleled in the media industries and, in conjunction with the new communication technologies of satellite and cable, have created a global marketplace for media products.
The largest growing application of international communication infrastructure is for the delivery of media products information, news and entertainment. The convergence of the both media and technologies, and the process of vertical integration of the media industries to archive this aim, have resulted in the concentration of media power in the hand of a few large transnational companies, with implications for global democracy.
Convergence
Before globalization, most media corporations had distinct areas of business: Disney, for example, was primarily concerned with cartoons films and theme park operations; time was known as a publishing business.
Time Warner
Time Warner, the largest media corporation in the world, was formed in 1989 through the merger of Time Inc. and Warner Communications. In 1992, Time Warner split off its entertainment group, and sold 25 percent of it to U.S. West, and 5.6 percent of it to each of the Japanese conglomerates Itochu and Toshiba. It regained from Disney its position as the world's largest media firm with the 1996 acquisition of Turner Broadcasting. Time Warner is moving toward being a fully global company, with over 200 subsidiaries worldwide. In 1996, approximately two-thirds of Time Warner's income came from the United States, but that figure is expected to drop to three-fifths by 2000 and eventually to less than one-half.
Time Warner expects globalization to provide growth tonic; it projects that its annual sales growth rate of 14 percent in the middle 1990s will climb to over 20 percent by the end of the decade. Music accounts for just over 20 percent of Time Warner's business, as does the news division of magazine and book publishing and cable television news. Time Warner's U.S. cable systems account for over 10 percent of income. The remainder is accounted for largely by Time Warner's extensive entertainment film, video and television holdings. Time Warner is a major force in virtually every medium and on every continent. Time Warner has zeroed in on global television as the most lucrative area for growth. Unlike News Corporation, however, Time Warner has devoted itself to producing programming and channels rather than developing entire satellite systems. Time Warner is also one of the largest movie theater owners in the world, with approximately 1,000 screens outside of the United States and further expansion projected.
CNN International
CNN International, a subsidiary of CNN, is also established as the premier global television news channel, beamed via ten satellites to over 200 nations and 90 million subscribers by 1994, a 27 percent increase over 1993. The long-term goal for CNN International is to operate (or participate in joint ventures to establish) CNN channels in French, Japanese, Hindi, Arabic and perhaps one or two other regional languages. CNN launched a Spanish-language service for Latin America in 1997, based in Atlanta. CNN International will also draw on the Time Warner journalism resources as it faces new challenges from news channels launched by News Corporation and NBC-Microsoft.
Disney
Disney is the closest challenger to Time Warner for the status of world's largest media firm. In the early 1990s, Disney successfully shifted its emphasis from its theme parks and resorts to its film and television divisions. In 1995, Disney made the move from being a dominant global content producer to being a fully integrated media giant with the purchase of Capital Cities/ABC for $19 billion, one of the biggest acquisitions in business history. Disney now generates 31 percent of its income from broadcasting, 23 percent from theme parks, and the balance from "creative content," meaning films, publishing and merchandising. The ABC deal provided Disney, already regarded as the industry leader at using cross-selling and cross-promotion to maximize revenues, with a U.S. broadcasting network and widespread global media holdings to incorporate into its activities.
Historically, Disney has been strong in entertainment and animation, two areas that do well in the global market. In 1996 Disney reorganized, putting all its global television activities into single division.
ESPN
With the purchase of ABC's ESPN, the television sports network, Disney has possession of the unquestioned global leader. ESPN has three U.S. cable channels, a radio network with 420 affiliates, and the ESPN Sports-Zone website, one of the most heavily used locales on the Internet. One Disney executive notes that with ESPN and the family-oriented Disney Channel, Disney has "two horses to ride in foreign market not just one."
ESPN International dominates televised sport broadcasting on a 24-hour basis in 21 languages to over 165 countries. It reaches the one desirable audience that had eluded Disney in the past: young, single, middle-class men. "Our plan is to think globally but to customize locally," states the senior VP of ESPN International. In Latin America the emphasis is on soccer, in Asia it is table tennis, and in India ESPN provided over 1,000 hours of cricket in 1995. Disney plans to exploit the "synergies" of ESPN much as it has exploited its cartoon characters. "We know that when we lay Mickey Mouse or Goofy on top of products, we get pretty creative stuff," Eisner states. "ESPN has the potential to be that kind of brand." Disney plans call for a chain of ESPN theme sports bars, ESPN product merchandising, and possibly a chain of ESPN entertainment centers based on the Club ESPN at Walt Disney World. ESPN has released five music CDs, two of which have sold over 500,000 copies. In late 1996, Disney began negotiations with Hearst and Petersen Publishing to produce ESPN Sports Weekly magazine, to be a "branded competitor to Sports Illustrated."
Bertelsmann
Bertelsmann is the one European firm in the first tier of media giants. The Bertelsmann Empire was built on global networks of book and music clubs. Music and television provide 31 percent of its income. Bertelsmann's stated goal is to evolve "from a media enterprise with international activities into a truly global communications group."
Bertelsmann's strengths in global expansion are its global distribution network for music, its global book and music clubs and its facility with languages other than English. Bertelsmann is considered to be the best contender of all the media giants to exploit the eastern European markets.
Sony
Sony's media holdings are concentrated in music (the former CBS records) and film and television production (the former Columbia Pictures), each of which it purchased in 1989. Music accounts for about 60 percent of Sony's media income and film and television production
account for the rest. Sony is a dominant entertainment producer and its media sales are expected to surpass $9 billion in 1997. It also has major holdings in movie theaters in joint venture with Seagram. As Sony’s media activities seem divorced from its other extensive activities Sony was foiled in its initial attempts to find synergies between hardware and software, but it anticipates that digital communication will provide the basis for new synergies. Sony hopes to capitalize upon its vast copyrighted library of films, music and TV programs to leap to the front of the digital video disc market, where it is poised to be one of the two global leaders with Matsushita.” Sony also enjoys a 25 percent share of the multi-billion-dollar video games industry; with the shift to digital formats these games can now be converted into channels in digital television systems.
**Global trade in media products**
The global trade in cultural goods (films, printed matter, music, and computers) has almost tripled between 1980 and 1991. The United States is the leading exporter of cultural products and the entertainment industry is one of its largest export earners. Table lists the world’s top five entertainment corporations, three of which are based in the USA, while the other two have substantial US business and corporate connections.
**Television**
Most of the world’s entertainment output is transmitted through television, which is increasingly becoming global in its operations, technologies and audiences. One of the most significant factors is the growth in satellite television, which cuts across national and linguistic boundaries, creating new international audiences. In 1998 more than 2600 television channels were operating in the world, the majority of which were private channels.
| Company | Country | Revenue ($m) | Profits ($m) |
|------------------|---------|--------------|--------------|
| Walt Disney | USA | 22976 | 1850 |
| Time Warner | Australia | 14582 | 168 |
| News corporations| Australia | 12995 | 1153 |
| Via com | USA | 12096 | 122 |
| Seagram | Canada | 10734 | 946 |
**The international film industry**
Though more films are produced in India than in the USA global cinema and television screens are dominated by Hollywood: Hollywood films are shown in more than 150 countries. Half of Hollywood revenue comes from overseas markets, up from just 30 percent in 1980.
**The world’s top ten film producing nations**
India
USA
China
Japan
Philippines
France
Russia
Italy
Thailand
South Korea
**International book publishing**
In the world of book publishing, though China and Germany rank first and third in the highest number of titles produced in 1996, English language publishing is predominant. The global market for English language books is valued at around $25 billion a year and set to grow as the demand for English language books and publication increases worldwide. The USA leads the world’s books export market, closely followed by Britain.
**GLOBAL BOOK PRODUCTION – THE TOP TEN**
China
United Kingdom
Germany
United States
Japan
Spain
Russia
Italy
France
South Korea
In the recent years, the company has expanded into newer markets such as Eastern Europe, South America and China, where it is planning to launch a direct market book business.
**Global news and information networks**
In the realm of international news, US/UK-based media organizations produced and distribute much of the world’s news and current affairs output. From international news agencies to global newspapers and radio stations, from providers of television news footage to 24-hour news and documentary channels, the US/UK presence seems to be overwhelming.
**News agency**
A news agency is an organization of journalists established to supply news reports to organizations in the news trade: newspapers, magazines, and radio and television broadcasters. They are also known as wire services or news services.
**Commercial services**
News agencies can be corporations that sell news (e.g. Reuters and Agence France-Press (AFP)), cooperatives composed of newspapers that share their articles with each other (e.g. AP), or commercial newswire services which charge organizations to distribute their news (e.g. Business Wire, CSRWire Canada, etc) or Huff Strategy, the Hugin Group, Market Wire and PR Newswire). Governments may also control news agencies, particularly in authoritarian states, like China (Xinhua). Australia, Britain, Canada, Russia (ITAR-TASS) and many other countries also have government-funded news agencies. A recent rise in internet-based alternative news agencies as a component of the larger alternative media have emphasized a "non-corporate view" that is independent of the pressures of business media.
News agencies generally prepare hard news stories and feature articles that can be used by other news organizations with little or no modification, and then sell them to other news organizations. They provide these articles in bulk electronically through wire services (originally they used telegraphy; today they frequently use the Internet). Corporations, individuals, analysts and intelligence agencies may also subscribe. The business need for wire services to produce reports acceptable to the largest number of clients possible is largely credited for the move away from an openly partisan press toward more objectivity in journalism.
**Associated press:**
The Associated Press, or AP, is an American news agency, and is the world's largest such organization. The AP is a cooperative owned by its contributing newspapers, radio and television stations in the United States, which both contribute stories to it and use material written by its staffers. Many newspapers and broadcasters outside the United States are AP subscribers — that is, they pay a fee to use AP material but are not members of the cooperative. As of 2005, AP's news is used by 1,700 newspapers, in addition to 5,000 television and radio outlets. Its photo library consists of more than 10 million images. The AP has 243 bureaus and serves 121 countries, with a diverse international staff drawing from all over the world. As part of their agreements with the Associated Press, most newspapers grant automatic permission for the Associated Press to distribute their local news reports. For example, on page two of every edition of the Washington Post, the masthead includes the announcement, "The Associated Press is entitled exclusively to use for republication of all news dispatches credited to it or not otherwise credited in this paper and all local news of spontaneous origin published herein."
The AP Stylebook has become the de facto standard for news writing in the United States. The AP has a straightforward, "just-the-facts" writing style, often using the inverted pyramid style of writing so that stories can be edited to fit available space in a newspaper without losing the essence of the story. The collapse of AP's traditional rival, United Press International, as a major competitor in 1993 has left AP as the only nationally oriented news service based in the United States. The other rival English-language news services, such as Reuters and the English language service of Agence France-Press are based outside the United States.
**Reuters**
Reuters Group plc (LSE: RTR and NASDAQ: RTRSY); pronounced is a financial market data provider and news service that provides reports from around the world to newspapers and broadcasters. However, news reporting accounts for less than 10% of the company's income.[1] Its main focus is on supplying the financial markets with information and trading products. These include market data, such as share prices and currency rates, research and analytics, as well as trading systems that allow dealers to buy and sell such things as currencies and shares on a computer screen instead of by telephone or on a trading floor like that of the New York Stock Exchange. Among other services, the most notable is analysis of 40,000 companies, debt instruments, and 3 million economic series.
International news channels
**Fox News**
Online news and headlines from Fox News, including top stories, business, and sports news. Also offers Fox News television schedules, radio schedules, commentary, and opinion.
www.foxnews.com
**MSNBC**
Breaking news from MSNBC’s online news portal, including world, national, business, sports, and entertainment news, as well as information about MSNBC television news.
www.msnbc.com
**BBCNEWS**
Explore BBC News through sites which offer news coverage including business, health, sports, and weather, news archives, information about the presenters, and audio/video clips from the major arm of the British Broadcasting Corporation (BBC) responsible for the corporation's news gathering and production of news programs on BBC television.
dir.yahoo.com/.../News_and_Media/BBC_News
The analysis of the effects of the explosion in international communication had been mainly preoccupied with the economic dimensions of globalization at the expense of cultural aspects of interactions between and among the world’s peoples. Is globalization another term of Americanization? The general pattern of the media ownership indicates that the west, led by the USA, dominates the international flow of information and entertainment in all major media sectors. But what is the impact of such one way flows of global information and entertainment on national and regional media cultures? It has been argued that international communication and media are leading to the homogenization of culture, but the patterns of global/national/local interaction may be more complex.
**Globalization of western culture**
As detailed in the previous lessons the global communication hard and software industries are owned by a few transnational corporations, notably those based in the USA. So firstly we study about the Americanization.
**Americanization**
Americanization is the term used for the influence the United States of America has on the culture of other countries, resulting in such phenomena as the substitution of a given culture with American culture. When encountered unwillingly or perforce, it has a negative connotation; when sought voluntarily, it has a positive connotation.
**Media**
The spread of American media including TV, film and American music artists, has been the main component of Americanization of other countries. American TV shows are broadcast around the world. Many of the shows are broadcast through American broadcasters and their subsidiaries such as HBO Asia, CNBC Europe, Fox Channel and CNN International. All of what is known as the “big four” American broadcasters have international distributors, for example HBO broadcasts to over 200 countries. Many of these distributors broadcast mainly American on their TV channels. According to a recent survey by Radio Times *The Simpson*, *Lost* and *Desperate Housewives* are among the most watched shows, with *CSI* being the most watched show among the surveyed 20 countries. American films are also extremely popular globally. All of the top 20 grossing films ever are American made or have an American influence, either through publishers, cast or financiers. *Titanic* is currently the biggest grossing film worldwide without adjusting for inflation, it currently holds the top grossing film title in various countries including England, Germany, France, Spain among others. Adjusting for inflation, the highest grossing film of all time is *gone with the Wind*. Often part of the negotiating in free trade agreements between the America and other nations involve screen quotas. One such case is Mexico, after abolishing their screen quotas after the establishment of NAFTA with the US. Recently Korea has agreed to reduce its quota under pressure from America as part of a free trade deal. Many American artists are known throughout the world; artists such as Frank Sinatra, Michael Jackson and Elvis Presley are recognized worldwide and have sold over 500 million albums each. Michael Jackson’s album *Thriller* is at 100 million sales the biggest selling album of all time.
American Business and Brands
Of the top ten global brands seven are based in the United States. Coca Cola, which holds the top spot, is often viewed as a symbol of Americanization. Coca Cola has vending machines in over 200 countries worldwide. Of the 25 biggest companies, thirteen are based in the United States. Many of these companies can be viewed as selling Americanized products. Many of the world's biggest computer companies are also American, such as Microsoft, Apple Inc., Dell, IBM and Google. Much of the software used worldwide is created by American-based companies. The two largest Personal Computer companies, Dell and Hewlett Packard, which maintain over 30% of the market, are American-based.
Fast Food
Fast food along with Coca Cola is also often viewed as being a symbol of American dominance and influence. Companies such as McDonalds, Burger King, KFC, Domino's pizza, among others have numerous outlets around the world. The success of these American companies has led to the spread of localized fast food restaurants.
Westernization
Westernization is a process whereby non-western societies come under the influence of "Western culture" in such matters as industry, technology, law, politics, economics, lifestyle, diet, language, alphabet, religion or values. Westernization has been a pervasive and accelerating influence across the world in the last few centuries. It is usually a two-sided process, in which western influences and interests themselves are joined by a wish of at least parts of the affected society to change towards a more westernized society, in the hope of attaining western life or some aspects of it. Westernization can also be related to the process of acculturation. Acculturation refers to the changes that occur within a society or culture when two different groups come into direct continuous contact. After the contact, changes in cultural patterns within either or both cultures are evident. In popular speech, Westernization can also refer to the effects of Western expansion and colonialism on native societies.
For example, natives who have adopted European languages and characteristic Western customs are called acculturated or westernized. Westernization may be forced or voluntary depending on the situation of the contact. Different degrees of domination, destruction, resistance, survival, adaptation, and modification of the native culture may follow interethnic contact. In a situation where the native culture experiences destruction as a result of a more powerful outsider, a "shock phase" often is a result from the encounter. This shock phase is especially characteristic during interactions involving expansionist or colonialist eras.
During the shock phase, civil repression using military force may lead to a cultural collapse, or ethnocide, which is a culture's physical extinction. According to Conrad Phillip, the westerners "will attempt to remake the native culture within their own image, ignoring the fact that the models of culture that they have created are inappropriate for settings outside of western civilization" (Phillip, Conrad. 2005). Window on Humanity.
Process of Westernization
Colonization (1492-1960s)
Europeanization
From 1492 onward, Europeanization and colonialism spread gradually over much of the world, colonizing major portions of the globe. During this period a strong influence was exercised on the indigenous cultures, which resulted in many colonies' indigenous populations assimilating certain elements of European culture willingly or by force, such as the language of the European
motherland or the Christian religion. In many cases the indigenous population was supplanted or marginalized by European and African immigrants.
The two World Wars weakened the European powers to such extent that many colonies strove for independence, often inspired by nationalistic movements. A period of decolonization started. At the end of the 1960s, most colonies were autonomous. Those new states often adopted some aspects of Western politics such as the adoption of a constitution, while frequently reacting against western culture.
**Globalization (1960s-now)**
Westernization is often regarded as a part of the ongoing process of globalization. This theory proposes that western thought has led to globalization, and that globalization propagates western culture, leading to a cycle of westernization.
The main characteristics are economic liberalization (free trade) and democratization, combined with the spread of an individualized culture. Often it was also regarded of the opposite of the worldwide influence of communism. After the break up of the USSR in 1991, many of its component states and allies nevertheless underwent westernization, including privatization of hitherto state-controlled industry. Westernization as globalization is seen by many as progress, as democracy and free trade spread gradually throughout the world. Others view westernization as a disadvantage. Some have protested that Asian cultures that have traditionally existed on a primarily plant-based diet might lose this healthy lifestyle as more people in Asia switch to a Western-style diet that is rich in animal-based foods. (Cornell Times, 2001)
**Definitions, Synonyms, Organizer Terms**
Current definitions of culture are informed by research from a variety of fields: anthropology, psychology, sociolinguistics, and critical theory. Nieto (1999) offers an extensive definition of culture as "the ever-changing values, traditions, social and political relationships, and worldview created, shared, and transformed by a group of people bound together by a combination of factors that include a common history, geographic location, language, social class, and religion."
**Definitions**
Cultural Diversity - n. Ethnic, gender, racial, and socioeconomic variety in a situation, institution, or group; the coexistence of different ethnic, gender, racial, and socioeconomic groups within one social unit
**Cultural diversity**
There is a general consensus among mainstream anthropologists that humans first emerged in Africa about two million years ago. Since then we have spread throughout the world, successfully adapting to widely differing conditions and to periodic cataclysmic changes in local and global climate. The many separate societies that emerged around the globe differed markedly from each other, and many of these differences persist to this day. As well as the more obvious cultural differences that exist between peoples, such as language, dress and traditions, there are also significant variations in the way societies organize themselves, in their shared conception of morality, and in the ways they interact with their environment. Joe Nelson, from Stafford Virginia, has popularized the words "Culture and diversity" while in Africa. It is debatable whether these differences are merely incidental artifacts arising from patterns of human migration or whether they represent an evolutionary trait that is key to our success as a species. By analogy with biodiversity, which is thought to be essential to the long-term survival of life on earth, it can be argued that cultural diversity may be vital for the long-term survival of humanity; and that the conservation of indigenous cultures may be as important to humankind as
the conservation of species and ecosystems is to life in general. This argument is rejected by many people, on several grounds. Firstly, like most evolutionary accounts of human nature, the importance of cultural diversity for survival may be an un-testable hypothesis, which can neither be proved nor disproved. Secondly, it can be argued that it is unethical deliberately to conserve "less developed" societies, because this will deny people within those societies the benefits of technological and medical advances enjoyed by those of us in the "developed" world. Finally, there are many people, particularly those with strong religious beliefs, who maintain that it is in the best interests of individuals and of humanity as a whole that we all adhere to the single model for society that they deem to be correct. For example, fundamentalist evangelist missionary organizations such as the New Tribes Mission actively work to reduce cultural diversity by seeking out remote tribal societies, converting them to their own faith, and inducing them to remodel their society after its principles. Cultural diversity is tricky to quantify, but a good indication is thought to be a count of the number of languages spoken in a region or in the world as a whole. By this measure, there are signs that we may be going through a period of precipitous decline in the world's cultural diversity. Research carried out in the 1990s by David Crystal (Honorary Professor of Linguistics at the University of Wales, Bangor) suggested that at that time, on average, one language was falling into disuse every two weeks. He calculated that if that rate of language death were to continue, then by the year 2100 more than 90% of the languages currently spoken in the world will have gone extinct. Overpopulation, immigration and imperialism (of both the militaristic and cultural kind) are reasons that have been suggested to explain any such decline. There are several international organizations that work towards protecting threatened societies and cultures, including Survival International and UNESCO. The UNESCO Universal Declaration on Cultural Diversity, adopted by 185 Member States in 2001, represents the first international standard-setting instrument aimed at preserving and promoting cultural diversity and intercultural dialogue. The EC funded Network of Excellence "Sustainable Development in a Diverse World" SUS.DIV builds upon the UNESCO Declaration to investigates the relationship between cultural diversity and sustainable development.
**Global English**
Modern English is sometimes described as the global lingua franca. English is the dominant international language in communications, science, business, aviation, entertainment, radio and diplomacy. The influence of the British Empire is the primary reason for the initial spread of the language far beyond the British Isles. Following World War II, the growing economic and cultural influence of the United States has significantly accelerated the adoption of English. A working knowledge of English is required in certain fields, professions, and occupations. As a result over a billion people speaks English at least at a basic level (see English language learning and teaching). English is one of six official languages of the United Nations.
**English as a global language**
*English in computer science and global language* Because English is so widely spoken, it has often been referred to as a "global language", the lingua franca of the modern era. While English is not an official language in most countries, it is currently the language most often taught as a second language around the world. Some linguists [attribution needed] believe that it is no longer the exclusive cultural sign of "native English speakers", but is rather a language that is absorbing aspects of cultures worldwide as it continues to grow. It is, by international treaty, the official language for aerial and maritime communications, as well as one of the official languages of the European Union, the United Nations, and most international athletic organizations Including the International Olympic Committee English is the language most often studied as a foreign language in the European Union (by 89% of schoolchildren), followed by French (32%), German
(18%), and Spanish (8%). In the EU, a large fraction of the population reports being able to converse to some extent in English. Among non-English speaking countries, a large percentage of the population claimed to be able to converse in English in the Netherlands (87%), Sweden (85%), Denmark (83%), Luxembourg (66%), Finland (60%), Slovenia (56%), Austria (53%), Belgium (52%), and Germany (51%). Norway and Iceland also have a large majority of competent English-speakers. In addition, among the younger generations in the aforementioned countries, competence in English approaches 100%. [Citation needed] Books, magazines, and newspapers written in English are available in many countries around the world. English is also the most commonly used language in the sciences. In 1997, the Science Citation Index reported that 95% of its articles were written in English, even though only half of them came from authors in English-speaking countries.
Intercultural communication
Culture (from the Latin *culture* stemming from *colere*, meaning: to cultivate,”) generally refers to patterns of human activity and the symbolic structures that give such activities significance and importance. Different definitions of “culture” reflect different theoretical bases for understanding, or criteria for evaluating, human activity.
Defining "culture"
Culture can be defined as all the behaviors, arts, beliefs and institutions of a population that are passed down from generation to generation. Culture has been called “the way of life for an entire society.” As such, it includes codes of manners, dress, language, religion, rituals, norms of behavior such as law and morality, and systems of belief as well as the arts and gastronomy.
Terminology: cross- or inter-?
In French the only possible adjective for this field is “intercultural”, where as in English we have both “intercultural” and “cross-cultural”. Many English speakers favor “cross-cultural”, some almost avoiding “intercultural” as if it were a case of vocabulary interference with French. Others use the terms interchangeably.
I have entitled my class “Intercultural Communication”, because like many people involved in this field, I distinguish between these two terms. In our usage, “cross-cultural” applies to something which covers more than one culture.
For example “a cross-cultural study of education in Western Europe” would be a comparison of chosen aspects of education in various countries or regions, but would consider each country or region separately and would not suggest any interaction between the various educational systems.
On the other hand, the term “intercultural” implies interaction. From an intercultural perspective, it would be possible to study the experiences of students or teachers who move from one educational system to another, or to examine the interactions of students from different countries enrolled in a specific class or program. “Culture shock” and “cultural adaptation” are thus intercultural notions.
Cross-cultural
Cross-cultural communication (also frequently referred to as intercultural communication) is a field of study that looks at how people from differing cultural backgrounds Endeavour to communicate.
Interdisciplinary orientation
Cross-cultural communication tries to bring together such relatively unrelated areas as cultural anthropology and established areas of communication. Its core is to establish and understand how people from different cultures communicate with each other. Its charge is to also produce some guidelines with which people from different cultures can better communicate with each other. For example, how does a person from China communicate with a person from America? Furthermore, what underlying mental constructs appear from both parties that allows for constructive communication?
Cross-cultural communication, as in many scholarly fields, is a combination of many other fields. These fields include anthropology, cultural studies, psychology and communication. The field has also moved both toward the treatment of interethnic relations, and toward the study of
communication strategies used by co-cultural populations, i.e., communication strategies used to deal with majority or mainstream populations. The introduction of power as a cultural communication variable leads to a body of critical scholarship.
**Interculturalism**
Interculturalism is the philosophy of exchanges between cultural groups within a society. Various states have intercultural policies which seek to encourage the socialization of citizens of different origins. These policies are often ostensibly used as an instrument to fight racism. Interculturalism requires an inherent openness to be exposed to the culture of the "other". Once a person is exposed to an element of a different culture, a dialogue will ensue, where everyone embarks upon understanding the culture of the other, and usually this involves comparisons. Thus, Interculturalism breeds dialogue, in order to be able to look for commonalities between that element of one's culture and the culture of the other. Interculturalism seeks to enhance fusion by looking for commonalities. Hence, various cultures merge. The differences that remain make up the subcultures of the world.
**Intercultural communication principles**
Intercultural communication principles guide the process of exchanging meaningful and unambiguous information across cultural boundaries, in a way that preserves mutual respect and minimizes antagonism. For these purposes, culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms of behaviors. It refers to coherent groups of people whether resident wholly or partly within state territories, or existing without residence in any particular territory. Hence, these principles may have equal relevance when a tourist seeks help, where two well-established independent corporations attempt to merge their operations, and where politicians attempt to negotiate world peace. Two factors have raised the importance of this topic:
- Improvements in communication and transportation technology have made it possible for previously stable cultures to meet in unstructured situations, e.g. the internet opens lines of communication without mediation, while budget airlines transplant ordinary citizens into unfamiliar milieus. Experience proves that merely crossing cultural boundaries can be considered threatening, while positive attempts to interact may provoke defensive responses. Misunderstanding may be compounded by either an exaggerated sensitivity to possible slights, or an exaggerated and over-protective fear of giving offence;
- Some groups believe that the phenomenon of globalization has reduced cultural diversity and so reduced the opportunity for misunderstandings, but characterizing people as a homogeneous market is simplistic. One product or brand only appeals to the material aspirations of one self-selecting group of buyers, and its sales performance will not affect the vast multiplicity of factors that may separate the cultures.
**What can go wrong?**
People from different cultures encode and decode messages differently, increasing the chances of misunderstanding, so the safety-first consequence of recognizing cultural differences should be to assume that everyone’s thoughts and actions are not just like ours. Such assumptions stem from potentially devastating ignorance and can lead to much frustration for members of both cultures. Entering a culture with this type of ethnocentrism, the assumption your own culture is correct, is another byproduct of ignorance and cultural misunderstanding.
Basic Cultural Difference
Cultures can be different not only between continents or nations, but also within the same company or even family (Geographical, ethnical, moral, ethical, religious, political, and historical) cultural affiliation or cultural identity.
Typical examples of cultural differences
• The perception is different and often selective In Arabic countries the odors (of condiments, coffee etc.) are often perceived in more differentiated ways than in, for example, North America.
• Behavior and gestures are interpreted differently: Showing the thumb held upwards in the Americas, especially Brazil and the United States, means "everything's ok", while it is understood in some Islamic countries as a rude sexual sign.
• "Everything ok" is shown in western European countries, especially between pilots and divers, with the sign of the thumb and forefinger forming an "O". This sign means in Japan "now we may talk about money", in southern France the contrary ("nothing, without any value"), in Eastern Europe and Russia it is an indecent sexual sign.
• In North America as well as in Arabic countries the pauses between words are usually not too long, while in Japan pauses can give a contradictory sense to the spoken words. Enduring silence is perceived as comfortable in Japan, while in India, Europe and North America it may cause insecurity and embarrassment. Scandinavians, by Western standards, are more tolerant of silent breaks during conversations.
• Laughing is connoted in most countries with happiness - in Japan it is often a sign of confusion, insecurity and embarrassment.
• In the UK and Commonwealth countries the word "compromise" has a positive meaning (as a consent, an agreement where both parties win something); in North America and Ireland it may, at times, have negative connotations (as both parties lose something) (this phenomenon tends to happen highly competitive atmospheres where consensus has broken down).
• If invited to dinner, in some Asian countries it is well-mannered to leave right after the dinner; the ones who don't leave may indicate they have not eaten enough. In the Indian sub-continent, Europe, South America, and North American countries this is considered rude, indicating that the guest only wanted to eat but wouldn't enjoy the company with the hosts.
• In Mediterranean European countries, Latin America, and Sub-Saharan Africa, it is normal, or at least widely tolerated, to arrive half an hour late for a dinner invitation, whereas in Germany and in the United States this would be considered very rude. In Africa, Arab cultures, and certain countries in South America[citation needed] (not in Brazil), saying to a female friend one has not seen for a while that she has put on weight means she is physically healthier than before and had a nice holiday, whereas this would be considered an insult in India, Europe, North America and Australia.
• In Africa, avoiding eye contact or looking at the ground when talking to one's parents, an elder, or someone of higher social status is a sign of respect. In contrast, these same actions are signals of deception or shame (on the part of the doer) in North America and most of Europe.
• In Persian culture, if a person offers an item (i.e. a drink), it is customary to not instantly accept it. A sort of role play forms with the person offering being refused several times out of politeness before their offering is accepted. This tradition is known as 'tarof' which in Persian literally means 'offer'. A similar exchange happens in many East Asian countries.
• In African, South American and Mediterranean cultures, talking and laughing loudly in the streets and public places is widely accepted, whereas in some Asian cultures it is considered rude and may be seen as a mark of self-centeredness or attention-seeking. In Italy and Guatemala is common for people in gatherings to say goodbye many time when they leave, for example, someone could say goodbye in the living room and the chat for a while, the say goodbye in the door, and chat a little more, finally say goodbye in their car’s door and then chat a little more until people leave.
**Intercultural competence**
Intercultural competence is the ability of successful communication with people of other cultures. This ability can exist in someone at a young age, or may be developed and improved due to willpower and competence. The bases for a successful intercultural communication are emotional competence, together with intercultural sensitivity. Interculturally competent is a person who captures and understands, in interaction with people from foreign cultures, their specific concepts in perception, thinking, feeling and acting. Earlier experiences are considered, free from prejudices; there is an interest and motivation to continue learning.
**The Six Steps to Intercultural Communication**
We live in an increasingly complex world. One element of this complexity is the mixing of different cultures, languages and faiths. Within the business world intercultural communication is vital for success. Effective communication between colleagues from different cultural backgrounds ensures a team is working harmoniously.
The six steps to intercultural communication are basic pointers that all working in intercultural teams should be aware of to ensure culture becomes a vehicle for positive advancement rather than a barrier.
1. **Break Assumptions**
Everyone makes or has assumptions about others. Assumptions are beliefs rather than objective truth and are usually influenced by a number of subjective factors. For intercultural communication to truly work, people need to assess their assumptions and ask themselves why they hold those ideas or beliefs. By doing so and even openly examining them with others, the initial barrier to intercultural communication is overcome.
2. **Empathies**
In order to come to appreciate and understand people from different cultures, empathy is vital. Through putting yourself in someone else’s shoes you come to see or appreciate their point of view.
3. **Involve**
Involving others in tasks or decision making empowers and builds strong relationships. Using intercultural diversity is in essence a more creative approach to problem solving as it incorporates different points of view.
4. **Discourage Herd Mentality**
Herd mentality refers to a closed and one dimensional approach. Such ways of thinking curbs creativity, innovation and advancement as people are restricted in how to think approach and engage with people or challenges. Intercultural communication can only flourish and therefore contribute if people are encouraged to think as individuals, bring their cultural influences to the table and share ideas that may be outside the box.
5. **Shun Insensitive Behaviour**
People can and do behave in culturally insensitive ways. By attacking someone’s person, you attack their culture and therefore their dignity. This can only be divisive. Intercultural communication is based upon people thinking through words and actions to ensure they do not act inappropriately. When insensitive behaviour is witnessed it is the responsibility of all to shun it and ensure it remains unacceptable.
6. **Be Wise**
Wisdom is not called wisdom for nothing. People need to be aware how to interact with people with respect and knowledge. Intercultural communication is essentially founded upon wisdom, i.e. showing maturity of thought and action in dealing with people. Through thinking things out and have background knowledge to intercultural differences much of the communication problems witnessed within business could be avoided.
LESSON 11
NEWS MEDIA AND THE FOREIGN POLICY
News media and the foreign policy decision-making process, CNN or Washington
Introduction
There is a great debate about the relationship between the news media and the foreign policy decision-making process, and the impact the former may have on the latter. Two theories have risen to explain this matter, the so-called "CNN effect" and the "manufacturing consent" thesis. But these theories are in conflict, thus, agreement about the direct impact of the media on foreign policy is yet to be achieved. Even though for "many journalists, policy-makers and scholars, there really is little doubt that media profoundly affect the foreign policy process" (Livingston, 1997), recent research about the effects of the media on Western Governments in response to humanitarian interventions "fails to clarify whether or not the news media has (or has not) triggered recent 'humanitarian' interventions" (Robinson, 1999).
This essay will start by analyzing foreign coverage and foreign policy making. The reason for this is that foreign events are dealt by the media through coverage and by foreign policy makers through the creation, modification and implementation of policies. Further on, the findings of several authors, like Livingston (1997), Livingston and Eachus (1995), Jacobsen (1996 and 2000), Gowing (1994) and Mermin (1997) will be reviewed in order to set grounding for the perceived conclusions about the impact of the news media on the foreign policy decision-making process.
Media-Foreign policy decision-making relationship
In order to illustrate how the news media have revolutionized the foreign policy making process, the image of the Soviet missile crisis in Bay of Pigs, during John F. Kennedy's government is often mentioned (Hoge, 1994; Livingston, 1997). During the first six days of the crisis, Kennedy and his advisers had the chance to deliberate in secrecy about which course of action they were to take. The capability of keeping the situation in secret kept foreign policy makers from dealing with "public hysteria" (Livingston, 1997) or media pressures.
Nonetheless, the context has changed considerably since 1962. Firstly, due to technological developments, real time news coverage allows information to be broadcasted 24 hours a day from anywhere in the world, with no regards for diplomatic secrecy. Secondly, since the end of the Cold War, the world is no longer bipolar, leading towards a lack of definition of American national interests, for they are no longer constructed around the idea of stopping the spread of communism. The latter leads towards the third point: there is policy uncertainty about foreign affairs. These contextual changes have redefined: it is argued, the relationship between the news media and the foreign policy decision-making process in the West, though there is great debate about its reaches and limitations.
On the one hand is the so-called "CNN effect", which is understood in a variety of ways. It comes from being understood as the capability of the news media (television in particular) to "shape the policy agenda" (Gowing, 1994); the "power" of news journalism "to move governments" (Cohen, 1994); "the idea that real-time communications technology could provoke major responses from domestic audiences and political elites to global events" (Robinson, 1999); the argument that "the media drives Western conflict management by forcing Western governments to intervene militarily in humanitarian crises against their will" (Jacobsen, 2000); "elite decision makers' loss of policy control to news media" (Livingston and Eachus, 1995); to the argument that the term "CNN effect" has been used imprecisely, for there are several types of media effects, deriving from different types of policies (Livingston, 1997).
On the other hand, the manufacturing consent theory "argues that the media does not create policy, but rather that news media is mobilized (manipulated even) into supporting government policy" (Robinson, 1999). There are two ways in which manufacturing consent may take place: the executive version, in which there is framing that, conforms to the official agenda; and the elite version, in which news coverage is critical of executive policy as a consequence of elite dissensus (ibid.).
**Media, Foreign Policy and Events**
However, in my opinion, the first question to be asked regarding the impact of the media on foreign policy making decisions concerns how each of these actors, the media and policy Coverage makers, relate to foreign events.
The media relate to events through coverage (or lack of coverage one may add). However, when it comes to foreign news, there are mixed trends. On the one hand, there is a tendency towards cutting back the amount of it as a response to little public interest (Hoge, 1994: 143). But on the other, some media are "expanding their foreign coverage" (ibid.).
Either way, the attention that media gives to foreign news seems to be focused to "the unusual and the violent" (ibid.). "Film footage of violence is the element of foreign news most likely to leap the hurdles barring entry to the evening news shows' 22 precious minutes of airtime" (Hoge, 1993: 3). Bias against peaceful news is noted.
Jacobsen (2000) divides conflicts in three phases: pre-violence, violence and post-violence. His findings are that during the pre and post-violence coverage is negligible:
"Since coverage of conflicts that might explode in violence is unlikely to boost ratings, these conflicts are usually ignored" (ibid: 133). In the post-violence phase coverage is also minimal, as an example of this, Jacobsen notes "Mine clearing is only news if Princess Diana is doing it" (ibid: 138). The coverage during the post-violence phase, however, tends towards the negative; failed projects, corruption, mismanagement, etc. (ibidem). The broad of coverage of a conflict, hence, happens during the violent phase, however, it is decided by "a host of different factors, most of which have nothing to do with humanitarian need such as: geographic proximity to Western countries, costs, logistics, legal impediments (e.g. visa requirements), risk to journalists, relevance to national interest, and news attention cycles" (Jacobsen, 2000: 133).
Thus, foreign news may be concluded, are subject to coverage in relation to its level of violence and general news making and newsworthiness concerns. Girardet (1996) notes that there is a multiplicity of violent conflicts that have not received coverage at all. Conflicts are covered also in relation to their international implications, "It is doubtful that the media would have reported on Rwandans had it 'just' been a case of Rwandans killing Rwandans' (ibid: 57). He explains the lack of coverage of violent conflicts comes from the need of the international community to justify concerns "by reacting to something more morally abhorrent than the mundane killing of ordinary human beings -just as Afghans killing Afghans, Sudanese killing Sudanese, or Angolans killing Angolans is apparently insufficient to mobilize more consistent coverage." (ibidem: 58). Girardet (1996) also points out that there is an obsession with the medium, rather than the purpose. The "technological conveniences" that news ICT's bring constitute a threat to quality journalism, since "All too often, information is confused with understanding, and high technology with journalism, so fascinated are the people by the vehicle rather than the purpose". The consequence is an obsession with immediacy, which shortens the journalist's time to fully research and understand the issues at hand", encouraging, laziness and an over reliance on existent data" (ibid: 59-60).
Gowing (1994) believes that "There is far more real-time war than ever before" (81). Whatever is transmitted is determined by its graphic potential, "the main principle is no pictures, then no serious coverage of a conflict" (idem.).
So far it is understood that foreign news is focused on conflicts; yet, only a few conflicts are covered, and such coverage is determined by a variety of factors independent to their level of humanitarian concerns, such as routine news making and newsworthiness considerations; the quality of the coverage, just as well, is influenced by the use of technologies at hand. However, what drives the attention of journalists in the first place towards a specific conflict? Hoge (1993: 2) believes that "the new media's task has been made more difficult by an absence of clear, steady cues from Washington (...) the press traditionally has covered international affairs from the perspective of America's perceived interests". As Mermin (1997) notes, "American journalists turn to politicians and government officials for guidance in deciding what constitutes news". Furthermore, Washington constitutes a place "where newsworthy information is made public everyday" (ibid.). The same point is made by Livingston and Eachus (1995: 415) when they say that reporters "have been found to routinely turn to officials as news sources (Gans, 1979; Paletz & Entman, 1981; Said, 1981; Sigal, 1973), particularly in foreign affairs and national security reporting (Entman, 1991; Hallin, 1989; Livingston, 1994)."
Mermin's research entitled "Television news and American intervention in Somalia" reveals that Washington's decisions were the key to the subsequent coverage of the events, which fluctuated in amount and importance in relation to what was going on in Washington. Just as well, he notes that coverage was also drawn in relation to the priority Somalia played in the American agenda, as an example, he points out that during July of 1992, Somalia was never in the top of the news because it was not in the top of the foreign policy agenda (1997: 395).
In short, the coverage of a foreign conflict is determined by a variety of factors sometimes tangential to the event itself. However, the quality of the coverage, and by this we mean the way reports are fashioned, is also subject of external determinants. News reports about humanitarian crises are claimed to move governments towards action as the CNN effect presumes, or to frame contents in conformity to executive or elitist interests, as suggested by the manufacturing consent theory. This will be returned to later in this essay.
Foreign policy in Western democracies, as is the case of the United States, is drawn upon the idea of a predetermined national interest. With the end of the Cold-War the main concern of USA's national interest, stopping the spread of communism, was over, yet the challenge is now that of a new definition of national interests. As Hoge (1993: 2) describes, "there is not yet an articulated official framework for U.S.foreign policy in a still new post-Cold War world". The Cold War, Hoge (1994: 137) argues, provided a "gauge for determining the importance of events by how much they affected America's security versus its superpower rival". In other words, the Cold War provided Americans with a defined ideological stigmata, and this was revealed in the media: "The parameters of press coverage tended to be those of the country's foreign policy (...) The press was often critical, but of the execution of policy more than the aims." (Hoge, 1994:137).
Joseph Nye (1999: 22) describes that the collapse of the Soviet Union challenges the way America conceives its national interests, since "'national interest" is a slippery concept, used to describe as well as prescribe foreign policy". Samuel P. Huntington argues that "without a sure sense of national identity, Americans have become unable to define their national interests, and as a result sub national commercial interests and transnational and non national ethnic interests have come to dominate foreign policy" (quoted in Nye, 1999: 22).
Nye describes national interests in a democracy as follows: "national interest is simply the shared priorities regarding relations with the rest of the world" (1999: 23). Nye (1999) argues that
policy making is more difficult today because of power complexities; he conceives power as a three-dimensional chessboard: the first dimension is the military and it is uni polar, with the USA on top of the world; the second dimension is the economic, which is multi polar, with the USA, Europe and Japan having the biggest shares; the third dimension is that of transnational relations, with a dispersed structure of power. In conclusion, the USA "is preponderant, but not a dominant power" (Nye, 1999: 24). Therefore, the world did not exactly become uni polar after the Cold War; hence, national interests and foreign policies ought to take other variables into account, like the level of risk U.S. national security faces. Nye establishes three categories in the hierarchy of risks to U.S. national security. The "A" list constituted by threats to American survival (like the one the Soviet Union represented); the "B" list, constituted by imminent threats to U.S. interests (but not to its survival), and the "C" list, formed by "contingencies that indirectly affect U.S. security but do not directly threaten U.S. interests", like Kosovo, Bosnia, Somalia, Rwanda and Haiti (Nye, 1999: 26).
Nowadays, Nye (1999) argues, the "C" list predominates in the foreign policy agenda, one explanation of this comes from the disappearance of the threat of the Soviet Union as an "A" list, but another one is that the "C" list is the main concern of media foreign coverage. However, he argues, "A human rights policy is not itself a foreign policy, it is an important part of a foreign policy (...) In the information age, humanitarian concerns dominate attention to a greater degree that before at the cost of diverting attention from "A" list strategic issues" (1999: 31).
However, as many researchers argue, this intrusion of the "C" list in foreign policy priorities product of media coverage, which is one way to describe the CNN effect, is a consequence of the lack of policy clarity (Gowing, 1994; Freedman, 2000; Hoge, 1994; Robinson, 2001). Just as policy clarity is perceived as necessary in determining the way media and foreign policy makers would react to a certain international contingency, political leadership is seen as paramount (Hoge, 1994, 144; Livingston, 1997: 1; Gjelten, 2002, Kohut and Toth, 1994: 58)).
In short, in the USA, foreign policies are drawn around a set of priorities determined in relation to the degree of importance of the perceived national interests, which are also determined by levels of risk to national security. In the post-Cold War world, however, those interests are not clearly defined, in consequence, policies are difficult to determine.
The media is believed to raise importance of tangential matters over more substantial concerns in cases of policy uncertainty, as well as lack of political leadership. Power concentration varies according to the dimension of concern, yet one dimension has repercussions on the other. When it comes to policy-making, those involved in the process possess a different level of power, and to create a policy they must be subjected to a bargaining interaction "between a set of subsystems in the government" (Robinson, 2001: 534).
The relevance of the relationship between the news media and foreign policy makers goes beyond the fact that the former cover foreign events and the latter make policies regarding foreign events. The importance of this relationship, thus, relies on two claims about it: firstly, the claim that the coverage of certain events has the potential to drive the policies that foreign policy makers conduct regarding the events covered (the CNN effect), secondly, the claim that foreign policy makers are the ones who drive media attention towards certain foreign events, and even determine the way those events are being framed (Manufacturing consent).
**Case study**
**Media-Foreign Policy Making, CNN or Washington**
When trying to understand the relationship between the media and foreign policy decision-making, both theories, the CNN effect and the manufacturing consent come into contest. In this
part of the essay, the conclusions that different researchers have reached regarding this topic will be reviewed, in order to present a wide scope of the dimensions of their findings.
Jacobsen (2000), as previously mentioned, studied the impact of media coverage on foreign conflict management in relation to the phases of violence of the conflict. He concludes that the direct impact of the media on foreign policy making is negligible in the pre and post-violence phases and limited during the violence phase. He notes that the CNN effect is necessary for interventions, but insufficient to cause them, for they are decided by other factors: action perceived as quick, with low risk of casualties and a clear exit strategy. The "direct impact of the media on Western conflict management is negligible because coverage is limited to a small number of conflicts in the violence phase". The consequent shifting of funds from "cost-effective, long-term measures to short-term relief efforts leading to a high ineffective allocation of resources" is the "invisible and indirect" impact that the media actually have on Western conflict management. This impact, he argues, "exceeds the direct impact generated by the CNN effect by far since the latter only affects a very small number of conflicts" (Jacobsen, 2000).
On the other hand, Livingston (1997) suggests a three-way typology of likely CNN effects. These are conditional on the kind of intervention that is being conducted, of which he recognizes eight types. The three CNN effects are described as follows:
First effect is media as accelerants, in this modality, media are presumed to shorten the time of decision-making response. Yet, the media can also become a "force multiplier", a "method of sending signals" to the opponent (1997: 2-4). This effect is most plausible to appear in conventional warfare, strategic deterrence, and tactical deterrence (ibid, 11).
Second effect is media as impediment; this takes two forms, as an emotional inhibitor, and as a threat to operational security. One likely manifestation of the emotional inhibitor effect is the "Vietnam syndrome" (Livingston, 1997: 4), in which, it is presumed, public support is undermined by the media coverage of casualties. As a threat to operational security, the media are said to compromise the success of an operation by broadcasting it and, thus, revealing strategic information to the enemy, frustrating the success of the operation. This kind of effect, Livingston notes, is likely to appear during conventional warfare, tactical deterrence, SOLIC, peace making and peace keeping operations.
The third likely effect of the media on foreign policy making that Livingston (1997) mentions is that of the media as an agenda setting agent. It is presumed that the coverage of humanitarian crises puts the issue in the foreign policy agenda and drives intervention.
Livingston's typology of likely CNN effects is supported by the findings of other authors; however, the true existence of such effects still remains undetermined, though Livingston (1997) skepticism is more focused towards questioning the ability of the media to set the agenda.
Hoge (1994: 137) describes the quality of media as accelerants as a pressure for politicians to "respond promptly to news accounts". However, Hoge foresees a negative effect of media as accelerants, due to the fact that news accounts "by their very immediacy are incomplete, without context and sometimes wrong" (ibid.). In the case of Somalia, Mermin (1997: 399) believes that media stories may have accelerated the movement in Washington towards intervention, yet those stories were "clearly a product of that movement".
The "Vietnam Syndrome", denominated "bodybag effect" by Freedman (2000) is an important consideration for intervention, even without the media; as Jacobsen (1996) describes, one of the
requirements for intervention is a low risk of casualties. Therefore, it can be concluded that is the fact of the casualties, not the broadcasting of them that has an effect on policy (Luttwak, 1994; Hoge, 1994), since casualties are "unacceptable if suffered for no purpose" (Freedman, 2000:6. When it comes to operational security, from a military point of view. Maj. Lafferty, et al. (1994) finds that during a conflict, media reports increase enemy effectiveness, but only to a certain climatic point, after this, the effectiveness will start decreasing as an outcome of information overload: "Therefore, the U.S. Military must recast its relationship with media and pursue a strategy of information overload to decrease enemy effectiveness" (ibid.).
The ability of the media to function as an agenda setter is the most questioned by Livingston (1997) since the so-called CNN effect has been overestimated. "The majority of humanitarian operations are conducted without media attention (...) furthermore; the eventual media coverage itself was the consequence of official actions." (Livingston, 1997: 7)
In the case of Somalia, Livingston (1997), Livingston and Eachus (1995) and Mermin (1997) conclude that the media were used by powerful elites to put pressure over other officials, and that coverage followed policy makers' actions.
However, Gowing (1994) by interviewing diplomatic and policy insiders finds that they often felt pressured and influenced by media coverage in their performance of foreign policy making. This fact reveals that the relationship between policy makers and the media is not a "one-way" one; rather it is one of reciprocal influence. Despite the influence of media over policy makers, Gowing (1994: 83) notes that media reports "shape the policy agenda, but do not dictate responses. They highlight policy dilemmas, but do not resolve them." In other words, the prerogatives on policy making belong to policy makers, media does not decide for them. Gowing (1994: 84, 85) concludes that in the future real-time television coverage will make no difference to policy making, the most likely situation is that a minor action would be taken just to show that "something" is being done; ultimately, events are what are important to policy makers, not the coverage of them (ibid.). The likely changes on policy strategy product of television coverage would be tactical, but not on the overall strategy (ibid: 89).
One final consideration to review in this part of the essay corresponds to the circumstances under which Western governments are more likely to intervene during humanitarian crises. Jacobsen (1996) finds five conditions for intervention: first, a clear case of humanitarian need where the UN would give its authorization; second, domestic support to the operation; third, CNN effect, which is recognized as necessary but not sufficient to cause an intervention; fourth, linkage to national interests; and fifth, feasibility of success, which also includes a low risk of casualties (the greater the domestic support, the more casualties they are willing to take).
Livingston (1997: 9) suggests that when looking more closely to "post-Cold War U.S. 'humanitarian' interventions, one is likely to find equally compelling geo strategic reasons for the intervention.", like it happened during the Kurdish refugee crisis in 1991, where Scowcroft notes that it was the sensibility towards Turkey's anxiety about allowing the Kurds to stay" what fundamentally motivated the action (quoted in Livingston, 1997: 10). Apart from geo strategic concerns, Livingston mentions that a series of strict conditions must be met before the deployment of force, regulated by the Presidential Decision Directive 25 (PDD25), these include "a clear statement of American interests at stake in the operation, the approval of Congress, the availability of funding for the operation, a fixed date of withdrawal of U.S. forces, and an agreed upon command and control structure" (Livingston, 1997: 10).
In short, what researchers have found the CNN effect to be is the ability of the media to function as accelerants, impediments or agenda-setters. However, the reaches of each of these effects have counterarguments and the implications of these effects, by this we mean how positive or negative they are for foreign policy making, are not yet defined. Just as well, the ability of the media to impact foreign policy is inextricably related to coverage, thus, the greater the coverage, the more direct the impact. However, the indirect impact of the media is also relevant for foreign strategy, since it could deviate efforts from the long-term, cost-effective, high priority concerns towards the short-term, cost-ineffective, low priority contingencies.
Finally, humanitarian intervention is decided by a multiplicity of factors, out of which the CNN effect may be but one.
**Conclusions**
As a not clearly defined phenomenon, the so-called CNN effect appears like a rather simplistic cause and effect explanation of media-foreign policy decision-making relationship, almost like a hypodermic needle theory taken to the sphere of policy making. On the other hand, the manufacturing consent theory implies some obscurity, even conspiracy behind the relationship between policy makers and the media. Not only does this imply that both media and audiences are passive entities, easy to manipulate, but also ignorant of the "reality" behind the framing and indexing of the coverage, since critical coverage is conceived only in cases of elite dissensus. Both these theories are in clear confrontation, and they invalidate each other. But as Robinson (2001) notes, the debate about effect vs. non-effect is unconstructive. Rather, new approaches towards understanding more clearly the relationship between media and foreign policy making are to be achieved.
Just as news media coverage is not limited to foreign events, foreign policy making is not limited to the foreign events covered by the media. Thus, it is not likely that the media could drive overall foreign policy for the mere fact that coverage is limited to a selected subset of events. However, it is likely that the media have the potential to lead towards the modification of the policies being conducted regarding the events covered. One way to explain this likely effect of the media on foreign policy understands it as a cycle of dialectic influence in which media reacts to policies and policy makers react to coverage in a continuum. In the long run, however, there is the possibility that dramatic changes would occur; yet the empirical evidence so far is that the policy makers' reaction to coverage of humanitarian crises is usually that of emergency relief. The perceived impact of the media is inextricably related to policy certainty, the greater the certainty the lesser the impact of the media. These points out other indirect effects of the media, such as those detailed by Jacobsen (2000) and Nye (1999).
The main conclusion of this essay is that news media and foreign policy making process influence one another, sometimes directly, others indirectly. The degrees of their mutual influence are proportional to other circumstances, such as newsworthiness from the media point of view, and policy uncertainty, from the foreign policy making perspective. However, the research reviewed is made from a Western point of view, and it is focused on cases of humanitarian intervention, hence it is insufficient to draw general conclusions about the impact of the media on foreign policy making as a whole. Furthermore, the conclusions achieved may not be accurate in the context of non-Western and/or non First World countries. As hinted before, new research is needed that would consider cases different to humanitarian intervention, and contexts outside Western countries in order to draw more accurate conclusions about the impact the news media and foreign policy making have (or may not have) in one another.
Post script
This essay was written in April 2002. Nowadays, the international agenda has been transformed because of the outburst of war in Iraq. Therefore, some of the situations presented in this essay have been modified. For a start, as suggested in the text, the end of the Cold War left the US without a clear definition of its national interests. After September 11th a new enemy emerged, as a result, so did a new international agenda: the war against terrorism, which led towards a military conflict meant to overthrow Sadam Hussain from the government of Iraq. Joseph Nye's distinction of the US power as preponderant, but not a dominant one (Nye, 1999: 24), is now clearer than ever. The US has established the reach of their military power (though the number of mistakes committed so far is remarkable); yet they were unable to convince the U.N. and the rest of the world in general about the legitimacy of their quest (also see Jacobsen's conditions for intervention (1996)). The discourse about the threat to US national security, following Nye' topology, has fluctuated between "A", "B" and "C" throughout the development of the current conflict against Iraq. The new war in Iraq, however, started from the Executive, and coverage followed it, therefore, there is no CNN effect in that respect. Nevertheless, recent coverage about casualties, both of soldiers and civilians and of prisoners of war, may give room for a CNN effect as an impediment on the fashion of the "Vietnam syndrome" to rise. Just as well, coverage of humanitarian needs of Iraqi people may develop a CNN effect as an accelerant, but presumably on other actors rather than Washington, since one of the justifications given for American intervention was precisely the goal of providing the people of Iraq with a better quality of life. In conclusion, even though there is potential of a CNN effect in the fashion of a "bodybag effect" to happen during the present conflict, it may not be as likely, since this war began as a matter of the "A" list of US national interest, hence, it is presumed that Washington will continue to use the media as a propaganda apparatus, so the framing and indexing of news will conform to the interests and guidance of the Executive, besides, there is great domestic support at the moment, which means the American people will be willing to take an increased number of casualties compared to a humanitarian intervention not so linked to their national interest. Many conclusions and assumptions can be given regarding the theories presented in this paper and the current conflict in Iraq. One thing that is certain, is that this war is a clear demonstration of how both theories of impact of media intervention in foreign policy making, the so-called "CNN effect" and "Manufacturing Consent" collide, and the outcome of this confrontation is yet to be seen.
References:
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Freedman, L. (2000) "Victims and Victors: Reflections on the Kosovo War" Review of International Studies. Vol 26.
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The Clash of Civilizations
By Samuel P. Huntington
SAMUEL P. HUNTINGTON is the Eaton Professor of the Science of Government and Director of the John M. Olin Institute for Strategic Studies at Harvard University. This article is the product of the Olin Institute's project on "The Changing Security Environment and American National Interests."
I. THE NEXT PATTERN OF CONFLICT
II. THE NATURE OF CIVILIZATIONS
III. WHY CIVILIZATIONS WILL CLASH
IV. THE FAULT LINES BETWEEN CIVILIZATIONS
V. CIVILIZATION RALLYING
VI. THE WEST VERSUS THE REST
VII. THE TORN COUNTRIES
VIII. THE CONFUCIAN-ISLAMIC CONNECTION
IX. IMPLICATIONS FOR THE WEST
1. THE NEXT PATTERN OF CONFLICT
WORLD POLITICS IS entering a new phase, and intellectuals have not hesitated to proliferate visions of what it will be -- the end of history, the return of traditional rivalries between nation states, and the decline of the nation state from the conflicting pulls of tribalism and globalism, among others. Each of these visions catches aspects of the emerging reality. Yet they all miss a crucial, indeed a central, aspect of what global politics is likely to be in the coming years.
It is my hypothesis that the fundamental source of conflict in this new world will not be primarily ideological or primarily economic. The great divisions among humankind and the dominating source of conflict will be cultural. Nation states will remain the most powerful actors in world affairs, but the principal conflicts of global politics will occur between nations and groups of different civilizations. The clash of civilizations will be the battle lines of the future. Conflict between civilizations will be the latest phase of the evolution of conflict in the modern world. For a century and a half after the emergence of the modern international system of the Peace of Westphalia, the conflicts of the Western world were largely among princes -- emperors, absolute monarchs and constitutional monarchs attempting to expand their bureaucracies, their armies, their mercantilist economic strength and, most important, the territory they ruled. In the process they created nation states, and beginning with the French Revolution the principal lines of conflict were between nations rather than princes. In 1793, as R. R. Palmer put it, "The wars of kings were over; the ward of peoples had begun." This nineteenth-century pattern lasted until the end of World War I. Then, as a result of the Russian Revolution and the reaction against it, the conflict of nations yielded to the conflict of ideologies, first among communism, fascism-Nazism and liberal democracy, and then between communism and liberal democracy. During the Cold War, this latter conflict became embodied in the struggle between the two superpowers, neither of which a nation state in the classical European was sense nor each of which defined its identity in terms of ideology.
These conflicts between princes, nation states and ideologies were primarily conflicts within Western civilization, "Western civil wars," as William Lind has labeled them. This was as true of
the Cold War as it was of the world wars and the earlier wars of the seventeenth, eighteenth and nineteenth centuries. With the end of the Cold War, international politics moves out of its Western phase, and its center-piece becomes the interaction between the West and non-Western civilizations and among non-Western civilizations. In the politics of civilizations, the people and governments of non-Western civilizations no longer remain the objects of history as targets of Western colonialism but join the West as movers and shapers of history.
II. THE NATURE OF CIVILIZATIONS
DURING THE COLD WAR the world was divided into the First, Second and Third Worlds. Those divisions are no longer relevant. It is far more meaningful now to group countries not in terms of their political or economic systems or in terms of their level of economic development but rather in terms of their culture and civilization. What do we mean when we talk of a civilization? A civilization is a cultural entity. Villages, regions, ethnic groups, nationalities, religious groups, all have distinct cultures at different levels of cultural heterogeneity. The culture of a village in southern Italy may be different from that of a village in northern Italy, but both will share in a common Italian culture that distinguishes them from German villages. European communities, in turn, will share cultural features that distinguish them from Arab or Chinese communities. Arabs, Chinese and Westerners, however, are not part of any broader cultural entity. They constitute civilizations. A civilization is thus the highest cultural grouping of people and the broadest levels of cultural identity people have short of that which distinguishes humans from other species. It is defined both by common objective elements, such as language, history, religion, customs, institutions, and by the subjective self-identification of people. People have levels of identity: a resident of Rome may define himself with varying degrees of intensity as a Roman, an Italian, a Catholic, a Christian, a European, a Westerner. The civilization to which he belongs is the broadest level of identification with which he intensely identifies. People can and do redefine their identities and, as a result, the composition and boundaries of civilizations change.
Civilizations may involve a large number of people, as with China ("a civilization pretending to be a state," as Lucian Pye put it), or a very small number of people, such as the Anglophone Caribbean. A civilization may include several nation states, as is the case with Western, Latin American and Arab civilizations, or only one, as is the case with Japanese civilization. Civilizations obviously blend and overlap, and may include sub civilizations. Western civilization has two major variants; European and North American and Islam have its Arab, Turkic and Malay subdivisions. Civilizations are nonetheless meaningful entities, and while the lines between them are seldom sharp, they are real. Civilizations are dynamic; they rise and fall; they divide and merge. And, as any student of history knows, civilizations disappear and are buried in the sands of time.
Westerners tend to think of nation states as the principal actors in global affairs. They have been that, however, for only a few centuries. The broader reaches of human history have been the history of civilizations. In *A Study of History*, Arnold Toynbee identified 21 major civilizations; only six of them exist in the contemporary world.
III. WHY CIVILIZATIONS WILL CLASH
CIVILIZATION IDENTITY will be increasingly important in the future, and the world will be shaped in large measure by the interactions among seven or eight major civilizations. These include Western, Confucian, and Japanese, Islamic, Hindu, Slavic-Orthodox, Latin American and possibly African civilization. The most important conflicts of the future will occur along the cultural fault lines separating these civilizations from one another. Why will this be the case?
First, differences among civilizations are not only real; they are basic. Civilizations are differentiated from each other by history, language, culture, tradition and, most important, religion. The people of different civilizations have different views on the relations between God and man, the individual and the group, the citizen and the state, parents and children, husband and wife, as well as differing views of the relative importance of rights and responsibilities, liberty and authority, equality and hierarchy. These differences are the product of centuries. They will not soon disappear.
They are far more fundamental than differences among political ideologies and political regimes. Differences do not necessarily mean conflict, and conflict does not necessarily mean violence. Over the centuries, however, differences among civilizations have generated the most prolonged and the most violent conflicts.
Second, the world is becoming a smaller place. The interactions between peoples of different civilizations are increasing; these increasing interactions intensify civilization consciousness and awareness of differences between civilizations and commonalities within civilizations. North African immigration to France generates hostility among Frenchmen and at the same time increased receptivity to immigration by "good" European Catholic Poles. Americans react far more negatively to Japanese investment than to larger investments from Canada and European countries. Similarly, as Donald Horowitz has pointed out, "An Ibo may be . . . an Owerri Ibo or an Onitsha Ibo in what was the Eastern region of Nigeria. In Lagos, he is simply an Ibo. In London, he is a Nigerian. In New York, he is an African." The interactions among peoples of different civilizations enhance the civilization-consciousness of people that, in turn, invigorates differences and animosities stretching or thought to stretch back deep into history.
Third, the processes of economic modernization and social change throughout the world are separating people from longstanding local identities. They also weaken the nation state as a source of identity. In much of the world religion has moved in to fill this gap, often in the form of movements that are labeled "fundamentalist." Such movements are found in Western Christianity, Judaism, Buddhism and Hinduism, as well as in Islam. In most countries and most religions the people active in fundamentalist movements are young, college-educated, middle-class technicians, professionals and business persons. The "unsecularization of the world," George Weigel has remarked, "is one of the dominant social factors of life in the late twentieth century." The revival of religion, "la revanche de Dieu," as Gilles Kepel labeled it, provides a basis for identity and commitment that transcends national boundaries and unites civilizations.
Fourth, the growth of civilization-consciousness is enhanced by the dual role of the West. On the one hand, the West is at a peak of power. At the same time, however, and perhaps as a result, a return to the roots phenomenon is occurring among non-Western civilizations. Increasingly one hears references to trends toward a turning inward and "Asianization" in Japan, the end of the Nehru legacy and the "Hinduization" of India, the failure of Western ideas of socialism and nationalism and hence "re-Islamization" of the Middle East, and now a debate over Westernization versus Russianization in Boris Yeltsin's country. A West at the peak of its power confronts non Wests that increasingly have the desire, the will and the resources to shape the world in non-Western ways. In the past, the elites of non-Western societies were usually the people who were most involved with the West, had been educated at Oxford, the Sorbonne or Sandhurst, and had absorbed Western attitudes and values. At the same time, the populace in non-Western countries often remained deeply imbued with the indigenous culture. Now, however, these relationships are being reversed. A de-Westernization and indigenization of elites
is occurring in many non-Western countries at the same time that Western, usually American, cultures, styles and habits become more popular among the mass of the people.
Fifth, cultural characteristics and differences are less mutable and hence less easily compromised and resolved than political and economic ones. In the former Soviet Union, communists can become democrats, the rich can become poor and the poor rich, but Russians cannot become Estonians and Azeris cannot become Armenians. In class and ideological conflicts, the key question was "Which side are you on?" and people could and did choose sides and change sides. In conflicts between civilizations, the question is "What are you?" That is a given that cannot be changed. And as we know, from Bosnia to the Caucasus to the Sudan, the wrong answer to that question can mean a bullet in the head. Even more than ethnicity, religion discriminates sharply and exclusively among people. A person can be half-French and half-Arab and simultaneously even a citizen of two countries. It is more difficult to be half-Catholic and half-Muslim.
Finally, economic regionalism is increasing. The proportions of total trade that are intraregional rose between 1980 and 1989 from 51 percent to 59 percent in Europe, 33 percent to 37 percent in East Asia, and 32 percent to 36 percent in North America. The importance of regional economic blocs is likely to continue to increase in the future. On the one hand, successful economic regionalism will reinforce civilization-consciousness. On the other hand, economic regionalism may succeed only when it is rooted in a common civilization. The European Community rests on the shared foundation of European culture and Western Christianity. The success of the North American Free Trade Area depends on the convergence now underway of Mexican, Canadian and American cultures. Japan, in contrast, faces difficulties in creating a comparable economic entity in East Asia because Japan is a society and civilization unique to itself. However strong the trade and investment links Japan may develop with other East Asian countries, its cultural differences with those countries inhibit and perhaps preclude its promoting regional economic integration like that in Europe and North America. Common culture, in contrast, is clearly facilitating the rapid expansion of the economic relations between the People's Republic of China and Hong Kong, Taiwan, Singapore and the overseas Chinese communities in other Asian countries.
With the Cold War over, cultural commonalities increasingly overcome ideological differences, and mainland China and Taiwan move closer together. If cultural commonality is a prerequisite for economic integration, the principal East Asian economic bloc of the future is likely to be centered on China. This bloc is, in fact, already coming into existence. As Murray Weidenbaum has observed,
Despite the current Japanese dominance of the region, the Chinese-based economy of Asia is rapidly emerging as a new epicenter for industry, commerce and finance. This strategic area contains substantial amounts of technology and manufacturing capability (Taiwan), outstanding entrepreneurial, marketing and services acumen (Hong Kong), a fine communications network (Singapore), a tremendous pool of financial capital (all three), and very large endowments of land, resources and labor (mainland China). . . .
From Guangzhou to Singapore, from Kuala Lumpur to Manila, this influential network - often based on extensions of the traditional clans-- has been described as the backbone of the East Asian economy. Culture and religion also form the basis of the Economic Cooperation Organization, which brings together ten non-Arab Muslim countries: Iran, Pakistan, Turkey, Azerbaijan, Kazakhstan, Kyrgyzstan, Turkmenistan, Tajikistan, Uzbekistan and Afghanistan. One impetus to the revival and expansion of this organization, founded originally in the 1960s by Turkey, Pakistan and Iran, is the realization by the leaders of several of these countries that they had no chance of admission to the European Community.
Similarly, Caricom, the Central American Common Market and Mercosur rest on common cultural foundations. Efforts to build a broader Caribbean-Central American economic entity bridging the Anglo-Latin divide, however, has to date failed.
As people define their identity in ethnic and religious terms, they are likely to see an "us" versus "them" relation existing between themselves and people of different ethnicity or religion. The end of ideologically defined states in Eastern Europe and the former Soviet Union permits traditional ethnic identities and animosities to come to the fore. Differences in culture and religion create differences over policy issues, ranging from human rights to immigration to trade and commerce to the environment. Geographical propinquity gives rise to conflicting territorial claims from Bosnia to Mindanao. Most important, the efforts of the West to promote its values of democracy and liberalism to universal values, to maintain its military predominance and to advance its economic interests engender countering responses from other civilizations. Decreasingly able to mobilize support and form coalitions on the basis of ideology, governments and groups will increasingly attempt to mobilize support by appealing to common religion and civilization identity.
The clash of civilizations thus occurs at two levels. At the micro-level, adjacent groups along the fault lines between civilizations struggle, often violently, over the control of territory and each other. At the macro-level, states from different civilizations compete for relative military and economic power, struggle over the control of international institutions and third parties, and competitively promote their particular political and religious values.
IV. THE FAULT LINES BETWEEN CIVILIZATIONS
THE FAULT LINES between civilizations are replacing the political and ideological boundaries of the Cold War as the flash points for crisis and bloodshed. The Cold War began when the Iron Curtain divided Europe politically and ideologically. The Cold War ended with the end of the Iron Curtain. As the ideological division of Europe has disappeared, the cultural division of Europe between Western Christianity, on the one hand, and Orthodox Christianity and Islam, on the other, has reemerged. The most significant dividing line in Europe, as William Wallace has suggested, may well be the eastern boundary of Western Christianity in the year 1500. This line runs along what are now the boundaries between Finland and Russia and between the Baltic States and Russia, cuts through Belarus and Ukraine separating the more Catholic western Ukraine from Orthodox eastern Ukraine, swings westward separating Transylvania from the rest of Romania, and then goes through Yugoslavia almost exactly along the line now separating Croatia and Slovenia from the rest of Yugoslavia. In the Balkans this line, of course, coincides with the historic boundary between the Hapsburg and Ottoman empires.
The peoples to the north and west of this line are Protestant or Catholic; they shared the common experiences of European history --feudalism, the Renaissance, the Reformation, the Enlightenment, the French Revolution, the Industrial Revolution; they are generally economically better off than the peoples to the east; and they may now look forward to increasing involvement in a common European economy and to the consolidation of democratic political systems. The peoples to the east and south of this line are Orthodox or Muslim; they historically belonged to the Ottoman or Tsarist empires and were only lightly touched by the shaping events in the rest of Europe; they are generally less advanced economically; they seem much less likely to develop stable democratic political systems. The Velvet Curtain of culture has replaced the Iron Curtain of ideology as the most significant dividing line in Europe. As the events in Yugoslavia show, it is not only a line of difference; it is also at times a line of bloody conflict.
Conflict along the fault line between Western and Islamic civilizations has been going on for 1,300 years. After the founding of Islam, the Arab and Moorish surge west and north only ended at Tours in 732. From the eleventh to the thirteenth century the Crusaders attempted with temporary success to bring Christianity and Christian rule to the Holy Land. From the fourteenth to the seventeenth century, the Ottoman Turks reversed the balance, extended their sway over the Middle East and the Balkans, captured Constantinople, and twice laid siege to Vienna. In the nineteenth and early twentieth centuries at Ottoman power declined Britain, France, and Italy established Western control over most of North Africa and the Middle East.
After World War II, the West, in turn, began to retreat; the colonial empires disappeared; first Arab nationalism and then Islamic fundamentalism manifested themselves; the West became heavily dependent on the Persian Gulf countries for its energy; the oil-rich Muslim countries became money-rich and, when they wished to, weapons-rich. Several wars occurred between Arabs and Israel (created by the West). France fought a bloody and ruthless war in Algeria for most of the 1950s; British and French forces invaded Egypt in 1956; American forces returned to Lebanon, attacked Libya, and engaged in various military encounters with Iran. Arab and Islamic terrorists, supported by at least three Middle Eastern governments, employed the weapon of the weak and bombed Western planes and installations and seized Western hostages. This warfare between Arabs and the West culminated in 1990, when the United States sent a massive army to the Persian Gulf to defend some Arab countries against aggression by another. In its aftermath NATO planning is increasingly directed to potential threats and instability along its "southern tier."
This centuries-old military interaction between the West and Islam is unlikely to decline. It could become more virulent. The Gulf War left some Arabs feeling proud that Saddam Hussein had attacked Israel and stood up to the West. It also left many feeling humiliated and resentful of the West's military presence in the Persian Gulf, the West's overwhelming military dominance, and their apparent inability to shape their own destiny. Many Arab countries, in addition to the oil exporters, are reaching levels of economic and social development where autocratic forms of government become inappropriate and efforts to introduce democracy become stronger. Some openings in Arab political systems have already occurred. The principal beneficiaries of these openings have been Islamist movements. In the Arab world, in short, Western democracy strengthens anti-Western political forces. This may be a passing phenomenon, but it surely complicates relations between Islamic countries and the West. Those relations are also complicated by demography. The spectacular population growth in Arab countries, particularly in North Africa, has led to increased migration to Western Europe. The movement within Western Europe toward minimizing internal boundaries has sharpened political sensitivities with respect to this development. In Italy, France and Germany, racism is increasingly open, and political reactions and violence against Arab and Turkish migrants have become more intense and more widespread since 1990.
On both sides the interaction between Islam and the West is seen as a clash of civilizations. The West's "next confrontation," observes M. J. Akbar, an Indian Muslim author, "is definitely going to come from the Muslim world. It is in the sweep of the Islamic nations from the Meghreb to Pakistan that the struggle for a new world order will begin." Bernard Lewis comes to a regular conclusion: "We are facing a need and a movement far transcending the level of issues and policies and the governments that pursue them. This is no less than a clash of civilizations -- the perhaps irrational but surely historic reaction of an ancient rival against our Judeo-Christian heritage, our secular present, and the worldwide expansion of both".
Historically, the other great antagonistic interaction of Arab Islamic civilization has been with the pagan, animist, and now increasingly Christian black peoples to the south. In the past, this antagonism was epitomized in the image of Arab slave dealers and black slaves. It has been reflected in the on-going civil war in the Sudan between Arabs and blacks, the fighting in Chad between Libyan-supported insurgents and the government, the tensions between Orthodox Christians and Muslims in the Horn of Africa, and the political conflicts, recurring riots and communal violence between Muslims and Christians in Nigeria. The modernization of Africa and the spread of Christianity in Nigeria. The modernization of Africa and the spread of Christianity are likely to enhance the probability of violence along this fault line. Symptomatic of the intensification of this conflict was the Pope John Paul II's speech in Khartoum in February 1993 attacking the actions of the Sudan's Islamist government against the Christian minority there.
On the northern border of Islam, conflict has increasingly erupted between Orthodox and Muslim peoples, including the carnage of Bosnia and Sarajevo, the simmering violence between Serb and Albanian, the tenuous relation between Bulgarians and their Turkish minority, the violence between Ossetians and Ingush, the unremitting slaughter of each other by Armenians and Azeris, the tense relations between Russians and Muslims in Central Asia, and the deployment of Russian troops to protect Russian interests in the Caucasus and Central Asia. Religion reinforces the revival of ethnic identities and restimulates Russian fears about the security of their southern borders. This concern is well captured by Archie Roosevelt: Much of Russian history concerns the struggle between Slavs and the Turkish peoples on their borders, which dates back to the foundation of the Russian state more than a thousand years ago. In the Slavs' millennium-long confrontation with their eastern neighbors lies the key to an understanding not only of Russian history, but Russian character. To under Russian realities today one has to have a concept of the great Turkic ethnic group that has preoccupied Russians through the centuries.
The conflict of civilizations is deeply rooted elsewhere in Asia. The historic clash between Muslim and Hindu in the subcontinent manifests itself now not only is the rivalry between Pakistan and India but also in intensifying religious strife within India between increasingly militant Hindu groups and India's substantial Muslim minority. The destruction of the Ayodhya mosque in December 1992 brought to the fore the issue of whether India will remain a secular democratic state or become a Hindu one. In East Asia, China have outstanding territorial disputes with most of its neighbors. It has pursued a ruthless policy toward the Buddhist people of Tibet, and it is pursuing an increasingly ruthless policy toward its Turkic-Muslim minority. With the Cold War over, the underlying differences between China and the United States have reasserted themselves in areas such as human rights, trade and weapons proliferation. These differences are unlikely to moderate. A "new cold war," Deng Xiaoping reportedly asserted in 1991, is under way between China and America. The same phrase has been applied to the increasingly difficult relations between Japan and the United States. Here cultural difference exacerbates economic conflict. People on each side allege racism on the other, but at least on the American side the antipathies are not racial but cultural. The basic values, attitudes, behavioral patterns of the two societies could hardly be more different. The economic issues between the United States and Europe are no less serious than those between the United States and Japan, but they do not have the same political salience and emotional intensity because the differences between American culture and European culture are so much less than those between American civilization and Japanese civilization.
The interactions between civilizations vary greatly in the extent to which they are likely to be characterized by violence. Economic competition clearly predominates between the American and European sub civilizations of the West and between both of them and Japan. On the Eurasian continent, however, the proliferation of ethnic conflict, epitomized at the extreme in "ethnic cleansing," has not been totally random. It has been most frequent and most violent between groups belonging to different civilizations. In Eurasia the great historic fault lines between civilizations are once more aflame.
This is particularly true along the boundaries of the crescent-shaped Islamic bloc of nations from the bulge of Africa to central Asia. Violence also occurs between Muslims, on the one hand, and Orthodox Serbs in the Balkans, Jews in Israel, Hindus in India, Buddhists in Burma and Catholics in the Philippines. Islam has bloody borders.
V. CIVILIZATION RALLYING
THE KIN-COUNTRY SYNDROME GROUPS OR STATES belonging to one civilization that become involved in war with people from a different civilization naturally try to rally support from other members of their own civilization. As the post-Cold War world evolves, civilization commonality, what H. D. S. Greenway has termed the "kin-country" syndrome, is replacing political ideology and traditional balance of power considerations as the principal basis for cooperation and coalitions. It can be seen gradually emerging in the post-Cold War conflicts in the Persian Gulf, the Caucasus and Bosnia. None of these was a full-scale war between civilizations, but each involved some elements of civilization rallying, which seemed to become more important as the conflict continued and which may provide a foretaste of the future.
First, in the Gulf War one Arab state invaded another and then fought a coalition of Arab, Western and other states. While only a few Muslim governments overtly supported Saddam Hussein, many Arab elites privately cheered him on, and he was highly popular among large sections of the Arab publics. Islamic fundamentalist movements universally supported Iraq rather than the Western-backed governments of Kuwait and Saudi Arabia. Forswearing Arab nationalism, Saddam Hussein explicitly invoked an Islamic appeal. He and his supporters attempted to define the war as a war between civilizations. "It is not the world against Iraq," as Safar Al-Hawali, dean of Islamic Studies at the Umm Al-Qura University in Mecca, put it in a widely circulated tape. "It is the West against Islam." Ignoring the rivalry between Iran and Iraq, the chief Iranian religious leader, Ayatollah Ali Khamenei, called for a holy war against the West: "The struggle against American aggression, greed, plans and policies will be counted as a jihad, and anybody who is killed on that path is a martyr." "This is a war," King Hussein of Jordan argued, "against all Arabs and all Muslims and not against Iraq alone." The rallying of substantial sections of Arab elites and publics behind Saddam Hussein called those Arab governments in the anti-Iraq coalition to moderate their activities and temper their public statements. Arab governments opposed or distanced themselves from subsequent Western efforts to apply pressure on Iraq, including enforcement of a no-fly zone in the summer of 1992 and the bombing of Iraq in January 1993. The Western-Soviet-Turkish-Arab anti-Iraq coalition of 1990 had by 1993 become a coalition of almost only the West and Kuwait against Iraq. Muslims contrasted Western actions against Iraq with the West's failure to protect Bosnians against Serbs and to impose sanctions on Israel for violating U.N. resolutions. The West, they allege, was using a double standard. A world of clashing civilizations, however, is inevitably a world of double standards: people apply one standard to their kin-countries and a different standard to others.
Second, the kin-country syndrome also appeared in conflicts in the former Soviet Union. Armenian military successes in 1992 and 1993 stimulated Turkey to become increasingly supportive of its religious, ethnic and linguistic brethren in Azerbaijan. "We have a Turkish nation feeling the same sentiments as the Azerbaijanis," said one Turkish official in 1992. "We are under pressure. Our newspapers are full of the photos of atrocities and are asking us if we are still serious about pursuing our neutral policy. Maybe we should show Armenia that there's a big Turkey in the region." President Turgut Ozal agreed, remarking that Turkey should at least "scare the Armenians a little bit." Turkey, Ozal threatened again in 1993, would "show its fangs." Turkey Air Force jets flew reconnaissance flights along the Armenian border; Turkey suspended food shipments and air flights to Armenia; and Turkey and Iran announced they would not accept dismemberment of Azerbaijan. In the last years of its existence, the Soviet government supported Azerbaijan because its government was dominated by former communists. With the end of the Soviet Union, however, political considerations gave way to religious ones. Russian troops fought on the Side of the Armenians, and Azerbaijan accused the "Russian government of turning 180 degrees" toward support for Christian Armenia.
Third, with respect to the fighting in the former Yugoslavia, Western publics manifested sympathy and support for the Bosnian Muslims and the horrors they suffered at the hands of the Serbs. Relatively little concern was expressed, however, over Croatian attacks on Muslims and participation in the dismemberment of Bosnia-Herzegovina. In the early stages of the Yugoslav breakup, Germany, in an unusual display of diplomatic initiative and muscle, induced the other 11 members of the European Community to follow its lead in recognizing Slovenia and Croatia. As a result of the pope's determination to provide strong backing to the two Catholic countries, the Vatican extended recognition even before the Community did. The United States followed the European lead. Thus the leading actors in Western civilization rallied behind its coreligionists. Subsequently Croatia was reported to be receiving substantial quantities of arms from Central European and other Western countries. Boris Yeltsin's government, on the other hand, attempted to pursue a middle course that would be sympathetic to the Orthodox Serbs but not alienate Russia from the West. Russian conservative and nationalist groups, however, including many legislators, attacked the government for not being more forthcoming in its support for the Serbs. By early 1993 several hundred Russians apparently were serving with the Serbian forces, and reports circulated of Russian arms being supplied to Serbia.
Islamic governments and groups, on the other hand, castigated the West for not coming to the defense of the Bosnians. Iranian leaders urged Muslims from all countries to provide help to Bosnia; in violation of the U.N. arms embargo, Iran supplied weapons and men for the Bosnians; Iranian-supported Lebanese groups sent guerrillas to train and organize the Bosnian forces. In 1993 up to 4,000 Muslims from over two dozen Islamic countries were reported to be fighting in Bosnia. The governments of Saudi Arabia and other countries felt under increasing pressure from fundamentalist groups in their own societies to provide more vigorous support for the Bosnians. By the end of 1992, Saudi Arabia had reportedly supplied substantial funding for weapons and supplies for the Bosnians, which significantly increased their military capabilities vis-à-vis the Serbs.
In the 1930s the Spanish Civil War provoked intervention from countries that politically were fascist, communist and democratic. In the 1990s the Yugoslav conflict is provoking intervention from countries that are Muslim, Orthodox and Western Christian. The parallel has not gone unnoticed. "The war in Bosnia-Herzegovina has become the emotional equivalent of the fight against fascism in the Spanish Civil War," one Saudi editor observed. "Those who died there are regarded as martyrs who tried to save their fellow Muslims."
Conflicts and violence will also occur between states and groups within the same civilization. Such conflicts, however, are likely to be less intense and less likely to expand than conflicts between civilizations. Common membership in a civilization reduces the probability of violence in situations where it might otherwise occur.
In 1991 and 1992 many people were alarmed by the possibility of violent conflict between Russia and Ukraine over territory, particularly Crimea, the Black Sea fleet, nuclear weapons and economic issues. If civilization is what counts, however, the likelihood of violence between Ukrainians and Russians should be low. They are two Slavic, primarily Orthodox peoples who have had close relationships with each other for centuries. As of early 1993, despite all the reasons for conflict, the leaders of the two countries were effectively negotiating and defusing the issues between the two countries. While there has been serious fighting between Muslims and Christians elsewhere in the former Soviet Union and much tension and some fighting between Western and Orthodox Christians in the Baltic States, there has been virtually no violence between Russians and Ukrainians.
Civilization rallying to date has been limited, but it has been growing, and it clearly has the potential to spread much further. As the conflicts in the Persian Gulf, the Caucasus and Bosnia continued, the positions of nations and the cleavages between them increasingly were along civilizational lines. Populist politicians, religious leaders and the media have found it a potential means of arousing mass support and of pressuring hesitant governments. In the coming years, the local conflicts most likely to escalate into major wars will be those, as in Bosnia and the Caucasus, along the fault lines between civilizations. The next world war, if there is one, will be a war between civilizations.
VI. THE WEST VERSUS THE REST
THE WEST IS NOW at an extraordinary peak of power in relation to other civilizations. In superpower opponent has disappeared from the map. Military conflict among Western states is unthinkable, and Western military power is unrivaled. Apart from Japan, the West faces no economic challenge. It dominates international economic institutions. Global political and security issues are effectively settled by a directorate of the United States, Britain and France, world economic issues by a directorate of the United States, Germany and Japan, all of which maintain extraordinarily close relations with each other to the exclusion of lesser and largely non-Western countries. Decisions made at the U.N. Security Council or in the International Monetary Fund that reflect the interests of the West are presented to the world as reflecting the desires of the world community. The very phrase "the world community" has become the euphemistic collective noun (replacing "the Free World") to give global legitimacy to actions reflecting the interests of the United States and other Western powers. Through the IMF and other international economic institutions, the West promotes its economic interests and imposes on other nations the economic policies it thinks appropriate. In any poll of non-Western peoples, the IMF undoubtedly would win the support of finance ministers and a few others, but get an overwhelmingly unfavorable rating from just about everyone else, who would agree with Georgy Arbatov's characterization of IMF officials as "neo-Bolsheviks who love expropriating other people's money, imposing undemocratic and alien rules of economic and political conduct and stifling economic freedom." Almost invariably Western leaders claim they are acting on behalf of "the world community." One minor lapse occurred during the run-up to the Gulf War. In an interview on "Good Morning America," Dec. 21, 1990, British Prime Minister John Major referred to the actions "the West" was taking against Saddam Hussein. He quickly corrected himself and subsequently referred to "the world community." He was, however, right when he erred. Western domination of the U.N. Security Council and its decisions, tempered only by occasional abstention by China, produced U.N. legitimation of the West's use of force to drive
Iraq out of Kuwait and its elimination of Iraq's sophisticated weapons and capacity to produce such weapons. It also produced the quite unprecedented action by the United States, Britain and France in getting the Security Council to demand that Libya hand over the Pan Am 103 bombing suspects and then to impose sanctions when Libya refused. After defeating the largest Arab army, the West did not hesitate to throw its weight around in the Arab world. The West in effect is using international institutions, military power and economic resources to run the world in ways that will maintain Western predominance protect Western interests and promote Western political and economic values. That at least is the way in which non-Westerners see the new world, and there is a significant element of truth in their view. Differences in power and struggles for military, economic and institutional power are thus one source of conflict between the West and other civilizations. Differences in culture, that is basic values and beliefs, are a second source of conflict. V. S. Naipaul has argued that Western civilization is the "universal civilization" that "fits all men." At a superficial level much of Western culture has indeed permeated the rest of the world. At a more basic level, however, Western concepts differ fundamentally from those prevalent in other civilizations.
Western ideas of individualism, liberalism, constitutionalism, human rights, equality, liberty, the rule of law, democracy, free markets, the separation of church and state, often have little resonance in Islamic, Confucian, Japanese, Hindu, Buddhist or Orthodox cultures. Western efforts to propagate each idea produce instead a reaction against "human rights imperialism" and a reaffirmation of indigenous values, as can be seen in the support for religious fundamentalism by the younger generation in non-Western cultures. The very notion that there could be a "universal civilization" is a Western idea, directly at odds with the particularism of most Asian societies and their emphasis on what distinguishes one people from another. Indeed, the author of a review of 100 comparative studies of values in different societies concluded that "the values that are most important in the West are least important worldwide." In the political realm, of course, these differences are most manifest in the efforts of the United States and other Western powers to induce other peoples to adopt Western ideas concerning democracy and human rights. Modern democratic government originated in the West. When it has developed colonialism or imposition.
The central axis of world politics in the future is likely to be, in Kishore Mahbubani's phrase, the conflict between "the West and the Rest" and the responses of non-Western civilizations to Western power and values. Those responses generally take one or a combination of three forms. At one extreme, non-Western states can, like Burma and North Korea, attempt to pursue a course of isolation, to insulate their societies from penetration or "corruption" by the West, and, in effect, to opt out of participation in the Western-dominated global community. The costs of this course, however, are high, and few states have pursued it exclusively. A second alternative, the equivalent of "band wagoning" in international relations theory, is to attempt to join the West and accept its values and institutions.
The third alternative is to attempt to "balance" the West by developing economic and military power and cooperating with other non-Western societies against the West, while preserving indigenous values and institutions; in short, to modernize but not to Westernize.
VII. THE TORN COUNTRIES
IN THE FUTURE, as people differentiate themselves by civilization, countries with large numbers of people of different civilizations, such as the Soviet Union and Yugoslavia, are candidates for dismemberment. Some other countries have a fair degree of cultural homogeneity but are divided over whether their society belongs to one civilization or another. These are town
countries. Their leaders typically wish to pursue a bandwagon strategy and to make their countries members of the West, but the history, culture and traditions of their countries are non-Western. The most obvious and prototypical torn country is Turkey. The late twentieth-century leaders of Turkey have followed in the Attaturk tradition and defined Turkey as a modern, secular, Western nation state. They allied Turkey with the West in NATO and in the Gulf War; they applied for membership in the European Community. At the same time, however, elements in Turkish society have supported an Islamic revival and have argued that Turkey is basically a Middle Eastern Muslim society. In addition, while the elite of Turkey has defined Turkey as a Western society, the elite of the West refuses to accept Turkey and such. Turkey will not become a member of the European Community, and the real reason, as President Ozal said, "is that we are Muslim and they are Christian and they don't say that." Having rejected Mecca, and then being rejected by Brussels, where does Turkey look? Tashkent may be the answer. The end of the Soviet Union gives Turkey the opportunity to become the leader of a revived Turkic civilization involving seven countries from the borders of Greece to those of China. Encouraged by the West, Turkey is making strenuous efforts to carve out this new identity for itself.
During the past decade Mexico has assumed a position somewhat similar to that of Turkey. Just as Turkey abandoned its historic opposition to Europe and attempted to join Europe, Mexico has stopped defining itself by its opposition to the United States and is instead attempting to imitate the United States and to join it in the North American Free Trade Area. Mexican leaders are engaged in the great task of redefining Mexican identity and have introduced fundamental economic reforms that eventually will lead to fundamental political change. In 1991 a top adviser to President Carlos Salinas de Gortari described at length tome all the changes the Salinas government was making. When he finished, I remarked: "That's most impressive. It seems to me that basically you want to change Mexico from a Latin American country into a North American country." He looked at me with surprise and exclaimed: "Exactly! That's precisely what we are trying to do, but of course we could never say so publicly." As his remark indicates, in Mexico as in Turkey, significant elements in society resist the redefinition of their country's identity. In Turkey, European-oriented leaders have to make gestures to Islam (Ozal's pilgrimage to Mecca); so also Mexico's North American-oriented leaders have to make gestures to those who hold Mexico to be a Latin American country (Salinas' Ibero-American Guadalajara summit).
Historically Turkey has been the most profoundly torn country. For the United States, Mexico is the most immediate torn country. Globally the most important torn country is Russia. The question of whether Russia is part of the West or the leader of the Slavic-Orthodox civilization has been a recurring one in Russian history. That issue was obscured by the communist victory in Russia, which imported a Western ideology, adapted it to Russian conditions and then challenged the West in the name of that ideology. The dominance of communism shut off the historic debate over Westernization versus Russification. With communism discredited Russians once again face that question. President Yeltsin is adopting Western principles and goals and seeking to make Russia a "normal" country and a part of the West. Yet both the Russian elite and the Russian public are divided on this issue. Among the more moderate dissenters, Sergei Stankevich argues that Russia should reject the "Atlanticist" course, which would lead it "to become European, to become a part of the world economy in rapid and organized fashion, to become the eighth member of the Seven, and to particular emphasis on Germany and the United States as the two dominant members of the Atlantic alliance." While also rejecting an exclusively Eurasian policy, Stankevich nonetheless argues that Russia should give priority to the protection of Russians in other countries, emphasize its Turkic and Muslim connections, and promote "an appreciable redistribution of our resources, our options, our ties, and our interests in favor of
Asia, of the eastern direction." People of this persuasion criticize Yeltsin for subordinating Russia's interests to those of the West, for reducing Russian military strength, for failing to support traditional friends such as Serbia, and for pushing economic and political reform in ways injurious to the Russian people. Indicative of this trend is the new popularity of the ideas of Petr Savitsky, who in the 1920s argued that Russia was a unique Eurasian civilization. More extreme dissidents voice much more blatantly nationalist, anti-Western and anti-Semitic views, and urge Russia to redevelop its military strength and to establish closer ties with China and Muslim countries. The people of Russia areas divided as the elite. An opinion survey in European Russia in the spring of 1992 revealed that 40 percent of the public had positive attitudes toward the West and 36 percent had negative attitudes. As it has been for much of its history, Russia in the early 1990s is truly a torn country. Sergei Stankevich, "Russia in Search of Itself," *The National Interest*, Summer 1992, pp. 47-51; Daniel Schneider, "A Russian Movement Rejects Western Tilt," *Christian Science Monitor*, Feb. 5, 1993, pp. 5-7.
To redefine its civilization identity, a torn country must meet three requirements. First, its political and economic elite have to be generally supportive of and enthusiastic about the move. Second, its public has to be willing to acquiesce in the redefinition. Third, the dominant groups in the recipient civilization have to be willing to embrace the convert. All three requirements in large part exist with respect to Mexico. The first two in large part exist with respect to Turkey. It is not clear that any of them exist with respect to Russia's joining the West. The conflict between liberal democracy and Marxism-Leninism was between ideologies which, despite their major differences, ostensibly shared ultimate goals of freedom, equality and prosperity. A traditional, authoritarian, nationalist Russia could have quite different goals. A Western democrat could carry on an intellectual debate with a Soviet Marxist. It would be virtually impossible for him to do that with a Russian traditionalist. If, as the Russians stop behaving like Marxists, they reject liberal democracy and begin behaving like Russians but not like Westerners, the relations between Russia and the West could again become distant and conflictual. Owen Harries has pointed out that Australia is trying (unwisely in his view) to become a torn country in reverse. Although it has been a full member not only of the West but also of the ABCA military and intelligence core of the West, its current leaders are in effect proposing that it defect from the West, redefine itself as an Asian country and cultivate close ties with its neighbors. Australia's future, they argue, is with the dynamic economies of East Asia. But, as I have suggested, close economic cooperation normally requires a common cultural base. In addition, none of the three conditions necessary for a torn country to join another civilization is likely to exist in Australia's case.
**VIII. THE CONFUCIAN-ISLAMIC CONNECTION**
THE OBSTACLES TO non-Western countries joining the West vary considerably. They are least for Latin American and East European countries. They are greater for the Orthodox countries of the former Soviet Union. They are still greater for Muslim, Confucian, Hindu and Buddhist societies. Japan has established a unique position for itself as an associate member of the West: it is in the West in some respects but clearly not of the West in important dimensions. Those countries that for reason of culture and power do not wish to, or cannot, join the West compete with the West by developing their own economic, military and political power. They do this by promoting their internal development and by cooperating with other non-Western countries. The most prominent form of this cooperation is the Confucian-Islamic connection that has emerged to challenge Western interests, values and power. Almost without exception, Western countries are reducing their military power; under Yeltsin's leadership so also is Russia. China, North Korea and several Middle Eastern states, however, are significantly expanding their military capabilities. They are doing this by the import of arms from Western and non-Western
sources and by the development of indigenous arms industries. One result is the emergence of what Charles Krauthammer has called "Weapon States," and the Weapon States are not Western states. Another result is the redefinition of arms control, which is a Western concept and a Western goal. During the Cold War the primary purpose of arms control was to establish a stable military balance between the United States and its allies and the Soviet Union and its allies. In the post-Cold War world the primary objective of arms control is to prevent the development by non-Western societies of military capabilities that could threaten Western interests. The West attempts to do this through international agreements, economic pressure and controls on the transfer of arms and weapons technologies.
The conflict between the West and the Confucian-Islamic states focuses largely, although not exclusively, on nuclear, chemical and biological weapons, ballistic missiles and other sophisticated means for delivering them, and the guidance, intelligence and other electronic capabilities for achieving that goal. The West promotes nonproliferation as a universal norm and nonproliferation treaties and inspections as means of realizing that norm. It also threatens a variety of sanctions against those who promote the spread of sophisticated weapons and proposes some benefits for those who do not. The attention of the West focuses, naturally on nations that are actually or potentially hostile to the West.
The non-Western nations, on the other hand, assert their right to acquire and to deploy whatever weapons they think necessary for their security. They also have absorbed, to the full, the truth of the response of the Indian defense minister when asked what lesson he learned from the Gulf War: "Don't fight the United States unless you have nuclear weapons." Nuclear weapons, chemical weapons and missiles are viewed, probably erroneously, as the potential equalizer of superior Western conventional power. China, of course, already has nuclear weapons; Pakistan and India have the capability to deploy them. North Korea, Iran, Iraq, Libya and Algeria appear to be attempting to acquire them.
Atop Iranian official has declared that all Muslim states should acquire nuclear weapons, and in 1988 the president of Iran reportedly issued a directive calling for development of "offensive and defensive chemical, biological and radiological weapons."
Centrally important to the development of counter-West military capabilities is the sustained expansion of China's military power and its means to create military power. Buoyed by spectacular economic development, China is rapidly increasing its military spending and vigorously moving forward with the modernization of its armed forces.
It is purchasing weapons from the former Soviet states; it is developing long-range missiles; in 1992 it tested a one-megaton nuclear device. It is developing power-projection capabilities, acquiring aerial refueling technology, and trying to purchase an aircraft carrier. Its military buildup and assertion of sovereignty over the South China Sea are provoking a multilateral regional arms race in East Asia. China is also a major exporter of arms and weapons technology. It has exported materials to Libya and Iraq that could be used to manufacture nuclear weapons and nerve gas. It has helped Algeria build a reactor suitable for nuclear weapons research and production. China has sold to Iran nuclear technology that American officials believe could only be used to create weapons and apparently has shipped components of 300-mile-range missiles to Pakistan. North Korea has had a nuclear weapons program under way for some while and has sold advanced missiles and missile technology to Syria and Iran. The flow of weapons and weapons technology is generally from East Asia to the Middle East. There is, however, some movement in the reverse direction; China has received Stinger missiles from Pakistan.
A Confucian-Islamic military connection has thus come into being, designed to promote acquisition by its members of the weapons and weapons technologies needed to counter the military powers of the West. It may or may not last. At present, however, it is, as Dave McCurdy has said, "a renegades' mutual support pact, run by the proliferators and their backers." A new
form of arms competition is thus occurring between Islamic-Confucian states and the West. In an old-fashioned arms race, each side developed its own arms to balance or to achieve superiority against the other side. In this new form of arms competition, one side is developing its arms and the other side is attempting not to balance but to limit and prevent that arms build-up while at the same time reducing its own military capabilities.
IX. IMPLICATIONS FOR THE WEST
THIS ARTICLE DOES not argue that civilization identities will replace all other identities, that nation states will disappear, that each civilization will become a single coherent political entity, that groups within a civilization will not conflict with and even fight each other. This paper does set forth the hypotheses that differences between civilizations are real and important; civilization-consciousness is increasing; conflict between civilizations will supplant ideological and other forms of conflict as the dominant global form of conflict; international relations, historically a game played out within Western civilization, will increasingly be de-Westernized and become a game in which non-Western civilizations are actors and not simply objects; successful political, security and economic international institutions are more likely to develop within civilizations than across civilizations; conflicts between groups in different civilizations will be more frequent, more sustained and more violent than conflicts between groups in the same civilization; violent conflicts between groups in different civilizations are the most likely and most dangerous source of escalation that could lead to global wars; the paramount axis of world politics will be the relations between "the West and the Rest"; the elites in some torn non-Western countries will try to make their countries part of the West, but in most cases face major obstacles to accomplishing this; a central focus of conflict for the immediate future will be between the West and several Islamic-Confucian states.
This is not to advocate the desirability of conflicts between civilizations. It is to set forth descriptive hypotheses as to what the future may be like. If these are plausible hypotheses, however, it is necessary to consider their implications for Western policy. These implications should be divided between short-term advantage and long-term accommodation. In the short term it is clearly in the interest of the West to promote greater cooperation and unity within its own civilization, particularly between its European and North American components; to incorporate into the West societies in Eastern Europe and Latin America whose cultures are close to those of the West; to promote and maintain cooperative relations with Russia and Japan; to prevent escalation of local inter-civilization conflicts into major inter-civilization wars; to limit the expansion of the military strength of Confucian and Islamic states; to moderate the reduction of counter military capabilities and maintain military superiority in East and Southwest Asia; to exploit differences and conflicts among Confucian and Islamic states; to support in other civilizations groups sympathetic to Western values and interests; to strengthen international institutions that reflect and legitimate Western interests and values and to promote the involvement of non-Western states in those institutions.
In the longer term other measures would be called for. Western civilization is both Western and modern. Non-Western civilizations have attempted to become modern without becoming Western. To date only Japan has fully succeeded in this quest. Non-Western civilization will continue to attempt to acquire the wealth, technology, skills, machines and weapons that are part of being modern. They will also attempt to reconcile this modernity with their traditional culture and values. Their economic and military strength relative to the West will increase. Hence the West will increasingly have to accommodate these non-Western modern civilizations whose power approaches that of the West but whose values and interests differ significantly from those of the West.
This will require the West to maintain the economic and military power necessary to protect its interests in relation to these civilizations. It will also, however, require the West to develop a more profound understanding of the basic religious and philosophical assumptions underlying other civilizations and the ways in which people in those civilizations see their interests. It will require an effort to identify elements of commonality between Western and other civilizations. For the relevant future, there will be no universal civilization, but instead a world of different civilizations, each of which will have to learn to coexist with the others.
MUSLIM PORTRAY ON WESTERN MEDIA
Islam and the West - looking back on history
Increasing anti-Muslim sentiment in the Western media, particularly in the United States, is an inevitable backlash created in the wake of the disintegration of the Soviet Union. For decades the Soviets provided a convenient scapegoat. When Public Enemy Number One became a new-found friend, the Europeans and Americans, through their media, looked around for a replacement, which they found in fundamentalists, a word all too frequently used as a synonym for Muslims. This has led to a surge of anti-Arab, anti Muslim, racist attitudes. The average western is friendly but wary when meeting a foreigner. Europeans and Americans in general are particularly ethnocentric and anything different is viewed with suspicion. The virtual geographical isolation of the United States has contributed to American insularity. The bombing of the World Trade Centre was not only a direct strike at the financial heart of the country but also a blow at the American nervous system. When word got out that Egyptians had been arrested in connection with the bombing, Americans reacted with fear - a fear born of ignorance and self righteousness. Mosques were vandalized, homes and businesses of Muslims targeted. The anti-Muslim violence was contained but the seed for racial hatred has been sowed. This week, a young Muslim policeman in New York reportedly committed suicide because of racial taunts. Disney was finally forced to remove part of racist lyrics in its opening theme song from its new film "Aladdin" after protests from Arab-Americans.
The media has contributed heavily to the negative image of Muslims. Naive interpretations of Muslim laws and customs are reported out of context. Arabs are equated with terrorists and Muslims with fundamentalists. Islam, in general, is perceived as a Middle East phenomenon with Pakistan thrown in for good measure. This is not a recent trend. Biased and negative reporting has tainted media reports on Lebanon and Iran for years. But when a prestigious international news magazine like Newsweek chooses to run a cover story on the rise of "militant Islam" to the exclusion of most other aspects of the faith, it becomes the recurrent image in most people's eyes. Rarely, these days, will you find articles in mainstream magazines or newspapers on Islamic art, architecture, philosophy or poetry.
There is little mention of the fact that there are Muslims all over the world, from all racial groups. While the majority of Muslims may trace their roots to the Middle East, the Bosnian Muslims are white, the Indonesians and Malaysians are oriental and Senegalese and Sudanese are black. Until the past few years, "Muslim fundamentalists" were "Shiite" and geographically limited to Iran, Lebanon, Pakistan and a few scatterings in some other countries. What the West is now faced with is Sunni Islam that transcends all national boundaries. "The News", a Pakistani International newspaper published in London, very clearly pointed out in its editorial:
"The Western media can continue to react to Islam with hostility, fear and ignorance. Or it can try to understand the faith, its traditions and its history. Instead of portraying Muslims and Islam in derogatory terms, the West should seek to explore the positive. There is so much they would appreciate and learn."
Muslim portray on western media
Time, people, culture, society, and the environment we are surrounded by, can produce the formation of many perspectives regarding an issue that we see in today’s society. One of many controversial topics is Islam and the Muslim. Many questions and generalizations are often formed in the minds of many non-Muslims in regards to the concepts behind the Islam through the influence of the media. Throughout the years of conflict between the "West" and
"Islam", the media has strongly altered the minds of non-Muslims by negative exploitation of Islam, and Muslims, in particular on Muslim women and hijab. Misconceptions such as, "Are you bald underneath" "Do you go to sleep with that on?" to the association of "terrorism" that contrasts to what Muslim women believe the Hijab represents.
A common misconception is "the Islamic Hijab is something cultural, not religious". The use of the word "cultural" is faulty when describing the Hijab as it implies that it is a result of customs and practices that are something separate from Islam. The cultural dress is referred to the ancient Pre-Islamic Era (Jahiliyah). It is the veil from the Pre-Islamic Era that is considered as "traditional" which stops women from contributing in society. On the contrary, the Islamic Hijab is not considered as an informal tradition, nor does it lower her self-respect. The Hijab is aimed at presenting women with poise and equality in society. An example of Pre-Islamic era in our modern world is the Taliban in Afghanistan. The Taliban are a party who regard such activities un-Islamic for women, who are prohibited from exercising their primary rights. The Taliban have banned women from employment outside the home, apart from the health sector, and have terminated education for girls. Prophet Mohammad (peace & blessings be upon him) said, "Seeking knowledge is incumbent upon every Muslim". Even Henry VIII forbids women to study the Bible when the first English translations began to appear. It's an irony although the Taliban claim their guiding philosophy on women are in place to ensure the physical protection and self-respect of women, where as, many Afghan women have been killed, beaten and publicly hung. For many Afghan women fear of being severely punished by the Taliban is their main security concern.
Another misconception is "Muslim women have no right in Islam". Islam gave women rights over 1400 years ago, which is still ignored by many Muslims and non-Muslims today. Firstly, Islam has given women the basic right to freedom of speech. In the early days of Islam, the leaders of the Islamic state regarding legal issues consulted women. Rights that were appointed to Muslim women since the beginning of time are only just surfacing for non-Muslims. In Islam, a woman is free to be whom she is inside, and protected from being portrayed as a sex symbol and lusted after. Islam praises the status of a woman by commanding that she "enjoys equal rights to those of man in everything, she stands on an equal footing with man" (Qur'an, Nadvı: 11) and both share mutual rights and obligations in all aspects of life.
Many women are treated in ways far from Islamic ideals, yet in the name of Islam. The Taliban is an example of a cultural and political name that has been branded with Islam. There is no freedom for women if they are imprisoned in their home in the name of the Hijab and Islam. Moreover, the veil of Islam is not associated with the veil of oppression. Women that are regaining their identity and role in society are now wearing the Hijab and are embracing its concept of liberation. They are taking their lawful places that Islam had awarded them fourteen hundred years ago. In fact, the western women had no rights nor did they have rights over their husband. Not only were woman the property of their husband but so were their possessions. In 1919 women in England fought for their rights to be elected to parliament. Because of their demands, they were imprisoned by the government and suffered greatly. It was not until the late nineteenth and early twentieth century when women were given these rights.
A quote from the Qur'an in Surah 2: 26 states: "And for women has rights over men, similar to those of men over women." The background history between Islam and the West will shed some light as to why Muslims are portrayed so negatively in the media. Some strong contributing factors are the medieval western conflict, the crusades, the oil crisis of the 1970's, the Lebanese civil war, the Iranian revolution, the Gulf war, and the explosive Israeli-Palestinian conflict, the September 11 bombings, the Bali Massacre and the London bombings. All these events have
caused Islam to be consistently associated with violence and unresolved conflict. Furthermore, the view of Muslims as being violent typically explains why Muslims are seen to establish a threat to the West. One of the most effective ways the media attempts to somehow prevent Islam being seen in a positive frame is to develop propaganda against Muslims and Islam.
The media is able to use the Hijab as a means of exploiting Muslim women, and degrading them. The media assumes, in some cases, that the actions of one Muslim are representations of the general Muslim population. This is generalization. This sets an example for members of society to abuse and degrade them. An image of a Muslim woman wearing the chador was labeled as "like death out for a walk" in the Australian Magazine, 25-26 Jan. 1995 issue. The media implied to locate the position of women in Islamic society as dominated. The image also portrayed the difference between Muslim and Western Women in today’s society.
In current affair programs, people watching are bombarded with images of Muslims as savage terrorists, killing innocent people with no remorse. What results from this is the viewer of these programs, recognize and accept only the labels, and therefore with Islam immediately associating it with negative images.
I asked a resident from Parameter, who wished to be kept anonymous if "the September 11th bombings altered their mind about Islam and Muslim women?" He said "I never knew Islam and the Qur’an preached terrorism. It has made me aware of Islam and the teachings. It increased my awareness of the complexities of Islam and politics in the Middle East including the veiling of Muslim women". This answer shows how influential the media is towards its viewers.
Throughout the western society, the practice of Muslim women wearing the Hijab has resulted in extreme points of view towards their so-called "oppression" and lack of freedom. Despite the obvious portrayal of Muslim women and myths that surround it such as; "Muslim women are oppressed", there continues to be an abundance of Western women reverting to Islam. What Islam uses to protect women is the Hijab. This is ironic because the Western media often portray the Muslim veil as a suppressive force in a woman's life. Every Muslim woman is required to wear a scarf or some sort of head covering and loose-fitting, modest attire. This is not a means of controlling a woman's sexuality or suppressing her but rather, a means for protection. It implies by dressing this way she will not be seen as a mere sex symbol but will be appreciated for her intellect. Furthermore, it will not subject her to harassment. It is interesting to state the head covering for women is not an Islamic innovation but was also practiced by Judeo-Christian women centuries earlier, and yet is laughed at by the West today.
Naima Omar, a student of University of Western Sydney says "It is funny to say the same veil worn by catholic nuns for God is despised and presented as a symbol of subjection and domination when it is worn by Muslim women for the intention to protect themselves and devoting themselves to God".
The term Islam means “submission to the will of Allah” and “peace”. Muslims believe Islam is not a religion but a gift that has been awarded to them. They believe Islam is the way of life and that is harmonious however the media portrays the opposite.
Maria Moskovakis, 18, a Greek Orthodox says "yes of course Muslims are presented negatively in the news. An action by one Muslim is presented with so much bias. If one Muslim commits a crime, it is not the person but the religion presented that goes to trial. What we hear and see is all controlled.
As El-Gharib (1996-97) noted, television, books, newspapers, and magazines are used to present Islam as being a backward and barbaric religion. It has been seen as oppressive and unjust; and
more than this, it is seen as being most oppressive to women. These various forms of media misrepresent Islam in different ways; however largely achieve the same negative result – the creation of a growing barrier of misunderstanding and hostility between Islam and its followers, and the West.
Muslims have an obligation to fulfil which is to educate themselves, their children to gain knowledge which is ordained upon them regardless of their race, gender and marital status etc. A Hasan Hadith narrated by Ibn Majah in the Qur’an states: “Seeking knowledge is a duty on every Muslim” and therefore gaining knowledge is regarded as an act of worship. Stopping any Muslim from gaining an education regardless of age and sex is not Islamic.
Dr Homer of Sweden was asked by the United Nations in 1975 to study the status of Women in the Arab countries and said: "It is the Swedish woman who should demand her freedom, as the women in the Arab countries has already reached the peak of her freedom under Islam." From Status of Women in Islam".
Many have become used to believing the false information that they are spoon fed every time they turn on the screen, listen to the radio or open a newspaper.
**Questions asked in this study are:**
How has the Western media generally covered Islam and Muslims? What are the concerns about media reporting and why does representation matter? What action do Muslims expect the government to take to remedy any unfairness?
**Background Studies.**
It is truly ironic that when Christian extremists in the West do something weird, they are called a 'lunatic fringe' of the Christian faith. But when an Islamic extremist does likewise, Islam is termed lunatic and not the extremist. In a recent report entitled The Status of Muslim Civil Rights in the United States prepared by the Council on American-Islamic Relations, a Washington based Islamic advocacy group, it was stated that during 1996 there was a threefold rise in anti-Muslim bias in the United States compared to a year earlier. Although this was not an audit of anti-Muslim incidents, and, mercifully, none of them terribly violent, they did highlight the experience of five million Muslims now living in the multicultural U.S. Society. While Muslims are growing in number, diversity and visibility in America, there remains among them a strong undercurrent of anxiety about living in a culture that many may treat Islam as foreign, mysterious or something to fear.
Who is responsible for this popular stereotype of all Muslims as "terrorists", or at least, as "fundamentalist fanatics"? No doubt, world events like the taking of American hostages in Iran in 1979, the Gulf War in 1991 and the World Trade Centre bombing in 1994 contributed to this paradigm, but there are also deeper undercurrents for this Western intolerance of Islam.
Bernard Lewis’ Islam and the West, Samuel Huntington’s Clash of Civilizations and lesser known Robert Allison – of Harvard’s History of American Civilization Program in his dubious book The Crescent Obscured portray a simplistic East-West conflict between Islam and the so-called West throughout history. In these books we are reminded of deep hostilities that go back to the Arab conquests of the Middle East in the seventh and eighth centuries and later the hundreds of years of threat from the Ottoman Empire, though those scholars conveniently forget the European counter attacks like the Crusades and the Western commercial, diplomatic and colonial domination during the last two hundred years. Thus many Western scholars, who should know better, depict Islamic western relations as a story of centuries of confrontation between two great but exclusive civilizations where each finds the other as the final enemy. Hardly any reputable Western scholar ever mentions that the message of Islam conveyed by Prophet Muhammad (PBUH) is essentially the same as the messages of a long line of prophets like
Abraham, Moses, John the Baptist and Jesus (a.s.). Today, Islam is portrayed by the popular Western media as a triple threat to the West -- political, civilizational and demographic. For example, despite Iran's dismal failure in exporting its revolution abroad, it is still viewed as a global threat. The French writer Raymond Aron and right-wing politicians like Jean Marie LePen's paranoiac warnings of a revolutionary war by Islamic powers, Charles Krauthammer's categorization of Islam as "an ancient rival to our Judeao-Christian and secular West" (The New Crescent of Crisis: Global Intifada) is only matched, specially after the Trade Centre bombing, in the audacity by the portrayal of Islam as a demographic threat from recent Muslim immigrants in Europe and the USA.
The question therefore arises: Is there really an Islamic threat to the West? Does this grand apocalyptic vision of some "Orientalist" scholars accurately define the truth of our times? Or does this remind us of the overblown, preposterous threat the peasant guerrillas known as Sandinistas once posed to the USA? Of course, there are anti-West Muslim movements in the world today, but hundreds of millions of Muslim peoples are also friends of the West. How would one otherwise classify a majority of Muslim populations of Pakistan, Morocco, Turkey, Saudi Arabia, Indonesia, Kuwait, Jordan, Bangladesh, and Egypt? What about millions of Muslim masses who dream Western dreams? Why have millions of these people chosen to migrate to England, France, Germany, Italy, Australia, Sweden and the USA if they are enemies of the Christian West? And what will be the outcome of this huge migration of the late twentieth century? What difference will this make in the Islamic-Western relations? Given this scenario, orientalist scholars' interpretation of neither a stereotype millennial confrontation, nor the erroneous common anxiety about the threat of "Islamic Fundamentalism" can resolve the future at hand. The old glib explanations are no longer the key to the much more complex contemporary situation. The fact of the matter is that Islam and its late twentieth century movements have been badly interpreted and misunderstood in the West. To begin with, politicized Islam in the 1990s is not alone. At the end of the 20th century, religion, by and large, has become an energetic force for change world-wide. Buddhists in East Asia, Catholics in Eastern Europe and Latin America, Sikhs and Hindus in India and Jews in Israel have seen their religions provide legitimacy to define their goals and to enable them to mobilize. Need we add to this list the names of Jerry Falwell of the Moral Majority and Ralph Reed of the Christian Coalition in the USA?
Despite the growing body of evidence to the contrary, Islam is still widely and wrongly perceived in the West as inherently extremist and monolithic. For the last three decades Islamic societies have been considered by these Westerners scholars to be in need of "modernization". Indeed, in one of many Civil Service Academy papers in Lahore in the 1960s, I vividly recall the assignment: "Can Islam be reconciled to the spirit of the 20th century?" As a result in the West, for the right, Islam represented uncouth barbarism; for the left, it was equivalent to a medieval theocracy and for the centre a kind of distasteful exoticism.
Such a reductive view of Islam is a deliberate and gross simplification so as to realize several manipulative aims. In the USA today, grade school history text books, comic strips, TV series, films and cartoons show only caricatures of Muslims as oil suppliers, terrorists or as bloodthirsty mobs. For example, saturation coverage was given to Muslims who vociferously supported Ayatollah Khomeini's fatwa against Salman Rushdie compared to a minimal exposure to the majority of Muslims who opposed it. Any Islamic high school student can tell you that Muslim law does not permit a man to be sentenced to death without trial and has no jurisdiction outside the Muslim world. At the Islamic Conference of March 1989, 44 out of 45 members' states unanimously rejected Ayatollah's fatwa. But this received only slight attention in the British media and no mention of it at all in the American. It is truly ironic that when Christian extremists
in the West do something weird, they are called a "lunatic fringe" of the Christian faith. But when an Islamic extremist does likewise, Islam is termed lunatic and not the extremist. Marshall Hodgson, the distinguished historian of Islam, points out that feminists frequently condemn Islam for the custom of female circumcision. This despite the fact that it is really an African practice and is never even mentioned in the Qur'an. Similarly, the various recent Islamic movements are often erroneously called "fundamentalist" in the West. The truth is that neither this word nor the concept exists in Arabic or is ever mentioned in the Qur'an. Actually, "fundamentalism" is a Christian code word meaning born again (and refers to beliefs held by some American Protestants who insist on literal truths of the Bible). Furthermore, fundamentalism generally urges passive adherence and does not advocate change of the social order which as already discussed is not the agenda of the contemporary dynamic Islamic movements.
Beyond this distorted and ignorant coverage of Islam in the Western media is the larger question that why it is that Islam is a threat but not Hinduism Judaism or Confucianism? Although Huntington does include Confucianism along with Islam on the fault lines of his great clash of civilizations, the media in general only singles out 'Islamic Fundamentalism' as the quintessential menace to Western interests. One reason usually given is that after the fall of Communism and the Soviet Union, a 'threat vacuum' has given rise to search for new enemies. For some Americans, the challenge is from Japan or the European Community or even in the long run from China. For others, looking for a bogeyman, it is the Islamic world with its one billion Muslims mostly living in poverty in more than 48 countries and a rapidly growing minority in Europe and America. This demonization of Islam in Western thought is firmly rooted in the idea that Islam is medieval and dangerous. It is part of the cultural canon now and the task of changing this thinking is very urgent indeed. Witness for example what happened with the Algerian situation. The stunning victory of the Islamic Salvation Front (FIS) in the 1990 municipal elections in Algeria was a great triumph of democracy in an Islamic state which had been dominated for decades by a one party dictatorship under the National Liberation Front (FLN). Despite the arrest of FIS leaders like Abbasi Madani and Ali Belhadj and indulging in other corrupt practices, the ruling party failed to prevent an even more stunning victory of the FIS in parliamentary elections in 1991. As the world of Islam celebrated its democratic victory, the Algerian military intervened, arresting FIS leaders, imprisoning 10,000 people in camps and outlawing FIS. What did the West, the great champion of democracy, do? In face of blatant repression, it stood silent. The U.S. State Department "regretted" the suspension of the democratic process and did nothing else. Several European governments allowed the junta's representatives to pay official visits to explain their plans. A consortium of European and American banks provided 1.45 billion dollars to help the dictatorship in Algeria to spread out the servicing of its debt.
For the Muslim world this was a clear signal of Western prejudice and antagonism against Islam. Not only did the Algerian situation show that Islam could be democratic, but the West did not want it to be so. A barbaric, medieval image of Islam was suited more to its purpose. Above all, it was a test whether the West could reconcile with Islam and not the other way round because the Algerian Muslims had already tried to reconcile to Western democratic ideals. Obviously, the West failed the test. As someone remarked: "The White House prefers a police state to an Islamic Democracy". Not only in Algeria but in Central Asia, the West has taken a confrontational stand on Islam. For someone like me, who admires the West and has indeed come to live here and raise his children in the USA, it is shocking to see the ignorance about Islam. One sixth grader I know read a passage in her school book about Muslims when they kneel to pray. According to the textbook, they are supposed to rub their faces in the sand while praying." Daddy" the sixth grader told her father, "we've got to get some sand in the house". In
the middle ages it was understandable that a Muslim was regarded as the real enemy. John Victor Tolan's excellent work *Medieval Christian Perceptions of Islam* details the military, intellectual, economic and theological superiority of the Islamic world. No wonder, under those circumstances, the founder of Islam was treated as a manifestation of the Anti-Christ and in popular propaganda like *Chanson de Roland*; the Saracen Zaragoza is shown worshiping a trinity of Golden idols: Mahomet, Apollin, and Tervegant. But that was the eleventh century when Embricio of Mainz and Gauthier de Compiègne wrote false biographies of Prophet Muhammad (pbuh) preaching lechery and incest, staging bogus miracles and putting Christians to death who opposed him. Those demonic myths about Islam and its founder were firmly established in the Western mind at about the same time as the myths of Charlemagne, King Arthur and Robin Hood. But from the 20th century success of Rushdie's *Satanic Verses* which resonates deeply with those long established Western fantasies of the myth of Mahmoud, and school textbooks are still circulated in the USA, one would think the West never outgrew its medieval, schizophrenic conception of Islam.
Today we must realize that in the West the history of knowledge about Islam has been too closely tied to conquest and war and, it is sad to say, to the Crusades of the middle Ages. As Umero Eco stated in his Essay *Dreaming of the Middle Ages*: "In fact both Americans and Europeans are inheritors of the Western legacy, and all the problems of the Western world emerged in the Middle Ages: modern languages, merchant cities, capitalist economy are inventions of medieval society..." As Karen Armstrong, one of the few objective Islamic scholars in the West pointed out succinctly, we could add Islam to this list. The time has now come to sever this connection between Western medieval phobias and Islam completely. It must be understood that it is a mistake to imagine that Islam is an inherently violent and fanatical faith. Islam is a universal religion and there is nothing extremist, monolithic and anti-western about it. Doctrinally, Islam is as blameless as other of the great Universal religions. In fact, Islam shares many of the ideals and visions that have inspired both Jews and Christians. Its main faults too, were the same as those of the Western Church, namely, pride, greed, violence and the lust for power.(1) And let me add, that Islam is not only a rational creed but it is also pro-democracy. When Prophet Muhammad (pbuh) proclaimed that he was the last in the line of God's prophets on earth what did he mean by that? Was he signaling that from then on there would be no more 'dictated' messages from God in the form of Divine revelations like the Bible and the Qur'an and that the Age of Reason had been born? In fact in 1730 Henri, Comte de Boulainvilliers, published a rare book in the West entitled *Vie de Mahomed* portraying the founder of Islam as a forerunner of the Age of Reason. In continuation of this thought, Ah Shariati in the 20th century explained in his Sociology of Islam that the Qur'an looks upon not chance, not historical determinism, not powerful persons, not even Divine will as the motor of history. Actually, the Qur'an seesal-nas or the masses as wholly responsible for shaping history. Chapter XIII Verse 11 of the Qur'an (Eng. Tr. Yusuf Ali) says: 'Verily never will God change the condition of a people until they change it themselves.'
Thus Islam proclaims man as God's vice-regent on earth and its concept of Tawhid as a world view looks upon the whole universe as a unity; there is no separation between this world and the Hereafter, between the natural and the supernatural, between God, nature and man. In its desperately needed re-evaluation and positive understanding of Islam, the West should not ignore the struggle in Islamic societies today between the modernist reformers and the orthodox clergy. Indeed, it was the West which promoted the clergy and financed their activities because they constituted the first line of defense against world communism. Today, with the disappearing cash flow, the same orthodox clergy that opposed communism is rejecting American capitalism. It is the modernist Muslim thinker who is ready to accommodate Western ideas on their merits. During the last two hundred years, Muslim reformers like Jamaluddin Afghani, Muhammad
Iqbal in India, Muhammad Abduh in Egypt, Abdurrahman Wahid in Indonesia, Nawal Sadawi in North Africa, Chandra Muzaffar in Malaysia and Abdullahi A Na'im in New York have boldly tried to "reconstruct Islam" along modernist lines. Indeed millions of Muslims world-wide are quietly living secularized lives. In the USA, for instance, it is estimated that only five to ten percent of the Muslim community participates in organized religion. Indonesia, with the world's largest Muslim population, has a secular system of government. Yvonne Haddad, author of *Islamic Values* in the United States, lists how both in the West and in their homelands the majority of Muslims accept the principle that religion is a private affair between man and his Creator.
In fact, examined critically, Modernism and Liberalism are nothing new in Islamic culture. The liberal thrust of a brilliant civilization in Muslim Spain was an early triumph over conservatism, the result of the teachings of Muslim sages like Ibn Sin (Avicenna) and Ibn Rushd (Averroes). Egypt in the 10th century emerged as a pluralist society with Christians, Jews and Muslims enjoying comfortable lives under the Shi'ah rulers, the Fatimids, who not only built Cairo but also the world's oldest University, Al-Azhar. The Safawid renaissance in Iran and Central Asia was interestingly similar to the Italian renaissance. Both expressed themselves in art and paintings and creatively re-visited the pagan roots of their older cultures. Mughul Emperor Akbar's 16th century efforts in India to synthesize Islam and Hinduism into a hybrid humanistic religion called Din-e-Ilahi was a modern liberal message to the entire world some hundreds of years before its time.
While Muslims like Akbar were seeking understanding with people of other faiths, the Christian West demonstrated in 1492 when Ferdinand and Isabella conquered Granada in Spain, that it could not even tolerate proximity with the two other religions of Abraham. Not only were the Muslims expelled from Spain which had been their home for 800 years, but Christian occupation was fatal for the Jews also. In this century, the strongest force for Islamic secularism was the emergence of Mustafa Kemal Ataturk in Turkey. He embraced all things Western and turned the Aya Sofia mosque into a museum. Today the West and Islam have reached a watershed in their relationship. The next few years are crucial to the development of Islamic-Western reconciliation. The clash of the past 20 years or so between the USA and Iran should be discarded as a paradigm. The West should press Muslim countries toward political pluralism and then accept the results of free and fair elections. The history of the last fifty years clearly shows that although, theoretically, the West has preached the virtues of democracy to third world countries, sometimes, in practice, tended up promoting totalitarianism instead. Now is the time to encourage and not obstruct democracy in Islamic countries, especially where feudalism and autocratic governments still hold power and religious exploitation is still the name of the game.
Finally, when millions of Muslims have migrated to Europe and America and need to be equal partners in the Western culture, it is imperative that the West outgrows its intolerant and negative attitude towards Islam. At the same time, Muslims world-wide have to rediscover the liberal roots of their Islamic tradition which Japanese Islamologist Sachiko Murata defines as "gentleness, love, compassion and beauty". As mankind approaches the end of the millennium, people all over the world must widen their horizons beyond their geographical, cultural and religious boundaries. Already a few are finding inspiration in more than one religion and these few have adopted the faith of another culture. For centuries, the Jewish people suffered at the hands of Christian Europe and were exiled from city to city and country to country, but finally the anti-Semitic prejudices seem to have been overcome after Hitler's Nazism and the Holocaust. "The fundamental weakness of Western civilization," wrote Wilfred Smith in 1956 "is its inability to recognize that it shares the planet not with inferiors but with equals. Unless the West learns to treat others with fundamental respect, it will have failed to come to terms with the 20th century." From the time of Prophet Muhammad (pbuh), Muslims have recognized that Islam and
the West share a common tradition, but the West has failed to do so. No doubt, the Muslim peoples need to set their houses in order and resolve their manifold domestic ideological, political and economic problems. The West, too desperately needs to rid itself of its ancient hatreds and prejudices. In the long run, Christians and Muslims are friends not antagonists.
A review of existing theories of analysis was undertaken including basic theories and concepts of representation; representation theories including the (i) reflective approach, (ii) intentional approach (iii) constructionist approach.
According to these media representation is strongly linked to actual reality, structures of power that inform not only cultural considerations but can and do affect concrete power structures and power relations between societal actors with regards to power relations between majorities and minorities. More specific attention was given to the idea of ideological representation as the basis through which those represented are rendered powerless and through which domination of the majority is enforced not only in the media but across society. Such representation includes discourses of: ethnocentrism; domination and; demonisation.
**Muslim Perception of the media**
Corroborated by a variety of studies, there is a dominant perception amongst Muslims that the media does indeed portray them and their religion in an inaccurate and derogatory manner. Effectively then, what the public understand about Muslims in general and British Muslims in particular is understood to deeply related to ‘British Muslim representation’ not only in the media but also in the whole social systems of the West. Representation is not only about perception, the position of the reader and audience is very critical. That is why non-west Muslims and west Muslims do not have a similar understanding of Muslim representation in the media (Hill, 1981, Fregoso, 1993 and Hall, 1997).
**Research Findings**
TV News, Film and Literature these analyses from the outset sought to recognize the many examples of good practice in the media, in particular TV and print media attempts at key times to educate audiences about Islam and Muslims. However the overall analysis highlighted institutionalized prejudice that was so embedded that anti-Muslim prejudice did not need to be maliciously motivated or intentional as it was structural.
**TV News Analysis**
A two-week content analysis of four mainstream news programmes of BBC News, News night, ITV News and Channel 4 News were undertaken prior and subsequent to the events of 7 July 2005. The language of news media was particularly focused on throughout the analyses. The frequency of selected words was tabulated and presents comparisons between the various news programmes. Examples include:
**Asylum and Immigration**
As one of the dominant themes during the 7/7 and post 7/7 coverage, debates around asylum and immigration were constantly referred, yet most suspected bombers were of British Origin leading to the reinforcement of the view of ‘others’ and Muslims as one.
**Loyalty and belonging**
Media depicted the 7/7 suspects as well integrated (normal upbringing, education, job etc.) upon their (re)discovery of Islam, they were led away from normality into something extreme and
sinister. Therefore implying that Muslims in general have a potential to develop such extreme views and behaviour regardless of their being integrated in society or their political stance. The findings showed that despite often ‘good intentions’ in addressing anti-Muslim issues, the TV News analyzed showed a limited framework within which Muslims and Islam were discussed.
**Media surveys**
- **Muslim Representation in Cinema**
For this analysis, a range of film genres were examined, including action thrillers (The Siege: 1998, Executive Decision: 1996), drama (House of Sand and Fog: 2003, East is East: 1999) and children’s cartoons (Aladdin: 1992), for their representation of Islam, Muslims and Arabs. It was evident from all genres that they contained negative stereotypes about Islam and Muslims/Arabs. The thrust of these differed as did the actual manifestation, nevertheless, they all exhibited examples of Islam phobic discourses, including dual discourses of racism and Islam phobia, where the ethnicity of the character was understood to be irreducibly Muslim.
- **Representation in English Literature**
Both fiction and non-fiction biography were looked at in this section with titles including Jane Eyre, Bridget Jones’ Diary, Princess and Reading Lolita in Tehran examined. Recurring stereotypes, as well as the reduction of Muslim experiences of trauma and genocide to comic asides were examined within an Orientalist tradition in English literature. Such discursive strategies are not simply autonomous or independent acts of cultural production. They occur within particular political and social contexts and, in turn, they reinforce and sometimes help shape those contexts. The material examined fits in well with patterns existing within the more global and explicitly political Orientalist discourse.
- **Representation of Muslims in the British media**
Some respondents feel that British media to has an Orientalist mindset by producing negative images about Muslims today.
- **Portrayal of British Muslims and non-British Muslims**
According to the respondents’ accounts the media employ the same demeaning views in reporting issues that describe Muslims in Britain and Muslim in other countries. However, a few of the respondents think that media is more ruthless in portraying the Muslims who live in Muslim countries since they are not able to raise their voice.
- **Islamophobia in Hollywood and British movies**
The accounts of the respondents indicate that the negative portrayal of Muslims is heavily presented in the films that are produced in both the UK and US. Films portray Muslims mostly as terrorists who randomly kill people (usually innocents) or blow things up (including themselves), hijackers, misogynistic or stupid. Some respondents believe that the film industry is used as a tool in the foreign policy by the Western countries in terms of demonizing and gaining public support against a fashioned enemy. An illustration of this: USSR was at the brunt of deionization during the Cold War era.
- **Different representations in the different forms of Media**
Auditory media is seen as less harmful by some respondents than visual media since using images in the wrong context could be far more manipulative. Some have even suggested television is better since the audience is able to examine the given evidence with its own eyes others felt that the Internet is the most reliable source of information because of its wider range
of choices. Yet, by some, it is accused as being the chief perpetrator of Islam phobia in the media. Regardless of the varying forms of media, a general consensus amongst the respondents is that the media present the same negative image of Muslims. The unreliability of mainstream media has led to some respondents using alternative media sources, both Muslim and non-Muslim.
• **Complaints and responses**
Media alike another interesting finding of the interviews is that most of those who are distressed with the negative portrayal of Muslims in the media showed no interest in complaining about them. When they are asked why their answers highlight their alienation from society. However, hopefully, some respondents were encouraged by the IHRC interviews and said that they would take part in campaigning in the future. The accounts of those who did complain about the negative portrayals support the pessimism of those who have never made any complaint. Almost all of them failed to get a response.
• **Ideological Representation: Encoded messages about Muslims**
According to respondents, Islam is the fastest growing religion in the world and this fact is worrying the capitalist West since this would diminish Western hegemony. Yet, some held the idea that the reason was fear fuelled by ignorance. Since the Western public is ignorant of Islam, it is afraid of it. • **Phobic representation of Muslims: Intercultural Consequences** many respondents felt the media portrayal of Muslims is psychologically scarring on Muslims, who face constant Islam phobic elements in their daily life i.e. verbal and physical assault, humiliation, discrimination. Some respondents even went as far as feeling that Muslim youth suffered most from Islam phobic propaganda in the media.
• **Impacts on the Non-Muslims**
Respondents believe anti-Islamic sentiments flourish as a result of negative representation in the media and causes profound polarization and conflict in British society.
• **Responsibility of Media towards Islam phobia**
All respondents unanimously pointed to media as being the chief instrument of Islam phobia and expressed their discontent regarding the role of the media in inter-faith and inter-community relations. They initially acknowledged the leading role of the media in inter-faith and inter-community relations; however, they came to the conclusion that media somehow abuses this role and widens already existing divisions. In coverage of issues concerning Muslims some words i.e. terrorism, bombing, hijacking, extremism, are deliberately inserted which manipulate the public to believe that all Muslims are related to or are supporters of these activities.
• **Do the media give enough opportunity to Muslims?**
Many respondents believe that the media did not give enough opportunity to Muslims to represent themselves and also felt that the Muslim figures that appear in the media are the ones who held extremist views or are marginalized Muslims who do not represent the Muslim community at all.
• **Muslim expectations from the media and the government**
The report concludes with proposals for the government, policy makers and media alike to consider as a direct result of deionization of Islam and Muslims in the media.
• **Expectations of the media**
*Just and reliable representation of Muslims and Islam – the media must be fair and objective towards Muslims. There is a need for reliable reporters who are well versed with the Islamic belief system and cultures or Muslim reporters who can understand their subjects:
*A balanced approach - the media should be balanced in its approach and try to understand what is going on in the minds of the Muslim population and convey it as it is.
*Coverage regarding other aspects of Islam - instead of bringing up political issues, other aspects of Islam should be covered by the media i.e. art, culture, science and civilization
*Giving more opportunities to Muslims in the media - Muslim should be given more opportunities in the media so they could represent themselves better.
• **Expectations of the Government**
Legal Protection – The government should take steps to protect Muslims from biased coverage and prosecuting those inciting hatred against Islam by the form of legislation.
**Recommendations**
➢ **Tackling Institutional Islamophobia**
Monitoring representation of Muslims both government and media institutions need to make studies and assess how Muslims and minorities are alienated through media representation.
➢ **Tackling overt vilification and demonisation of Muslims**
Ensuring more effective forms of recourse and redress
➢ **Cultural Change in the Attitude of British Politicians**
Due to disparity of access to the media political comments cannot be countered and debated in a way that includes minority groups. As such the media becomes a destructive force and a blunt instrument to force minorities into certain positions. Dealing with problematic content.
➢ **Creating effective watchdogs**
This requires government to enact relevant legislation to create watchdogs “with teeth”.
➢ **Creating Structures of Accountability for the Political Use of Media.**
Including provisions for accountability in the ministerial and parliamentary codes of conduct could be an effective way of dealing with the acts of politicians who misrepresent minorities in the media.
➢ **Requiring balance**
Creating a regulatory system that understands and requires balance reporting.
➢ **Taking action against worst offenders**
The relevance of non-discriminatory anti-discrimination as used by media producers in assessing the effect on some ethnic and religious communities is one that needs to be broadened to cover other ethnic and religious minorities.
➢ **Accountability**
➢ **Understanding Muslim standpoint(s)**
Contextualizing reporting of Islam
Wide and effective consultation with the Muslim communities
Reference
http://www.ihrc.org.uk/show.php?id=2493
http://muslim-canada.org/intolerance.html
INTERNATIONAL COMMUNICATION IN THE INTERNET AGE
Communication technologies were crucial in the establishment of European domination of the world during the era of colonial empires. The new technologies of the nineteenth century 'shattered traditional trade, technology, and political relationships, and in their place they laid the foundations for a new global civilization based on Western technology' (Headrick, 1981: 177). If trains and ships facilitated the movement of manufactured products from one part of the world to another, fiber optics, satellites and the Internet can trade information, instantly, and across the globe. From telegraph to telephone, from radio to television, from computer and direct dial telephony and DBS to the Internet, international communication has been greatly affected by technological innovation. The convergence of telecommunication and computing and the ability to move all type of data - pictures, words, sounds - via the Internet have revolutionized international information exchange. At the same time, information processing has become far cheaper and faster, resulting in what the Business Week has called the dawn of 'the Internet age' (Business Week, 1999d).
The digitalization of all forms of data - text, audio and video, words sounds and pictures - has increased exponentially the speed and volume of data transmission compared with analogue systems. At first the introduction of digital communication was closely linked to the laying down of new fiber optic cable for telephones and television but even this constraint has been removed with the move to wireless transmission via satellite. Digitalization has had a major impact on international telephony: by 1997, for example, 89 per cent of telephone lines among the world's most industrialized countries were digital. In the use of fiber optic cable, the USA leads the way with 19.2 million cable miles deployed by 1997 (OECD, 1999). The impact on capacity can perhaps be most easily seen in television with the numbers of channels increasing from units to hundreds. Combined with the exponential growth in computing capacity and concomitant reduction in costs, the convergence of computing and communication technologies opens up potential for global interconnectedness such as that offered by the Internet. As Craig Barrett, Intel's Chief Executive points out, 'We are moving rapidly towards one billion connected computers. This does not just represent an online community: it represents the formation of a "virtual" continent' (quoted in Taylor, 1999a).
The dawn of the Internet age
The origins of the Internet lie in the US Department of Defense's Advanced Research Projects Agency Network (APRANET), created in 1969 as a communication network linking top defence and civilian branches of the US administration in case of a Soviet nuclear attack. In 1983, APRANET was divided into military and civilian sections, with the latter giving rise to the Internet. For the next decade this operated as a network among US universities and research foundations (Hafner and Lyons, 1996). The explosion in the use of the Internet took off with the establishment of the World Wide Web (WWW) in 1989, which began as a network of servers using a set of common interface protocols developed by a British computer specialist Tim Berners-Lee of CERN in Geneva. Any individual using these protocols could set up their own 'home page' on the web. This involved giving each page or website a unique address or URL (universal resource locator) and using the hypertext transfer protocol (http) which enabled the standardized transfer of text audio and video files, while the hypertext mark-up language (html) inserted links from one document to another anywhere on the web (Berners-Lee and Fischetti, 1999).
In the history of communication, it took nearly 40 years for radio to reach an audience of 50 million and 15 years for television to reach the same number of viewers - but it took the WWW just over three years to reach its first 50 million users (Naughton, 1999). By 2000, it had become a global medium, with 320 million users. According to a 1999 survey of the World Wide Web by US-based Inktomi, there were one billion unique Web pages. The instantaneous and relatively inexpensive exchange of text, sound and pictures has made a huge impact on international communication. The Internet, 'the fastest-growing tool of communication', with the number of users expected to grow from 150 million in 1999 to more than 700 million by 2001, is making this possible. As Figure 7.1 shows, the growth of the Internet has been remarkable.
At the end of the 1990s, IP (Internet Protocol) traffic was rising by 1000 percent a year, compared to a growth of less than 10 per cent on the Public Switched Telephone Network (PSTN), and if new technologies can meet the demand for bandwidth, IP traffic will surpass PSTN traffic. The proposed Internet 2, backed by major communications companies such as IBM, will give more speed to global communication and thus a boost to e-commerce - trade that takes place over the Internet. A much higher data transmission
Capacity will enable Internet 2 users to communicate at speeds as much 1000 times faster than regular Internet users (Taylor, 1999a). Telephone networks took more than 130 years to reach one billion subscribers, at the current rate of growth, the mobile industry will take just over two decades to reach that many subscribers. By the late 1990s, it had emerged as an industry in its own right, with revenues of around $155 billion and more than 300 million subscribers around the world, up from just 11 million in 1990. In 1998, mobile cellular accounted for one-third of all telephone connections - there were almost twice as many new mobile subscribers as fixed ones and, by 2005, according to ITU forecasts,* the number of mobile cellular subscribers will surpass conventional fixed lines (ITU, 1999e). As Tables 7.1 and 7.2 demonstrate, major global operators of mobile telephony and its equipment manufacturers, are concentrated among the world's richest countries.
Third-generation mobile systems will enable Internet access at high speeds, and**with the huge demand for mobile access to data services, this is creating a new industry (ITU, 1999f). In 1999, Motorola, the world's biggest manufacturer of mobile telephone
Table 7.1 The world's top ten mobile equipment manufacturers in 1998
| Company | Mobile revenue ($ billion) | Foreign sales (%) |
|------------------|----------------------------|-------------------|
| Motorola (USA) | 17.9 | 59 |
| Nokia (Finland) | 14.7 | 94 |
| Ericsson (Sweden)| 14.5 | 95 |
| Lucent (USA) | 4.3 | 26 |
| Nortel (Canada) | 3.7 | 36 |
| NEC (Japan) | 3.7 | 5 |
| Qualcomm (USA) | 3.3 | 34 |
| Matsushita (Japan)| 3.1 | 51 |
| Siemens (Germany)| 3.0 | 69 |
| Alcatel (France) | 2.1 | 83 |
Source: Based on data from ITU
Table 7.2 The world's top ten mobile 2 cellular operators in 1998
| Company | Subscribers (millions) | Revenue($ bn) |
|------------------|------------------------|---------------|
| NTT DoCoMo (Japan)| 23.9 | 26.2 |
| TIM (Italy) | 14.3 | 7.2 |
| AirTouch (USA) | 14.1 | 5.2 |
| Vodafone (UK) | 10.4 | 5.4 |
| BAM (USA) | 8.6 | 3.8 |
| BellSouth (USA) | 8.2 | 4.7 |
| AT&T (USA) | 7.2 | 5.4 |
| SBC (USA) | 6.8 | 4.2 |
| China Telecom (China) | 6.5 | 3.2 |
| Omnitel (Italy) | 6.2 | 2.8 |
equipment, announced an alliance with leading network equipment company Cisco Systems to invest more than $1 billion over the next four years to build a wireless Internet. The two companies will develop hardware and "software to simplify connection of wire devices to the Internet. Microsoft has an alliance with British Telecom to create a wireless Internet service,
based on devices using Microsoft's Windows CE operating system. Ericsson, the world's third largest mobile phone maker, has also joined forces with Microsoft to develop an Internet web browser and e-mail access from mobile phones and hand-held computers. Ericsson, along with Motorola, Nokia and Matsushita, is involved in the Symbian venture, which is working on the next generation of smart mobile phones and palm-top computers with Internet access. To make this a success, the wireless and computer companies have collaborated with major corporations like Microsoft in the Wireless Application Protocol (WAP) Forum in order to develop a common protocol that allows users to gain easy access to the WWW (Wooldridge, 1999).
Many international telecom companies have joined forces to exploit the potential of a global communications system based on mobile satellites. Global Mobile Personal Communications by Satellite (GMPCS) systems will allow users to make and receive calls via mobile handsets from virtually anywhere in the world. Satellites in Low-earth Orbits (LEOS), 500-1200 miles above Earth, can be reached by a new generation of mobile phones with a much smaller aerial. As they do not remain stationary relative to the earth, like geostationary orbits, LEO satellites will not experience delay in routing calls from one LEO satellite to another. In 1999, the US-based cable company NTL merged with Cable and Wireless of Britain and towards the end of the year the German mobile giant Mannesmann merged with the British company Orange in the race to become a long-distance operator. The most significant corporate development in this area was the takeover in February 2000 of Mannesmann by Britain's Vodafone, creating a 'global telecommunication behemoth' with a market capitalization of $340 billion (Wallace, 2000: 72). In 1999, BT and AT&T entered into an alliance to integrate their services and networks so that mobile phone users could send and receive voice and other data using the same handset on both sides of the Atlantic (Baker et al., 1999).
Transnational telecom corporations are most interested in the so-called B2B (business to business) transactions, as businesses are by far the biggest data users and mobile wireless communication offers a cheap and speedy way for remote offices to connect to their corporate centers. In early 2000, Hughes announced that its focus would be on wireless broadband opportunities and the emphasis on business-to-business communication, to cater to what, in industry jargon, is called 'enterprise' customers. Space way, backed by Hughes, is a two-way, interactive broadband service providing high speed data communications, beginning in 2002 (Matlack et al., 1999). By the late 1990s, US telecom giant MCI WorldCom was spending one billion dollars per year to link businesses to high-speed networks that circle the globe (Baker, et al., 1999). Motorola, along with other telecommunication giants, such as Boeing and Microsoft, have started Teledesic, which plans a network of 200 satellites, at the cost of $10 billion each, to become operational by 2004.
In the new wireless world, the electronic organizer, personal computer and mobile phone will all be combined into one portable gadget connected to the Internet via satellite, enabling users to buy or sell shares, book tickets, shop online, listen to music, watch a video, receive the latest news or play online games. By early 2000, Japan's top mobile communications operator NTT DoCoMo was offering i-mode cellular phones with many such services. With interactive digital television, consumers can dial up the programme of their choice or a film they have missed in the cinema and pay for what they watch. Or if they are watching a live sporting event they will be able to pause and get instant replay at any time. Electronic programme guides will select and inform viewers about programmes in which they might be interested. Tapeless VCRs, where images are 'streamed' onto the computer, can also be set to record the user's favourite programmes or programme on particular subjects, even without the user's knowledge. Although this will offer viewers greater choice and freedom to use television in a more active way, such technology will also make consumers vulnerable to exploitation by direct marketing and advertising as well as having implications for security and privacy.
Another, quicker and cheaper technology for delivering multimedia information is the Data Broadcasting Network (DBN), which allows data services to use the existing infrastructure of DTH satellite broadcasters to distribute electronic content directly to personal computers. It uses a DBS broadcasters' extra satellite transponder space to broadcast content into the home via the consumer's satellite dish. With the satellite's footprint, many subscribers can be reached from just one transmission, making Data Broadcasting cheaper than upgrading the public telephone networks to be able to provide the high bandwidth required for multimedia services. This also opens up possibilities for DTH operators of new revenue streams. At the heart of the technological push to provide seamless communications is the potential use of the Internet as a global marketplace.
**From A 'Free Flow Of Information' To 'Free Flow Of Commerce'**
Technological developments, combined with the liberalization in trade and telecommunications, have acted as catalysts for e-commerce. This has been made possible largely because of the opening up of global markets in telecommunications services and information technology products that are 'the building blocks for electronic commerce' as a result of the WTO agreements discussed in Chapter 3. Trade on the Internet has taken hold very quickly - in 1998, companies did $43 billion in business with each other over the Internet (Business Week, 1999d). So important had e-commerce become by 1999, that the American business magazine Fortune had started The Fortune e-50 index, to be published every quarterly, unlike its annual fortune 500 listing of the world's biggest corporations.
The growth of electronic commerce has outpaced even the most optimistic predictions and is now expected to exceed $1.4 trillion by the year 2003, according, to a 1999^report from the US Government (US Government, 1999). Though electronic-payments made up only about 1 per cent of all consumer settlements in 1999, the predictions were that they would grow to 5 per cent by 2005. The top 300 companies doing business on the Internet in 1999 had an average market capitalization of $18 billion (McLean, 1999) (see Table 7.3).
**Table 7.3 Trading-on the Net (selected industries)**
| Industry | E-business in 1999 (S billion) |
|---------------------------------|-------------------------------|
| Computing and electronics | 52.8 |
| Retailing | 18.2 |
| Financial services'† | 14 |
| Travel | 12.8 |
| Energy | 11 |
| Telecommunications* | 1.5 |
Note: " Business-to-business only
Source: Based on data from Business Week, (1999d)
The Internet has dramatically lowered transaction costs and facilitated online transnational retail and direct marketing. The 'e-corporations' operating in a 'net-centric world' break every business free of its geographic moorings (Hamel and Sampler, 1998). According to Business Week, in 1998 corporations did $43 billion worth of business with each other over the Internet, predicted to rise to $1.3 trillion by 2003, or nearly 10 per cent of total business-to-business sales. The Internet is still in its 'Stone Age' and the scope for colonizing cyberspace is virtually limitless, as
AOL chairman Steve Case admitted after his company bought Time Warner: 'We're still scratching the surface' of the Internet's potential (Waters, 2000). As Table 7.4 shows, major web-based corporations have reached respectable revenue levels within a surprisingly short period of time, as the date of their Initial Public Offering (IPO) demonstrates.
Table 7.4 The world's top E-companies
| Company name | 1998-99 revenue ($ million) | IPO date |
|-------------------------------------|-----------------------------|----------|
| America Online (on-line services) | 4777 | 1992 |
| Charles Schwab (Stock trading) | 4113 | 1987 |
| Amazon.com (e-retailing) | 1015 | 1997 |
| E*Trade Group (financial services) | 621 | 1996 |
| Knight/Trimark Group (stock trading)| 618 | 1998 |
| Yahoo! 1996 (Most important portal) | 341 | 1996 |
Source: Based on data from Fortune, 6 December 1999
Though most of c-trading is between businesses, it is also having a profound effect on the retail market - on-line business is undermining off-line transactions. Increasingly, global trade in computer software, entertainment products, information services and financial services is taking place using the Internet. In 1999, 39 million Americans shopped on-line and computer software, airline tickets and books were among the main products bought. The so-called 'webonomics' favours the world's rich countries. Nearly 75 per cent of all e-commerce in 1999 took place within the USA, which also accounted for 90 per cent of commercial websites (Peet, 2000). As monetary transactions via the Internet become more secure and new services are offered, e-commerce is set to go global. Already, cyber loyalty schemes are in operation, such as Beenz, ipoints and flooz, which pay customers who visit Internet sites in credits which can be spent online.
One of the biggest potential growth areas for e-commerce is in Asia, which had just over 14 million people on-line in 1998, but by 2000 their estimated numbers had reached nearly 40 million, with Singapore, China, Japan and South Korea having the highest net penetration in the continent. On-line advertising was predicted to grow in Asia at an unprecedented rate - from $10 million in 1998 to $1.5 billion in 2001 (Fannin, 1999b). China, in particular, is emerging as a major market for e-commerce. The Chinese economy has been steadily growing for last two decades, and by joining the WTO and integration with the global economy, it is set to become an important global player. China is the world's fifth largest PC market and Internet use in the country has jumped from 1 600 in 1994 to an estimated six million in 2000.
In recognition of this, US corporations have struck deals with Chinese companies - Yahoo!, the most popular portal in China, launched a Chinese site in 1998, while News Corporation has been involved in developing two websites, ChinaByte and CSeek. In 1999, the most popular Chineselanguage portal Sina was backed by Goldman Sachs, Sohu by Intel and Dow Jones, while China.com was supported by AOL (Einhorn and Roberts, 1999: 28). Youjing Zheng, Director of the Centre for Information Infrastructure and Economic Development in Chinese Academy of Social Sciences argued: 'Informatisation is the foundation for China's economic modernization; information resources is one of the most basic and important inputs for modern economic development; information industry should become the fundamental sector of China's economy' (quoted in Tan, 1999: 264). In 1998, China merged all the information and telecommunication related regulatory institutions into one single regulator - the Ministry of Information Industry (Tan, 1999).
**Media on-line**
According to the industry outlook for 2000 published in *Business Week*, the Internet was the fastest-growing part of the media sector. With the reducing cost of computers and telephone networks, more and more people are connecting to the Internet, making it a major source of revenue. A 1999 survey by Publishers Weekly of the on-line bookselling market, covering four major e-retailers, reported that on-line "book sales rose 322 per cent in 1998 to $687 million. The largest on-line bookseller, Amazon.com, had total sales of $610 million, while the fastest-growing site was Barnesandnoble.com, where sales jumped 419 per cent to $61.8 million (Milliot, 1999).
With the convergence between the Internet and television, media corporations are developing strategies that include the new electronic media. For example, News Corporation's TV Guide, (the bestselling US television listing magazine), in its deal with United Video Satellite Group (provider of electronic and interactive programme guides), has created a leading television news and listings service, operating across multiple platforms. In the future the TV Guide Channel will become a portal, similar to that of existing Internet search engines. News Corporation's US new media unit, News America Digital Publishing, is providing high speed Internet access and also delivering FOX news and sports content. Its E-Direct develops databases of customer information, opening up the e-commerce opportunities in book, video and merchandise sales already flowing from this knowledge are enormous (News Corporation, 1999).
The creation of an Internet-based media giant valued at around $350 billion, a result of the merger of America Online and Time Warner, is indicative of the commercial potential of this new medium. Signed just weeks into the new millennium, the deal marks the coming of age of the Internet as the next stage of communication, bringing together television, film, radio, publishing and computing into one accessible medium. In this marriage of the old and the new media, AOL will provide its Internet subscriber service via Time Warner's huge cable network, while the media giant will use AOL's customer base to gain new consumers for its various media products.
Time Warner's extensive fiber-optic cable networks in the USA mean that AOL can offer a service 100 times faster than traditional phone lines, cutting the time needed to download movies, music and 3-D graphics. Coupled with Time Warner's enormous stock of information and entertainment products, the new group is poised to dominate global communication. AOL-Time Warner can draw from the huge library of more than 5 700 Warner Bros, feature films, or thousands of record labels produced by Warner-EMI, the world's second biggest music company. For children it offers Cartoon Network and for sports fans, the leading magazine Sports Illustrated. In the area, of news and current affairs, the group has such global brands as CNN, Time as well as Fortune.
Founded only in 1985, America Online has become the world's biggest Internet Company, whose stock value has increased from just $5 billion in 1996 to $164 billion at the beginning of the
twenty-first century. Already America's largest Internet service provider (ISP), AOL also owns another well-known ISP, CompuServe, as well as Netscape, the most widely used browser among 'net-izens' worldwide. Its informal style helped to make AOL famous, promoting on-line 'chat rooms' for people looking for romance. It gave the world the message 'You've got mail!', later the title of a successful Hollywood film about a love story blossoming in virtual space. Not surprisingly, the Warner Bros. film was extensively promoted by AOL to its 20 million subscribers.
With the number of Internet users expected to rise rapidly, all the major media and communication companies are scrambling to get on-line. By sharing their resources, AOL and Time Warner can dominate the cyber-world and encroach on the market share of rivals in media, entertainment and the Internet access business.
The world's top media corporations see the potential of using the new medium to exploit synergies between their print, broadcast and on-line operations in a multimedia environment, in which cross-promotion is the norm. According to Bob Eggington, editor of BBC Online, in global terms, the three major news websites were CNN, BBC and Yahoo!, the last, though not a primary news provider, but a 'news aggregator', which acquires news content from world's top news agencies, newspapers and other organizations (Eggington, 2000). The BBC on-line service is trying to exploit the BBC brand to develop e-commerce revenue around the world (Barric, 1999). The BBC World Service has steadily extended its on-line presence with plans to operate interactive websites in twelve languages. Its first interactive programme, Talking Point, which enables Internet and radio audiences to join live debates, is becoming popular globally.
Within a year of the development of the WWW, most major newspapers in the USA had started a web edition and all the major broadcasters had a presence too on the Internet. In the initial years these were seen more as a supplement to the main newspaper or magazines rather than entities in their own right, though apart from the Wall Street Journal no newspaper on the web has as yet made a profit (Katz, 1999). By 2000, this had become a normal phenomenon and a web presence was an integral part of media organizations, not only in the media-rich North but increasingly across the world. As in other sectors of the media, major corporations such as CNN also dominate on-line journalism. CNN Interactive, for example, had eleven web sites in 2000: CNN.com, CNNSI.com, a CNN and Sports Illustrated sports news site, CNNfn.com, a unit of CNN Financial News, AllPolitics.com, a US political news site operated in conjunction with Time and Congressional Quarterly, Custom News, CNN's news personalization product with Oracle and CNN's web sites in Swedish, Spanish, Portuguese, Norwegian, Danish and Italian.
With mobile telephones linked to the Internet, news has become instant and personalized. Now the news will come to subscribers rather than the other way round. With the arrival irr-K9~99 of WAP, phones can offer direct access to the Internet, making the newsroom redundant. CNN, which gave the world the concept of Headline News, launched in 1981 in the USA to update viewers on news issues every 30 minutes, has taken the lead again by providing a personalized service through its alliance with Nokia to offer news that has been specifically designed for phones. In 1999, CNN was running my CNN, a personalized news service. Other Internet content providers too are tailoring their products for phone users and 'distilling long-winded news stories into the bald facts' (Wooldridge, 1999: 14). Already question are being raised about the relevance of traditional journalism 'in an online world where brevity and speed seem far more important than elegance or intelligence' (Katz, 1999: 2). By 2000, Ananova, the world's first virtual newscaster which CNN called 'a personality designed to rival flesh and blood anchors', had already become a feature of on-line media. In the digital media age the future of newspaper itself was in doubt, with the US company Xerox announcing in 1999 that it will be producing electronic paper - which unlike ordinary paper can be scrubbed and reused.
In the new media environment the boundaries between advertising and programming are constantly blurring. The growth of cable and satellite television has already made the task of selling products less cumbersome and the development of interactive television and on-line retailing means that advertisers will no longer have to conduct expensive and time-consuming market research but will have access to relevant information about individuals' leisure and consumption habits. In the age of narrowcasting, the consumers are self-selected on such specialist channels as MTV, ESPN, Disney or CNN and their purchasing patterns and predilections will in the future be relatively easy to monitor for advertisers.
The international media survive on advertising. Programme production on television would be prohibitive if it were dependent on subscribers only, while newspapers and magazines would have to double their cover price if they were not supported by advertising. However, advertising on the Internet can be more complex. Surfers may just ignore the advertisers' logos on the margins of the screen, unlike TV, where advertisement breaks in the middle of movies or TV programmes are the norm. Not surprisingly, Internet revenue from advertising was just 0.2 per cent of all media advertising in 1999 (see Table 7.5).
Despite accounting for a very small proportion of global advertising, the growing commercialization of the Internet and its increasing use among consumers is likely to make it a sought-after advertising medium. Already, 'dot.com advertising' has become a regular feature on television and print - in 1999 the on-line magazine Salon launched a $4 million TV campaign (Eisenberg, 1999). Given the nature of the Internet, on-line advertising can be used by corporations to record not only every transaction but also which advertisement the consumer clicks on and how long they stay on it (Peet, 2000). Apart from making one-to-one marketing possible, this type of information has security and privacy implications since it can also be misused by corporations or governments. By being able to monitor and record pattern of Internet use, the governments can control citizens' political activities while businesses can have access to private information - about bank accounts, insurance details and spending habits of consumers, which can be traded for marketing purposes.
**The Internet as a political tool**
Once hailed as a democratizing and even subversive communication tool, the commercialization of the Internet is perceived by some as betraying the initial promise of its potential to create a 'global public sphere' and an alternative medium. In its early days, the Internet was seen as a mass medium whose fundamental principles were based on access to free information and a decentralized information network. For many the Internet had opened up possibilities of digital dialogues, across the world (Negroponte, 1995), and given freedom of speech its biggest boost since the US Constitution got its first amendment (Naughton, 1999). As the Time magazine wrote in 1994: Most journalism to down, flowing from a handful of writers to the masses of readers. But on the Net, news is gathered from the bottom up - the many speaking to many - ai it bears the seeds of revolutionary change' (Elmer-Dewitt, 1994: 56).
- However, the Internet has also provided a platform for extremist organizations. In the USA, for example, supremacist groups have created bullet boards such as Aryan Nation Liberty Net, which has created international links with other such groups in Europe and other parts of the world, electronically transmitting hate literature. The British National Party's siI offer essays on far-right issues, Nazi merchandising and hate propaganda (Ryan, N., 1999)
Others, such as radical Palestinian groups, operate anti-Zionist websites, while the Tamil Tigers continue their battle with the Sri Lankan government on to cyberspace through such sites as Eelam.com, Tamilnet.com and Tamileelam.net. The world's 'first informational guerrilla movement' was the Zapatista National Liberation Army which fought for self-rule in Mexico's Chiapas state. Subcommandante Marcos, the leader of the uprising in 1994, became something
of an international hero. This status was largely gained through the movement's use of the Internet to promote their cause (Castells, 1997)."
Internationally, the most significant political role that the Internet has played is in promoting links between community groups, non-governmental organizations and political activists from different parts of the world. One major success of such activism was the use of the Internet to mobilize international support against Multilateral Agreement on Investment (MAI). The MAI, which was being discussed within the OECD, if approved, would give extraordinary powers to TNCs, especially with regard to freedom to move capital from one country to another. Through a concerted international effort which included flooding the relevant ministries of the OECD governments, major TNCs and other intergovernmental organizations with e-mails, the activists were able to stop the agreement to go ahead (Kobrin, 1998). The Internet also played a major role in organizing and publicizing the very public opposition to growing corporate control of global trade, leading to the scuppering of the WTO's ministerial meeting in Seattle in November 1999. This type of activism has been termed by the US military as 'social netwars' being used by NGOs, though they also fear the involvement of computer-hacking 'cybeteurs' (Vidal, 2000).
The Internet has influenced the mass media in a substantial way: not only has it provided a new platform for media organizations to reach consumers but it has also changed the time frame of news production and distribution. In an era of real-time news, journalists are under increasing pressure to provide up-to-minute information, while ordinary citizens now can access the world's top news organizations - news agencies, 24-hour news channels, once available only to journalists - without being mediated by editorial control of news organizations. During the 1999 NATO bombing of Yugoslavia the Internet was widely used by both sides. The independent Serbian radio station B-92 used its website to provide information about the war, free of Yugoslav government control and the Voice of America website became very active during the first days of bombing - between March 21 and 28, over one million hits were registered, nearly four times the normal.
The Internet has also greatly influenced the speed with which news is disseminated, making it more difficult for governments or corporations to suppress information. One key example of this was the 1998 revelation about US President Bill Clinton's affair with a V4b_ite House intern Monica Lewinsky on The Drudge Report, which catapulted US journalist Matt Drudge into global spotlight. Within hours of the story breaking on the Internet, millions of Americans had knowledge of what turned out to be-the one of the biggest sexual scandals in US political history, leading to the impeachment of the President. The story had become so widespread that the mainstream media had little option but to cover it. The Internet was instrumental in the publication in late 1998 of the report by President Prosecutor Kenneth Starr, which was made available first on the Internet, and thus to 55 million people, even before its official release. So pressured were the media to cover it live that networks like CNN had a correspondent reading it straight from text scrolling on the screen. This was an early example of how Internet had the potential to loosen, if not abandon, editorial control over media content.
It is undoubtedly the case that the Internet has been an extraordinary source of information for journalists - from government documents, to TNC annual reports, to NGO viewpoints - all are available to journalists with computer and telephone access. This has meant that they can research a story at greater detail, and given the global nature of the Internet, they can also investigate an issue taking on board 'foreign' views. Most major media organizations now regularly provide background information on contemporary issues through their webpages.
The new medium has also contributed to journalists becoming connected to each other, reading about other countries through websites or watching their television channels. This can happen both in a regional and an international context. The information about the October 1999 military coup in Pakistan was posted by an anonymous person on a website for Indian media
professionals, eight days before General Parvez Musharraf seized power in Islamabad (Chakraborty, 1999). Another significant development was the publication in January 2000 by the US-based International Consortium of Investigative Journalists, exposing the involvement of the London-based British American Tobacco, the world's second largest cigarette company, in illegally selling cigarettes to Latin America. The detailed reports on 'duty not paid tobacco' were also carried by *The Guardian* (Leigh, 2000).
The downside of the new journalism is its stress on speed, with the danger that in the race to be first with the news, a news organization may sacrifice depth in a story. Already journalists are being criticized for their often superficial and sensationalist slants on news stories (Postman, 1985; Franklin, 1997). The competitive multimedia environment is likely to make news more prone to infotainment. Even as well established a newspaper as *The Financial Times* was considering revamping its web edition after the US-based *TheStreet.com*, an on-line financial newspaper described 'as a combination of news agency and financial newspaper produced in real time', was launched in London in 1999 (Snoddy, 1999).
Corporate consolidations such as AOL with Time Warner and new types of synergies that will inevitably follow are likely to increase; triggering concerns among consumer groups about reduction of choice, as a few megacorporations control all forms of media content and their delivery systems. There are enough indications to show that this is already happening.
INTERNATIONAL COMMUNICATION - CONTINUITY AND CHANGE
One recurring theme in this study of international communication has been the continued domination of the global information and entertainment industries (both hardware and software), by a few, mainly Western nations and the transnational corporations based in these countries. From Marconi to Microsoft, a continuity can be detected in how mainly Western technology has set the agenda of international communication, whether it was cabling the world, broadcasting to an international audience or creating a virtual globe through the Internet. The rest of the world, by and large, has followed the dominant ideology promoted by major powers through their control of international channels of communication - telegraph, radio, television and the Internet. The expansion of European capitalism in the nineteenth and the twentieth centuries could not have been possible without the creation of a global communication infrastructure. *The post-Second World War US hegemony* was built on the use of its 'soft power' to supplement its military supremacy. Much of the Cold War was fought over the airwaves, though in the South it was more often hot, claiming over 20 million lives in conflicts related to superpower rivalry for global domination. In the post-Cold War era, the international media, especially television, have become a conduit for legitimizing the free market ideology, dominated by corporate capitalism. What distinguishes the new form of capitalism from its colonial predecessor is its emphasis on the almost mythical powers of the market and its use of mediated entertainment rather than coercion to propagate this message. It would appear that a 'global feel good factor' is being promoted through the myriad of television channels in partnership with the international entertainment industry, which though a fast-growing business, is still in an 'entrepreneurial stage of development'. In 1998, for example, Time Warner, then the world's biggest media conglomerate, had a market capitalization of $52 billion, compared with $180 billion for oil giant Exxon. The total global entertainment market stood at $500 billion, with the USA accounting for half of that market, followed by Europe at about 26 percent (*The Economist*, 1998).
Although international entertainment has been driven by TNCs, the governments of the countries where these are based play an active part in the promotion of their products. The Los Angeles-based Motion Picture Association, also referred to as 'a little State Department', for example, lobbies for greater access for US film and television programming in international markets. Similarly, TV France International, a trade association of 134 French companies, created in 1994 to promote French television globally, is supported by the Centre National de la Cinematographic (The National Centre for Cinema) and the Ministere des Affaires Etrangeres (the Ministry of Foreign Affairs).
With the growing volume of electronic commerce, including entertainment, questions about its regulation will become more pressing. There is a call for greater self-regulation by private sector groupings such as the Global Business Dialogue on Electronic Commerce, a consortium of TNCs, while the UN Commission on International Trade Law has introduced a voluntary Model Law on Electronic Commerce. Will electronic commerce lead to standardization of international currencies? A type of financial globalization was operational in the form of the gold standard in the twentieth century. In a 'borderless' globalized world the demand for a single currency has been expressed. "Would fewer currencies make more sense?" asked the US journal *Foreign Policy* on the cover of its Fall 1999 issue containing a series of articles about what it called 'a debate over dollarization'. 'A world of 100 floating currencies,' wrote one commentator, is unlikely to be 'compatible with globalisation' (Hausmann, 1999: 78).
It has been argued that an ethical dimension should be added to international communication to make it more equitable (Hamelink, 1983; Mowlana, 1997), while others have emphasized the
need to reinvent NWICO to bring issues of information inequality back onto the global agenda (Vincent et al., 1999). Idealists feel that improved communication between and among nations will not only help make the world smaller but also enable a more just and equitable global society (Cairncross, 1997; World Bank, 1999). However, given the global disparity in access to information and communication technologies, how is this to be achieved?
There have been some worthwhile suggestions. UNESCO's World Commission on Culture and Development regards the airwaves and space as part of 'the global commons', a collective asset that belongs to all humankind. Commercial regional or international satellite interests which use the global commons free of charge, it counsels, should pay 'property rights' and thus 'contribute to the financing of a more plural media system'. New revenue could be invested in alternative programming: UNESCO and UNDP has ensured that the communication revolution is truly global, the UNDP has also suggested a 'bit tax' on data sent through the Internet. A tax of one US cent on every 100 lengthy e-mails, according to its estimates, would generate more than $70 billion a year (UNDP, 1999). It has been argued that if proper policies are adopted, globalized liberalism can strengthen protection of 'global public goods' - environment, health, knowledge or peace (Kaul et al., 1999). Yet such promises co-exist with a trend towards the monopolization of media and communication power, reflected in the rise of global media tycoons - Murdoch and Turner, and regional oligarchs such as Berlusconi in Italy, Subhash Chandra in India and Boris Berezovsky in Russia. These unelected power centres can set the parameters of public debate in the media.
As military confrontations between the world's major powers, which defined international interactions for most of the twentieth century, recede, to be replaced by regional and 'ethnic' wars, the focus of global conflict is likely to shift towards the South, the region of 'failed states' with dubious sovereignty (Krasner, 1999). If one were to believe the dominant view in the USA, the global South is also the region from which 'threats' to the Western way of life are likely to emerge, from religious fundamentalism, to proliferation of weapons of mass destruction and international terrorism. According to an authoritative survey of US public opinion, the 'critical threat' to US vital interests in the minds of the American public was international terrorism (Rielly, 1999). The decline in overseas reporting among the main television channels in the USA (Utley, 1997) and Britain (Stone, 2000) and the proliferation of 'docusoaps', replacing serious factual programming, have implications for the level of public understanding of global affairs, especially those concerning the South.
Under such conditions of an apathetic public and a pliant media, the world's major powers can justify military 'intervention' to defend their definitions of 'security', at a time when US domination is celebrated unabashedly, even on the pages of prestigious international journals. 'The benevolent hegemony exercised by the United States is good for a vast portion of the world's population,' proclaimed one commentator (Kagan, 1998: 26). Such supremacy can legitimize the undermining of political, economic and cultural sovereignty. One example of this was NATO's precedent-setting bombing of Yugoslavia in 1999 - the first conflict in which the world's most powerful military alliance intervened in the internal affairs of a the twentieth century, which set the strategic agenda for the twenty-first century, was presented by US-dominated global media as a 'humanitarian intervention', while the fundamental change in the nature of NATO - from ad hoc fence alliance to an offensive peatmen forcing organization - was largely ignored (Lepgold, 1998; Chomsky, 1999; Deutch et al 1999).
Despite exaggerated claims about the capacity of the free market and new technologies to empower and liberate individuals and create a 'global civil society', capitalism's contradictions are sharper at the beginning of the third millennium than ever before (Amin, 1999). As corporations strengthen their control over the portals of global power while a majority of the
world's population is excluded from the benefits of the emerging electronic economy, the potential for social unrest is enormous.
If global peace and prosperity for all have to go beyond merely being platitudes, international communication will have to be harnessed to promote people-centre capitalism to check the corporate colonization of the planet. | <urn:uuid:adaa9c09-9b7c-4f72-af92-e11e87c3f169> | CC-MAIN-2019-22 | http://api.ning.com/files/X*t4t7cupRKR6UQPidn-HnLYYaWo-iG4L0irM21GoZ03PGf3QXhPGqYYJ0eRhznv3YZr2Z5ml11mLkR62BY3myJslFiQq7UP/MCM604InternationalCommunicationCompleteHandoutsfromLectureno.1toLectureno.45bywww.virtualians.pk.pdf | 2019-05-19T07:22:04Z | crawl-data/CC-MAIN-2019-22/segments/1558232254253.31/warc/CC-MAIN-20190519061520-20190519083520-00082.warc.gz | 16,041,199 | 59,974 | eng_Latn | eng_Latn | 0.993344 | eng_Latn | 0.997585 | [
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Butterfly Gardens
Peechi & Nilambur
Kerala Forest Research Institute
An Institution of Kerala State Council for Science, Technology and Environment
Butterflies and moths, scientifically classified under the order Lepidoptera, form the second largest group of class Insecta. Kerala has about 330 species of butterflies many of which were once very common in our backyards and countrysides. The developmental activities of man have led to destruction of the natural habitats of butterflies leading to disappearance of many species. Species loss has tremendous implications on the sustenance of natural ecosystems. We need to recreate our lost habitats to conserve our flora and fauna.
**Butterfly Gardening**
Butterfly gardening is an attempt to nurture and sustain different species of butterflies in a recreated habitat by providing appropriate ecological niche. Such gardens help in conserving the local butterfly fauna and for creating public awareness on biodiversity conservation.
**Conditions for sustaining butterflies**
In a butterfly garden, a sustainable butterfly population is maintained by providing appropriate microclimatic conditions (temperatures between 20 - 25°C and humidity above 85%), appropriate host plants which are preferred by butterflies for laying eggs or feeding on nectar and suitable habitats such as openings, shade, dampness etc. A list of some of the common host plants is provided overleaf.
*An aggregation of Common Albatross (Appias albina)*
**Design of the garden**
There are two major areas in the garden: a butterfly exhibit area for observing butterflies at close range and a butterfly forage area to enhance their colonization and breeding within the garden. A long trek path is also set up connecting the different areas.
**Life cycle of Butterflies**
Butterflies have a short life cycle, which is completed in a few weeks. There are four distinct stages in the life cycle of a butterfly- egg, caterpillar, pupa and imago(butterfly). The immature stages are quite different from the adult.
*Eggs* are laid singly or in clusters on the foliage of host plants on which the caterpillars feed. The eggs hatch into caterpillars within 3 to 5 days.
*The Caterpillars* which feed voraciously on foliage of host plants are elongate with the body composed of a head, three-segmented thorax and five-segmented abdomen. Typically there are three pairs of legs on thorax and five pairs of abdominal legs on segments 3 - 6 and 10. Caterpillar stage lasts for 10 - 14 days.
*The Pupa*, is entirely different from the caterpillar which is devoid of visible appendages and is oval or cylindrical in shape. Pupal stage lasts for 7-15 days after which eclosion of the adult butterfly takes place.
*The Butterfly* has colourful wings, elongated clubbed antennae and a coiled feeding tube (haustellum). Unlike the caterpillar, it feeds on nectar or sap exuding from trees or fruits. The life span of butterflies is usually 2 - 3 weeks.
Some common butterflies of Kerala and their host plants
| BUTTERFLY SPECIES | LARVAL HOST PLANTS |
|-----------------------------------------|--------------------------------------------------------|
| Pachliopta hector (Crimson Rose) | Aristolochia indica |
| P. aristolochiae (Common Rose) | Aristolochia indica |
| Troides minos (Southern Birdwing) | Aristolochia indica, Thottea siliquosa |
| Graphium doson (Common Jay) | Michelia champaca |
| Graphium agamemnon (Tailed Jay) | Michelia champaca, Annona sp. |
| Graphium sarpedon (Blue Bottle) | Cinnamomum verum |
| Chilasa clytia (Common Mime) | Cinnamomum verum |
| Papilio demoleus (Lime Butterfly) | Citrus limon, Citrus spp., Aegle marmelos, Ruta graveolens, Murraya koenigii |
| Papilio polytes (Common Mormon) | Citrus aurantia, Citrus medica, Citrus aurantiifolia, Citrus limon, Aegle marmelos, Murraya koenigii, Murraya exotica, Zanthoxylum rhetsa. |
| Papilio polymnestor (Blue Mormon) | Citrus aurantia, Citrus grandis |
| Papilio helenus (Red Helen) | Zanthoxylum rhetsa |
| Delias eucharis (Common Jezebel) | Loranthus sp. |
| Eurema hecabe (Common Grass Yellow) | Cassia fistula, Cassia tora, Albizia odoratissima, Caesalpinia pulcherrima |
| Catopsilia pomona (Common Emigrant) | Cassia sp. |
| Catopsilia pyranthe (Mottled Emigrant) | Cassia occidentalis, Cassia sp. |
| Gangara thyrsis (Giant Red Eye) | Ornamental palms |
| Tirumala limniace (Blue Tiger) | Wattakaka volubilis |
| Tirumala septentrionis (Dark Blue Tiger)| Wattakaka volubilis |
| Parantica aglea (Glassy Blue Tiger) | Tylophora indica |
| Danaus genutia (Striped Tiger) | Asclepias curassavica |
| Danaus chrysippus (Plain Tiger) | Calotropis gigantea |
| Euploea core (Common Crow) | Carissa carandas, Ficus religiosa, Ficus tomentosa, Ficus racemosa, Hemidesmus indicus |
| Talicada nyseus (Red Pierrot) | Kalanchoe blossfieldiana, Kalanchoe pinnata |
| Rathinda amor (Monkey Puzzle) | Mangifera indica, Ixora sp. |
| Moduza procris (Commander) | Mussaenda laxa |
| Cupha erymanthis (Southern Rustic) | Flacourtia sp. |
| Acraea violae (Tawny Coster) | Passiflora edulis |
Published by:
The Director, Kerala Forest Research Institute, Peechi 680 653, Thrissur, Kerala
Ph: 0487-2699061-64; Fax: 0487-2699249, E-mail: email@example.com
Credits:
Text: Dr. George Mathew, KFRI, Peechi, Kerala.
Photographs © Dr. Unni Krishnan Pulikkal, BAF India. e-mail; firstname.lastname@example.org
Design: The Butterfly Art Foundation, India.
Pady P.O. 680 699 Thrissur. www.baf.in E-mail: email@example.com
Printed at: P.P. George & Sons Annamaly - Ph. 2456819 | <urn:uuid:804fb002-2925-4235-be54-346757277202> | CC-MAIN-2023-06 | https://docs.kfri.res.in/brochures/KFRI-Brochure-21.pdf | 2023-01-28T00:55:40+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499468.22/warc/CC-MAIN-20230127231443-20230128021443-00436.warc.gz | 237,151,020 | 1,520 | eng_Latn | eng_Latn | 0.505554 | eng_Latn | 0.988258 | [
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Topic 6 - N.I.M.B.Y. There Is No Away In Throwing
The acronym N.I.M.B.Y stands for NOT IN MY BACKYARD. With humans producing more and more waste, the disposal of these wastes in our backyards is becoming a concern. How do they get there?
Blowing In The Wind
The source of a pollutant may be in one place, but it can show up in many other places around the world. There are three stages of transport of substances in the environment:
- Release of chemicals at the source
- Dispersion of the chemical into the atmosphere
- Deposition of the chemical in soil or water
The direction and distance that airborne chemicals travel are determined by various factors, including:
- The properties of the chemical pollutant
- The wind speed
- The direction of the prevailing winds
The distribution of particles may also be limited by lack of wind or precipitation.
The source of most airborne particles now is primarily human activities (industries, agriculture and manufacturing), whereas in the past natural sources (forest fires and volcanoes) were the main culprits.
Stratospheric Ozone and CFCs
Ozone at the Earth's surface is an irritating toxin. Atmospheric ozone is the chemical that occurs high in the atmosphere where it maintains a shield around the Earth protecting everyone from harmful UV radiation from the Sun. The ozone layer is a natural formation 15 to 50 kilometers above us. Since the late 1970's Scientists who have been monitoring this protective layer, have noticed that it is becoming thinner. They have also discovered 'holes' in the layer. This results in more UV radiation getting through to the surface of the Earth and increasing the likelihood of more organisms getting skin cancer and cataracts. It is also affecting the plankton population – which is an important food supply for many animals.
The thinning of the atmosphere is caused by our use of chlorofluorocarbons (CFC's). In the past these chemicals were used in: Styrofoam™, aerosol spray cans and coolants in refrigeration systems. These chemicals eventually get into the upper atmosphere where they are broken down into elements like chlorine – which destroys ozone. (1 chlorine atom can destroy 100, 000 ozone molecules. Many countries have signed agreements to reduce their use of these chemicals, which are stable and will persist in the atmosphere for many years to come.
Controlling Water Pollution in Surface Waters [http://www3.gov.ab.ca/env/water/SWQ/index.cfm](http://www3.gov.ab.ca/env/water/SWQ/index.cfm)
Hazardous chemicals can enter surface water from the air, the groundwater, runoff from agricultural fields and industrial sites and outflow from storm sewers and sewage treatment plants. A substance that dissolves in water easily may be carried by water a fair distance and dispersed over a wide area. Substances that do not dissolve easily may sink to the bottom and be concentrated close to the source, affecting organisms in the immediate area. Because humans use water for drinking and agricultural use, its quality is monitored regularly.
Most surface water pollution is a result of washing clothes or watering lawns. Nitrates and phosphates enter the water system through storm sewers, runoff or untreated wastewater. Treatment of wastewater and sewage is necessary to reduce its harmful effects when it reenters the water system from which it was taken. Sewage includes: dissolved and undissolved materials from your kitchen, bathroom and laundry. Treatment can occur in rural areas with septic systems and urban areas with waste treatment plants.
**Septic tank** (rural areas) –
A septic tank is a large underground container that traps grease and large solids.
The remaining liquid waste is distributed through pipes with holes (perforated); the pipes lead into a drainage area containing gravel. Bacteria and other micro-organisms in the gravel and soil break down the organic waste and use it as a source of food energy. This system mimics the way in which decomposers normally recycle biodegradable wastes. The septic tank is periodically pumped out to prevent overflow.
**Sewage Treatment Plant** (urban areas) –
A waste facility treats sewage in three levels or steps.
**Primary – physical**
- filtering, sieving and settling
- waste water can be further treated with chlorine and returned to the environment as effluent. Waste material, called *sludge*, can be recycled as fertilizer or landfill.
**Secondary – biological**
- bacteria and micro-organisms decompose most of the remaining biodegradable waste.
**Tertiary – chemical**
- removes dissolved nitrates, phosphates and undissolved solids from the effluent
**Controlling Water Pollution in Ground Water**
Water that soaks into the soil is collected in a zone called the **groundwater zone**. The top of the groundwater zone in the soil is called the **water table**. Groundwater moves sideways, up or down and can move very slowly (1 meter per year) or very quickly (1 meter per day).
Water in Alberta: [http://www3.gov.ab.ca/env/water/index.cfm](http://www3.gov.ab.ca/env/water/index.cfm) [http://www.groundwater.org/kc/kc.html](http://www.groundwater.org/kc/kc.html)
Certain contaminants ([http://www.eee.vt.edu/program_areas/environmental/teach/gwprimer/gw-types.html](http://www.eee.vt.edu/program_areas/environmental/teach/gwprimer/gw-types.html)) can remain collected in the groundwater for long periods of time (because they are heavy metals), posing problems if the groundwater is used for drinking, agricultural purposes or industrial use.
A factor that affects the movement of contaminants in groundwater is the number and connection of pores (tiny spaces between soil grains) in the soil. When the pores are packed together very tightly and are not connected, the soil is considered **impermeable**. If the pores are connected the soil is **permeable** and water can move through easily.
Permeable ground can create **aquifers**, which collect naturally filtered amounts of water that providing a good source of drinking water, accessible when a well is drilled. Unfortunately they can also contain concentrated soluble substances as well. They are difficult to clean up and the solution is prevention.
Pollutants, which occur naturally or through human activities, can move more quickly through permeable soil.
**Some Substances That Contaminate Groundwater**
| Substance | Source | Examples | Occurrence |
|-------------------------|---------------------------------------------|---------------------------------|-----------------------------|
| Minerals | Rocks and Soil | Iron, Calcium, Selenium | Natural |
| Organic Substances | Soil | Pesticides, solvents | Natural & Human Activities |
| Leached Substances | Landfill sites, mines | Heavy metals, organics | Human Activities |
| Leaked substances | Underground storage tanks, pipelines | Gasoline, Natural gas, oil | Human Activities |
| Inorganic substances | Run-off | De-icing roadways, sewage, industrial processes | Human Activities |
| Micro-organisms | Septic tanks, sewage treatment ponds, runoff | Bacteria, viruses, Protozoans | Human Activities |
| Chemicals | Household | Nitrates, phosphates, detergents, cleaners | Human Activities |
**Biodegradability and the Environment**
**Biodegradation** occurs in the environment because living things (earthworms, bacteria and fungi) are actively breaking down organic substances, including many pollutants. Micro-organisms are especially important in the biodegradation of pollutants. The existing organic molecules provide carbon atoms, which are used to build biological compounds, such as carbohydrates and proteins. This is a multi-step process in which the large organic molecules are broken down (hydrolyzed) either inside or outside bacteria.
Some bacteria grow and reproduce only when oxygen is present. They use the oxygen for the process of **aerobic biodegradation**. When oxygen is not present – in an **anaerobic environment** (like deep in landfill sites) - some bacteria remove chlorine from harmful chlorine-containing compounds, such as PCB’s (polychlorinated biphenyls - human made oils used in electrical equipment), by replacing them with hydrogen atoms – which can then be used as food for the bacteria. During the winter, biodegradation is slow, because **temperature** is one factor that affects the rate of biodegradation. Other factors include **soil moisture**, **pH**, **oxygen supply** and **nutrient availability**.
**Hazardous Wastes**
A hazardous waste is any discarded material that contains substances that can be poisonous, toxic, corrosive, flammable, or explosive. Chemicals used in the home and garden can be classified as hazardous wastes.
**HOUSEHOLD PRODUCTS DATABASE** - [http://householdproducts.nlm.nih.gov/products.htm](http://householdproducts.nlm.nih.gov/products.htm)
A Sample List of Products Used in the Home
[http://www.cheugel.org/healthhouse/education/articles-detail.asp?Main_ID=650](http://www.cheugel.org/healthhouse/education/articles-detail.asp?Main_ID=650)
Common Household Hazardous Waste
[http://www3.gov.ab.ca/env/waste/aow/hhw/common.html](http://www3.gov.ab.ca/env/waste/aow/hhw/common.html)
Improper storage, transport and disposal of these products can contribute to burns, heart problems, kidney failure, lung (respiratory) ailments, cancer and even death.
Regulations are designed to protect consumers and reduce the risk of hazardous chemicals. The regulations reflect current scientific research done on the products and how they might interact with other products.
Learn about Chemicals in your home [http://www.epa.gov/kidshometour/index.htm](http://www.epa.gov/kidshometour/index.htm)
---
**MSDS**
**Material Safety Data Sheets**
MSDS information sheets give a detailed description of the product – its composition, physical appearance, and chemical characteristics. It also describes the precautions that should be taken when handling, transporting and disposing of the product, as well as health effects, first aid treatment and what to do in case of a spill.
Different labels are used for different purposes:
| Transporting | Supplying | Used in the Workplace | Disposal |
|--------------|-----------|-----------------------|----------|
|  |  |  |
If a controlled product is transported in the workplace to other containers, the employer may need to apply a workplace label to the new container. Workplace labels must have the following information: product identification; information for safe handling and a statement indicating that the MSDS is available.
Eco-Label - Established in 1988, Canada’s “Environmental Choice” Eco-Logo program helps consumers identify products and services that are less harmful to the environment.
http://www.environmentalchoice.com/index_main.cfm
New Product Regulations
When new products are produced, the supplier must apply for approval to make it available to the consumer. The information about the product must include:
- Intended use, physical and chemical properties, active ingredient(s)
- Instructions for use, safety precautions
- Health effects, environmental effects, toxicity to humans, and first aid instructions in case of poisoning
Storage of Hazardous Chemicals in the Home
- Leave original label on the product
- Keep out of reach of children (looked up)
- Containers should be in good condition and secure
- Store in a cool, dry, well-ventilated place
- Never store flammables or gas in glass containers
- Store different classifications of chemicals on separate shelves in separate locations
- Keep oxidizers away from flammables
- Keep upright
- Store chemical in proper place when not in use
- Discard old products
- Place rusted or leaking containers inside a second container – dispose of both
Waste Management – Back to the 4Rs
Solid waste includes the garbage collected from households, industries, commercial retailers, institutions and construction or demolition sites.
Some of this waste can be reduced, recycled, recovered or reused, but most of it is placed in landfill sites. The most preferred option is to reduce – in other words don’t make as much waste and the problem of disposal will take care of itself.
Follow the 4Rs to avoid waste products being placed in a sanitary landfill and eventually coming back to haunt us.
Hazardous Waste Collection Sites http://www.landcentre.ca/foundation/hazardous/legab.cfm
A small amount of waste is incinerated (burned). Materials that cannot be recycled are packaged into larger containers and are then transported to incinerators like the one in Swan Hills.
Swan Hills Special Hazardous Waste Treatment Facility http://www.townofswanhills.com/aswt.html
Some of the hazards that can occur when solid waste, containing chemicals harmful to the environment, are not properly disposed of include:
- air pollution (controlled emissions - scrubbers)
- leaching (prevented by plastic liners and compacted clay foundation at the landfill site)
Landfill Construction and Design
Activities around a sanitary landfill often evoke a N.I.M.B.Y. response. There are so many negative impacts of landfills that the activities to make sure they are safe must be monitored daily. The problems that can be encountered include: wind dispersal, scavengers and disease, leaching into groundwater, as well as methane and carbon dioxide gas production.
Secure Landfills
To reduce these problems, a sanitary landfill is designed to ensure that possible negative impacts are addressed and the landfill site is a secure and safe operation.
Bioremediation – Mother Nature to the Rescue
Bioreactors are a new technology that speeds up the rate of biodegradation by adding water to organic waste in a sanitary landfill site. Planting vegetation also encourages faster biodegradation because the populations of bacteria and fungi are larger around plant roots and this higher level means more microbial activity.
Phytoremediation is a technique that can be used to reduce the concentration of harmful chemicals in the soil or groundwater. Plants have been used to clean up metals, hydrocarbons, solvents, pesticides, radioactive materials, explosives, and landfill leachates. The plants are able to absorb and accumulate large amounts of these chemicals. When the plants have matured, they are harvested, burned or composted. In some cases, the metal can be recycled. When most of the harmful chemicals are removed by phytoremediation from the soil, then other plants can be planted there.
Photolysis is the breakdown of compounds by sunlight. The formation of ozone is an example of this process (outlined below)
Another example of photolysis is photodegradable plastic. Photodegradable plastic is made of chemicals that react when exposed to sunlight. In three months, the plastic becomes a fine powder that is easier to dispose of. (This type of plastic will only degrade if it is exposed to sunlight – if it is buried, it will last in its original shape for hundreds of years.) | <urn:uuid:4c985b45-d233-43ab-adad-f6fcd0c44721> | CC-MAIN-2023-06 | https://edquest.ca/pdf/sf93-6notes.pdf | 2023-02-07T01:04:00+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500368.7/warc/CC-MAIN-20230207004322-20230207034322-00092.warc.gz | 261,220,951 | 3,151 | eng_Latn | eng_Latn | 0.991529 | eng_Latn | 0.994106 | [
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Investments & the Nine Planetary Boundaries
Basic Conditions for Life
The planet supports all life via the earth’s natural systems. These systems are self-organizing and self-repairing within limits. When these limits are exceeded, the natural biophysical system starts to disintegrate making existence harder for the entire web of life and certainly us humans. In 2009, a group of 28 internationally renowned scientists identified a set of planetary boundaries within which humanity can continue to develop and thrive for generations to come alongside these natural systems. Scientists are clear on one reality: crossing certain boundaries will generate abrupt or irreversible biophysical changes and reduce the planet’s ability to support life. We have no definitive idea how many important dimensions there are to the global life-support system. While imperfect, this framework is important and helpful.
These nine boundaries are as follows: freshwater use, land-system change, biosphere integrity (diversity), chemical dispersion, climate change, ocean acidification, biochemical flows (nitrogen and phosphorus cycles), stratospheric ozone depletion, novel entities (modified organisms), and atmospheric aerosol loading (air pollution).
All the boundaries are closely linked. Scientists have techniques to quantify the health of most of the boundaries, while others require more research. It is an important indicator and feedback system to ensure a healthy planet and hence a healthy human context.
Smart Bankers & Investors
Smart bankers and investors need to have their investments respect these boundaries and help maintain global ecological stability and livability. This is a key to all economic stability. To achieve this, bankers and investors need loan seekers to disclose ecological impacts or potential impacts to the planetary systems. Bankers and investors also need internal analysis of the data and adjustments to the economic activities they want to fund. The nine planetary boundaries are:
1. **Stratospheric Ozone Depletion**: The stratospheric ozone layer in the atmosphere filters out ultraviolet (UV) radiation from the sun. If this barrier thins, ultraviolet radiation will reach the ground and damage terrestrial and aquatic ecosystems, causing increased occurrences of skin cancer in humans. *The reduction of the Antarctic ozone hole was proof that thinning can and will occur if we do not remain on the path set by the Montreal Protocol Treaty.*
2. **Biosphere Integrity**: The rate of biodiversity loss (terrestrial and marine) has escalated in the past 50 years, driven primarily by land use change for industrial agricultural use. This has resulted in ecosystem damage and species extinction. *When a species goes extinct, its function in the web of life is lost.* If, for example, the extinct species is a key crop pollinator, you can imagine the damage done to farmers and the ability to feed people. Research is underway to gather data and understand variables that will help shape a boundary.
3. **Chemical Dispersion and the release of novel entities**: Emissions of toxic and long-lived substances such as synthetic organic pollutants, heavy metal compounds and radioactive materials represent some of the key human-driven changes to the planet. *These compounds can have potentially irreversible effects on living organisms and on the physical environment* (by affecting atmospheric processes and climate). Even when the uptake and bioaccumulation of chemical pollution is at sub-lethal levels for organisms, the effects of reduced fertility and the potential of permanent genetic damage can have severe effects on ecosystems far removed from the source of the pollution. Persistent organic compounds have caused dramatic reductions in bird populations and impaired reproduction and development in marine mammals. Further research is needed.
4. **Climate Change**: *This planetary boundary has likely already been transgressed, as evidenced by the loss of summer polar ice.* Continued pressure through deforestation techniques (especially tropical rainforests) will push Earth’s systems past the tipping point. A precautionary approach would be to not continue on this path to avoid potentially cataclysmic consequences.
5. **Ocean Acidification**: Oceans absorb a quarter of human CO₂ emissions, transforming them into carbonic acid and altering ocean chemistry and water pH. This process is devastating to coral and plankton populations, which are critical to a balanced, functioning ocean. *Upsetting the bottom of the food chain can pull the rug out from under the entire food pyramid.* While all the boundaries are closely linked, ocean acidification is directly associated with and a result of climate change.
6. **Freshwater Use**: Human consumption is directly responsible for the loss of freshwater supplies. It is estimated that by 2050, approximately half a billion people will suffer from lack of access to freshwater. A boundary has been proposed to help manage local, regional, and continental needs.
7. **Land-system Change**: The global population continues to grow by the billions. *Agricultural development to feed this population has caused the destruction of forests, wetlands, prairies, and other vegetation systems. This alters water flows and the natural cycling of carbon, nitrogen, and phosphorus in soil.* In developing a boundary, the function, quality, and spatial distribution of a tract of land must be considered.
8. **Biochemical Flows (Nitrogen and Phosphorus Cycling)**: Human industry and agricultural practices have altered natural cycles of these two elements, both of which are essential to plant growth. *Human activity converts exorbitant amounts of atmospheric nitrogen into reactive nitrogen, which pollutes waterways and coastal zones.* Over application of phosphorus fertilizers can have huge regional impacts; such as killing off shrimp populations in the Gulf of Mexico or creating dead zones in the oceans.
9. **Atmospheric Aerosol Loading**: This boundary is proposed to combat the effects of aerosols on Earth’s climate system. *Aerosols interact with water vapor and affect cloud formation and global and regional atmospheric circulation.* Each year, an estimated 800,000 people die from consistently breathing aerosol-polluted air. However, interactions between aerosols and the atmosphere are complex, and this has hindered the clear characterization of this boundary.
In summary, we depend daily on biophysical processes for the food on our plate and the air we breathe. *We are embedded in and connected to life support systems like biodiversity and eight others.* Increasingly, bankers and investors get this connection. An injury to another species is an injury to humanity. *The market* must stop investing in industries destructive to the planetary boundaries if we are to support continued existence!
– Randy Hayes
THE BOUNDARIES
**Biosphere integrity**
- Extinction rate — Extinctions for every 1 million species
| 1 extinction | 100 to 1,000 |
- Biodiversity abundance — A measure of ecosystem degradation
| Not yet quantified |
**Biogeochemical flows**
- Nitrogen — In megatons per year
| 62 Mt | 150 Mt |
- Phosphorus — In megatons per year; flow from freshwater into ocean
| 11 Mt | 22 Mt |
**Forest cover** — In percent coverage of original cover; global average
| Less than 75% | 62% |
**Climate change** — Atmospheric carbon dioxide, in parts per million
| 350 ppm | 396.5 ppm |
**Ocean acidification** — Carbonate ion concentration in seawater compared with pre-industrial levels
| Less than 80% | 84% |
**Stratospheric ozone** — Concentration compared with pre-industrial levels
| Less than 95% |
A problem in Antarctica during the spring (at 69%) but improving
**Freshwater use** — In cubic kilometers used every year
| 4,000 km$^3$ | 2,600 km$^3$ |
**Atmospheric aerosols** — Can have serious human health impacts
| Not yet quantified |
**Novel entities** — New substances, modified life forms
| Not yet quantified | | <urn:uuid:506afaa0-89d8-4927-9a96-7503ae0d3d49> | CC-MAIN-2019-04 | http://www.fdnearth.org/files/2015/03/Planetary-Boundaries-Investments-Overview.pdf | 2019-01-23T14:30:23Z | crawl-data/CC-MAIN-2019-04/segments/1547584332824.92/warc/CC-MAIN-20190123130602-20190123152602-00292.warc.gz | 307,718,891 | 1,598 | eng_Latn | eng_Latn | 0.962598 | eng_Latn | 0.994369 | [
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When a tooth’s structure has been compromised by decay, your doctor may choose to use a filling or a crown to repair it.
When repairing a small area of decay, a filling is a great option. A filling can be completed in a single appointment and is less expensive than a crown.
The cavity can be filled with a material called “composite,” which closely mimics the tooth’s natural appearance. Once completed, the filling should stop the decay and keep the tooth healthy for a number of years.
Drawbacks of a filling can be a shorter comparative lifespan, and potential long term issues like recurring decay and cracking.
Placing a crown is best when a tooth has been weakened by extensive decay, injury, or deterioration of a large filling. A crown procedure involves reducing the surface area of the whole tooth to remove the decay, and then covering it entirely with a restoration made of metal, ceramic, or a combination of the two.
Crowns are more durable and last longer than a filling, and protect teeth from fracturing over time. Ceramic crowns provide a more natural-looking appearance.
Placing a crown may require multiple appointments. While more expensive than a filling, the durability and longevity of a crown offsets this expense over time.
In the right circumstances, both a filling and a crown are excellent options for repairing decayed or damaged teeth. It is important that you consult with your doctor so that the right choice can be made based upon your unique needs. | <urn:uuid:dd69a6cc-f9a9-4148-968a-e4b26217ad6e> | CC-MAIN-2019-04 | http://www.insightdentalassoc.com/wp-content/uploads/2017/05/Filling-Versus-Crown.pdf | 2019-01-23T13:22:17Z | crawl-data/CC-MAIN-2019-04/segments/1547584332824.92/warc/CC-MAIN-20190123130602-20190123152602-00295.warc.gz | 310,438,265 | 291 | eng_Latn | eng_Latn | 0.999041 | eng_Latn | 0.998957 | [
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Place Value Scavenger Hunt
Directions: Cut out and glue a number beside the description it matches. Then answer the question next to it.
| 4 in the ones place | | What number is 10 more? |
|---------------------|---|-------------------------|
| 7 in the tens place | | What number is 10 more? |
| 0 in the ones place | | What number is 1 less? |
| 2 in the tens place | | What number is 10 less? |
| 8 in the ones place | | What number is 1 more? |
Write the numbers you found in order from greatest to least. | <urn:uuid:36dac442-2707-4c9d-a78f-51a2f6b9bced> | CC-MAIN-2021-04 | https://murrumbeenaps.vic.edu.au/wp-content/uploads/2020/10/Grade-1-Place-Value-Scavenger-Hunt.pdf | 2021-01-18T09:41:37+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703514495.52/warc/CC-MAIN-20210118092350-20210118122350-00791.warc.gz | 477,756,528 | 146 | eng_Latn | eng_Latn | 0.999214 | eng_Latn | 0.999214 | [
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St. Paul's Lutheran School provides the opportunity for any 5th – 8th grader to participate in athletic activities. These activities include Soccer, Volleyball, Basketball, Cheerleading, and Track. These activities give our students the opportunity to use their God-give abilities.
**Academic and Behavioral Eligibility:**
- St. Paul’s exercise the option to declare a student ineligible as motivation to improve academic or behavioral performance in the classroom.
- Students who miss a portion of the school day for illness are declared ineligible for the day (some leniency may be allowed for scheduled appointments).
**Participation:**
- St. Paul’s Lutheran School allows all eligible students (full-time and in ‘good’ standing) who wish to participate to do so. There are no try-outs. Students are not required to participate.
- All athletic participants must have a current physical examination by a licensed physician on file with the athletic director.
- In recognition of the differences in abilities, St. Paul’s does not set a minimum grade point average. Participation in athletics is a privilege determined by parents and teachers – appropriate effort towards academic standing and overall behavior are expected. At no time shall practices or games be a reason for incomplete or missing academic work. St. Paul’s exercises the option to remove an athlete from participation in an athletic event.
- Our athletic teams are set up for athletes to learn basic skills and knowledge of the sport. Each athlete will participate in each regular season game, assuming the guidelines have been followed.
- Students are expected to be at scheduled practices and games unless ill or excused by the coach for valid reasons. Students who miss a portion of the school day (unless for approved scheduled appointments) are not permitted to participate in practice or the contest that day.
- In a tournament setting, some athletes may not receive playtime in each game.
- It is important to remember that the team is not made up of just those who play on the court or field. To make a winning team, the players on the bench are to help, encourage, and support.
**Coach Conduct:**
- Christian sportsmanship is learned. Coaches are models to officials, players and spectators. Their actions, attire, and language will have a lasting effect on those who observe them.
- Coaches will do their best to:
- Accept and support the decisions of the officials
- Contain their emotions and actions so as to witness their Lutheran faith.
- Exercise patience, tolerance, and diplomacy in their relationships with all players, co-workers, parents, officials, and spectators.
- Teach the game for the benefit of all and coach according to the rules of the game.
- Recognize that all grade levels are learning the nuances of the games.
St. Paul's Lutheran School
Concordia, Missouri
Lutheran School Board Policies
✝ Strive to have each member of the team participate during each portion (period, quarter, etc.) of the game.
✝ Strive to not have a ‘run away’ score against any other team, rather to allow non-leaders to practice their skills during lesser competitive games.
Athlete and Spectator Conduct:
▪ Athletes and spectators are to model Christ-like attitudes, serve as Christian examples of fair play and good sportsmanship, and emphasize the glory of God over the glory of self and school.
▪ Good sportsmanship is the rule at St. Paul’s Lutheran School.
▪ Respect yourself, your coaches, the officials, and the opponents.
▪ Exhibit positive behavior when we win and positive behavior when we lose.
▪ Show your appreciation of teammates, coaches, spectators and officials.
Win with dignity, lose with grace!
The below signed has read and agrees to follow the above.
__________________________________ _______________________
Signature Date | <urn:uuid:0e9dee24-f99c-47b8-9f4f-e3441c06d672> | CC-MAIN-2017-26 | http://stpaulsconcordia.org/images/Athletic-Guidelines.pdf | 2017-06-26T05:15:57Z | crawl-data/CC-MAIN-2017-26/segments/1498128320679.64/warc/CC-MAIN-20170626050425-20170626070425-00407.warc.gz | 407,019,614 | 776 | eng_Latn | eng_Latn | 0.998337 | eng_Latn | 0.99853 | [
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Book Reviews: Picturebooks for Older Children
Fredrick Burton
Ohio State University
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons
Part of the Education Commons
Recommended Citation
Burton, F. (1981). Book Reviews: Picturebooks for Older Children. Reading Horizons, 22 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol22/iss2/11
Anno, Mitsumasa. *Anno's Medieval World*. Philomel, 1980. 49 pps.
Anno has taken a revolutionary discovery that occurred during the Middle Ages—the sun rather than the earth being the center of the universe—and shown its gradual impact on a small medieval village. With his usual imaginative attention to detail (e.g., medieval symbols, tools, and scientific instruments), the author-illustrator has created an authentic graphic masterpiece. (Listed at $9.95)
Bang, Molly. *The Grey Lady and the Strawberry Snatcher*. Four Winds, 1980. 48 pps. ($10.95)
This wordless picturebook tells the unusual story of a grey lady who after buying a quart of strawberries is pursued by a strange looking slimy creature—the Strawberry Snatcher. Because the Grey Lady blends into the pages so well, the creature fails to catch her. The surreal illustrations are complex and the Grey Lady is sometimes difficult to find, the older children always enjoy the search.
Carrick, Carol. *The Climb*, illustrated by Donald Carrick. Houghton Mifflin/Clarion Books, 1980. 32 pps. ($8.95)
When Brandon becomes frightened of the steep rocks while climbing a mountain, his older cousin, Nora, is there to comfort the younger boy. Later, because of an unexpected event, it is Nora who needs and gets help from Brandon. Realistic illustrations done in shades of gold and red complement the credible dialogue in the text and work together to portray the changing emotions of the children.
Chaffin, Lillie D. *We Be Warm Til Springtime Comes*, illustrated by Lloyd Bloom. MacMillan, 1980. 32 pps. ($9.95)
Young Jimmy Blackburn is determined to find wood for fuel to keep his mother and baby sister from freezing in a severe Appalachian winter. The first-person poetic narrative and the stark black and white oil paintings effectively reveal the contrast between the harsh, bleak winter and an Appalachian family's love for one another.
Goffstein, M. B. *An Artist*. Harper, 1980. 32 pps. ($7.95)
This quiet and spiritually full book reflects Goffstein's view of the role of art and artist in society. The story follows an artist as he sets up his easel and paints in order to recreate the beauty of nature. The delicate watercolors and poetic text combine to make an abstract subject accessible.
Lobel, Arnold. *Fables*. Harper and Row, 1980. 41 pps. ($8.95)
This Caldecott Award winner is a delightful collection of twenty original fables written and illustrated by Lobel. Readers will enjoy the humorous antics of a variety of animals in stories like "The Crocodile in the Bedroom" and "The Hippopotamus at Dinner." The full page illustrations showing the animals in preposterous situations add to the wit and charm of the tales.
Macaulay, David. *Unbuilding*. Houghton Mifflin, 1980. 80 pps.
Set in the not so distant future of 1989, the story tells of an Arab oil magnate who buys the Empire State Building with the idea of having it taken apart, shipped, and reassembled in the Arabian desert. A construction company, Krunchit and Sons, is hired to do the job. Macaulay then guides us through the page-by-page dismantling with pen and ink drawings that expertly depict unique structural perspectives and carefully detailed cross sections. The author-illustrator's satiric style and wry sense of humor can be appreciated by children in the upper elementary and middle grades. (List price - $9.95) | <urn:uuid:35d80a58-6c72-4ca1-9ebd-852342f53e48> | CC-MAIN-2019-04 | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=2027&context=reading_horizons | 2019-01-23T14:49:23Z | crawl-data/CC-MAIN-2019-04/segments/1547584332824.92/warc/CC-MAIN-20190123130602-20190123152602-00294.warc.gz | 632,445,643 | 875 | eng_Latn | eng_Latn | 0.960267 | eng_Latn | 0.995151 | [
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Do you have a curious toddler?
As your child grows, think about water safety around the house!
Young children are naturally curious—and they are quick to discover new things to explore.
After birth defects, drowning is the No. 1 cause of death for children ages 1-4. Make sure your home and any home you visit are as safe as they can be.
Stay within arm’s reach whenever your child is near water.
Assign a water watcher—an adult who will pay constant attention to children in the water.
Have a pool? Be sure it’s surrounded on all sides by a fence that is:
• At least 4 feet high
• Non-climbable
• Has a self-latching, self-closing gate
Empty buckets, bathtubs, and wading pools after each use.
Avoid ‘floaties.’ Instead, children should wear Coast Guard-approved life jackets when in and around water.
Use safety gates, or lock the door to the yard or garage, to keep your child from going outside unnoticed.
All kids should learn how to swim. Talk with your pediatrician about whether your child is ready. | <urn:uuid:c5d0aa26-3b81-4931-b158-e2f0d65f8393> | CC-MAIN-2021-04 | https://www.clinicinthepark.org/wp-content/uploads/2020/02/Prescription-Pad-English.pdf | 2021-01-18T09:33:15+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703514495.52/warc/CC-MAIN-20210118092350-20210118122350-00790.warc.gz | 719,461,510 | 227 | eng_Latn | eng_Latn | 0.998511 | eng_Latn | 0.998511 | [
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Fill in the blanks with “at”, “on” or “in”.
1. I don't usually work ______ weekends.
2. The dog is sitting ______ the floor.
3. I like to study ______ my bedroom.
4. I go to work ______ the morning.
5. I go to work ______ 9 am.
6. I have lunch ______ the afternoon.
7. I woke up ______ the night.
8. I go to sleep ______ night.
9. It's my birthday ______ Saturday.
10. We close ______ 8 o'clock. | <urn:uuid:65ce938d-6625-4676-8835-be4861edd66f> | CC-MAIN-2021-49 | https://cdn.turtlediary.com/worksheets/question/prepositions-at-in-on.pdf | 2021-12-07T12:51:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363376.49/warc/CC-MAIN-20211207105847-20211207135847-00498.warc.gz | 234,271,547 | 112 | eng_Latn | eng_Latn | 0.996866 | eng_Latn | 0.996866 | [
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A Prayer for My Role Model
Most of us know a special person who we would like to be like. That person is our role model. Complete the first sentence. Then, use the words around the prayer to help you finish your prayer.
"Dear God,
Please bless ___________________________.
my role model, who teaches me to
_______________________________. Give my role model ______________________ and
______________________________. Help him/her
to ___________________________. I ask this in Jesus’ name.
Amen"
be kind • be caring • be a good friend • serve others
• joy • pray always • love others • help others
• respect others • be faithful • be honest
Read All About It!
On Pentecost, the Holy Spirit came to the disciples. The Holy Spirit guided the disciples to spread God’s Word. The Spirit also guides us. On the lines below, write about a time the Holy Spirit guided you to do the right thing.
EXTRA! The Holy Spirit News
Always Good News, Always on Time
To the Teacher: Use this activity with Chapter 12 to reinforce the role of the Holy Spirit in the students’ lives.
Chapter 12 Better Are We Faith & Word 3 | <urn:uuid:ad758ebf-6c36-4ced-84e4-641d263d07a1> | CC-MAIN-2021-49 | https://www.saintmarkchurch.net/wp-content/uploads/level-3-activities-ch12.pdf | 2021-12-07T11:52:45+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363376.49/warc/CC-MAIN-20211207105847-20211207135847-00498.warc.gz | 1,054,604,220 | 248 | eng_Latn | eng_Latn | 0.996889 | eng_Latn | 0.99833 | [
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4-H Cloverbud Advisor Guidebook
It’s new. It’s helpful. It’s what you’ve all been waiting for and hot off the press! Introducing the new 4-H Cloverbud Volunteer Guidebook written for current and prospective volunteers.
The guidebook was written to provide 4-H Cloverbud volunteers with accurate, easily available information about the goals and implementation strategies of the 4-H Cloverbud program. It’s ideal to use in those situations when someone is interested in starting a 4-H Cloverbud group and needs some direction. Veteran advisors will also find it useful as a good resource for working with young people.
The guide offers an overview of the 4-H Cloverbud program. It provides descriptions of the different types of 4-H Cloverbud clubs and groups, characteristics of young people, application of the eight key elements for positive youth development and an advisor’s position description. It also gives tips for organizing the first few meetings of a 4-H Cloverbud club.
For the new advisors, we’ve even included a page that explains some of our most common 4-H traditions. The section on 4-H Cloverbud program foundations reviews how 4-H Cloverbud activities are developed and conducted to provide healthy outcomes for its participants.
Need help in planning 4-H Cloverbud activities? We’ve included a section to help with planning activities, as well as a listing of current resources. Ask your county Extension Educator for a copy of the new 4-H Cloverbud Advisor Guidebook. The $5 cost will be money well spent. Direct ordering information can be received from Janis Cripe with OSU Extension Publications at 614-292-1607.
Susan Trutner, Co-Author,
4-H Cloverbud Volunteer Guidebook
Contents of the Guidebook
- 4-H Traditions
- What is the 4-H Cloverbud Program?
- 4-H Cloverbud Volunteer Position Description
- 4-H Cloverbud Participation
- Who are these 4-H Cloverbud Children?
- 4-H Cloverbud Program Foundations
- Eight Key Elements of a Successful 4-H Cloverbud Program
- For New Volunteers: Conducting 4-H Cloverbud Sessions
- Planning Your 4-H Cloverbud Club Activities
- Resources and References
Patriotic Paver
This activity can be used to supplement the “Our Flag” or “Our Country” lessons in the Cloverbud Curriculum, or, it’s a great activity to use around the 4th of July when talking to Cloverbuds about Independence Day.
You will need:
- A rectangle-shaped landscape paver (available at home improvement stores, garden centers or a local landscaper)
- Acrylic Paint: Red, White & Blue
- Paintbrushes
- Clear Acrylic Sealer
Be sure that pavers are clean and free of dirt. You may need to wash them prior to your meeting (spray them off with a garden hose and let them dry in the sun).
Using a pencil, draw a small rectangle (for the field of blue with stars) in the upper left hand corner of the paver. The size of this space depends on the size of your paper. (Use a proportion that’s pleasing to you.) Depending on the age of your Cloverbuds, you may also want to draw lines for the stripes. They can paint the stripes freehand, as well.
The rectangle in the upper left hand corner should be painted blue. Once the blue background has dried, paint white dots on the blue to represent the stars. Talk to your Cloverbuds about how many stars are on the flag (50) and what each star represents. Have them paint the red and white stripes. Talk to them about what the stripes represent and why there are thirteen.
Once all of the paint has dried, spray it with clear adhesive sealer. Pavers are now ready to be proudly displayed indoors or out.
Rhonda Williams
Extension Educator, 4-H Youth Development
Ohio State University Extension, Darke County, Ohio
Safety in the Barns
Cloverbuds are curious and enthusiastic, so it’s natural for them to get excited when they visit the fair. When eager fair goers visit barns filled with frightened animals, accidents can happen.
Although fair animals are usually friendly, they can hurt you. They have been moved out of their quiet barns and taken to a strange, noisy place. If the already frightened animals are spooked or agitated, they may kick, butt, or bite.
Here are some safety tips to share with your 4-H Cloverbud members before the fair, so they will be safe while visiting the animals:
Sudden movements and loud noises scare animals. No running, bicycling, screaming, breaking balloons, etc.
Most animals do not like to be petted on the face. If you want to pet an animal, ask the owner if it is ok. When you pet it, make sure it sees you, and pet its side.
Never slap an animal, pull its hair or tail, or kick dirt at it.
It’s a good idea to stay out of the barns on move-in and show days if your family does not have an animal in the barn. Accidents are more likely to occur during this time because the animals are nervous and the exhibitors are busy preparing for the shows. Find a seat in the show arena; the exhibitors will be glad to see that you support them.
Be careful with baby strollers in barns, especially aisles behind large animals. Beware that strollers can scare animals and they might kick the stroller and the child. On show day, it is best to keep strollers away from aisles that exhibitors and animals are using to reach the show arena.
Do not stare into a large animal’s eyes. If you do, the animal may think you are challenging it to fight. You don’t want to be charged by a big animal.
Follow these simple safety tips to have a fun and safe week at the fair.
Jenna Shriner
Farm Friends 4-H Club
Hocking County, Ohio
What’s on Your Fridge?
What is it with putting everything on the fridge? I have even seen contests for the most decorated fridge! So let’s think about what might be on your 4-H Cloverbud family’s fridge. You will probably find photos, art projects, magnets, and ball schedules. What about a 4-H Cloverbud schedule? Do you keep your 4-H Cloverbud families in the loop for the entire 4-H season or do you announce one meeting date at a time?
Here are a few tips to keep your 4-H Cloverbud families focused on 4-H and involved while helping the child and family get the most out of their 4-H experience:
- Plan your 4-H Cloverbud Club year from start to finish. Type or write up a schedule that includes the date, time, location, activity, and refreshment assignments. The activities you choose to list might be a 4-H Cloverbud lesson, field trip, tour, community service project, or recognition event. It is always good to include county level events like 4-H Cloverbud day camp or county fair. After you have the schedule completed and families assigned for the refreshments, it is time to make copies for your 4-H Cloverbud families. If you really want to make sure it gets on the family fridge – turn it into an art project at a meeting and let the Cloverbuds add their name, a neat clover border, and peel and stick magnets for the back.
- Start your 4-H year with an enrollment meeting to collect dues and get paperwork and permission forms signed by the parents. This is a great time to talk about what is expected from the Cloverbud members and parents throughout the year. You can also ask parents to sign-up for refreshments, highlight some events you have planned for the 4-H season, and share pictures of events from previous years.
- Increase club-to-home communication by jotting and copying a quick note to parents about what their children learned during the club meeting, ask for items needed for an upcoming meeting, or last minute schedule changes.
- You can also involve your parents as chaperones for club outings, give them a list of supplies to donate for meetings, or ask a parent to set up and serve the snack while you are leading an activity. Does your club have an identity? One of the easiest methods to establish a club’s identity is with a club tee shirt. Draft your own logo or work with a local shop to design a club logo and incorporate your club name. If you choose to include the 4-H clover make sure you follow the guidelines on using the 4-H name and emblem. These are available from your 4-H Extension Educator or can be found at: [http://www.national4-hheadquarters.gov](http://www.national4-hheadquarters.gov) and click on “Name & Emblem”.
As volunteers and educators we can choose to “just wing-it” or help our youth “develop their wings” by planning for success. Let’s remember our ultimate goal is to create safe environments for our youth to grow through positive relationships with caring adults. As caring adults we can make sure their 4-H experiences are even more successful and long lasting than any other youth activity. After all, 4-H might be the only activity they choose, so let’s make it count and worthy of recognition on the family fridge.
Bruce P. Zimmer
Extension Educator, 4-H Youth Development
Ohio State University Extension, Monroe County, Ohio
Hello 4-H Cloverbud Volunteers!!!
The lead article by Susan Trutner is a great piece that introduces the new 4-H Cloverbud Volunteer Guidebook. I believe it will better prepare us to work with 4-H Cloverbud kids as caring-adult role models.
This guidebook is written specifically for volunteers serving young 4-H members (5 to 9 year-olds). The material is structured according to the following outline: A) 4-H traditions, B) What is the 4-H Cloverbud program? C) 4-H Cloverbud volunteer position description, D) 4-H Cloverbud participation, E) Who are these 4-H Cloverbud children? F) 4-H Cloverbud program foundations, G) Eight key elements of a successful 4-H Cloverbud program, H) New volunteers: Conducting 4-H Cloverbud sessions, I) Planning your 4-H Cloverbud club activities, and J) Resources and references.
There are multiple delivery methods for the guidebook. It can be used in a group training setting for new 4-H Cloverbud volunteers, given directly as a reference for more experienced volunteers, or used as a supplement with existing materials. The guidebook can also serve as a marketing tool for potential 4-H Cloverbud advisors who have expressed an interest in learning more about the program and the advisor’s responsibilities.
The guidebook was evaluated by key 4-H Cloverbud program volunteers (n = 51) and reviewed by over 15 county Extension educators that have a focus on preadolescent education. In addition, state specialists in volunteerism, educational design, and preadolescent education have either reviewed the guidebook or contributed to it. Qualitative and quantitative evaluations from program volunteers, county educators, and state specialists indicated the guidebook’s contents were very useful and needed. They also reported that the information contained in each section was important for their specific roles in 4-H Youth Development. Check with your county 4-H Extension Educator to obtain a copy of the volunteer guidebook.
Until next time, take care and have fun. Thanks for all you do as 4-H Cloverbud Leaders for improving the lives of children throughout Ohio!!
Scott D. Scheer, Ph.D.
State Extension Specialist, Preadolescent Education
4-H Youth Development, The Ohio State University
Food Guide Pyramid Dip
1 can refried beans
1 large container fat-free sour cream, divided
1 bag shredded lettuce
1 16 oz. jar of mild or medium salsa
1 2-cup package of finely shredded cheese
1 small can sliced black olives, drained
1 large bag of nacho chips
This layered dish makes a nutritious snack for groups or parties.
Stir together refried beans and 1 cup of sour cream. Spread the mixture on the bottom of a 13x9x2 dish. Stir the remaining sour cream and then spread it on top the bean mixture. Place the lettuce on top the sour cream. Pour a layer of salsa on the lettuce and sprinkle it with cheese. Place the olives in a row down the center of the dish. Serve with nacho chips.
Joyce A. Shriner, CFLE
Extension Educator, FCS
County Extension Director
OSU Extension, Hocking County, Ohio
Ohio State University Extension
Cloverbud Connections is published four times annually by OSU Extension in Monroe and Hocking Counties, providing volunteers and teachers working with kindergarten through second grade access to unbiased, research-based information.
Editors: Bruce P. Zimmer, Extension Educator, 4-H Youth Development, Monroe County, 101 North Main Street, Room 17, Woodsfield, Ohio 43793, Phone - (740) 472-0810, E-mail – firstname.lastname@example.org; Joyce A. Shriner, Extension Educator, Family & Consumer Sciences, Hocking County, 150 North Homer Avenue, Logan, Ohio, 43138-1730, Phone – (740)385-3222, E-mail – email@example.com.
Design & Production: Jennie Shaw, Extension Office Assistant, OSU Extension, Monroe County.
OSU Extension embraces human diversity and is committed to ensuring that all educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatory basis without regard to race, color, age, gender identity or expression, disability, religion, sexual orientation, national origin, or veteran status.
Keith L. Smith, Associate Vice President for Agricultural Administration and Director, OSU Extension TDD No. 800-589-8292 (Ohio only) or 614-292-1868 – For those with physical disabilities, special arrangements for participating in educational programs can be made by contacting your local Extension Office. | <urn:uuid:12ff20c0-e4c0-4aa8-bfcd-56fcbde74512> | CC-MAIN-2021-49 | https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/4/56660/files/2020/05/2005-Spring.pdf | 2021-12-07T13:03:06+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363376.49/warc/CC-MAIN-20211207105847-20211207135847-00499.warc.gz | 252,453,348 | 2,991 | eng_Latn | eng_Latn | 0.994417 | eng_Latn | 0.997225 | [
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INTRODUCTION TO THE PICAXE SYSTEM
A PIC microcontroller is often described as a ‘computer-on-a-chip’. It is an integrated circuit that contains memory, processing units, and input/output circuitry in a single unit.
Microcontrollers are purchased ‘blank’ and then programmed with a specific control program. Once programmed the microcontroller is built into a product to make the product more intelligent and easier to use.
As an example, a microwave oven may use a single microcontroller to process information from the keypad, display user information on the seven segment display, and control the output devices (turntable motor, light, bell and magnetron).
One microcontroller can often replace a number of separate parts, or even a complete electronic circuit. Some of the advantages of using microcontrollers in a product design are:
- increased reliability through a smaller part count
- reduced stock levels, as one microcontroller replaces several parts
- simplified product assembly and smaller end products
- greater product flexibility and adaptability since features are programmed into the microcontroller and not built into the electronic hardware
- rapid product changes or development by changing the program and not the electronic hardware
Applications that use microcontrollers include household appliances, alarm systems, medical equipment, vehicle subsystems, and electronic instrumentation. Some modern cars contain over thirty microcontrollers - used in a range of subsystems from engine management to remote locking!
In industry microcontrollers are usually programmed using the assembler or ‘C’ programming languages. However the complexity of these languages means that it is not realistic for younger students to be able to successfully use these languages within KS3 or 4 coursework.
The PICAXE system is an easy-to-program microcontroller system that uses a simple BASIC language, which most students can learn very quickly. The PICAXE system exploits the unique characteristics of the new generation of low-cost FLASH memory based microcontrollers. These microcontrollers can be programmed over and over again without the need for an expensive PIC programmer.
The power of the PICAXE system is its simplicity. No programmer, eraser or complicated electronic system is required - the microcontroller is programmed (with a simple BASIC program or flowchart) via a 3-wire connection to the computer's serial port. The operational PICAXE circuit uses just 3 components and can be easily constructed on a prototyping breadboard, strip-board or PCB design.
The main features of the PICAXE system are as follows:
- low-cost, simple to construct circuit
- multiple inputs, outputs and analogue channels
- rapid download via USB cable
- free, easy to use Programming Editor software
- simple to learn BASIC language
- extensive free manuals and online support forum
TUTORIAL 1 – THE PICAXE SYSTEM
The PICAXE system consists of three main components:
**The ‘Programming Editor’ software**
This software runs on a computer and allows you to use the computer keyboard to type in programs in a simple BASIC language. Programs can also be generated by drawing flowcharts. Alternately the ‘Logicator’ software may be used to simulate complete electronic circuits, programmed via flowcharts.
**The AXE027 USB Cable**
This is the cable that connects the computer to the PICAXE system. The cable only needs to be connected when downloading programs. It does not have to be connected when the PICAXE is running because the program is permanently stored on the PICAXE chip – even when the power supply is removed!
**Power Supply**
Use battery packs (3xAA cell = 4.5V is recommended) or a regulated 5V DC power supply only.
**The PICAXE chip and board**
The PICAXE microcontroller chip ‘runs’ program that have been downloaded to it. However the chip needs to be mounted on an electronic board that provide connection to the microcontroller chip.
The electronic board can be designed by the user on a piece of stripboard or printed circuit board, or a pre-made interface or tutorial board may be used for speed and convenience. This course presumes use of a PICAXE-18M2 (18 pin) microcontroller mounted on the tutorial board.
**Summary – Programming Procedure**
1. Write the program on the computer using the Programming Editor software.
2. Connect the download cable from the computer to the PICAXE.
3. Connect the battery pack to the PICAXE.
4. Use the Programming Editor software to download the program. The download cable can then be removed after the download.
The program will start running on the PICAXE automatically. However the program can also be restarted at any time by pressing the reset switch.
PICAXE-18 Boards
Three main types of PICAXE18 project / tutorial boards are available.
**Tutorial Board (AXE049)**
This is a tutorial board containing switches, sensors, a seven segment display and output drivers. This is the board described in these notes.
**Standard Project Board (CHI030)**
This is a project board that provides 8 digital (on/off) outputs via a darlington driver IC.
**High Power Project Board (CHI035)**
This is a project that provides 4 digital outputs (via FET drivers) and 2 reversible motor outputs.
Preparing the Tutorial Board
As supplied new, the tutorial board requires the battery clip to be connected before use.
Battery Box
Locate the battery clip, and fold the bare wire back over the insulation on each wire. Place the red wire in the socket marked ‘V+’ and the black wire in the socket marked ‘0V’. Tighten the screw so that the insulation and bare wire are both trapped in the socket – this provides a stronger joint than just trapping the bare wire.
Always use the 4.5V battery box (3 AA cells required) with the tutorial board. DO NOT use a 9V PP3 battery.
Solder Resist
The tutorial board is manufactured using a wave soldering technique. To prevent solder sticking to the spare holes (for optional components) a ‘peelable solder resist’ layer is printed on the base of the board. This peelable resist must be peeled off before the optional components may be soldered in place.
**Downloading a Sample Program**
The following program switches output 7 on and off every second. When you download this program the decimal point on the seven segment display on the tutorial board should flash on and off every second.
```
main:
high B.7
pause 1000
low B.7
pause 1000
goto main
```
This program uses the **high** and **low** commands to control output pin 7, and uses the **pause** command to make a delay (1000 ms = 1 second).
The last **goto main** command makes the program ‘jump’ back to the label **main**: at the start of the program. This means the program loops forever. Note that the first time the label is used it must be followed by the colon (:) symbol. This tells the computer the word is a new label.
Detailed instructions:
1. Connect the PICAXE cable to the computer serial port. Note which port it is connected to.
2. Start the Programming Editor software.
3. Select View>Options to select the Options screen (this may automatically appear).
4. Click on the ‘Mode’ tab and select PICAXE-18M2
5. Click on the ‘Serial Port’ tab and select the serial port that the PICAXE cable is connected to. Click ‘OK’
6. Type in the following program:
```
main:
high B.7
pause 1000
low B.7
pause 1000
goto main
```
(NB note the colon (:) directly after the label ‘main’ and the spaces between the commands and numbers)
7. Make sure the PICAXE circuit is connected to the serial cable, and that the batteries are connected (4.5V recommended).
8. Select PICAXE>Run. A download bar should appear as the program downloads. When the download is complete the program should start running automatically – the decimal point LED on output 7 should flash on and off every second.
Windows Software Instructions
Toolbar short-cuts:
To download/run a program:
1. Check the download cable is connected to the PICAXE and the computer’s serial port
2. Check that the power supply / battery is connected to the PICAXE
3. Make sure the Programming Editor software is in the correct mode (look for ‘PICAXE-18’ in the statusbar at the bottom left of the screen).
4. Click Run (or the toolbar icon)
To save a program:
1. Click File - Save As... (or the toolbar icon)
2. Type in a filename
3. Click <OK>
To open a saved program:
1. Click File - Open... (or the toolbar icon)
2. Select a filename from the list by clicking on it
3. Click <OK>
To start a new program:
1. Click File - New
To print a program:
1. Click File - Print... (or the toolbar icon)
2. If you want each program line printed to have a number, make sure the ‘Print Line Numbers’ box is checked
3. Click <OK>
TUTORIAL 2 - USING SYMBOLS
Sometimes it can be hard to remember which pins are connected to which devices. The ‘symbol’ command can then be used at the start of a program to rename the inputs and outputs. Note this program assumes connection of an external buzzer to output pin 1.
```
symbol dp = 7 ' rename output7 'dp' (decimal point)
symbol buzzer = 1 ' rename output1 'buzzer'
main: ' make a label called 'main'
high dp ' LED on
low buzzer ' buzzer off
wait 1 ' wait 1 second
low dp ' LED off
high buzzer ' buzzer on
wait 1 ' wait 1 second
goto main ' jump back to the start
```
Remember that comments (an explanation after the apostrophe (‘) symbol) can make each line of a program much easier to understand. These comments are ignored by the computer when it downloads a program to the PICAXE.
A label (e.g. `main:` in the program above) can be any word (apart from keywords such as ‘switch’), but must begin with a letter. When the label is first defined it must end with a colon (:). The colon ‘tells’ the computer that the word is a new label.
This program uses the `wait` command. The commands `wait` and `pause` both create time delays. However `wait` can only be used with whole seconds, `pause` can be used for shorter time delays (measured in milliseconds (1000th of a second)).
`Wait` can be followed by a number between 1 and 65.
`Pause` can be followed by a number between 1 and 65535.
It is also a good programming technique to use tabs (or spaces) at the start of lines without labels so that all the commands are neatly aligned. The term ‘white-space’ is used by programmers to define tabs, spaces and blank lines, and the correct use of white-space can make the program listing much easier to read and understand.
**Note:**
Some early BASIC languages used ‘line numbers’ rather than labels for ‘goto’ commands. Unfortunately this line number system can be inconvenient to use, because if you modify your program by later adding, or removing, lines of code you then have to modify all the line numbers within the ‘goto’ commands accordingly. The label system, as used in most modern BASIC languages, overcomes this problem automatically.
The ‘brain’ of the PICAXE system is the 18 pin PICAXE18M2 microcontroller. Although microcontrollers are relatively cheap (some microcontrollers cost less than £1) microcontrollers are very complex devices containing many thousands of transistors, resistors and other electronic components.
The PICAXE microcontroller stores its program in non-volatile FLASH memory. This means it does not loose the program when the power is removed from the circuit – when the battery is re-connected the program will start again. However when you wish to reprogram the PICAXE a new program can be downloaded – this erases the old program and writes the new program into the memory. Only one program can be in memory at one time.
Note that is not possible to ‘read’ the program back out of the PICAXE memory. Therefore you must save the program on the computer (before it is downloaded) if you wish to keep your program to use in the future.
As well as the program ROM memory (Read Only Memory) the microcontroller also contains temporary RAM (Random Access memory).
RAM (Random Access Memory) is ‘temporary’ memory used for storing information whilst the program is running. This is normally used to store answers to mathematical ‘sums’ the microcontroller carries out as it is working. This memory is ‘volatile’, which means that as soon as the power is disconnected the contents of the memory is lost. There are 28 bytes of temporary memory that can be used within programs, and these are labelled b0 to b27 within programs.
The PICAXE-18 Circuit
The basic PICAXE-18 circuit is shown below.
The 4k7 resistor is used to pull the PICAXE microcontrollers reset pin (pin 4) high. If desired, a reset switch can also be connected between the reset pin (pin 4) and 0V. When the switch is pushed the PICAXE microcontroller ‘resets’ to the first line in the program.
The PICAXE-18M2 microcontroller
Please note that the PICAXE microcontroller is not a blank microcontroller! The PICAXE microcontroller is pre-programmed with a bootstrap program that enables the direct cable download. Blank microcontrollers will not contain this bootstrap program and so cannot be programmed from within the PICAXE system.
The PICAXE computer interface circuit
The PICAXE system uses a very simple interface to the computer serial port. Although this interface does not use true RS232 voltages, it is very low-cost and has proved to work reliably on almost all modern computers.
It is strongly recommended that this interfacing circuit is included on every PCB designed to be used with the PICAXE microcontroller. This enables the PICAXE microcontroller to be re-programmed without removing from the PCB.
Note:
Most modern computers have two serial ports, normally labelled COM1 and COM2. The Programming Editor software must be configured for the correct port – select View>Options>Serial Port to select the correct serial port for your machine.
TUTORIAL 3 - For...Next Loops
It is often useful to repeat the same part of a program a number of times, for instance when flashing a LED. In these cases a for...next loop can be used.
This program flashes the LED connected to output pin 7 on and off 15 times. The number of times the code has been repeated is stored in the RAM memory of the PICAXE chip using variable b0 (the PICAXE contains 14 general purpose byte variables labelled b0 to b13). These variables can also be renamed using the symbol command to make them easier to remember.
symbol counter = b0 ' define the variable "counter"
symbol dp = B.7 ' define pin B.7 with the name "dp"
main: for counter = 1 to 15 ' start a for...next loop
high dp ' switch pin 7 high
pause 500 ' wait for 0.5 second
low dp ' switch pin 7 low
pause 500 ' wait for 0.5 second
next counter ' end of for...next loop
end ' end program
Note again how white-space (extra spaces) has been used to clearly show all the commands that are contained between the for and next commands.
Controlling the speed of a motor
As the PICAXE system operates very quickly, it is possible to control the speed of motors by switching them on and off very quickly. This type of control is known as Pulse Width Modulation (PWM). PWM is a good control technique because it allows the motors to work at a low speed whilst still maintaining a high torque ("turning force"). PWM is often used, for instance to control the speed of an electric drill or screwdriver. For PWM to work correctly you need a high quality motor. These programs are designed for a 'solar' motor and may not work correctly with a cheap toy motor.
symbol mark1 = b6 ' rename variables - easier to remember
symbol space1 = b7
symbol mark2 = b8
symbol space2 = b9
let mark1 = 2 ' preload mark1 / space1 with ratio 2:10 (1:5)
let space1 = 10
let mark2 = 20 ' preload mark2 / space2 with ratio 20:10 (2:1)
let space2 = 10
main:
for b2 = 1 to 200 ' start a for...next loop
high B.0 ' motor on
pause mark1 ' wait mark1 time
low B.0 ' motor off
pause space1 ' wait space1 time
next b2 ' next loop
pause 2000 ' stop motor for 2 seconds
for b2 = 1 to 200 ' start a for...next loop
high B.0 ' motor on
pause mark2 ' wait mark2 time
low B.0 ' motor off
pause space2 ' wait space2 time
next b2 ' next loop
pause 2000 ' stop motor for 2 seconds
goto main
TUTORIAL 4 - BUZZERS AND PIEZO-SOUNDERS
Buzzers will make a noise when they are connected to a power supply. This noise is usually ‘fixed’ at one frequency and so buzzers can only make one ‘tone’. Piezo-sounders use a different type of system to create noises, and can be used to create noises of different tones by providing them with a ‘pulsed’ output.
The PICAXE system can automatically create noises of different frequencies by use of the sound command.
```
main:
sound 6,(50,100) ' make a sound on 6, freq 50, length 100
sound 6,(100,100) ' make a sound on 6, freq 100, length 100
sound 6,(120,100) ' make a sound on 6, freq 120, length 100
pause 1000 ' wait 1 second
goto main ' loop back to start
```
To test this program you must add a piezo sounder (not supplied, part number SPE002) to the tutorial board. To do this solder the red wire to the hole marked ‘+’ and the black wire to the hole marked ‘-’ under the word PIEZO in the centre of the board.
The first number provides the pin number (on the tutorial board output pin 6 is used). The next number is the tone, followed by the duration. The higher the tone number the higher pitch the sound (note that some sounders cannot produce very high tones and so number greater than 127 may not be heard).
The following program uses a for...next loop to produce 120 different sounds.
```plaintext
main:
for b0 = 1 to 120 ' start a for...next loop
sound B.6, (b0,50) ' make a sound , freq value from b0
next b0 ' next loop
end
```
The number stored in variable b0 increase by 1 in every loop (1-2-3 etc.) Therefore by using the variable name b0 in the tone position, the note can be changed on each loop.
The following program does the same task but backwards.
```plaintext
main:
for b0 = 120 to 1 step -1 ' start a for...next loop
' (counting down)
sound B.6, (b0,50) ' make a sound freq value from b0
next b0 ' next loop
end
```
This next program will give out all 256 possible sounds
```plaintext
main:
sound B.6, (b0,50) ' make a sound
let b0 = b0 + 1 ' add 1 to the variable value
goto main ' loop again
```
In this case the program loops forever. However it is important to understand how the PICAXE performs mathematics.
The PICAXE only understands byte numbers, that is whole numbers between 0 and 255. It cannot understand fractions and cannot work with negative numbers or numbers bigger than 255. Therefore if you try to add one to 255 the number will overflow back to 0. Therefore, in the program above, the value in variable b0 will go 252-253-254-255-0-1-2 etc. as the program loops.
TUTORIAL 5 – USING INPUTS
Digital Sensors
A digital sensor is a simple ‘switch’ type sensor that can only be ‘on’ or ‘off’.
Common examples of a digital sensor are:
- microswitches
- push and rocker switches
- reed switches
The tutorial board has two push switches connected to inputs 6 and 7. Another two switches can be connected to the input positions 0 and 1 if desired.
This program below shows how to react to switch pushes. In this program output pin 7 flashes every time the push switch on input pin 6 is pushed.
```plaintext
main: ' make a label called 'main'
if pinC.6 = 1 then flash' jump if the input is on
goto main ' else loop back around
flash: ' make a label called 'flash'
high B.7 ' switch output 7 on
pause 2000 ' wait 2 seconds
low B.7 ' switch output 7 off
goto main ' jump back to start
```
In this program the first three lines make up a continuous loop. If the input is off the program just loops around time and time again.
If the switch is then pushed the program jumps to the label called ‘flash’. The program then flashes output 7 on for two seconds before returning to the main loop.
Note carefully the spelling in the `if...then` line – `pinC.6` is all one word (without a space). Note also that only the label is placed after the command `then` – no other words apart from a label are allowed.
**Analogue Sensors**
An analogue sensor measures a continuous signal such as light, temperature or position. The analogue sensor provides a varying voltage signal. This voltage signal can be represented by a number in the range 0 and 255 (e.g. very dark = 0, bright light = 255).
Common examples of analogue sensors are:
- LDR (Light Dependant Resistor)
- Thermistor
- Variable Resistor (potentiometer)
The tutorial board has an LDR mounted on the board, connected to input 2.
Light Dependent Resistor (LDR)
The LDR is a component whose resistance depends on the amount of light falling on it. Its resistance changes with light level. In bright light its resistance is low (typically around 1k). In darkness its resistance is high (typically around 1M).
The circuit symbol and a graph showing the resistance in various light levels are shown below:
The LDR sensor is connected to input 2 in a potential divider arrangement.
Reading Analogue Input Channels
The value of an analogue input can be easily copied into a variable by use of the ‘readadc’ command. The variable value (0 to 160) can then be tested. The following program switches on one LED if the value is greater than 120 and a different LED if the value is less than 70. If the value is between 70 and 120 both LEDs are switched off.
```
main: ' make a label called ,main
readadc C,2,b0 ' read channel 2 into variable b0
if b0 > 120 then top ' if b0 > 120 then do top
if b0 < 70 then bot ' if b0 < 70 then do bot
low B.1 ' else switch off 1
low B.2 ' and switch off 2
goto main ' jump back to the start
top: ' make a label
high B.1 ' switch on 1
low B.2 ' switch off 2
goto main ' jump back to start
bot: ' make a label
high B.2 ' switch on 2
low B.1 ' switch off 1
goto main ' jump back to start
```
Note that the PICAXE-18M2 microcontroller has 3 analogue channels labeled 0 to 2. On the tutorial board the LDR is connected to pin2 permanently, but you connect another sensor to inputs 0 or 1.
When using analogue sensors it is often necessary to calculate the ‘threshold’ value necessary for the program (ie the values 100 and 150 in the program above). The debug command provides an easy way to see the ‘real-time’ value of a sensor, so that the threshold value can be calculated by experimentation.
```
main: ' make a label called main
readadc C,2,b0 ' read channel 2 into variable b0
debug b0 ' transmit value to computer screen
pause 100 ' short delay
goto main ' jump back to the start
```
After this program is run a ‘debug’ window showing the value of variable b0 will appear on the computer screen. As the sensor is experimented with the variable value will show the current sensor reading.
TUTORIAL 6 – DRAWING FLOWCHARTS
Flowcharts are a useful tool that allows programs to be represented graphically to make them easier to understand. The Programming Editor software includes a flowchart editor that allows flowcharts to be drawn on screen. These flowcharts can then be converted to BASIC listings for download into the PICAXE. The flowcharts can also be printed or exported as graphics files for inclusion within project portfolios.
Detailed instructions:
1. Connect the PICAXE cable to the computer serial port. Note which port it is connected to (normally labelled COM1 or COM2).
2. Start the Programming Editor software.
3. Select View>Options to select the Options screen (this may automatically appear).
4. Click on the ‘Mode’ tab and select PICAXE-18
5. Click on the Serial Port tab and select the serial port that the PICAXE cable is connected to. Click OK.
6. Start a new flowchart by clicking the File>New Flowchart menu.
7. Draw the flowchart shown below by dragging the correct symbols onto the screen, and then using the mouse to draw arrows between the symbols.
8. Once the flowchart is complete it can be converted into a BASIC program by selecting Flowchart>Convert Flowchart to BASIC. The BASIC program can then be downloaded to the PICAXE as normal.
9. To print or save the flowchart, use the File menu as normal. To export the flowchart as a graphic file, use the File>Export menu. To publish the image in a Word document select file type EMF. To publish the flowchart on an internet web page use the GIF file type.
The Flowchart Editor allows flowcharts to be drawn and simulated on-screen. The flowchart can then be automatically converted into a BASIC program for downloading into the microcontroller.
**Flowchart Screen**
- Select Tool
Use this to select and move shapes. When a single shape is selected its BASIC code can be edited in the edit bar at the bottom of the window.
- Zoom
Use to zoom in to an area of the graph. Right click to zoom out.
- Zoom In/Out
To zoom in click and move the mouse up. To zoom out click and move the mouse down.
- Pan
Use this tool to move around the flowchart.
**Line Tool**
Use this tool to draw lines between shapes. Corners can be added by clicking once. When the line is near to a shape it will ‘snap’ to the connection point.
**Label Tool**
Use this tool to add descriptive labels or titles to the flowchart.
**Out / If / Delay / Sub / Other**
Click on these buttons to move to the command sub-menu to select commands.
**Drawing Flowcharts**
To draw a flowchart click on one of the command menu buttons (out / if / delay / sub / other) on the toolbar to move to the appropriate command sub-menu. Select the appropriate command and then click on the screen where the shape is required. Do not try to locate the shape precisely at first – just drop it in the general area and then use the select tool to move the shape to the correct position.
Once the shape is in position click on it so that it is highlighted. The BASIC code for the shape will then appear in the edit bar at the bottom of the screen. Edit the code as required.
For further information about each command see the ‘BASIC Commands’ help file. Note that some unique commands (e.g. servo for the PICAXE28) will only appear when the software is in the appropriate mode (View>Options menu).
**Joining Shapes**
Shapes are joined by moving them close together until they ‘snap’ together. Alternately lines can be drawn between the shapes using the ‘line tool’ from the main toolbar. Note that it is only possible to join the bottom (side) of shapes to the top of other shapes. Only one line is allowed out of the bottom of each shape.
To enable neat diagrams, corners to the lines can be added by clicking with the mouse. When a line moves close to a connection point it will snap into position and then a click will finish the line.
Lines cannot be moved. If you try to move a line it will be deleted and a new line must be created.
On Screen Simulation
To simulate the flowchart, click ‘Simulate’ from the Flowchart menu. The program will then start to run on-screen.
As the program runs each cell is highlighted red as it is carried out. The ‘Inputs/Outputs’ and ‘Variables’ windows also appear when a simulation is being carried out. To adjust the input values click the on-screen switch or slide the analogue input slider.
The time delay between shapes can be adjusted via the Flowchart options (View>Options>Flowchart menu).
Note that certain commands have no on-screen simulation equivalent feature. In this case the command is simply ignored as the flowchart runs.
Downloading Flowcharts
Flowcharts are not directly downloaded to the microcontroller. First the flowchart is converted into a BASIC program, which is then downloaded.
To convert a program select ‘Convert’ from the Flowchart menu. The BASIC program for downloading will then be created.
Shapes that are not connected to the ‘start’ or ‘sub’ shapes in the flowchart are ignored when the conversion takes place. The conversion will stop if an unconnected shape is found. Therefore always use a ‘stop’ shape or line to complete the flowchart before simulation or conversion.
Note that it is possible to quickly convert and then download a flowchart by pressing the shortcut key <F5> twice.
Using Symbols
Inputs, Outputs and Variables can all be renamed using the ‘Symbol Table’ from the Flowchart menu. When a symbol is renamed the new name appears in the drop-down menus on the edit bar. Note that you should not use commands (e.g. switch or sound) as a symbol as this will generate errors in your converted BASIC program.
Saving and Printing Flowcharts
Flowcharts can be saved, printed and exported as graphic files (for adding to word processor documents) via the File menu. Flowcharts can also be copied to the Windows clipboard (for pasting into other applications) via the Edit menu.
TUTORIAL 7 - NUMBER SYSTEMS
A microcontroller operates by performing a large number of commands in a very short space of time by processing electronic signals. These signals are coded in the binary system – the signal either being **high** (1) and **low** (0).
The counting system used in everyday activities is the **decimal system**. This number system uses the ten familiar digits 0 to 9 to explain how big or small the number is.
However when working with microcontrollers it is sometimes easier to work in binary. This is especially true when trying to control multiple outputs at the same time.
A single binary digit is referred to a **bit** (binary digit). The PICAXE systems use 8 bits (1 **byte**), with the least significant bit (LBS) on the right hand side and the most significant bit (MSB), on the left hand side.
Therefore the binary number %11001000 means set bits 7,6,3 high (1) and the others low (0). The % sign tells the computer you are working in binary instead of decimal.
This means you can control all 8 outputs at the same time, instead of just using the high and low commands. The following program demonstrates how to make the seven segment display on the tutorial board count from 0 to 9.
```plaintext
let dir$B = %11111111 ' make portB outputs
main:
let pins$B = %00111111 ' digit 0
pause 250 ' wait 0.25 second
let pins$B = %00000110 ' digit 1
pause 250 ' wait 0.25 second
let pins$B = %01011011 ' digit 2
pause 250 ' wait 0.25 second
let pins$B = %01001111 ' digit 3
pause 250 ' wait 0.25 second
let pins$B = %01100110 ' digit 4
pause 250 ' wait 0.25 second
let pins$B = %01101101 ' digit 5
pause 250 ' wait 0.25 second
let pins$B = %01111101 ' digit 6
pause 250 ' wait 0.25 second
let pins$B = %00000111 ' digit 7
pause 250 ' wait 0.25 second
let pins$B = %01111111 ' digit 8
pause 250 ' wait 0.25 second
let pins$B = %01101111 ' digit 9
pause 250 ' wait 0.25 second
goto main
```
Each ‘let pins’ line changes the number of bars that are lit on the seven segment display. This is quicker than using lots of ‘high’ and ‘low’ commands.
Displaying Analogue Values on the Seven Segment Display
This program reads the light value from the LDR sensor on input 2 and then displays a value digit on the seven segment display.
```plaintext
let dir$B = %11111111 ' make portB outputs
main: readadc C,2,b1 ' read analogue pin 2 into variable b1
if b1 > 150 then show9 ' test variable b1 value and jump
if b1 > 130 then show8
if b1 > 110 then show7
if b1 > 90 then show6
if b1 > 70 then show5
if b1 > 50 then show4
if b1 > 30 then show3
if b1 > 20 then show2
if b1 > 10 then show1
show0:
let pinsB = %00111111 ' digit 0
goto main
show1:
let pinsB = %00000110 ' digit 1
goto main
show2:
let pinsB = %01011011 ' digit 2
goto main
show3:
let pinsB = %01001111 ' digit 3
goto main
show4:
let pinsB = %01100110 ' digit 4
goto main
show5:
let pinsB = %01101101 ' digit 5
goto main
show6:
let pinsB = %01111101 ' digit 6
goto main
show7:
let pinsB = %00000111 ' digit 7
goto main
show8:
let pinsB = %01111111 ' digit 8
goto main
show9:
let pinsB = %01101111 ' digit 9
goto main
```
Controlling Stepper Motors
Stepper motors are very accurate motors that are commonly used in computer disk drives, printers, XY plotters and clocks. Unlike dc motors, which spin round freely when power is applied, stepper motors require that their power supply is continuously ‘pulsed’ in four different patterns. For each pulse, the stepper motor moves around one ‘step’, typically 7.5 degrees (giving 48 steps in a full revolution).
Stepper motors do have some limitations. First, the power consumption is greatest when the stepper motor is stopped (as all coils are still energised). The speed of revolution is also limited to around 100 steps per second, which provides a rotational speed of 2 rev/s or 120 rev/min.
The stepper motor contains magnets which are fixed to the central armature. Four electronic coils are located around the casing. When a current is passed through these coils they generate a magnetic field, which attracts/repels the permanent magnets on the armature, and so the armature spins one ‘step’ until the magnetic fields align. The coils are then energised in a different pattern to create a different magnetic field, and the armature spins another step.
To make the armature rotate continuously the four coils inside the stepper motor must be switched on and off in a certain step order. The ULN2003A driver chip on the tutorial board provides the method of interfacing these four coils.
The stepper motor should be connected to the holes on the tutorial board as follows:
- Black Wire 2 +
- White Wire 3 +
- Yellow Wire 0 –
- Red Wire 1 –
- Orange Wire 2 –
- Brown wire 3 –
The table below shows the four different steps required to make the motor turn
| Step | Coil 4 (Output 3) | Coil 3 (Output 2) | Coil 2 (Output 1) | Coil 1 (Output 0) |
|------|------------------|------------------|------------------|------------------|
| 1 | 1 | 0 | 1 | 0 |
| 2 | 1 | 0 | 0 | 1 |
| 3 | 0 | 1 | 0 | 1 |
| 4 | 0 | 1 | 1 | 0 |
| 1 | 1 | 0 | 1 | 0 |
To make the motor spin the other way the steps are reversed (i.e. 4-3-2-1-4 etc. rather than 1-2-3-4-1 etc.).
Note:
The wiring configuration of stepper motors varies from different manufacturers. Therefore, it may be necessary to rearrange the coil connections for the above sequence to operate correctly. An incorrect coil arrangement will result in the stepper motor vibrating back and forth rather than rotating. Most stepper motors are designed to work at 12V, but will generally work (with reduced torque) at 6V.
This program can also use a binary number that switches all of the output lines on and off at the same time. The binary output number for each step is shown in the table below:
| Step | Binary Output |
|------|---------------|
| 1 | %00001010 |
| 2 | %00001001 |
| 3 | %00000101 |
| 4 | %00000110 |
| 1 | %00001010 |
Try changing the speed by altering the value of delay in the following program.
```
symbol delay = b0 ' define the variable
let delay = 100 ' set delay to 0.1s
let dir$B = %11111111 ' make portB outputs
main: let pinsB = %00001010 ' first step
pause delay ' pause for delay
let pinsB = %00001001 ' next step
pause delay ' pause for delay
let pinsB = %00000101 ' next step
pause delay ' pause for delay
let pinsB = %00000110 ' next step
pause delay ' pause for delay
goto main ' loop forever
```
TUTORIAL 8 - SUB-PROCEDURES
A sub-procedure is a separate ‘mini-program’ that can be called from the main program. Once the sub-procedure has been carried out the main program continues.
Sub-procedures are often used to separate the program into small sections to make it easier to understand. Sub-procedures that complete common tasks can also be copied from program to program to save time.
The following program uses two sub-procedures to separate the two main sections of the program (‘flash’ and ‘noise’).
symbol dp = B.7 ' rename output7 'dp'
symbol buzzer = B.6 ' rename output6 'buzzer'
symbol counter = b0 ' define a counter using variable b0
main:
gosub flash ' call the sub-procedure flash
gosub noise ' call the sub-procedure noise
goto main ' loop back
end ' end of the main program
flash: ' make a sub-procedure called flash
for counter = 1 to 25 ' start a for...next loop
high dp ' LED on
pause 50 ' wait 0.05 second
low dp ' LED off
pause 50 ' wait 0.05 second
next counter ' next loop
return ' return from the sub-procedure
noise: ' buzzer on
high buzzer ' buzzer on
pause 2000 ' wait 2 seconds
low buzzer ' buzzer off
return ' return from the sub-procedure
This second program shows how a variable can be used to transfer information into a sub-procedure. In this case variable b2 is used to tell the microcontroller to flash 5, and then 15, times.
symbol dp = B.7 ' rename output7 'dp'
symbol counter = b0 ' define a counter using variable b0
main:
' make a label called 'main'
let b2 = 5 ' preload b2 with 5
gosub flash ' call the sub-procedure flash
pause 500 ' wait a while
let b2 = 15 ' preload b2 with 15
gosub flash ' call the sub-procedure flash
pause 500 ' wait a while
goto main ' loop back
end ' end of the main program
flash: ' make a sub-procedure called flash
for counter = 1 to b2 ' start a for...next loop
high dp ' LED on
pause 250 ' wait 0.25 second
low dp ' LED off
pause 250 ' wait 0.25 second
next counter ' next loop
return ' return from the sub-procedure
Where next?
By completing these tutorials you have learnt all the basics about the PICAXE system – how to setup the system, how to develop programs, how to draw flowcharts and how to connect input and output devices. On the CDROM there are also some other very useful reference guides which will provide you with further information.
Further information is available in the full PICAXE manual.
Exemplar Projects
The next reference point should be the exemplar projects, which give real life examples of how the PICAXE system can be used in the real world. Each project provides a sample circuit diagram and program listing, which may be copied or altered to meet your project requirements.
PICAXE Manual - Part 2 - BASIC Command Guide
The BASIC language used by the PICAXE has over 30 commands, of which we have only used a few in this tutorial. Have a look through the other commands available, each command has a small program to demonstrate how it can be used within a project.
PICAXE Manual - Part 1 - Interfacing Electronics Guide
This guide explains how to ‘interface’ a large number of input and output devices to the PICAXE microcontroller. If you want to know how to connect a buzzer, motor, solenoid or LDR to the PICAXE, the answer is here!
Finally all the latest information, and a technical support forum, are available on the internet at www.picaxe.com
GOOD LUCK WITH YOUR PICAXE PROJECT!
APPENDIX 1: EQUIPMENT REQUIRED
All equipment can be purchased from the online store at
www.techsupplies.co.uk
See the PICAXE section for details on the PICAXE parts.
Equipment Required for tutorials within this booklet:
PICAXE18M2 Tutorial Board Pack (AXE050U)
3 x AA batteries (BAT002)
Optional Connectors:
3 x 4pole screw terminal block (CON005)
Optional Output Devices:
SPE002 Piezo Sounder
GBX007 Solar DC Motor
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| Promoting positive behaviour |
|--------------------------------|
| **Set clear boundaries**
Decide on a few ‘golden rules’ which are easy to understand. Keep them simple and positive e.g. we listen to each other; we walk inside; we take turns. Display the rules at children’s eye level and refer to them regularly. Encourage children to spot others following the ‘golden rules’ and say well done! |
| **Make it personal**
Position yourself at the children’s eye level when talking to them. Use their names and encourage them to make eye contact with you. Remember the age and stage of the children and be realistic in your expectations (e.g. it is normal for a two-year-old to struggle with sharing). |
| **Connect before you correct**
Acknowledge what they are upset about before you correct them e.g. That is a great drum you are holding (commed). Remember at nursery we take turns and we don’t take toys away from others. (correct) You need to give the drum back to xxxxx and then you can have a turn in a few minutes. |
| **Add the because…**
Give children a reason for why you are asking them to do something and keep it simple e.g. ‘please can you keep the scissors at the table BECAUSE I don’t want anyone to get hurt walking around with them’ or ‘Please can you sit on your bottoms when you are looking at the book BECAUSE other children behind you need to be able to see.’ |
| **Two choices**
Offer two choices and keep them simple e.g. “You can carry on playing in the sand with your friends or if you keep throwing the sand you will have to go and play somewhere else. What are you going to choose?” Give specific praise if they make a good choice e.g. “Well done, you made a really good choice to not throw the sand anymore!” |
| **Talk about their feelings**
Narrate children’s feelings based on their actions e.g. if a child throws a toy and stamps their feet you could say ‘Oh dear, I think you are feeling cross right now. Let’s put the toy back and talk about how to help you feel better?’ or if a child is sitting alone and crying you could say, ‘Oh no, I think you are feeling sad / upset / worried / lonely…shall we work out how to help you feel better?’ | | <urn:uuid:321c8521-1cf9-4b00-acb8-d432c1335d23> | CC-MAIN-2021-49 | https://littleoakspreschool.co.uk/wp-content/uploads/2021/11/Promoting-Positive-Bahviour-Leaflet.pdf | 2021-12-07T13:00:32+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363376.49/warc/CC-MAIN-20211207105847-20211207135847-00498.warc.gz | 426,595,065 | 497 | eng_Latn | eng_Latn | 0.995771 | eng_Latn | 0.995771 | [
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Join God’s Team
Name ____________________________________________
Imagine that you have applied for a job at the “Get It There, Inc.” message company. When you go for your interview, you are surprised to find that the boss is a special messenger from God! God’s messenger likes your qualities and hires you. Before you can start, you must fill out the official membership certificate below. Fill in the information on the front of the certificate shown below and decorate it. Cut out the certificate. On the back, write the message God wants you to deliver.
Official Member
God’s Messenger Team
Name: ____________________________________________
The holder of this certificate is able to spread the Good News all over the world from ___________ until eternity.
__________________________ date
__________________________ Signature
I Am a Missionary
Every Christian is called to be a missionary and to spread the Good News. Write how you can spread the Good News in your school, in your home, and in your community.
In Your Home
In Your School
In Your Community
To the Teacher: Use this activity with Chapter 11 to reinforce the message that we are all called to be missionaries.
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G93-1191 Glossary of Water-Related Terms
William L. Kranz
*University of Nebraska at Lincoln*, email@example.com
DeLynn Hay
*University of Nebraska at Lincoln*, firstname.lastname@example.org
James W. Goeke
*University of Nebraska - Lincoln*, email@example.com
David Gosselin
*University of Nebraska at Lincoln*, firstname.lastname@example.org
Follow this and additional works at: [http://digitalcommons.unl.edu/extensionhist](http://digitalcommons.unl.edu/extensionhist)
Part of the Agriculture Commons, Curriculum and Instruction Commons, Hydrology Commons, and the Water Resource Management Commons
Kranz, William L.; Hay, DeLynn; Goeke, James W.; and Gosselin, David, "G93-1191 Glossary of Water-Related Terms" (1993). *Historical Materials from University of Nebraska-Lincoln Extension*. 1420.
[http://digitalcommons.unl.edu/extensionhist/1420](http://digitalcommons.unl.edu/extensionhist/1420)
Glossary of Water-Related Terms
This NebGuide is a glossary of water quantity, quality and human health related terms involving water. Terms are defined in contexts that could affect Nebraskans.
William Kranz, Extension Irrigation Specialist
David Gosselin, Research Hydrogeologist
DeLynn Hay, Extension Water Resources Specialist
James Goeke, Research Hydrologist
A Glossary of Terms
We depend upon water for our very existence. The impact of water quality and quantity issues has never been greater. Yet the terminology used to describe the water we drink, the water we provide to plants and animals, the water stored underground, in lakes, rivers, and oceans, is not well understood by many Nebraskans.
This listing of water-related terms is intended to reduce the potential for misunderstanding presentations made by elected officials, environmental agencies and news reporters. The definitions and associated explanations provide working knowledge of Nebraska's water. Some terminology could be defined differently to describe water supply issues in other locations in the world.
A Glossary of Terms
A
Absorption is the process by which chemicals in gaseous, liquid or solid phases are incorporated into and included within another gas, liquid, or solid chemical. For example, sponges absorb water.
Acceptable daily intake (ADI) is the chemical ingestion level determined by combining the maximum No-Observed-Adverse-Effect-Level (NOAEL) with the addition of an uncertainty (safety) factor. Chemicals with ADI levels usually are not considered or suspected to be carcinogens. This classification results from toxicity data collected during prolonged ingestion studies conducted on a number of animals.
Acre-foot is the volume of water (325,851 gallons of water) required to cover one acre of land with 12 inches of water.
Adsorption is the adherence of gas molecules, ions or solutions to the surface of solids. For example, odors from freezers and refrigerators are adsorbed to baking soda.
Advection is the process by which chemicals and heat are transported along with the bulk motion of flowing gas or liquid. For example, nitrates move through soils and aquifer formations due predominantly to the bulk motion or movement of water.
Anion is a negatively charged chemical. Nitrate (NO\(^{-3}\)) and chloride (Cl\(^-\)) are examples of anions.
Anion exchange is the chemical process where negative ions of one chemical are preferentially replaced by negative ions of another chemical. In water treatment, the net effect is the removal of an unwanted ion from a water supply. For example, some municipalities are installing anion exchange systems to remove nitrate (NO\(^{-3}\)) from their water supplies.
Aquifer is the saturated underground formation that will yield usable amounts of water to a well or spring. The formation could be sand, gravel, limestone or sandstone. The water in an aquifer is called groundwater. A saturated formation that will not yield water in usable quantities is called an aquiclude. Most Nebraska aquifers may be categorized into confined and unconfined aquifers.
- **Confined aquifer** (artesian aquifer) is the saturated formation between low permeability layers that restrict movement of water vertically into or out of the saturated formation. Water is confined under pressure similar to water in a pipeline. Drilling a well into this type of aquifer is analogous to puncturing a pressurized pipeline. In some areas confined aquifers produce water without pumps (flowing artesian well). When pumping from confined aquifers, water levels often change rapidly over large areas. However, water levels will generally recover to normal when pumping ceases.
- **Unconfined aquifer** (water table aquifer) is the saturated formation in which the upper surface fluctuates with addition or subtraction of water. The upper surface of an unconfined aquifer is called the water table. Water, contained in an unconfined aquifer, is free to move laterally in response to differences in the water table elevations.
Artificial recharge is the unnatural addition of surface waters to groundwater. Recharge could result from reservoirs, storage basins, leaky canals, direct injection of water into an aquifer, or by spreading water over a large land surface.
B
Baseflow is that part of streamflow derived from groundwater flowing into a stream.
C
Capillary fringe is a zone of partially saturated material just above the water table. The depth of the fringe depends upon the size and distribution of the pore spaces within the geologic formation.
Cation is a positively charged chemical. For example, calcium (Ca\(^{+2}\)), and Magnesium (Mg\(^{+2}\)) are cations.
Cation exchange is a process where positively charged ions of one chemical are preferentially replaced by positive ions of another chemical. For example, water softeners replace Ca\(^{+2}\), and Mg\(^{+2}\) ions with the sodium (Na\(^{+2}\)) ion.
Cone of depression is a depression in groundwater levels around a well in response to groundwater withdrawal or pumping water.
Contaminant is any unnatural biological, chemical, physical, or radiological substance or matter contained in water. Tri-chloroethylene (TCE) is a synthetic cleaning solvent sometimes found in groundwater near manufacturing sites.
Deep percolation is the movement of water below the maximum effective plant root zone.
Diffusion is a process where heat or chemicals are transported in response to differences in chemical concentration or temperature. Movement is from high concentration (or temperature) to low concentration (or temperature). This process could involve liquids, gases and solids.
Discharge area is an area where groundwater moves toward or is delivered to the soil surface. Groundwater can flow into springs, or seeps; contribute baseflow to streams; or provide supplemental water for plant use.
Dispersion is the process whereby a chemical, contained in water, deviates from the path that would be expected due to bulk flow. In the process the chemical is mixed with surrounding liquids, causing its concentration to be reduced.
Distillation is a two-stage water treatment method: 1) the liquid is boiled, producing water vapor; 2) the water vapor is condensed, leaving most contaminants behind. Distillation can be used to remove inorganic chemicals, some non-volatile organic chemicals, and bacteria.
Drawdown is a lowering of the groundwater surface caused by withdrawal or pumping of water from a well. It is the difference between the static water level and the pumping water level in a well pumped at a constant flow rate.
Drainage is the process of transporting surface water over a land area to a river, lake or ocean (surface drainage), or removal of water from a soil using buried pipelines that are regularly spaced and perforated (subsurface drainage).
Effluent is the discharge of a contaminant or contaminants with water from animal production or industrial facilities or waste water treatment plant.
Erosion is the process or series of processes that removes soils, crop residues, and organic matter from the land surface in runoff waters, or by wind. Water droplets begin the erosion process by detaching soil particles. Runoff waters transport the detached particles to local and regional streams or lakes. Soil erosion represents the single largest source of nonpoint pollution in the United States.
Eutrophication is the process of surface water nutrient enrichment causing a water body to fill with aquatic plants and algae. The increase in plant life reduces the oxygen content of the water. Eutrophic lakes often are undesirable for recreation and may not support normal fish populations.
Evapotranspiration (ET) is the process of changing soil water into water vapor through the combination of soil evaporation and plant water use, or transpiration. For more information consult NebGuide G90-992, Evapotranspiration (ET) or Crop Water Use.
Field capacity is the amount of water a soil contains after rapid drainage has ceased. It is the water content following a period of gravity drainage without the addition of water.
Fecal coliform is a portion of the coliform bacteria group originating in the intestinal tract of warm-blooded animals that pass into the environment as feces. Fecal coliform often is used as an indicator of the
bacteriological safety of a domestic water supply.
G
**Gaining stream (effluent stream)** is a stream or portion of a stream where flow increases because of discharge from groundwater.
**Grains per gallon** is a unit of measurement often used to describe water hardness. One grain per gallon is approximately equal to 17 ppm of various cations.
**Groundwater** (sometimes written as two words) is water that occupies voids, cracks, or other spaces between particles of clay, silt, sand, gravel or rock within the saturated formation.
**Groundwater mining** is the removal of groundwater from an aquifer in excess of the rate of natural or artificial recharge. Continued groundwater mining reduces the groundwater supply until it is no longer an economical source of water.
**Groundwater recharge** is the process where water enters the soil and eventually reaches the saturated zone. Recharge varies from place to place due to the amount of rainfall, infiltration, and surface vegetation.
H
**Health advisory level (HAL)** is a non-regulatory health-based chemical concentration in drinking water that results in no adverse health risks when a given amount of water is ingested over exposure periods ranging from one day to a lifetime.
**Hydraulic conductivity** is a term used to describe the ease with which water moves through soil or a saturated geologic material. Hydraulic conductivity is influenced by the type of material comprising the formation (sand, gravel, rock, limestone, sandstone, clay), the slope of the water table, the type of fluid, and the degree to which existing pores are interconnected.
**Hydraulic gradient** is the slope of the water surface in an aquifer. The hydraulic gradient indicates the direction groundwater will flow. Water always flows from higher water table elevations to lower water table elevations. All other factors being equal, flow is greater when the hydraulic gradient is steeper.
**Hydrologic cycle** describes the constant movement of water above, on, and below the earth’s surface. Processes such as precipitation, evaporation, condensation, infiltration and runoff comprise the cycle. Within the cycle, water changes forms in response to the Earth’s climatic conditions.
I
**Infiltration** is the downward entry of water into the soil. The infiltration rate is a function of surface wetness, soil texture, surface residue cover, irrigation application or precipitation rate, surface topography and other factors.
L
**Leaching** is the removal of dissolved chemicals from soil by the movement of a liquid (like water).
**Losing stream (influent stream)** is a stream or portion of a stream that discharges water into the groundwater.
Low permeability layers include soil, sediment or other geologic material that inhibit water movement. These layers may serve as a base material, or confining beds for an aquifer. The Pierre Shale serves as the base of many aquifers in Nebraska.
M
Maximum contaminant levels (MCLs) are legally enforceable drinking water standards required by the Safe Drinking Water Act. Standards set by the Environmental Protection Agency establish the maximum permissible concentration of selected contaminants in public water supplies. Contaminants are included on the list if they pose a public health risk. For example, 10 ppm is the MCL for nitrate-nitrogen (NO₃⁻-N).
Maximum contaminant level goals (MCLGs) are public drinking water standards that serve as nonenforceable goals for selected contaminants contained in drinking water that pose no health risk to people over a lifetime of exposure. A MCLG is a suggested level set by EPA as a guideline for water utilities.
Methemoglobinemia or blue baby syndrome is the condition that limits the oxygen-carrying capacity of red blood cells. The condition occurs when bacteria in the digestive tract convert nitrate to nitrite. Nitrite reacts with hemoglobin in the blood, producing methemoglobin which cannot carry oxygen. The resulting oxygen starvation causes a bluish discoloration of the body. The condition is largely confined to infants less than 9 months old. Excessive amounts of nitrates may be ingested with water or food. Often foods, such as fresh vegetables, are a major source of nitrates.
N
Non-point source (NPS) pollution is the source of surface or groundwater pollution originating from diffuse areas without well-defined sources. The most common examples of NPS are chemicals that enter surface water during runoff events from cropland and turfgrass, and soil erosion from cultivated cropland and construction sites.
P
Part-per-million (ppm) is a measure of concentration of a dissolved material in terms of a mass ratio (milligrams per kilogram, mg/kg). One part of a contaminant is present for each million parts of water. For water analysis, parts per million often is presented as a mass per unit volume (milligrams per liter, mg/l). There are one million milligrams of water in one liter.
Perched water tables occur when a low permeability material, located above the water table, blocks or intercepts the downward flow of water from the land surface. Water mounds up above the impermeable material, creating another saturated zone with a water table.
Permeability is the property of porous materials indicating the ease with which liquids or gases will be transmitted through a soil or other porous material. Permeabilities are not affected by changing the type of liquid.
pH is a numerical measure of the acidity or alkalinity of water. The pH scale ranges from 1 (acidic) to 14 (alkaline). A pH of 7 is neutral.
Point-of-entry (POE) treatment is the treatment of all water entering a house, farmstead or other facility, regardless of its intended use. Anion exchange is an example of POE treatment to remove nitrates.
Point-of-use (POU) treatment is treatment of water at the point it is used. A common example would be water treatment at the kitchen sink for drinking and cooking uses. Reverse osmosis, distillation and ozone are
examples of POU treatment methods.
**Point source (PS) pollution** is the source of surface or groundwater pollution that originates from a well-defined source. Examples include: industrial effluent; large animal containment facilities; city waste water treatment discharges; or chemical spills. Point sources commonly are associated with pipeline discharges of some type.
**Pollutant** is any unwanted chemical or change in physical property that renders a water supply unfit for its intended use.
**Porosity** is the ratio of the volume of open spaces or voids to the total volume of a porous material. For example, a sand and gravel deposit may have 20 percent porosity. Porosity determines the amount of water that can be stored in a saturated formation. A saturated formation 100 feet thick with a porosity of 20 percent could store an equivalent water depth of approximately 20 feet.
**Potable water supply** is a source of water that can be used for human consumption.
**Precipitation** is the process where water vapor condenses in the atmosphere to form water droplets that fall to the earth as rain, sleet, snow or hail. Nebraska's long-term annual precipitation varies from 16 inches in the west to 34 inches in the southeast. Annual deviations can be greater than 30 percent.
**Pumping water level** is the water level in a well when the pump is operating and water is being removed.
**R**
**Recharge area** is the area where water predominantly flows downward through the unsaturated formation (zone) to become groundwater.
**Reference dose (RfD)** is the maximum daily exposure to a chemical that is judged to be without risk of adverse systemic health effects over a person's lifetime. It formerly was called the Acceptable Daily Intake.
**Reverse osmosis (RO)** is a water treatment method used to remove dissolved inorganic chemicals and suspended particulate matter from a water supply. Water, under pressure, is forced through a semipermeable membrane that removes molecules larger than the pores of the membrane. Large molecules are flushed into waste waters. Smaller molecules are removed by an activated carbon filter.
**Runoff** is precipitation or irrigation water that does not infiltrate but flows over the land surface toward a surface drain, eventually making its way to a river, lake or an ocean.
**S**
**Saturated formation (zone)** is the portion of a soil profile or geologic formation where all voids, spaces or cracks are filled with water. No air is present. There may be multiple water-bearing formations within a saturated formation. These water-bearing formations often are separated by layers of clay or other impermeable layers.
**Saturated thickness (zone)** is the total thickness of a saturated formation.
**Seepage** is the movement of water into or through a porous material. Seepage occurs from canals, ditches, and other water storage facilities. It sometimes is used to describe water escaping from municipal landfill sites.
Shock chlorination is the addition of chlorine for disinfecting a water supply system including the well, and all distribution pipelines. Shock chlorination is recommended when coliform bacteria are detected, or after system repairs. Treated water, with a concentration of at least 200 ppm, is pumped throughout the distribution system and allowed to set for at least 24 hours before flushing with untreated water.
Specific capacity expresses the productivity of a well. Specific capacity is obtained by dividing the well discharge rate by the well drawdown while pumping.
Specific yield is the ratio of the volume of water that will drain from a unit volume of aquifer by gravity flow. Most aquifers in Nebraska have specific yields between 0.20 and 0.25. That means 20 to 25 percent of the saturated formation contains water that may be removed by pumping.
Spring is the point of natural groundwater discharge to a soil surface, river, or lake.
Static water level is the water level in a well located in an unconfined aquifer when the pump is not operating. The static water level is the surface of the water-bearing formation and typically is synonymous with the water table.
T
Transmissivity is the capacity of an aquifer to transmit water. It is dependent on the water-transmitting characteristics of the saturated formation (hydraulic conductivity) and the saturated thickness. For example, sand and gravel formations typically have greater hydraulic conductivities than sandstone formations. The sand and gravel will have a greater transmissivity if both formations are the same thickness.
Total dissolved solids (TDS) is a water quality parameter defining the concentration of dissolved organic and inorganic chemicals in water. After suspended solids are filtered from water and water is evaporated, dissolved solids are the remaining residue. Dissolved solids commonly found in Nebraska water are calcium, magnesium, sodium, potassium, bicarbonate, sulfate, chloride and silica. Total dissolved solid concentrations depend on the geologic material water passes through in the saturated and unsaturated zone, and the quality of the infiltrating water. Total dissolved solid contents range from less that 100 ppm in the Sandhills to greater than 1,000 ppm near the Missouri River in northeast Nebraska.
U
Unsaturated formation (vadose zone) is the soil or other geologic material usually located between the land surface and a saturated formation where the voids, spaces or cracks are filled with a combination of air and water.
W
Watersheds are regional basins drained by or contributing water to a particular point, stream, river, lake or ocean. Watersheds range in size from a few acres to large areas of the country. In Nebraska, Natural Resource Districts (NRDs) were established along watershed boundaries. In many cases an individual watershed is divided into more than one NRD. The Platte River, Elkhorn River, Republican River, and Blue River watersheds all include more than one NRD.
Water table is the upper level of a saturated formation where the water is at atmospheric pressure. The water table is the upper surface of an unconfined aquifer.
For more information on the water quality and quantity in your area contact your Natural Resources District or Cooperative Extension Office. The following publications also may be helpful:
Cooperative Extension
G89-907 Water Testing Laboratories
G90-989 Drinking Water: Bacteria
G93-1128-A Understanding Groundwater
EC91-735 The Impact of Nitrogen and Irrigation Management and Vadose Zone Conditions on Groundwater Contamination by Nitrate-Nitrogen
EC90-2502 Perspectives on Nitrates
G92-1079-A Home Water Treatment Equipment: An Overview
G89-946 Water Treatment Equipment: Water Softeners
G90-976 Water Treatment Equipment: A Buyer's Guide
NF91-49 Well Water, Nitrates and the "Blue Baby" Syndrome Methemoglobinemia
Conservation and Survey Division
Water Supply Series Groundwater-Level Changes in Nebraska
Resource Atlas #4 The Groundwater Atlas of Nebraska
Resource Atlas #3 Groundwater Quality Atlas of Nebraska
UNL Water Center
WC-1 Occurrence of Pesticides and Nitrate in Nebraska's Ground Water
The Cooperative Extension Division would like to acknowledge the contribution of Conservation and Survey Division faculty in the production of this NebGuide.
File G1191 under: WATER RESOURCE MANAGEMENT
A-13, Water Quality
Issued December 1993; 5,000 printed.
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Elbert C. Dickey, Director of Cooperative Extension, University of Nebraska, Institute of Agriculture and Natural Resources.
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Worksheet 4.1:
When the fun gets out of hand – tackling peer pressure
As you re-watch Just For Fun, fill in the noise-o-meters below to capture the audience’s reaction at three key moments.
a. At the start of the gameshow
How did this reaction influence Seán?
b. When Seán takes and sends the first selfie
How did this reaction influence Seán?
c. Just before Seán shares Bronagh’s picture
How did this reaction influence Seán?
1. When did Seán go too far?
2. The studio audience fades into the background when the consequences of Seán’s actions become apparent. What message does this metaphor convey?
3. What do you think will happen as a result of Seán’s actions?
4. Is there anything Seán could do to rectify the situation? | <urn:uuid:61824136-c16d-479a-8731-83a0ea4ff8f3> | CC-MAIN-2021-49 | https://www.webwise.ie/download/10053/ | 2021-12-07T12:29:00+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363376.49/warc/CC-MAIN-20211207105847-20211207135847-00497.warc.gz | 1,142,613,764 | 172 | eng_Latn | eng_Latn | 0.994898 | eng_Latn | 0.994605 | [
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Historic accounts
An ambitious project collects the stories of a variety of African-American trailblazers.
By Don Aucoin, Globe Staff, 4/14/2003
Few would dispute that the civil rights struggle stands as the decisive chapter of 20th-century African-American history.
But before, during, and after that epic struggle, there was a whole other history being forged -- pioneer by pioneer, individual achievement by individual achievement -- in fields as diverse as science, politics, medicine, fashion, the armed services, the law, the arts, and education.
It is that history that Julieanna L. Richardson is out to capture.
Starting in 1999, Richardson began gathering the personal stories of African-American trailblazers, both celebrated and unsung. Her goal, she says, is to create by the year 2007 a national archive of 5,000 videotaped oral histories that show "our history did not begin and end with the civil rights movement." "These are America's missing stories," says Richardson, 48, a graduate of Brandeis University and Harvard Law School. "America's history cannot ever really be complete without these stories."
Richardson speaks with the passion of the historian she has become and the precision of the corporate lawyer she used to be. She was in Boston Friday to record the life story of Harvard Law professor Charles Ogletree.
(the Globe interviewed her during an earlier appearance in town when she spoke at the Mary Baker Eddy Library as part of the library's "Works in Progress" series.) Associates of Richardson last week interviewed other prominent Bostonians, such as cultural leader Elma Lewis and Ted Landmark, president of the Boston Architectural Center; today educator Calvin Hicks and artist Paul Goodnight are scheduled to be interviewed. The goal of the nonprofit archival project, called The HistoryMakers, is to compile first-person narratives from African-Americans who made their mark on the world, often after overcoming discrimination or other forms of adversity. The oral histories will become part of a digital video archive that will be available to scholars, students, and the public.
"What we're trying to do with The HistoryMakers is capture the 20th century as told by the first person," says Richardson. "It's intended to capture the whole aspect of the [black] experience... We hope out of this quilt work will emerge a new and more accurate history."
That "quilt work" so far includes the personal stories of nearly 500 people nationwide, each story roughly two hours long. Some subjects are well known, such as author Terry McMillan of "Waiting to Exhale" fame, power broker Vernon Jordan, poet Nikki Giovanni, and former New York City mayor David Dinkins.
But many have walked a path that has only intermittently thrust them into the spotlight. They include New Bedford-born George Leighton, 91, who was unable to attend high school because of his family's poverty but won a scholarship to college, attended Harvard Law School, and served as a federal judge; Barbara Bowles, a 56-year-old investment manager who grew up in segregated Nashville and became the first African-American woman to start a mutual fund; Dr. Harold Freeman, 70, an oncologist who drew national attention to the link between poverty and cancer; Ruth Love, 63, the first woman to head the Chicago public schools; William Hudgins, 96, who in the 1950s joined baseball legend Jackie Robinson and others to found Freedom National Bank, which provided low-interest home loans in Harlem; Walter Massey, 65, a physicist who headed the National Science Foundation; and Colonel William Thompson, 87, an officer in the Army air squadron known as the Tuskegee Airmen that helped to integrate the armed forces.
"I'm particularly fascinated by the people before the civil rights movement," remarks Richardson. "They very much wanted to be part of the mainstream."
"These individual stories are examples of self-determination and achievement," she adds. "The African-American experience is a Horatio Alger experience; we've taken a piece of coal and made a diamond of it." Aspects of Richardson's own life story could fit that description.
She grew up in a small town in Ohio, and her enrollment at Brandeis in the mid-1970s made her the first member of her family to go to college. It was at Brandeis, while studying for a degree in theater arts and American studies, that she made her initial foray into oral history. While doing research on the Harlem Renaissance, Richardson gathered the life stories of such figures as Butterfly McQueen, who was best known for her role in "Gone With the Wind" but also appeared in a Harlem theater production of "A Midsummer Night's Dream."
After receiving a law degree from Harvard Law School in 1980, Richardson worked as a corporate lawyer in Chicago (where she still lives) while also doing pro bono work for a black theater company. But she was drawn to the newly emerging domain of cable television, first working as cable administrator for the city of Chicago, then as founder of a regional shopping channel ("I lost my shirt on that," she says with a laugh), then as head of a production company that managed three cable channels for TCI, a leading cable operator. Throughout that period she maintained belief in the power of oral history.
She began to explore what kinds of oral histories of African-Americans existed, and found that most tended to focus on music or slave narratives, such as the Works Progress Administration project of the 1930s, which recorded the stories of former slaves. In her view, that was not a broad enough definition of the African-American experience; missing, she believed, were the everyday struggles and triumphs of people who may or may not have been famous.
So in 1999, she embarked on the project that became The HistoryMakers. At first, when she talked to colleagues about it, "I would see this glazed look come across their eyes," she says. But enthusiasm and support slowly grew: Foundations kicked in some money, the state of Illinois weighed in with a pair of grants totaling $900,000, and celebrities including Harry Belafonte, Ossie Davis, Ruby Dee, and Dionne Warwick have taken part in fund-raisers. However, the archive project remains far from its goal of $25 million, having raised just over $2.4 million so far. And not every potential subject wanted to participate.
But others were eager to talk, once Richardson had created what she calls "a safe place" for them to "sit back and review their lives" and recall sometimes painful experiences.
Among the Boston-area success stories in the archive are those of Dr. Alvin Poussaint, 69, a psychiatrist and professor at Harvard Medical School; Edmund Barry Gaither, 59, a curator at the Museum of Fine Arts and founder and curator of the Museum of the National Center of Afro-American Artists in Roxbury; Harvard sociologist Charles V. Willie, 75, one of the court-appointed masters in the Boston school desegregation case of the mid-1970s; and Allan Rohan Crite, 93, an artist who has depicted the daily lives of
African-Americans in Roxbury and the South End. (Richardson hopes to interview former US Senator Edward Brooke of Massachusetts, the first African-American to serve in the US Senate since Reconstruction).
The project's website, www.the historymakers.com, offers photos and biographical information about those who have told their stories to Richardson and her associates. She is already looking toward the day when the personal stories told by The HistoryMakers will be searchable by both image and text in a digital archive. The project has become a personal mission. "People say you reach a point in your life when you want to leave a legacy," she says. "This is about the need I have to tell stories. And I think these stories are an inspiration."
Don Aucoin can be reached at email@example.com.
This story ran on page B7 of the Boston Globe on 4/14/2003.
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How does the color of a surface influence its ability to reflect or absorb heat? Focus your investigation on the questions below. After you and your team have completed the activity, respond to these questions directly in your journal.
- How does the color of a surface impact how it responds to incoming solar radiation?
- How might this factor influence temperatures in Antarctica?
Gather with your team and choose a captain and a note taker for today, as well as an artist to illustrate the group’s findings. Before you begin your investigation, consider what you already know about albedo, the ability of a surface to reflect or absorb heat. Use the questions below to structure your discussion.
- What colors do you tend to wear in the winter? In the summer? Why?
- Which would you rather walk on with bare feet—black asphalt or white concrete? Would your answer be different for summer and winter? Explain.
- What are some of the reasons that temperature varies around the globe?
The captain appoints group members to collect the required materials while the rest of the group reviews today’s procedure. Before beginning, the captain makes sure that the group has all required materials, and that everyone knows the day’s procedure.
The note taker takes notes on the group’s findings for your team. Remember to record your observations and explanations in your journal for your own research notes. Include drawings to illustrate your findings.
MATERIALS
- 1 sheet of black construction paper
- scissors
- stopwatch
- 1 sheet of white construction paper
- heat lamp (or natural sunlight)
- 2 thermometers
- stapler
- graph paper
- ruler
PROCEDURE
1. Cut two rectangles, one from the black paper and one from the white paper. The rectangles should measure 8 cm x 4 cm.
2. Fold the rectangles in half to form squares. Staple the squares to make pockets that can fit around the bulbs of the two thermometers. Slip the paper pockets over the bulbs. Using the worksheet, record the initial temperature reading for each thermometer.
The envelopes must be placed over the bulb end of the thermometers. And the thermometers must be equidistant from your heat source. Why?
3. Position the heat lamp about two feet above the surface of the table.
4. Make predictions with your team about how temperatures will (or will not) change over time. Record your predictions on your worksheet.
5. Turn on the lamp. Be careful—the bulb and the shade can get hot enough to burn! Every two minutes, record the temperature of each thermometer on your worksheet. Continue taking readings for ten minutes.
6. Make a graph of the temperatures you recorded on the two thermometers over time. Use scrap paper to lay out your graph intervals and draw a rough sketch before creating a final graph on the worksheet.
7. Analyze the data with your team. Use the questions on your worksheet to guide your analysis. As your group draws conclusion, remember to take notes in your own journal. Include illustrations to represent your ideas.
1. Record starting temperatures for each of the two thermometers in the first column of the chart below.
| ORIG TEMP | 2 MIN | 4 MIN | 6 MIN | 8 MIN | 10 MIN |
|-----------|-------|-------|-------|-------|--------|
| WHITE | | | | | |
| BLACK | | | | | |
2. Make a prediction: What do you think will happen to the temperatures of the two thermometers over time? Which temperature will rise faster? Which will get hotter? Why do you think so?
3. Which thermometer registered the fastest rise in temperature? Which one registered the slowest rise? Why do you think this happened?
4. Look at a map or a globe. Considering what you have discovered about how surfaces interact with heat depending on color. Which areas of the globe would reflect more solar radiation: the ocean or the continent of Antarctica? Explain.
5. Compare Antarctica with North America. Which continent would reflect more solar radiation? Why?
6. Using all the discoveries you made about how albedo affects temperature, finalize your hypotheses about temperatures in Antarctica. Include the affect of angle in your explanation, if you have studied that as well. Using today’s experiment offer a hypothesis to explain temperatures in Antarctica.
In the space below, illustrate your conclusions about how surfaces interact with solar radiation. Include the Earth and the Sun in your drawings, and indicate how the color of a surface affects its ability to reflect/absorb heat. Highlight Antarctica!
GROUP DYNAMICS
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Brazil has launched a set of unique projects based on sensory experiences aimed at visually impaired tourists.
What is known as sensory tourism allows people with visual impairments to enjoy attractions through other senses such as touch or smell. This is the type of concept Brazil’s Tourism Ministry has been working on in several of its most iconic cities.
The Botanical Garden of Rio de Janeiro, for example, invites visitors to come into contact with orchids as well as basil, rosemary, sage and mint seedlings with all their different textures and smells, especially arranged to stimulate the senses.
Marcelle Silveira, director of Environmental Education at the Brasilia Zoo, said that every two weeks they offer walks for groups of up to 15 people, where visitors are allowed to touch the animals.
According to Viviane Lemes, a travel agency owner, tour itineraries linked to coffee and the taste and aroma of traditional drinks were well received in a recent pilot visit to a farm in Araguari in the State of Minas Gerais.
The agency organized a tour with a visually impaired group, which allowed them to experience the stages of coffee production: harvesting, drying yards, pulped coffee, the bean selection process, the levels of roasting, and even tasting the quality of the drink.
Also along these lines, a gallery in São Paulo’s Pinacoteca Museum allows touching the 12 bronze sculptures that are part of the museum’s collection. Size, shape, texture and aesthetic diversity facilitate understanding and appreciation of these artistic works when felt with hands, hence their selection took into account recommendations by the people with visual disabilities.
In the view of Rosangela Barqueiro, who is part of the Brazilian Association for Assistance of the Visually Impaired, minor adaptations are all that is needed in order to include the visually impaired in tourism.
"The training of guides and assistants to deal with this type of visitor can solve most of the problems in this segment," he said. According to Rosangela, another challenge is to provide audio descriptions and texts in Braille.
Currently, there is also a project underway to facilitate access to beaches in Pernambuco, Río de Janeiro, Alagoas, São Paulo and Rio Grande do Sul. These sites make provision for equipment such as mechanical belts or amphibious chairs, and also promote activities like sitting volleyball and an adaptation of traditional bowling.
For its part, the Tourism Ministry has created the Acessível Tourism website in collaboration with the Human Rights Secretariat of the Presidency of the Republic and the National Council on the Rights of Persons with Disabilities (CONADE).
On the website you can check the accessibility of tourist sites, hotels, restaurants and various attractions in Brazil. Users can also suggest new facilities or places of interest which will help people with disabilities or reduced mobility to travel around the country with greater independence. This initiative, which is also available on a Smartphone app, won last year's National Prize for Web Accessibility.
Date: 2015-09-28
Article link:
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Thoughtful Moments
St. John of the Cross
Mystic, reformer, and Doctor of the Church, St. John was raised by his mother, a poor silk weaver, in Spain. He entered the Carmelite Order in 1563, and was inspired by St. Teresa of Ávila to lead a much-needed reform of his Carmelites. For this, some of his brothers imprisoned him in a tower for almost a year until he escaped. He is also known for his beautiful poetry on the soul’s search for God.
Trust in the Lord
“There is a Person who can keep you going, trust in him! It is Jesus! Trust in Jesus! …The Lord is always with us. He comes to the shores of the sea of our life; he makes himself close to our failures, our frailty, and our sins in order to transform them.” Pope Francis
“Behold, a virgin shall conceive and bear a son, and shall call his name Immanuel” (Isaiah 7:14).
Open the gifts of Advent
It’s hard to compete with the breathless excitement of Christmas but Advent has a beauty all its own. When families step out of the busy pace of life during Advent, the Christmas celebration at the end becomes all the more heartfelt.
Create rituals. Life is to be different during Advent – quieter, more reflective – and rituals can help. Light a candle every day in an Advent wreath. Gather to read some of the Nativity story (Luke 1:5-2:40), drawing it out until Christmas. For an hour each night, turn off the lights in your home and work by candle light.
Make small sacrifices. The holidays can herald a season of excess. Instead, create a “Sacrifice Stocking” for Jesus. Encourage each child to make small sacrifices – foregoing dessert, performing an unasked chore, befriending a lonely classmate. Write each sacrifice on a slip of paper and place it in a Christmas stocking in the four weeks during Advent. On Christmas morning, read each “gift” in the stocking offered to the Babe as the first gifts of Christmas.
Let music make the mood. The right music can help create a quiet mood during the season. Pick a time each day to play only spiritual and religious carols. Choose songs that tell of God’s love for us. Or, make up new words to your old favorites.
Why Do Catholics Do That?
The idea for the Jesse Tree comes from the prophet Isaiah, who said, “a shoot shall sprout from the stump of Jesse … the spirit of the LORD shall rest upon him” (Isaiah 11:1-2). The “shoot” is Jesus, who was born from Jesse’s family line.
Why do Catholics create “Jesse Trees” for Advent?
The ornaments of the Jesse Tree represent Jesus’ ancestors and the extraordinary purposes to which God put them. When we seek God and listen to him, he will do amazing things in our lives, too.
The saints of Christmas
Our present-day Santa Claus has roots in third-century St. Nicholas. Orphaned young, he was left rich and gave money generously. A legend involving the saint concerns a desperate man who needed money to pay his debts. Nicholas secretly threw a bag of gold down his chimney. To the Church, Nicholas is a confessor of the faith, and a holy bishop.
St. Lucy lived in pagan Sicily around the year 300 during a time of great religious persecution. Lucy refused marriage to a determined suitor, and he exposed her to authorities as a Christian – a charge resulting in her death. The courage of this young martyr is a guiding light for all young women and men.
St. Boniface converted many in Germany and the surrounding area to Christianity. He is credited with taking the fir tree for a Christmas symbol. After encountering pagans about to sacrifice a child tied to a fir tree, Boniface cut down the great tree and used it to preach about the Incarnation.
Scripture Lesson
Luke 2:22-40, No ordinary child
Mary and Joseph were faithful Jews and did what was required by their faith to celebrate the birth of their son. They couldn’t afford the customary offering of a lamb and presented two pigeons instead to thank God for their son. To the uninformed observer, Jesus’ birth was unremarkable and his family quite ordinary.
Yet, Simeon immediately recognized Jesus as the Messiah. Inspired by the Holy Spirit, he prophesied that Jesus was to be “a light for revelation to the Gentiles, and glory for your people Israel” (Luke 2:32).
Simeon was not alone in recognizing the Lord in the temple. Anna was also filled with the Holy Spirit. Her faith in God’s promises gave her hope. The hope God places in our hearts gives us a desire for the kingdom of Heaven.
What can a parent do? Teach children to look for Jesus in the world. Encourage them to pray to him. Tell them that the Holy Spirit will reveal the presence of the Lord to those who want to know him, receive him, and to be with him forever.
Feasts & Celebrations
Dec. 8 – Immaculate Conception of the Blessed Virgin Mary (1854). On this Holy Day of Obligation, we commemorate that Mary was conceived in St. Anne’s womb without original sin. In addition to attending Mass, praying a joyful rosary is a wonderful way to celebrate.
Dec. 9 – St. Juan Diego (1548). A simple, humble Native American who became a faithful Christian, St. Juan Diego was visited by the Blessed Virgin Mary at Tepeyac Hill in Mexico. She asked him to have the bishop of Mexico build a chapel for her, and had him carry roses to the bishop as a sign. When the roses were emptied from his tilma (cape) before the bishop, it retained the image of the Blessed Mother.
Dec. 31 – The Holy Family (1st century). On the feast of the Holy Family, we celebrate the family life of Jesus, Mary, and Joseph – three people who lived for God. By their love and support of one another the Holy Family is a model for all Christian families.
Parent Talk
Every year, we have a tradition of visiting my family for Christmas. My parents and siblings live two hours away, so visiting them is special. I was so disappointed last year when a surprise snowstorm prevented us traveling as usual. It was one of the few times I wasn’t with my family on Christmas but I couldn’t let my disappointment ruin the holiday for my own family.
I found out that our next-door neighbors weren’t traveling for Christmas, either. They recently moved to the area away from family. So, I invited them for Christmas dinner after Mass. My husband made turkey and fixings, and our guests brought their traditional dishes. We turned on Christmas music and everyone helped finish decorating the Christmas tree. The children played together while the adults chatted.
Looking back, that snowstorm turned out to be providential; we all had a wonderful time and made great friends.
Our Mission
To help parents raise faithful Catholic children
Success Publishing & Media, LLC
Publishers of Growing in Faith™ and Partners in Faith™
(540)662-7844 (540)662-7847 fax
http://www.partnersinfaith.com
(Unless noted Bible quotes and references are from the Revised Standard Version and the New American Bible.)
© Copyright 2017 Success Publishing & Media, LLC
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| 3 | | | | | | |
| Make and bless an Advent wreath. Light the first purple candle each night this week. | Set up the Nativity scene together, but leave out the Holy Family. | Resolve to pray as a family for at least 15 minutes every night during Advent. | Decorate a “Jesus Candle” with symbols of Jesus. Light it at Christmas dinner. | In honor of Mary’s Immaculate Conception, attend Mass and pray a family Rosary tonight. | Clean out your closets of unwanted clothes or toys in good condition. Donate them to a shelter or other charity. | Put up and decorate your family Christmas tree. |
| 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| Light two purple candles in the Advent wreath each night this week. Sing “O Come, O Come Emmanuel.” | Send a thank-you note to the priests or other parish ministers who enriched your seasonal celebration. | Set out a rose tonight in honor of the feast of Our Lady of Guadalupe. | Today, try to go the whole day without complaining or arguing. | Help children make a good examination of conscience and go to Confession together. Then go out for a treat afterwards to celebrate forgiveness. | Family Movie Night! Make some popcorn and watch a Christmas movie together. | Place Mary and Joseph in the Nativity scene. Add grass or straw to the manger to get it ready. |
| 17 | 18 | 19 | 20 | 21 | 22 | 23 |
| Light two purple candles and the pink one for joy. See which of you can sing loudest at Mass today. | Put a lamp or electric candle in a window to welcome the Christ Child. Light it each night until Christmas Day. | Set the Mary and Joseph figures of your Nativity set across the room from the rest of the scene. | Take a drive or walk together around your home to look at the Christmas decorations or displays. | Give each family member a chance to say “thank you” for a blessing God has given this year. | Write letters to Jesus telling him that you look forward to his coming: | |
| 24 | 25 | | | | | |
| Light all four candles in the wreath tonight. Reread today’s Gospel Reading, Luke 1:26-38. | Revisit the Baby in the manger and read the story of Jesus birth in Luke 2:1-20. | | | | | |
| | | | | | | |
“In those days a decree went out from Caesar Augustus that all the world should be enrolled. This was the first enrollment when Quirinius was governor of Syria. So all went to be enrolled, each to his own town. And Joseph too went up from Galilee, from the town of Nazareth in Judea, to the city of David that is called Bethlehem, because he was of the house and family of David, to be enrolled with Mary, his betrothed, who was with child. While they were there, the time came for her to have her child, and she gave birth to her firstborn son. She wrapped him in swaddling clothes and laid him in a manger, because there was no place for them in the inn (Luke 2:1-7).” | <urn:uuid:79f0fb7a-6036-4247-908b-01c08bb6749a> | CC-MAIN-2019-09 | http://www.stnacademy.org/images/uploads/documents/Partners_in_Faith,_December_2017.pdf | 2019-02-23T06:51:52Z | crawl-data/CC-MAIN-2019-09/segments/1550249490870.89/warc/CC-MAIN-20190223061816-20190223083816-00012.warc.gz | 438,666,682 | 2,309 | eng_Latn | eng_Latn | 0.997802 | eng_Latn | 0.997531 | [
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Ch. 9 ALCOHOL
Lesson 1: Alcohol Use and Abuse
Words to know:
alcohol- a drug created by a chemical reaction in some foods, especially fruits and grains
intoxicated- being drunk
blood alcohol content/concentration (BAC) or blood alcohol level (BAL)- the amount of alcohol in the blood
cirrhosis- the scarring and destruction of liver tissue
ulcer- an open sore in the stomach lining
alcohol abuse- using alcohol in ways that are unhealthy, illegal, or both
alcoholism- a disease in which a person has a physical and psychological need for alcohol
Alcohol: What is it?
Consumable alcohol is a drug (wine, beer, liquor)
There are 4 types of alcohol
1. Ethyl/Ethanol: is what is found in wine, beer, and distilled spirits.
2. Methyl/ Methanol (wood alcohol): is used in paint products and as a fuel, it is poisonous.
3. Isopropyl alcohol (rubbing alcohol): is used as a disinfectant and poisons have been added to prevent drinking.
4. Denatured alcohol: is ethyl alcohol, w/ poisons added. It is used as a cleaner.
***Both methyl and isopropyl alcohol can cause blindness.
Alcohol production:
A. Fermentation
1. Uses sugar + yeast to create alcohol and carbon dioxide
2. Wine is fermented
B. Brewing
1. Uses starch + malt + yeast + heat to produce alcohol and CO2
2. Beer is brewed
3. Wine is 10-12% pure, sparkling wine is 19% pure
4. Distilled spirits (hard Liquor) is 40-50% pure NYS law no more than 75.5% pure
C. Distillation
1. A fermented or brewed beverage that has been boiled.
2. We boil these beverages to create a purer form of alcohol.
3. Rum, vodka, gin, whiskey, etc… are distilled.
Percentage of alcohol by volume
1. Beer is 3-5% pure alcohol
2. Wine coolers are 3-5% pure
3. Wine is 10-12% pure, sparkling wine is 19% pure
4. Distilled spirits (hard liquor) is 40-50% pure NYS law no more than 75.5% pure
Hard liquor is not measured in % but in proof.
1. Proof is equal to twice the percent
ex. 100 proof = 50% alcohol
50 proof = 25% alcohol
Typical serving size
1. Beer 12 oz.
2. Wine cooler 12 oz.
3. Wine 5-6 oz.
4. Distilled spirits 1-1.5 oz.
All of these are equal in alcohol content but not in volume!
Factors that determine the level of intoxication
1. Amount of alcohol consumed
2. Size and gender of the person
3. The amount of food in the stomach
4. How fast the person drinks
5. Other substances in the body (drugs)
Social problems linked to alcohol abuse
1. poor decision making
2. illness
3. losing friends
4. accidents
5. failing grades
6. injury
7. addiction
8. death
9. etc...
How alcohol affects the body
1. Brain:
**Short term effects**
- impairs judgment, reasoning, memory, concentration, and reaction time
- coordination decreases, slurred speech, vision and hearing distortions
- eliminates people's self control (behavior)
**Long term effects**
😞 - destroys brain cells, causes nervous system disorders, and memory loss
2. Blood vessels:
**Short term effects**
- dilates blood vessels causing a feeling of warmth and loss of body heat.
**Long term effects**
😞 - can cause high blood pressure and stroke
3. Heart:
**Short term effects**
😊 - heart rate and pulse rate are decreased
**Long term effects**
- can cause irregular heartbeat and damage to heart muscle
4. Liver **Short term effects**
- liver poisoning from excessive alcohol
**Long term effects**
- cirrhosis of the liver, and liver cancer
5. Stomach
**Short term effects**
- causes vomiting and choking if a person vomits while unconscious
**Long term effects**
- causes ulcers and stomach cancer
6. Kidneys
**Short term effects**
- alcohol causes a diuretic effect (an increase in the flow of urine)
Signs of Alcoholism
1. Drinks more and more, also becomes drunk often
2. Drinks alone
3. Drinking replaces other activities
4. Experiences blackouts
5. Personality changes while drunk
6. Makes excuses for drinking
Treatment for alcoholism
1. Alcoholics Anonymous (A.A.) group therapy
2. Aversion Therapy: the alcoholic takes one of two medicines
a. anta-abuse: makes the person violently sick if they drink alcohol
b. naltrexone: blocks the craving and the high from the drug
Treatment for friends and family of the alcoholic
1. Al-anon: group therapy for the friends and family members
2. Alateen: help for teens of alcoholics
3. Alatot: help for kids 12 and under who have alcoholic parents
4. Adult children of alcoholics: help for adults raised in an alcoholic family.
Fetal alcohol syndrome (F.A.S.) is caused by a pregnant woman drinking alcohol which causes damage to an unborn baby. Symptoms: mental retardation, birth defects, slow growth, slow to learn.
Lesson 2: The Nervous System
Words to know
-neurons- cells that make up the nervous system
-central nervous system (CNS)- the brain and spinal cord
-peripheral nervous system (PNS)- the nerves that connect the CNS to all parts of the body
-brain- the command center, or coordinator, of the nervous system
-spinal cord- a long bundle of neurons that sends messages to and from the brain and all parts of the body
Problems of the Nervous System
A. injuries to your head, neck, or back
1. a damaged spinal cord could lead to paralysis
B. Disorders
1. multiple sclerosis (MS)
2. Alzheimer's disease
3. Parkinson's disease
4. etc...
C. Infections
D. Alcohol and Drug Abuse
Taking Care of Your Nervous System
A. eat nutritious foods
B. 9 hours of sleep
C. control stress
D. vaccinations
E. get exercise
F. wear protective gear (helmet, seatbelt, etc.)
Lesson 3: Alcohol Use and Teens
Words to know
**binge drinking** - the consumption of several alcoholic drinks in a short period of time (usually 5 or more)
**minor** - a person under the age of adult rights and responsibilities
Why Do Some Teens Use Alcohol
1. to escape
2. to fit in
3. peer pressure
4. media
5. parents use
6. to be more adult
7. bored
8. addicted
9. depression
10. etc...
Alcohol Can Harm you Mentally/Emotionally Physically and Socially!
Alcohol is illegal to purchase, possess, or consume if you are a minor!
Lesson 4: Alcohol Use and Society
Word To Know
violence- an act of physical force resulting in injury or abuse
Social problems linked to alcohol abuse
1. poor decision making
2. illness
3. losing friends
4. accidents
5. failing grades
6. injury
7. addiction
8. death
9. illegal activities (Drunk Driving, Date Rape, Abuse, Violence)
Lesson 5: Saying No to Alcohol Use
1. use refusal skills (S.T.O.P)
2. choose healthy alternatives
3. hang out with drug free friends
4. etc...
Benefits of Being Alcohol Free
A. increased self-respect
B. high self-esteem
C. good Friendships
D. better Relationships with your family
E. control over your life
F. maintaining a high level of wellness
G. a bright future | <urn:uuid:d478bf2a-d2a5-4019-949c-99baa91f5436> | CC-MAIN-2022-33 | https://www.alcsny.org/cms/lib/NY01001789/Centricity/Domain/241/ch%209%20notes.pdf | 2022-08-08T03:42:48+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570765.6/warc/CC-MAIN-20220808031623-20220808061623-00739.warc.gz | 582,978,331 | 1,762 | eng_Latn | eng_Latn | 0.990802 | eng_Latn | 0.996463 | [
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Tami
Reduce, Reuse, Recycle
PLEASE RECYCLE
Paper
Glass
Can
Recycling bin | <urn:uuid:e604a6e0-73d7-4437-a3e0-5ff2e359f3df> | CC-MAIN-2022-33 | https://www.nysenate.gov/sites/default/files/students/earthday/2021/tcooper.pdf | 2022-08-08T05:37:10+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570765.6/warc/CC-MAIN-20220808031623-20220808061623-00726.warc.gz | 821,193,915 | 26 | eng_Latn | eng_Latn | 0.50803 | eng_Latn | 0.50803 | [
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Reduce, Reuse, and Recycle
To Help Our World Become a Better Place. | <urn:uuid:d12c8c27-ba0a-43f1-91fa-c921acb54d33> | CC-MAIN-2022-33 | https://www.nysenate.gov/sites/default/files/students/earthday/2021/earthday_12.pdf | 2022-08-08T03:50:38+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570765.6/warc/CC-MAIN-20220808031623-20220808061623-00726.warc.gz | 820,752,555 | 18 | eng_Latn | eng_Latn | 0.520704 | eng_Latn | 0.520704 | [
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TROPICAL
wordsearch puzzle
Find objects in the picture and in the puzzle and color
BANANA LEMUR
CHAMELEON LION
COCONUT MONKEY
CROCODILE PARROT
ELEPHANT PALMTREE
FLAMINGO PINEAPPLE
GIRAFFE SLOTH
HIPPO TIGER
HOOPOE TOUCAN
ANSWER:
#wearebpaquality | <urn:uuid:dc5dd931-af2e-48ab-86ae-30a469f38ca8> | CC-MAIN-2021-10 | https://bpaqualityathome.co.uk/wp-content/uploads/2020/05/Wordsearch-22.pdf | 2021-03-05T00:21:56+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178369553.75/warc/CC-MAIN-20210304235759-20210305025759-00280.warc.gz | 231,190,748 | 98 | eng_Latn | eng_Latn | 0.709801 | eng_Latn | 0.709801 | [
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Understanding dysregulation: How to Support a Highly Emotional Child
Dysregulation occurs when the brain responds to sensory input in a manner that triggers the alarm state.
When a child is dysregulated, it is harder to listen, comprehend, and cope.
Remember the Three "R"s
**Regulate**
focus on soothing your child. Make them feel calm, safe, and loved.
**Relate**
Validate their feelings with your words and tone of voice. "I know you're upset right now." "This is very hard". Focus on connecting with your child.
**Reason**
Once your child is calm, now it is time to talk about alternatives to behaviors while reinforcing limits you set before. You can reassure them you love them but that the behavior they're exhibiting is not ok.
Until a child is regulated, they are unlikely to related to you (feel connected & comfortable). And until a child is related, they are unlikely to have the mental capacity to reason with you. | <urn:uuid:1769c56b-a134-4c33-ad58-7c75300bdd8f> | CC-MAIN-2021-10 | https://www.greatpontonprimaryschool.co.uk/attachments/download.asp?file=688&type=pdf | 2021-03-05T00:41:17+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178369553.75/warc/CC-MAIN-20210304235759-20210305025759-00273.warc.gz | 764,891,105 | 199 | eng_Latn | eng_Latn | 0.99914 | eng_Latn | 0.99914 | [
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Deaf, not dumb
The students of St Mary's School for Deaf Girls are tired of people assuming that they can't speak – or, worse, are stupid. That's why they've set out to improve understanding between the deaf and hearing communities, writes Gráinne Faller.
Principled: "This is the 21st century. 'Dumb' shouldn't be used any more. We find it insulting," says one student. Photograph: Imagefile
Transition year is often based on teamwork, on classes working together, on people pulling their weight. In a big class, a project such as a mini-company isn't too taxing if people co-operate with each other. But in work where there's plenty of room for other features, like a rational, students in smaller classes will end up with bigger workloads. So a class of only a handful of people would be wise not to be too ambitious, right? Wrong.
The seven students of transition-year students at St Mary's School for Deaf Girls, in north Dublin, is anything to go by.
What the seven students lack in numbers they make up for with ambition. The girls are in the middle of two remarkable projects that they hope will improve understanding between the deaf and hearing communities.
First on the agenda is a Young Social Innovators project called Deaf Not Dumb. The meanings of words change all the time. Most people know that "gay" used to mean happy, but is now light-hearted, but did you know that "silly" used to mean blessed? "Meat" used to refer to any type of food, and "undertaker" was a general term for an entrepreneur.
The girls want to raise awareness about the term "deaf and dumb" is no longer acceptable. One of them, Caroline Grofty, says, "The word 'dumb', if you look at it in its dictionary, means stupid. It's 21st century. It should shouldn't be used any more ... We're all deaf students, and we find it insulting. We've done surveys of deaf people, and most of them find it insulting, too."
The girls' campaign is attracting publicity. Shirley Higgins, their transition-year co-ordinator, says: "The girls have to be allowed to speak for themselves in something like Nationwide, on RTÉ. I really think it's important to also get the point across that just because you're deaf, it doesn't mean that you can't speak. Some of the girls have really excellent speech."
The idea is to change people's ideas about what it is to be deaf. The students want to present their research to the National Association for Deaf People and the Irish Deaf Society, which can continue with the awareness campaign after this year of research is complete.
Last year St Mary's came joint second in the Young Social Innovators competition. Its project, Deaf Proud, produced a learning resource DVD for schools that wanted to teach sign language. The students, who had never filmed anything before, were satisfied with the content but unhappy with the quality of the DVD. It was decided to remake the DVD in the format needed to give the filming another go.
This year's transition year decided to remake, market and sell the DVD as their mini-company project. Even with the experience of last year, filming has thrown up some interesting problems.
With filming finished and the cover designed, the DVD, which is called Deaf With a Voice, is ready to be sent to schools. Normally, each member of a mini-company contributes €5 as a starter fund. As this is a joint project, the students, who have given more than that, which makes it particularly important to use the money carefully.
Instead of mass-producing the DVD, therefore, the girls have written to 50 schools, offering it as a teaching tool; they will make only as many DVDs as they need.
With the two projects on the go, the girls have been working extremely hard to make themselves heard. "We're not dumb. I'd like to tell people that we have an opinion and we have a voice," says Caroline. "It's hard work. But hopefully it'll be worth it."
Where to buy 'Deaf with a Voice', the St Mary's DVD course
Sign language is a popular choice for transition-year students, particularly if they are doing the Project Maths board or a similar scheme. Neale Whelehan, whose Galicse experience featured in these pages before Christmas, did a 16-week course. "It was hard to grasp at the start, but once I got into it, it went great." He even wore a wig on my football team who was deaf. He could read lips, but having a few signs definitely helped.
One of the obstacles for many schools is finding someone to teach sign language, so St Mary's timing is good. Its DVD, Deaf with a Voice (right), teaches the basics of Irish Sign Language, with modules on the alphabet, numbers, greetings, pronouns, questions and telling the time. It costs €30 from St Mary's School for Deaf Girls. Contact Shirley Higgins at 01-8385359, 01-8386064 or email@example.com. | <urn:uuid:b7059040-7e09-4e6c-bffe-f3099ecdf4b6> | CC-MAIN-2018-09 | http://stmarysdeafgirls.ie/downloads/DVD_IT_Article.pdf | 2018-02-22T18:18:20Z | crawl-data/CC-MAIN-2018-09/segments/1518891814249.56/warc/CC-MAIN-20180222180516-20180222200516-00583.warc.gz | 334,268,718 | 1,068 | eng_Latn | eng_Latn | 0.999622 | eng_Latn | 0.999622 | [
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The concept of political equality is not frozen in time. Rather, it is a dynamic idea shaped by the evolution of a nation's values, laws, and technology. Historically, political equality has been most closely associated with the right to vote.
ELECTRONIC DEMOCRACY
BROADCASTING AND POLITICAL EQUALITY, 1977
Media and Politics
The Communications Act of 1937 required that broadcasters treat political candidates in an evenhanded manner. To some extent, this country had always waged its political campaigns in the media, but when the Founding Fathers protected the people's right to know with the First Amendment, they did not anticipate the power of television. How can the broadcast industry protect political equality by ensuring that voters receive the information they need about the candidates? And what is this information?
Since this essay was written in 1976, we have seen the role the media plays in political campaigns grow more powerful. How well is that power used? This essay set forth many still pertinent issues, including equal broadcast time for candidates, the character issue, and the trust or lack of trust the public has in the media.
Who could envision that Bill and Hillary Rodham Clinton would appear on 60 Minutes in 1992 in response to accusations of marital infidelity? How should political debates be structured so that each candidate is given an equal opportunity to speak? How partisan should television be? These were important questions that the Markle Foundation was asking in 1976; they are still being asked today.
The televised debates between candidates Jimmy Carter and Gerald Ford were the high points of the 1976 presidential campaign. In a brief 90-minute period, anyone with a television set could scrutinize the appearance of the candidates, see how they reacted to questioning, and compare one candidate with the other. For almost everyone, the televised debates provided an opportunity to make a more direct assessment of the candidates than could be provided by any other means. The opportunity was not lost. At least 90 million people watched each debate. Both Jimmy Carter and Gerald Ford credit the debates as being important and perhaps vital to their campaigns.
American political campaigns have always been waged primarily through the media. Jefferson in 1799 said the "press is the engine" of the campaign. Until 1900, the engine was the newspapers, often owned or controlled by the political parties themselves. Given the First Amendment guarantee of "freedom of the press" and the tradition of "robust journalism," this meant a vehicle which protected the party's interests and the candidates' rights. The interests and rights of the public were secondary.
The new technology of broadcasting — first radio and then television — offered new ways of continuing the old form of campaigning, but it also created important changes. One change was to personalize the campaign and focus more attention on personalities rather than party interests. This trend was under way in the late 1900s, and radio greatly accelerated it. Second, and of greater importance, broadcasting is a regulated medium which, in addition to being protected by the First Amendment, ensures the rights of the audience through laws governing fairness and equal time for political candidates. Thus, the televised debate is an impartial media event in that the broadcast medium, unlike the newspaper, is required to be nonpartisan. Theoretically, such debates can advance the concept of political equality by providing the voter with direct knowledge of the candidates.
The historical development of presidential campaigns has now made broadcasting an essential means of reaching the voter. This comes at a time when new rights of voters are to be found not so much in greater access to polling places as in greater access to information about candidates. The traditions of broadcasting are especially appropriate to these conditions as the broadcaster has always been required to represent the public. At the same time, the technology of broadcasting has made possible new opportunities for broadcasting to help extend political equality.
**Political Equality**
The concept of political equality is not frozen in time. Rather, it is a dynamic idea shaped by the evolution of a nation's values, laws, and technology. Historically, political equality has been most closely associated with the right to vote.
At the time of the earliest settlements in America, it was common practice to limit voting to those white men who proved they were loyal to the religious community. During the latter part of the seventeenth century and in the eighteenth century, religious qualifications gave way to class restrictions. These took the form of property qualifications which were in effect in the colonies and in most of the states of the new republic. At the Constitutional Convention, James Madison argued strongly for a nationwide property requirement. Madison and his allies foresaw that with increasing urbanization fewer people would own property, and they feared the end of the public virtues that were rooted in ownership of land. In this instance, the "Father of the Constitution" argued in vain. Because the Constitutional Convention failed to support a nationwide property requirement for voting, the idea eventually lost popularity in individual states as well. In many states in the East and South, taxpaying qualifications restricting voting to the privileged classes replaced property qualifications. These restrictions, too, were gradually eliminated as the newer western states entered the Union without them.
Yet, at the same time that economic qualifications for voting were being eliminated, voting restrictions that disenfranchised immigrants and free blacks began to appear in state constitutions. After the Civil War, the 14th and 15th Amendments prohibited
voting restrictions based on race and nationality, but other qualifications were instituted to keep people from participating in the electoral process. The white primary, for instance, as well as poll taxes, literacy tests, and the like, excluded blacks from elections. However, in 1944 the Supreme Court finally voted decisively that primaries were elections and that no political party could stage a primary that discriminated by race, creed, or color. Moreover, in 1920 the 75-year struggle for women's political equality resulted in the 19th Amendment to the Constitution that gave women the right to vote. The decade from 1962 to 1972 brought other changes. First, in 1962 the Supreme Court ruled in favor of the reapportionment of the House of Representatives to conform more closely to the principle of "one man, one vote." The 1965 Voting Rights Act further protected the voting rights of blacks. In the same year a Supreme Court ruling clarified the servicemen's right to vote. Shortly thereafter the poll tax was ruled illegal. Finally, the 26th Amendment lowered the voting age to 18.
Clearly, the right to vote is a dynamic idea that has evolved far beyond the conceptions of the colonists. We can be certain that more changes will occur in the future. Universal suffrage for all adults aged 18 and up is a reality in almost every part of the country. Inconsistent registration practices still exist, but the problems of political equality concerning the right to vote are now not as critical as the problems surrounding equal access to information. Free and informed choice is the main concern today. And it is in the distribution of political information that the media, and particularly broadcasting, will have an even more important role in the future than they have had in the past.
**Newspapers and Presidential Campaigns**
In an era of television campaigning, many of us are astounded and sometimes perplexed by the importance of television. It is nothing new, however, for presidential campaigns to be conducted primarily through the media. In the early years of the country, there were no presidential campaigns as we know them. The party system of campaigning was introduced when the Republicans organized in the 1790s, followed by the Federalists and later the Whigs. Before 1824, presidential electors in most states were chosen by the legislature rather than by popular vote. Campaigning was far different. The candidates did not campaign directly, but wrote letters and worked through subordinates. Once the popular vote determined presidential electors, the party job was to stimulate and increase voter turnout. When the country settled on a party system of elections, it was natural and probably inevitable that the newspaper would become a handmaiden to the campaign.
The campaign of 1800 shows the emergence of the newspaper as a powerful tool of the party in winning campaigns. On February 5, 1799, Jefferson wrote to James Madison urging that he and his colleagues write daily articles and letters for the Republican press. He felt that the "press is the engine" necessary to pull a campaign ahead. In late 1799, the "Jeffersonian Raleigh Register" was founded in North Carolina. It was promptly awarded the state government printing contract by the Republican-dominated legislature, thereby ensuring a measure of financial health for the paper. The history of the media and the parties reflects a tradition of mutual dependence until twentieth-century broadcast technology and regulation. The early papers were hard-hitting, sensational, and ideological. They
were partisan and partial, usually owned or controlled by one of the parties. In 1800, it is estimated the population of the 16 states was approximately 5,308,000. These people were widely dispersed and travel conditions were difficult. It was not the custom for presidential candidates to campaign personally, and, in any case, it would have been impossible for a candidate to reach many of the voters. Parades, barbecues, festivals, torchlight processions, and cider-drinking parties were all features of the early campaigns, but the newspaper, often distributed free by party workers, provided coverage of campaign events and the issues for those voters not directly contacted by the campaigns.
Throughout the nineteenth century, newspapers were the principle medium of political communication, and they were of paramount importance in presidential campaigns. They published information about campaign events and the letters by which candidates communicated their views. In fact, the newspapers and other special political publications were the only direct lines of communication between the candidates and the people. Until late in the nineteenth century, presidential candidates did not personally campaign. It was considered demeaning and even improper for a presidential candidate to descend to the fray. Newspapers were the only way for national party organizations to reach every party member quickly and easily. Newspapers allowed political parties to run coordinated national campaigns.
Many newspapers were created and nurtured by political parties. The party in power gave its newspaper the public printing orders, helped raise subscriptions, distributed copies, and in times of need made cash grants. (It was not until 1846 that public printing was opened to competitive bidding.) Many editors rose to positions of party power, and some received public offices. Thomas Greenleaf, editor of the *New York Argus*, was elected a sachem of Tammany in 1789; Peter Freneau, editor of the *Charleston City Gazette*, as well as Jefferson's manager for South Carolina in 1800, was named South Carolina's secretary of state. Jackson's kitchen cabinet was composed primarily of editors.
In 1840 Abraham Lincoln was a member of the Illinois State Central Committee of the Whig party. His message to his subordinates underlined the importance of the press. Lincoln wrote, "every Whig in the state must take it [The Old Soldier, a newspaper created specifically for the campaign against Van Buren] and you must raise a fund...for extra copies...for distribution...among our opponents." It is believed that the election of 1844 was decided in the press as a result of an exchange of published letters between candidates. Henry Clay may have lost enough votes in New York to swing the election to James W. Polk.
The style of presidential campaigns began to change in 1884. Until that year, no presidential candidate had ever actively campaigned. For the first time since 1856, a Democrat had a chance of winning the White House. James G. Blaine, the Republican nominee, tried to reverse the tide and traveled through the Northwest and New England on a speech-making tour. He was heavily criticized by the Democrats as a crass politician engaged in demagoguery, and in the end he lost the election to Grover Cleveland. However, Blaine's speech making in 1884 set the stage for a shift in presidential campaigns — from impersonal letter writing and working through subordinates to active, personal campaigning.
In 1896 William Jennings Bryan refused to campaign in the old way and toured the country making speeches. This was the first truly modern campaign in the sense that Bryan chose to focus the campaign on himself, to personalize it. Bryan traveled 18,000 miles, made over 600 speeches, and on occasion spoke up to 36 times a day. He spoke to an estimated 5 million people during the campaign. When he started, he seemed to be a hopeless underdog. His criticisms of the gold standard unnerved many voters, particularly those who worried about the stability and prosperity of the industrial economy. However, his new style of campaigning, combined with his own personal qualities, made him a strong contender. Even though McKinley, the Republican nominee, retained the old ways and was eventually elected, Bryan showed that a personal presidential campaign could be effective. He did this at a time before radio and television, when a personal campaign meant making speeches to groups ranging in size from 100 to 1,000. On his most successful day, Bryan probably spoke to 40,000 people.
Only a man of vast energy could have done what Bryan did. His efforts also probably came at one of the last times it was possible to wage an effective personal campaign without the benefit of broadcasting. In 1896 the population of the country was about 72 million. That he spoke to an estimated 5 million people meant that Bryan reached a significant portion of the population. In his 1912 campaign, Woodrow Wilson carried this personal technique as far as it could go without broadcasting. As the twentieth century progressed, population growth made it difficult to reach a significant portion of voters by personal speech making.
Radio and Personal Campaigns
Radio broadcasting was to provide the means needed for presidential campaigning in the personal style initiated by Bryan. In 1923 President Warren Harding made an historic radio broadcast from St. Louis on *The World Court*. It has been estimated that 1 million people heard him. The immense impact of this speech indicated the potential of radio to both the candidates and the broadcasters.
The convention and campaign of 1924 marked the emergence of radio in politics and the beginning of the transition from newspapers to broadcasting as the engine of campaigns. Radio needed the drama of the convention to capture large audiences, while politicians needed radio to reach efficiently a population which in 1924 numbered 114 million. Radio was shown to be the means to use the techniques of personal campaigning far beyond the dreams of earlier candidates. In the presidential campaigns following 1924, radio became increasingly important. Most of the speeches on the radio were broadcasts of live public appearances by the candidates. After his election in 1932, Roosevelt began developing an even more personal way of using radio. His famous "fireside chats" were broadcast from his office directly to the listener at home. By all accounts, the "fireside chats" were effective media presentations, marking a further development in the use of broadcasting as a personal vehicle for presidents and presidential candidates.
Throughout the Roosevelt era, 1932-45, radio flourished in its golden years. Radio offered a means for personal campaigning in a time when travel in the Bryan/Wilson manner was not practical, and it offered a distribution system for
political messages that could not be matched by the press. It seemed at the time that radio would inherit the traditions of the newspaper campaign: the alliance between newspapers and political parties, the importance of editors in political parties and national office, the free and unbridled use of newspapers for political purposes limited only by the steadily diminishing power of libel laws, and sometimes the active financial support of newspapers by political parties. This was not to be. The traditional relationship of press and politics that dominated the nineteenth century would be legally checked for the broadcast media.
The Traditions of Broadcasting
In the late Hoover and early Roosevelt years, the foundations for the regulation of broadcasting were established by the Radio Act of 1927 and the Communications Act of 1934. The origins of broadcast regulation had little to do with presidential campaigns or politics, but the consequences of the regulatory acts have had far-reaching influence on the electoral process.
The history of broadcast regulation is well known. The need for the Radio Act of 1927 arose because of the competition for limited spectrum space and the interference caused by duplicating and adjacent signals. From the beginning, the Congress and the FCC have regarded radio broadcasters as "public trustees." A Senate resolution of 1924 states "...the ether and the use thereof for the transmission of signals...is hereby affirmed to be the inalienable possession of the people of the United States and their Government." The Fairness Doctrine is one manifestation of these concepts and imposes on broadcasters very different obligations than the broad freedom allowed the press under the First Amendment. The Fairness Doctrine obliges broadcasters to devote reasonable time to controversial issues of public importance and to provide reasonable opportunity for contrasting viewpoints to be heard. The other explicit programming control of central importance to political campaigns is the "equal opportunities" provision of Section 315 of the Communications Act. This requires that broadcasters treat political candidates in an evenhanded manner. Taken together, these regulatory provisions have had the effect of limiting the use of radio and television as partisan vehicles for campaigns.
Of paramount importance, however, is the fact that just as newspapers were indispensable to the campaigns of the nineteenth century, television and radio have become indispensable to the campaigns of the twentieth century. The broadcast media, however, have adapted differently to the campaign process than did the press during the last century. This is understandable in light of the different regulatory traditions governing broadcasting.
The traditions of the press grow out of the First Amendment: "Congress shall make no law...abridging the freedom of speech, or of the press." The key point is that the protections are for the press, not the readers. Bound only loosely by the laws of libel, the press is free to present news as it sees fit. By extension, in presidential campaigns, newspapers are free to be partisan in their editorial support of parties and candidates. The right of the candidate to present himself in his own terms is unquestioned and a natural corollary of free press.
The traditions of broadcasting grow out of the Radio Act and the Communications Act as well as the First Amendment. The vital difference as far as presidential
campaigns are concerned is the concept of the broadcaster as "public trustee." The concept has been developed by Congress and the courts and is directly stated in the famous *Red Lion* decision of 1969, in which the Supreme Court declared, "It is the right of the public to receive suitable access to social, political, aesthetic, moral, and other ideas and experiences which is crucial here." The court found that, in broadcasting, protections are to be extended to the public as well as broadcasters. The broadcaster is, in addition to representing his own interests, an agent of the public. As the potential of broadcasting in presidential campaigns becomes clearer, the issue of the public's right to have information about the candidates may well become an important one.
The debates of 1960 and 1976 began to demonstrate a fusing of the older campaign traditions with the new style necessitated by broadcasting. Arranging the debates in 1976 was a difficult and delicate task. Both Jimmy Carter and Gerald Ford wanted the conditions of the debates to be as suitable for their individual purposes as possible. In order to comply with Section 315's equal time provision, the debates had to be arranged by a neutral group as an event to be covered by the news media rather than as a partisan political broadcast. The League of Women Voters, representing the public, provided the neutral auspices under which the debates were produced. The broadcasters simply delivered the event to the audience.
It is no longer possible for the parties or the candidates to be the sole arbiters of the conditions of public appearance, as in the tradition of nineteenth-century campaigning. Furthermore, the opportunity to reach the American public is so enticing to the candidates that they are willing to adapt to the new campaign medium. Because broadcasters see that the public's demand for information is consistent with the politician's need to be seen and heard, more debates are likely in future campaigns. It is clear that television debates between candidates attract viewers and are important to the democratic process. After the next campaign debates, it is possible that the debates will be an accepted campaign feature. Again, politics and the media will fulfill each other's needs.
What remains to be seen is how broadcasting will respond to the challenges and responsibilities of future presidential campaigns. One distinct possibility is that the Section 315 restraints on broadcasters will result in a cautious response on their part. If so, we will still probably see more debates, but the broadcasters will not be able to take a leadership role as public trustees, a role that could result in creative programming. Of course, broadcasters cannot change Section 315, and many may not believe that changes in equal time constraints are in their best interests. Allotting broadcast time for one or two presidential candidates may open the broadcaster to the claims of all presidential candidates — even those on the ballot in only one state. This could have meant as many as 207 such candidates in the 1976 campaign.
This problem is not insoluble, and it is in the public's interest that it be addressed. With the public financing of presidential campaigns, formulas were devised for the distribution of public monies. These formulas could provide an analogy for the distribution of air time to minority party candidates. Minority party candidates do have rights, and these rights demand respect and protection. It will be impossible,
however, to treat minority party candidates equally in the distribution of air time with those who command major shares of public support. The arrangements in 1976 seem to have met the letter of the law, but the debates were really a convenient subterfuge for escaping the constraints of Section 315 and allowing the exclusive presentation of Jimmy Carter and Gerald Ford. Through the League of Women Voters' sponsorship, the problem of minority candidates was avoided. Similar subterfuges may be possible in the future, but surely that would be a far greater infringement on the rights of minority party candidates than a formula for time allocation. This problem will not go away. The need for the public to see and hear their candidates over television and radio and the desire of the candidates to be seen and heard are too strong to keep candidates off the air. We must find ways to apportion air time responsibly, protect the rights of candidates, inform the public, and provide guidelines for broadcasters that allow them to embark on creative, responsible programming.
If we assume that Section 315 will be modified or, a much less desirable alternative, that ways will be found to avoid its provisions, there is a great opportunity for broadcasting to participate in future presidential campaigns and promote greater political equality. If the ideal of political equality is that all adults have the right to vote, and that all have access to information, then we are at the point to consider the issues surrounding the question of how best to inform the public. Not everyone will avail himself of the opportunity to study the candidates and make a choice, just as not everyone will decide to vote. Nevertheless, today sufficient information seems as necessary to the concept of political equality as does suffrage.
The televised debates of 1960 and 1976 have set the stage for the presidential campaign of 1980 and future campaigns. The main problem, to date, in the staging of these debates has been to find a way, any way, to bring them about. What has been shown is that candidates will appear together and that such joint appearances will attract huge audiences. This creates the opportunity to face the many questions that remain to be resolved. How can joint debate appearances of the candidates be staged so that candidates have a fair chance to present themselves and their positions to the public? While providing for fair treatment of the candidates, what can be done to make the debates as revealing as possible of the candidates and their abilities? Will some combination of individual presentation, questioning by moderators, and face-to-face confrontation prove more informative than the formats used so far? Should the questioners of the candidates be members of the press or should a variety of questioners be used? Is it possible to include some minority candidates in a debate format? Many criticisms of past debates have been made and suggestions advanced. The main point is that as great as were the accomplishments of the last debates, they suggest that future debates can serve the public even better.
Some of the main issues to be addressed at this time are the following: the models for structuring national televised debates and other appearances of presidential candidates, the rights of minority candidates in relation to these debates, the problem of media image created by television, and the role and relationship of the broadcaster to television campaign activity.
During presidential campaigns, each party spends huge amounts of money to present its positions and candidates to the public. This is as it should be, for it is in our political tradition that candidates try to persuade people to vote for them. Much of the money spent during the campaign is for television-spot commercials of varying lengths and longer periods of air time for political presentations and speeches. A primary problem with the modern media campaign is that the candidates with their organizations largely determine the conditions under which the candidates will be seen by the public. To the extent that the candidates only make public appearances with set speeches and in controlled environments, they are in control of the image and information that reach the voter. Should broadcasters, in their role as "public trustees," ask what they could ideally put before the public that would be helpful to free and informed choice?
Radio and TV broadcasting have the potential to show the many sides of a political candidate. Many programming possibilities immediately come to mind. Biographical information on the candidates is clearly relevant to judgments concerning character and qualifications. Could documentary biographies that would invite such judgments be produced? The candidates' records in prior jobs reveal what can be expected in future jobs. Candidates running for president have experiences in office that could be presented in a format involving both supporters and opponents. Seeing a presentation of the record from a variety of viewpoints would give the voter the opportunity to evaluate the candidates objectively. Seeing how candidates handle themselves in a variety of situations would be fascinating. Imagine if, in addition to debates, the candidates were shown discussing an important question with their advisers. Imagine seeing how the candidate handles questions from experts or the press from other countries. How would the candidates fare if asked their views on significant historical events? Any broadcaster could expand the list of good programming possibilities almost endlessly.
This is the issue. Have we reached a time in our political and technological development when the responsibilities of broadcasters have a new relevance? Politicians have used broadcasting as an effective vehicle for reaching voters. Broadcasters have considered themselves to be impartial reporters with a responsibility to cover the news. We are now at a point in history when the responsibility of the broadcaster could focus on providing the public with the information needed to make free and informed political choices. As a public trustee, is it not the responsibility of the broadcaster to educate the public about candidates, and to do so not simply on behalf of the candidates, but on behalf of the public?
This is a formidable challenge. To meet it successfully would undoubtedly take modification of Section 315. Beyond that, it would require of broadcasters a courageous independence. Rightfully, broadcasters do not want to incur the animity of presidential candidates. The overriding principle is, however, becoming ever clearer with the passing of time: it is the public's right to know and to receive information necessary to make the ideal of political equality a reality. | <urn:uuid:1d3d0feb-1283-4f12-a24a-e38d56820add> | CC-MAIN-2023-06 | https://www.markle.org/app/uploads/2022/03/broadcast_political_equality_1976.pdf | 2023-02-07T02:30:23+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500368.7/warc/CC-MAIN-20230207004322-20230207034322-00094.warc.gz | 893,254,391 | 5,644 | eng_Latn | eng_Latn | 0.999056 | eng_Latn | 0.999153 | [
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The point values for the problems are: (1) 16; (2) 20; (3) 18; (4) 25; (5) 25.
The use of a calculator is permitted only on problems 1, 2 and 3. Graphic features of a calculator are not permitted. In order to receive credit for numbers obtained by a calculator it is necessary that numerical expressions used to determine these values be displayed.
1. The Compound Interest Problem – A Comparison of Annual and Daily Compoundings
Persons $A$ and $D$ each invest $1,000 at the same time and at an annual rate of .06 (except in part (b) where the rate of $A$ is to be determined). $A$’s investment is compounded annually (one time per year) and $D$’s investment is compounded daily (365 times per year).
(a) Find the values of the investments of $A$ and $D$ after 10 years
(b) Find to one decimal place the number $n$ of years after which the value of $D$’s investment is 5% more than the value of $A$’s investment.
(c) Find to one decimal place the number $n$ of years after which the value of $A$’s investment is equal to the value of $D$’s investment after 20 years.
(d) Find the smallest integer $n$ such that after $n$ years the value of $D$’s investment is at least $500 more than the value of $A$’s investment.
2. Inscribed Hexagon and Square Problems
(a) As shown in Figure (A), a hexagon, all sides of length $L$, is inscribed in a square whose sides have length 1.
(a1) Find the exact value and the approximate value to three decimal places of the length $L$ of the sides of the hexagon.
(a2) Find to the nearest 0.1 degree the measures of the six interior angles of the hexagon.
(b) A regular hexagon (i.e., all sides have the same length and all interior angles have the same measure) is inscribed in a circle of radius 1, and a square is inscribed in the hexagon as shown in Figure B. Determine the exact value and the approximate value to three decimal places of the length of the sides of the square.
3. THE BINGO PROBLEM
Each Bingo card (see above) has 24 different numbers selected randomly from the set of integers 1 to 75 inclusive. In one form of the Bingo game numbers are randomly selected from the set 1 through 75 until all the numbers have been selected on the card of some player and that player is then the winner.
(a) ** If 58 numbers are selected at random from the set of integers 1 to 75, find the probability that all 24 numbers on a given card will be included among the 58. Express the answer (a1) exactly in terms of factorials and also (a2) as a decimal approximation to 4 significant digits e.g. .0003856 or $3.856 \times 10^{-4}$.
(b) In (a) if 1000 persons each have one Bingo card, find the probability that at least one of them will have all of the 24 numbers on their card included among the 58 numbers selected. Give the answer to 4 significant digits.
(c) In (b) find the smallest integer $N$ such that if $N$ persons each have one card then the probability is at least 1/2 that one or more persons will have all 24 numbers included among the 58.
** Many scientific calculators only give values for $n!$ if $n \leq 69$; however this should not prevent students from getting a solution to (a2). Students who are not able to solve (a2) may receive partial credit for (b) and (c) by letting $A$ be the answer to (a2) and indicating solutions to (b) and (c) in terms of $A$.
4. The Integer Linear Equation Problem
Given the equation $5x + 7y = c$ we consider, for positive integers $c$, solution pairs $x, y$ where $x$ and $y$ are non-negative integers:
(a1) Show that there is no solution pair $x, y$ if $c = 23$.
(a2) Find a solution pair for each of the values of $c$: 24, 25, 26.
(b) Prove that if $c \geq 24$ then the equation has at least one solution pair.
(c) Prove that if $c \geq 70$ then the equation has at least two solution pairs.
(d) Prove that if $a, b$ ($1 < a < b$) are prime numbers and $c$ is a positive integer, $c \geq ab$, then the equation $ax + by = c$ has at least one solution pair $x, y$ where $x$ and $y$ are non-negative integers.
5. The Difference of Two Squares Problem i.e. $(N = m^2 - n^2)$
In this problem, by a Difference of Squares Representation (DSR) of a positive integer $N$ will be meant a difference of squares of two positive integers which equals $N$ e.g. $3^2 - 2^2$ is a DSR of 5 and $10^2 - 7^2$ is a DSR of 51.
(a1) Find a DSR of 16
(a2) Show that 14 does not have a DSR
(b) Prove that if $N$ is an odd integer, $N > 1$, then $N$ has at least one DSR.
(c) Determine a necessary and sufficient condition that an even positive integer $N$, $N > 4$, has at least one DSR and prove your answer.
(d) Determine with proof a general method for finding all DSR’s of a given positive integer $N$, $N > 4$, and use your method to find all DSR’s of 96. | <urn:uuid:db968ef7-9072-4375-a8d0-9412c7f110d4> | CC-MAIN-2019-04 | https://springssoft.com/MuAlphaTheta/Competitions/General/Essner2003-2004.pdf | 2019-01-23T13:55:12Z | crawl-data/CC-MAIN-2019-04/segments/1547584332824.92/warc/CC-MAIN-20190123130602-20190123152602-00293.warc.gz | 621,668,625 | 1,315 | eng_Latn | eng_Latn | 0.996413 | eng_Latn | 0.997955 | [
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Active Learning Facilitates Success of Formal Methods in Practice
Victor V. Kuliamin, Vitaliy A. Omelchenko, and Olga L. Petrenko
Institute for System Programming of Russian Academy of Sciences (ISPRAS),
B. Communisticheksaya, 25, Moscow, Russia
{kuliamin,vitaliy,email@example.com
Abstract. Software development does not consist only of technical activities, as it usually regarded. It also involves social and cognitive activities that are particularly important in complex projects. To make a software development project successful the staff involved should possess the necessary social and cognitive skills. The significance of such skills increases if some novel, advanced techniques, including formal methods, are used in the project. So, if we wish to leverage successful applications of formal methods, we need to train engineers and students not only in the techniques, but also in the social skills required to apply those techniques in real practice. Active learning methods seem to be very suitable for formal methods education, since they help to provide students with both kinds of necessary skills – the technical ones due to the content and the social and cognitive ones due to the form of the learning process.
Keywords: formal methods, teaching formal methods, active learning, cooperative learning, critical thinking pedagogical framework.
1 Introduction
Usually software development is depicted as a set of technical activities that are somehow related with economic issues such as resulting product sales and matching the project budget. But those issues are considered in computer science and software engineering courses as the minor ones and most attention is put to the techniques and method that can provide the best quality-effort ratio in software development projects. The tasks of determining the sufficient level of quality and the necessary level of effort are considered the topics of project management and seem to have little to do with the techniques used and work of single developer.
Practice shows that the things are slightly different in real projects. The decisions made by different members of development team on various steps and their abilities to communicate efficiently with all the other stakeholders and inside the team influence the project success or failure much more than the specific techniques used. The skills in decision making and effective communication are needed not only for the key staff as project managers, business analysts, and architects, but also for average developers. Many times during the project they face with necessity to make micro-decisions whether to implement something as
one component of two, or whether to solve certain task with the help of this algorithm or that one. And many times they communicate with management, architect or other developers and testers on details of the decisions made earlier.
The skills they need in this environment can be (not very strictly) partitioned into *cognitive skills* related with understanding of the new domains and requirements, constructing possible solutions without clear specifications, prioritizing the tasks, and choosing the most appropriate solutions, and *social skills* related with effective communication, accepting team goals, working in a team, coordinating your activities with needs of other people. Social skills also form the communication style of a person. They determine how he/she listens others and reacts on the things heard, how he/she discusses problems with other people and argue in favour of his/her viewpoint.
Those issues attract attention worldwide. In particular, they are addressed by the Memorandum on Lifelong Learning [1] produced by European Commission. Lifelong learning is defined there as all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence. This document underlines importance of such social skills as self-confidence, self-direction, and risk-taking and such cognitive ones as ability to learn, to adapt to changes, to acquire new skills rapidly, and to make sense of vast information flows for effective lifelong learning in modern digital economy era.
Usually those skills are considered to be important only for students, whose professional activity is related to communication with people – managers, teachers, social workers, etc. But when some advanced techniques, for example, formal methods, are used in a software development project, those skills become even more important for both the success of the project itself and the success of the case study. This is because the cognitive tasks in such a project are more complicated – we need not only to comprehend the domain and tasks to be solved, but also to express them in an unusual way needed to apply the advanced technique used effectively. In case of applications of formal methods the comprehension should be much deeper than for traditional development methods. And the number of micro-decisions to make is larger.
Serious social skills are needed to make this work accessible and actually useful for various stakeholders and other developers, which are not using formal
methods directly. The professionals in advanced development techniques should be conscious of people’s unwillingness to deal with new things; they should be able to communicate with living people, for which formal proof is usually not the ultimate argument, while personal sympathies, sentiments, ambitions, and habits influence the decision very much. They will work in different organizations having different kinds of organizational culture and should be capable to avoid mistakes in presenting their results, pulling out the necessary information, and use the peculiarities of particular culture for greater project success.
So, to make possible successful use of formal methods in practice we need not only to teach the methodological base of them, but also to cultivate the necessary cognitive and social skills. The developed communication and cognitive skills should become as natural for student as the skills in theorem proving.
The point of this article is that modern active and collaborative learning methods [2, 3] are much more suitable instruments for studying formal methods than the traditional ones. The crucial reason for that is more effective cultivation of autonomous behavior, self-direction, decision making, communication skills, and ability to learn and to self-educate according to the changing needs in active and collaborative learning. Whereas classic education process mostly turns students to passive perception of information provided and produces well-informed people, who can hardly use their vast knowledge in rapidly changing context without permanent supervising.
Active learning is based on an idea that the teacher is no more a source of knowledge, he involves students into learning process, coordinates their own activities, force them to think independently on the course contents and try the approaches presented on practice. Classic exposition education style on the contrary is intended to make student to remember some piece of knowledge and to be able to reproduce it. Such style makes focus on attention and remembering the information, while all the aspects of the student’s perception and emotional sphere should be involved in learning process to train social skills and self-direction.
Active learning methods stimulate students to active thinking and practicing during the learning process. Active learning methods are intended to help students in independent acquiring of skills and knowledge in the course of cogitative and practical activities. Some authors ([4]) distinguish active learning methods by the following characteristics.
– Forced activation of thinking, which make a student active independently of his/her wishes.
– Rather long period of involvement in learning activity justified by the need to make students steadily active for long time and escape their transitory activity.
– Self-dependent creative search for solutions and high level of motivation.
We do not try to describe all possible methods that can help in developing the necessary social and cognitive skills – it is impossible. We only present some techniques that push students to active thinking and practical activity during the learning process.
2 Active Learning in Formal Methods
| Propagandist | Theorist | Technical expert | Manager | Investor |
|--------------|----------|------------------|---------|----------|
| Graph models of complex systems may be represented in a compact form | Explicit graph models provide more control on situation | More sound methods of quality control are urgent | Increase in software quality is promising | Can be used “as is” only in services on quality assurance of mission critical software |
| Much more complex situations can be tested automatically | Adaptive test sequences can be easily generated | Implicit graph models are harder to describe, at least for those who never met them before | No good tracing is provided between requirements and tests – why we need to test all those situations? | Lightweight method of graph model description should be invented |
| Quality of such testing is very high | | Usability of the approach seem to need improvements | Special training is needed for testers to use this method | Useful plugins for widely used testing environments may be developed on the base of this approach |
Fig. 2. Example of role-playing game results.
Each professional activity has its own crucial skills. Those skills can be technical, cognitive, or social. We determine the following social and cognitive skills as being very important in formal methods application in practice.
– Ability to hear what the opponents are saying.
– Ability to communicate effectively on professional topics. ‘Effectively’ here means that a person having such ability can get or give the necessary information in rather short time without creating stress or tension for communication partners.
– Ability to adapt the one’s knowledge to the changing situation.
This section enumerates several techniques that can be used in education process to facilitate development of those skills in conjunction with technical knowledge on formal methods. The techniques we consider below are role-playing game, clustering, brainstorming, and debates.
2.1 Role-playing Game
One of useful techniques is *role-playing game* (here we mean a learning technique, not its entertainment analogue!) or *simulation* [5, 6] Such games are used widely in the social science education, but much rarely in technical one. Role-playing game is an artificially constructed situation that models some important aspects of the real-life activity. During the game its participants play certain roles and represent the corresponding views on the situation. The goal of such a game is to suggest possible solutions for the problems posed by the situation.
For example, if we wish to evaluate significance of some idea for student’s work and its possible consequences, the following game can be organized.
The participants get different roles to make possible multi-purpose evaluation of the idea.
– ‘Propagandist’ advocates the idea, presents it, its perspectives and consequences in positive way.
– ‘Theorist’ considers relation of the idea to the fundamentals of the domain or other theoretical frameworks.
– ‘Technical expert’ evaluates practical significance of the idea, possibility to apply it in practice, and usability.
– ‘Manager’ tries to trace the consequences of the idea usage in practice, its impact on the industrial processes, workflows, and team work.
– ‘Investor’ estimates potential benefits of the idea applications and possibility to construct ready-to-use products on its base or integrate it in existing solutions.
Fig. 2 shows a result of role-playing game – evaluations of an idea from different viewpoints.
Role-playing games can increase students’ interest to the domain studied, discover serious gaps in their knowledge, and train social skills. But they have significant restrictions, since a game is governed by strict rules and cannot mirror real-life situations with their variability and dynamism. So, it is very hard to construct a set of games capable to cover major part of situations met in practice.
Role-playing game effectiveness can be increased by using *evolving tension* method. This method supposes psychological realignment of a person in response to artificially constructed or spontaneous emotionally-negative situation. As a result a person is trained to overcome stress situations successfully, do not afraid
them and even learn something positive from them, use them for self-training and self-education. Such a technique can be useful to train students in self-confidence and decision making skills.
2.2 Clustering
Active learning approach assumes not only new learning techniques and new criteria to evaluate students’ work, but also new role of the teacher as a students’ facilitator in their independent acquiring of new knowledge. Active learning techniques are targeted to force student’s activity in dealing with piece of knowledge, analysing it, confronting and comparing it with other pieces. Teacher should not support ‘say me what to do’ approach of some students.
**Fig. 3.** Example of cluster of ‘Formal Specifications’ notion.
Some methods that help to change student’s approach to new knowledge is based on personal perception, which turns new knowledge into one’s own achievement, not only a set of statements taken from books. An example of such a technique is *clustering* [7]. Clustering helps to construct a rich set of associations between the new knowledge and already known things. These associations can be based not only on logical relations, but on emotional attitudes, guesses, or even erroneous assumptions.
Before a lecture on the given topic, students draw clusters of the main notion or statement of the lecture. The following steps are performed.
1. Write the key notion or statement of the lecture in the middle of the blank paper sheet.
2. Write around it, without any plan or ordering, terms or statements that seem to be related to the main notion or expose your personal opinion or attitude to it.
3. Draw links between most closely related terms and statements on the sheet. Links between the main notion and them may not be direct. The following rules should be obeyed.
- Write everything that occurs, free the imagination and intuition, and try not to use some logical plan.
- Try to write as many things and draw as many links as you can.
- Continue to write and draw until you have no more ideas or the time is over.
Fig. 3 shows an example of cluster of ‘Formal Specifications’ notion.
Before starting this activity the teacher should clearly say how much time it should take. When students are ready with their clusters, one of them may be asked (but only if he or she wishes) to draw his/her cluster on the blackboard. If there is no one who wishes to do this, the teacher draws his/her own cluster. Others may compare their clusters with the drawn on the blackboard. After the end of the lecture, students may return to their clusters and add or remove something.
Very useful is discussion of clusters in small groups or pairs of students. That may raise questions to be answered on the lecture or on further lessons and makes students more communicative. Further learning is facilitated by associations moulded by the cluster and can be organized as comparison of the information provided by lecturer with those associations.
### 2.3 Brainstorming
| Idea: Morphological analysis methods for software defect detection |
|---------------------------------------------------------------|
| Positives | Negatives | Interesting points |
| Actually new | Source code needed | Can be used in combination with usual static analysis techniques. |
| Complex defects can be found | Concept of defect should be cleared | |
| | Complex workaround needed when correct code is considered as a defect | |
**Fig. 4.** Example of subjective evaluation of an idea generated by brainstorm.
For senior students starting research activity to have at the start a rich set of ideas for future elaboration and development is very important. To create such a set of ideas the *brainstorming* [8] technique can be used. The brainstorming session is organized in four phases.
1. On the first phases the people participating in the brainstorming get familiar with the area of student’s interest. This part can be organized as follows.
(a) The student and his/her supervisor prepare a sketch of the future research area, main problems, and methods used in it.
(b) Each participant reads this sketch.
(c) Participants formulate a number of questions concerning the problem area. These questions are written on the blackboard to make them accessible for all the participants and the student.
(d) The student conducts a talk on his/her interests and on an area under consideration. The talk should be organized as general-purpose presentation, but the student tries to answer the questions stated.
(e) After the talk the questions, which are considered to be answered by the people who posed them, are marked with plus sign. No more questions can be asked.
2. On the second phase the participants suggest possible ideas concerning the future research. This phase is governed by the following rules:
(a) Each participant can take the floor on half a minute. During this talk only one idea should be formulated.
(b) The number of talks by one participant is unbounded, but he/she should stop the talk after half a minute if someone else wishes to talk.
(c) The talks should not be interrupted.
(d) Each participant may not to talk.
(e) The idea of one talk should be formulated as clear as possible, preferably in one phrase.
(f) Other ideas should not be questioned, criticized, evaluated or discussed in a talk.
(g) Expressions “it’s obvious”, “it’s unclear”, “you don’t understand”, “let me explain”, “let me refine” are prohibited.
(h) The rules are enforced by a single host person.
(i) All the ideas expressed are recorded by the host person.
3. On the third phase the participants are evaluating all the ideas on some subjective, but systematic basis, for example PMI (Plus-Minus-Interesting). The phase can be organized as follows.
(a) For each idea formulated and each participant a sheet of paper is prepared that contains the idea and three columns for notes. The first column should contain arguments in favor of the idea, the second one – against it, and the third one can contain interesting points of the idea. Another possible scheme – provide pluses, minuses, and implications of the idea.
(b) Each participant gets the papers on all the ideas and fills them. It is not obligatory to evaluate all the ideas.
(c) All the sheets are gathered for further integration of assessments. Example of such a sheet is shown on Fig. 4.
4. On the last phase the student with the supervisor summarize the evaluation results for all the ideas and reveal the most perspective ones.
Brainstorming session organization should motivate participants to produce interesting ideas, be they fantastic or crazy. It should also make the participants free from authoritative opinions and views, because they have no need to defend their ideas – everything is accepted.
2.4 Debates
One of very useful skills in software development is ability to hear viewpoints different from one’s own, to understand the reasons under such a viewpoint, and to take them into consideration. The debates [9] technique helps to acquire such a skill. The whole exercise is performed in two steps.
First, the statement to discuss is formulated and recorded on the blackboard. The statement should not be obviously false or true. Then individual participants or groups of participants give arguments in favor or against the statement. Each argument can be supported by additional statements. All the arguments and supporting statements are also recorded on the black board. The goal of all the activity is to give each of the participants the material to form his/her own viewpoint on the topic of the discussion. Another goal is to train their skills in defending their viewpoints and understanding the opposite ones – students know that somebody can object them; they are psychologically ready for that, they are trained to concentrate on the essential matters, to analyse and evaluate different views on the subject, and to respect opposite, maybe unpopular viewpoints.
An example of blackboard records after the discussion of some statement is presented on Fig. 5.
| Positives | Negatives |
|--------------------------------------------------------------------------|---------------------------------------------------------------------------|
| Standard is strict description of something by definition. It presents formal framework where descriptions of many functions are arranged according to formal rules.
Support: One can easily note that POSIX requirements are described in rather strict framework. | Formal rules of document construction do not guarantee the strictness of the contents of text prepared according to these rules. |
| POSIX represents a consensus on OS functionality. It exists about 20 years; this is enough time to remove possible defects and to become mature and strict. | POSIX integrates views of many OS vendors that may be rather different.
Support: Ambiguities are unavoidable in standard supporting several different approaches to OS design. |
| Many OS architects and developers successfully use POSIX as OS design guide. | Take for example description of thread creation function – it does not specify how thread creation function interacts with memory management. It says only that this two aspects may interact. |
3 Conclusion
The article presents an idea of integrated learning in technical, cognitive, and social skills needed to use successfully advanced software development techniques, in particular formal methods, in practice. Such integrated learning can be organized with the help of active learning methods. We have presented several techniques that can help to train necessary skills – ability to hear and take into account the opposite viewpoints, ability to communicate effectively on professional topics, and ability to adapt one’s knowledge to the current needs.
The four techniques presented are role-playing game, clustering, brainstorming, and debates. Authors successfully used those techniques in training modern model-based testing techniques [10, 11] and are sure that they can be applicable for training in formal methods of any kind, if the result of such training should be actual ability to use them in practice.
Several trainings conducted with use of the techniques presented and some others demonstrate more efficient knowledge acquiring by students and make them more active on their work in the projects.
References
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2. S. C. Brock. Practitioners’ views on teaching the large introductory college course. 12 pp. Kansas State University Center for Faculty Evaluation and Development. ERIC Document Reproduction Service No. ED 171 208, 1976.
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4. Pedagogical technologies. Ed. V. S. Kukushkin, Moscow, 2004 (in Russian).
5. Dennis M. Adams. Simulation Games: An Approach to Learning. Worthington, Ohio, Charles A. Jones Publishing Company, 1973.
6. John P. Hertel, and Barbara J. Mills. Using Simulations to Promote Learning in Higher Education: An Introduction. Stylus Publishing, Herndon, VA, 2002.
7. Tony Buzan. Use Both Sides of Your Brain. New York: Dutton, 1974.
8. James L. Marra. Advertising Creativity: Techniques For Generating Ideas. Englewood Cliffs, NJ: Prentice Hall, 1990.
9. Ronald T. Hyman. Improving Discussion Leadership. New York: Columbia Univ., Teachers College Press, 1980.
10. O. L. Petrenko, V. A. Omelchenko. Rapid Trainings on Specification Based Testing Tools. In Proc. of 1-st South-East European Workshop on Formal Methods, Thessaloniki, Greece, 2003.
11. V. V. Kuliamin, V. A. Omelchenko, O. L. Petrenko. Learning advanced software development methods: problems and solutions. Proceedings of ISP RAS, v. 5, 2004, pp. 91–108. | <urn:uuid:41e6c04d-5b9d-44fc-832e-20838101f4ff> | CC-MAIN-2024-26 | https://www.ispras.ru/en/publications/active_learning_facilitates_success_of_formal_methods_in_practice_formal_methods_challenges_in_the_b.pdf | 2024-06-13T03:46:14+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861342.11/warc/CC-MAIN-20240613025523-20240613055523-00768.warc.gz | 774,833,612 | 4,733 | eng_Latn | eng_Latn | 0.992883 | eng_Latn | 0.997537 | [
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Coburg North Primary School’s Outside School Hours Care Program aims to provide a high quality child care service that promotes learning and development with particular emphasis on play and social interactions. Each child will be treated as an individual in a friendly atmosphere where positive self-esteem is enhanced and curiosity and initiative will be fostered. Our program is guided by the frameworks and regulations instilled by ACECQA and therefore values input from the children as well as from families, staff and the local community. High quality care is provided by qualified and experienced staff which complements and supports the values of the school and the community. Our staff will ensure a safe environment for children in accordance with the Child Safe Standards by the Victorian Government.
For the children, our program values:
- A safe and healthy environment where activities are offered which promote play and involvement for all children as well as a strong sense of wellbeing and belonging.
- Fostering children’s sense of health and well being by providing nutritional afternoon snacks and also catering to dietary requirements. Children are offered active play sessions to promote physical activity.
- A secure, trusting, caring and fun environment for children and their families by consulting with them, encouraging their involvement in the program and by role-modeling fairness and respect for one another and our environment.
- Supporting children’s growth, learning and development through the middle years, by providing a safe and stimulating environment, which encourages exploration, independence and creative thought.
- Respect for others, individuals have the right to be treated fairly and equally regardless of religion, culture, race, disability and gender.
- Diversity - each child is an important and valuable member of our community and we recognize and celebrate what makes us unique and individual.
- A safe environment has been developed by OSHC to ensure all children have a voice and any concerns are heard by all staff members.
For parents/families our program values:
- A welcoming, supportive and friendly environment where parental input is encouraged and supported.
- A service that is affordable and assessable, which complements the care offered at home and provides a vital link between school and home for working parents.
- Respect for each family in our community - we celebrate diversity and recognize different interests, abilities, beliefs, customs and cultures.
- Open Communication – information is provided to parents/families through our handbook. Noticeboards clearly display valuable information about the program’s Guidelines and Procedures. Parents are also welcome to join the OSHC program’s management sub committee.
For Staff, our program values:
- Positive, caring and approachable staff members willing to take the time to get to know the children and families and value their input, feedback and suggestions.
- The range of experiences and skills professional, caring and approachable staff can provide for our program, which will enable a safe, secure and simulating environment where children’s interests are encouraged and nurtured.
- A harmonious, happy, supportive and cooperative environment where open communication is encouraged and respected and teamwork is valued.
- The “My Time, Our Place” Framework for School Aged Care in Australia – this framework will be used by staff to facilitate a program which aims to extend and enrich children’s well being and development to help them maximise their potential and develop a foundation for future success in life.
- The importance of play where children:
- Learn at their own pace through involvement;
- Are given opportunities to create, explore, experiment, be active;
- Practice skills;
- Interact with others whilst being engaged in various experiences.
- The support of school staff, school council, the OSHC program management subcommittee and families.
- Staff training and Professional Development - by providing information, guidance, training, role descriptions, Guidelines and Procedures.
- Staff must adhere to the Child Safe Standards by the Victorian Government.
For the community, our program values:
- The support and partnership that is offered by our local council, Moreland City Council, which includes our venue being shared for the council run School Holiday OSHC Program – our site is extremely popular and assessable for families in the area, with many children enrolling from surrounding schools, including Coburg North PS, Brunswick North West PS, Coburg West PS, Coburg PS, Newlands Primary PS, St Paul’s PS, St Oliver’s PS, St Fidelis PS, Pascoe Vale North PS, Pascoe Vale PS, Pascoe Vale South PS.
- Our contribution to the local community – through our partnership with families, the school and local community we are able to deliver a distinctive, high quality outside school hours care program which meets the needs and interests of children and families in the Coburg North area.
- Involvement in community groups by our support of, and genuine interest in the community.
- The diversity and multiculturalism of our local community and the positive contribution this brings to the program. | <urn:uuid:aa22bc0b-07d7-48b8-933a-a750a9f107fc> | CC-MAIN-2018-09 | http://www.coburg-north-ps.vic.edu.au/uploaded_files/media/oshc_philosophy_2017.pdf | 2018-02-22T18:43:17Z | crawl-data/CC-MAIN-2018-09/segments/1518891814249.56/warc/CC-MAIN-20180222180516-20180222200516-00581.warc.gz | 415,450,147 | 973 | eng_Latn | eng_Latn | 0.995068 | eng_Latn | 0.995965 | [
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## Little Elks Calendar
**MWF Pre-K**
Ms. Mary, Ms. Anne and Ms. Kim
September 28– October 23
| Date | Event |
|------------|----------------------------------------------------------------------|
| Sept 28 | |
| 29 | |
| 30 | |
| Oct 1 | |
| 2 | Ms. Annes’s class- Bring a picture of your pet. |
| 5 | |
| 6 | Ms. Kim;s class- “I feel” bag with come home with instructions |
| | Ms. Mary’s class- Bring sunglasses for “day” |
| 7 | |
| 8 | |
| 9 | Ms. Kim’s Class Bring “I feel” bag back to school. |
| | Ms. Mary’s class- Bring a SMALL stuffed animal for “Night” |
| 12 | |
| 13 | |
| 14 | |
| 15 | Fall Break ---NO SCHOOL |
| 16 | |
| 19 | |
| 20 | Ms. Kim’s class- Bring sunglasses for “day” |
| | Ms. Mary’s class- “I feel” bag with come home with instructions |
| 21 | |
| 22 | |
| 23 | Ms. Kim’s class- Bring a SMALL stuffed animal for “Night” |
| | Ms. Mary’s Class Bring “I feel” bag back to school. |
### Ms. Mary’s Class
- **Sept 28– Oct 9**
- Letters D and C
- Unit Day and Night in my Backyard
- **Oct 12-23**
- Letters B and H
- Unit 5 Senses
### Ms. Anne’s Class
- **Sept 28–Oct 9**
- Letters T and N
- Unit Pets
- **Oct 12-23**
- Letters M and A
- Unit Earth and Beyond
### Ms. Kim’s Class
- **Sept 28– Oct 9**
- Letters B and H
- Unit 5 Senses
- **Oct 12-23**
- Letters D and C
- Unit Day and Night in my
### Math Concepts
- Identify 1-5
- Match Sets 1-5
- Rote Count 1-10, 1-20/25
- Count Down 10-1
- Sequential Order of Numbers
- Touch and Say Number
- Site Words at, bat, cat, hat
Concepts are built upon through daily use of the calendar: Months, days, basic colors, basic shapes, simple patterns | <urn:uuid:202d3248-4b00-406f-be90-77b98ea0cb02> | CC-MAIN-2021-17 | https://www.southelkhorncc.org/wp-content/uploads/2015/06/MWF-Pre-K-Sept-28-Oct-23.pdf | 2021-04-19T17:50:08+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038916163.70/warc/CC-MAIN-20210419173508-20210419203508-00138.warc.gz | 1,095,948,610 | 598 | eng_Latn | eng_Latn | 0.779342 | eng_Latn | 0.779342 | [
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Yellowhammer *Emberiza citrinella* 16 cm
INTRODUCED TO NEW ZEALAND
Yellowhammers are sparrow-sized with reddish-brown upperparts and yellow faces and bellies. Their natural range is from Britain to Siberia. About 500 were introduced to mainland New Zealand in the 1870s and 1880s, and they colonised the Chatham Islands about 1910. Yellowhammers inhabit open country, but they are very rare on Chatham and Pitt Islands, and may not have a resident population.
Male yellowhammer.
Photo: Rod Morris (DOC). | <urn:uuid:df44f435-c1d2-4243-acfa-45e49ac6c1e5> | CC-MAIN-2021-17 | http://nzbirdsonline.org.nz/sites/all/files/EMBCIT_CI.pdf | 2021-04-19T19:38:37+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038916163.70/warc/CC-MAIN-20210419173508-20210419203508-00145.warc.gz | 65,922,725 | 129 | eng_Latn | eng_Latn | 0.99518 | eng_Latn | 0.99518 | [
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Northern royal albatross
*Diomedea sanfordi*
115 cm
NEAR ENDEMIC TO CHATHAM ISLANDS, NATIONALLY VULNERABLE
Other name: toroa
**Identification**
The largest albatross regularly seen at the Chatham Islands, with a wing span of up to 3 metres. White on the head, body and under-wing, and black on the upper surface of the wing. Juveniles have black mottling on the back between the wings. The bill is light pink with black on the cutting edge of the upper mandible.
**Distribution and ecology**
Almost all northern royal albatrosses (99.5%) breed on the Chatham Islands—on The Forty Fours, Big Sister Island and Little Sister Island, where there is an estimated breeding population of around 6500 pairs. A small number of birds (20–30 pairs) breed at Taiaroa Head on the Otago Peninsula, and a few breed with southern royal albatrosses (*Diomedea epomophora*) on Enderby Island in the Auckland Islands. Successfully breeding northern royal albatrosses lay a single egg every 2 years, as incubation and chick-rearing takes about 11 months. If a breeding attempt fails at the egg or early chick stage, they will re-nest the following season. Royal albatross pair for life and reaffirm their bond with elaborate courtship rituals when they reunite in September–October, at the beginning of each breeding season. Nests are circular mounds of vegetation, small stones or peat.
Northern royal albatrosses forage in the South Pacific Ocean close to New Zealand during the breeding season and, when not breeding, move widely over the Southern Ocean in a circumpolar migration, moving from west to east with the prevailing winds between 30°S and 50°S.
**Threats and conservation**
The major threat at present appears to be habitat degradation due to severe storm events. A storm in 1985 removed large amounts of soil and vegetation from The Sisters and The Forty Fours, impacting on the nesting material available. As a result, nests were built from stones, or eggs were laid on bare rock, resulting in low hatching success. Habitat degradation was exacerbated by the normally biennial breeding pattern being disrupted by low breeding success, resulting in most of the total breeding population attempting to nest annually. This prevented the habitat from recovering as the high density of birds stripped the remaining vegetation in an attempt to create nests. To date, few northern royal albatrosses have been captured on tuna long-lines, and there are no records of by-catch from trawl fisheries. The high survival rate of adults and fledglings indicate that this form of mortality is not a major threat. However, because of the large area over which the birds forage, they could be at risk from a wide range of pollutants or oil spills. Northern royal albatross have been harvested in large numbers in the past. The illegal harvest of chicks still poses a threat, and there have been a number of incidences of birds being taken illegally over the past 20 years.
The small Taiaroa Head population of northern royal albatross is very accessible, and the breeding biology and population dynamics of the species have been studied closely there since the colony’s establishment in 1919. The populations on the Chatham Islands were studied in the 1970s and 1990s. Most of the research was conducted on Little Sister Island and involved an assessment of population dynamics, breeding success, breeding biology and the effects of habitat change on the breeding population. Aerial photographic surveys have been undertaken three times annually to count numbers of breeding pairs, and to determine breeding success at both The Sisters and The Forty Fours colonies. Satellite tracking has been carried out on adults from both Taiaroa Head and The Sisters colonies to monitor movements during the breeding season and dispersal after breeding. | <urn:uuid:404fa871-3db2-4b56-933b-8492aa565770> | CC-MAIN-2021-17 | http://nzbirdsonline.org.nz/sites/all/files/DIOSAN_CI.pdf | 2021-04-19T18:11:09+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038916163.70/warc/CC-MAIN-20210419173508-20210419203508-00143.warc.gz | 66,944,270 | 812 | eng_Latn | eng_Latn | 0.997809 | eng_Latn | 0.997809 | [
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## Grade 1 Standards Based Report Card
| ATTENDANCE | T1 | T2 | T3 | Year |
|------------|----|----|----|------|
| Days Tardy | 0 | 0 | 0 | 0 |
| Days Absent | 0 | 0 | 0 | 0 |
| Days in the term | 57.0 | 53.0 | 68.0 | 178.0 |
### STANDARDS BASED ACHIEVEMENT
All standards are end of the year expectations.
- **4-** Excels above grade-level expectations
Student consistently meets and at times exceeds the standard as described by the grade-level key standards.
With relative ease, grasps, applies, and extends key concepts, processes, and skills.
Comparable to models and rubrics labeled advanced.
- **3-** Meets grade-level expectations
Student regularly meets the standard as described by grade-level key standards.
Demonstrates proficiency in the majority of grade-level key standards.
With limited errors, grasps and applies key concepts, processes, and skills for grade-level.
Comparable to models and rubrics labeled proficient.
- **2-** Approaching grade-level expectations
Student is beginning to and occasionally does, meet standards as described by grade-level key standards.
Beginning to grasp and apply key concepts, processes, and skills for grade-level, but produces work that contains many errors.
Comparable to models and rubrics labeled approaching.
- **1-** Below grade-level expectations
Student is not meeting the standard as is described by grade-level key standards.
Comparable to models and rubrics labeled below.
- **NA-** Not assessed for this trimester
(CK) CK in parentheses after Key Standards refer to Core Knowledge Standards.
~ This symbol preceding a concept indicates the concept cannot be marked Advanced (4).
---
### LANGUAGE ARTS
#### Reading, Word Analysis, Comprehension, and Literary Response
| Standard | T1 | T2 | T3 |
|-------------------------------------------------------------------------|----|----|----|
| Phonemic awareness (1.4-1.9) | 2 | | |
| Reads grade level words (1.10, 1.12) | 3 | | |
| Reads high-frequency words (1.11) | 3 | | |
| Reads orally with fluency (1.16) | 3 | | |
| Uses appropriate reading comprehension strategies (2.4-2.6) | 3 | | |
| Retells the central ideas of simple expository or narrative passages (2.7) | 3 | | |
| Identifies and describes story elements and beginning, middle, and end (3.1) | 3 | | |
#### Writing Strategies, Applications, and Conventions
| Standard | T1 | T2 | T3 |
|-------------------------------------------------------------------------|----|----|----|
| Prints legibly with proper spacing (1.3) | 3 | | |
| Writes sentences to express an experience (narrative) (2.0-2.2) | 3 | | |
| Writes 3-4 sentences on a topic (description) (2.0-2.2) | 3 | | |
| Uses capitals and end punctuation (1.5-1.6) | 2 | | |
| ~Writes phonetically (1.8) | 3 | | |
| Applies high-frequency words in writing (1.8) | 2 | | |
| Uses spelling patterns | 3 | | |
#### Listening and Speaking
| Standard | T1 | T2 | T3 |
|-------------------------------------------------------------------------|----|----|----|
| Listens and responds appropriately (1.1-1.3) | 3 | | |
| Gives brief presentations using organization and descriptive language (1.4, 1.5) (2.0-2.4) | 3 | | |
### MATHEMATICS
#### Number Sense
| Standard | T1 | T2 | T3 |
|-------------------------------------------------------------------------|----|----|----|
| Counts, reads, and writes whole numbers to 100 (1.1) | 3 | | |
| Compares and orders whole numbers to 100 using <, =, > (1.2) | 2 | | |
| Groups by ones and tens, names number (1.4) | 3 | | |
| Identifies coins, names the values of combinations of coins (1.5) | 3 | | |
| Knows addition and subtraction facts (sums to 20) (2.1) | 3 | | |
| ~Identifies one more than/less than, ten more than/less than (2.3) | 2 | | |
| Counts by 2's, 5's, 10's to 100 (2.4) | 3 | | |
| Shows the meaning of addition and subtraction (2.5) | 3 | | |
| Solves one and two digit addition and subtraction problems (2.6) | 2 | | |
#### Algebra and Functions
| Standard | T1 | T2 | T3 |
|-------------------------------------------------------------------------|----|----|----|
| ~Writes and solves number sentences that express +, - relationships (1.1)| 3 | | |
#### Measurement and Geometry
| Standard | T1 | T2 | T3 |
|-------------------------------------------------------------------------|----|----|----|
| ~Compares length, weight, and volume of two or more objects (1.1) | 2 | | |
| Tells time to the nearest half hour (1.2) | 3 | | |
| Identifies, compares, and classifies 2-D shapes and 3-D figures (2.1) | 3 | | |
| ~Arranges/describes objects in space by proximity, position, and direction (2.4) | 3 | | |
### MATHEMATICS (continued)
| Topic | T1 | T2 | T3 |
|--------------------------------------------|-----|-----|-----|
| Statistics, Data Analysis, and Probability | | | |
| Organizes and compares data by using graphs and charts (1.0) | 3 | | |
| Describes and explains simple repeating patterns (2.1) | 2 | | |
| Mathematical Reasoning | | | |
| Applies strategies and justifies reasoning including noting connections between problems (1.0) | 2 | | |
### HISTORY AND GEOGRAPHY
| Topic | T1 | T2 | T3 |
|--------------------------------------------|-----|-----|-----|
| CORE KNOWLEDGE | | | |
| World | | | |
| --Geography | 3 | NA | |
| --Early Civilizations | | | |
| --Modern Civilization and Culture: Mexico | 3 | | |
| American | | | |
| --Early People and Civilizations | 3 | NA | |
| --Early Exploration and Settlement | | | |
| --From Colonies to Independence: The American Revolution | NA | | |
| --Early Exploration of the American West | NA | | |
| --Symbols and Figures | NA | | |
| SCIENCE | | | |
| CORE KNOWLEDGE | | | |
| --Living Things and Their Environments | NA | | |
| --The Human Body | NA | | |
| --Matter | NA | | |
| --Properties of Matter: Measurement | NA | | |
| --Introduction to Electricity | NA | | |
| --Astronomy: Introduction to the Solar System | 3 | | |
| --The Earth | 3 | | |
| --Science Biographies | NA | | |
### STUDY SKILLS
- E = Excellent
- N = Needs Improvement
- S = Satisfactory
- U = Unsatisfactory
| Topic | T1 | T2 | T3 |
|--------------------------------------------|-----|-----|-----|
| ART AND MUSIC | | | |
| Participates and makes an effort - Art | E | | |
| Participates and makes an effort - Music | E | | |
| PHYSICAL EDUCATION | | | |
| Participates and makes an effort | E | | |
| SPANISH | | | |
| Participates and makes an effort | E | | |
| WORK HABITS AND SOCIAL SKILLS | | | |
| Assumes personal responsibility | S | | |
| Resolves conflicts using appropriate strategies | S | | |
| Works cooperatively | S | | |
| Works independently | E | | |
| Seeks help when needed | S | | |
| Writes neatly and legibly | S | | |
| Does neat and careful work | S | | |
| Completes class work on time | S | | |
| Fulfills homework responsibilities | E | | |
| Respects school and classroom rules | S | | |
**TRIMESTER 1 COMMENTS:** Progress discussed at conference.
**TRIMESTER 2 COMMENTS:**
**TRIMESTER 3 COMMENTS:**
Next year grade level: | <urn:uuid:16018798-d6b1-4fa9-98fa-918ee064c679> | CC-MAIN-2018-43 | http://michaelandcandice.com/Michele/images/School/1/Report_CardT1.pdf | 2018-10-22T23:23:18Z | crawl-data/CC-MAIN-2018-43/segments/1539583515555.58/warc/CC-MAIN-20181022222133-20181023003633-00274.warc.gz | 239,086,173 | 2,229 | eng_Latn | eng_Latn | 0.579708 | eng_Latn | 0.972036 | [
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WE PBIS Think Sheet Referral Form
Student completes top section Think Sheet and takes home for parents to sign.
Teacher completes bottom section Referral Form and gives to PBIS Team to add to SWIS
(PBIS behavior referrals are not documented in IC)
Name: ____________________________ Date: __________
I am feeling:
- Angry
- Happy
- Sad
- Sick
- Silly
- Scared
I chose to:
- Yell or say bad words
- Use unsafe hands or feet
- Not listen
- Not stay with staff
- Not treat others with respect
Next time I will:
- Be Safe
- Be Respectful
- Be Responsible
Do I need to apologize? Yes No
Student Signature: ____________________________
Staff Signature: ____________________________
Family Signature: ____________________________
Staff Name: ____________________________
Student Name: ____________________________
Location: ____________________________
Date: ____________________________
Time: ____________________________
Action Taken: ____________________________
Problem Behavior: Circle One
- Disruption
- Defiance/non-compliance
- Physical Aggression
- Inappropriate Language
- Other: ____________________________
Perceived Motivation: Circle One
- Obtain Peer Attention
- Avoid Peers
- Obtain Adult Attention
- Avoid Adult
- Obtain Items/Activities
- Avoid Tasks
- Other: ____________________________ | <urn:uuid:cab6828d-83eb-4e4e-9478-c13b2088b139> | CC-MAIN-2025-08 | https://www.csdecatur.net/cms/lib/GA02000365/Centricity/Domain/1986/PBIS%20Think%20Sheet_Referral.pdf | 2025-02-12T17:41:20+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951756.63/warc/CC-MAIN-20250212155629-20250212185629-00178.warc.gz | 670,640,816 | 284 | eng_Latn | eng_Latn | 0.9662 | eng_Latn | 0.9662 | [
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1. Answer the following question in about 600 words:
What is ‘teleconferencing’? Describe sequentially the stages of organising a ‘teleconferencing session’. Mention how you will gather students’ feedback.
OR
Define ‘mass communication’ and describe its general functions in today’s world with emphasis on its role in distance education.
2. Answer the following question in about 600 words:
Describe the potential of television/video as a powerful tool of education. Discuss its uses in distance education.
OR
List the major programme formats commonly used for educational audio/video programmes. Differentiate between:
(a) a feature and a magazine
(b) a drama and a documentary
3. Answer any four of the following questions in about 150 words each:
(a) "Production of audio-video programmes depends on effective team work". Elaborate.
(b) Explain with examples the role of communication technology to help people with disabilities.
(c) Discuss the advantages and limitations of teleconferencing in distance education.
(d) Describe some major advantages of computer networking.
(e) What is meant by the term 'post-production editing'? What is its main objective?
(f) Describe the main advantages of satellite-based communication systems.
4. Answer the following question in about 600 words:
Discuss one-by-one the nature and characteristics of four types of communication (viz. interpersonal, small group, organisational and mass communication). Explain and argue as to why and in which situation a particular type of communication suits best to serve the needs of distance education. | <urn:uuid:0dbc20e3-8257-4cc1-8d62-e2a50b0297f3> | CC-MAIN-2025-08 | https://webservices.ignou.ac.in/Pre-Question/Question%20Paper%20June%202017/soe/MA/MES-115.PDF | 2025-02-12T16:34:43+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951756.63/warc/CC-MAIN-20250212155629-20250212185629-00191.warc.gz | 575,943,205 | 307 | eng_Latn | eng_Latn | 0.992953 | eng_Latn | 0.993723 | [
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New hymnal celebrates black Catholic musical traditions
By Lee Strong
Jacquelyn Dobson has heard too many stereotypes regarding the nature of Black sacred music.
"A lot of people think that black people just get up and shout and move," said Dobson, coordinator of the Office of Black Ministries. "So many people (also) think that Black music is just gospel."
Dispel these misunderstandings is one of the purposes of the Mass book, *The African American Catholic Hymnal*. Intended as a complete hymnal and service book, the book was prepared by a committee composed of Black liturgists and musicians. Also, the hymnal includes a preface that explains the history of African-American sacred song and the role this music plays in black Catholic worship.
For Dobson, the book has additional importance.
"Many of the songs talk about not only the struggles of black life, but also the joys of black life," Dobson explained. "It shows that we have a legacy—one worth holding on to."
In addition, the hymnal shows that black sacred music consists not only of gospel, but of spirituals, blues and jazz.
Father Robert Werth, pastor of St. Bridget's Church, praised the book as the "concrete enfrasement of black culture and Roman Catholicism in one book."
"This is a statement by the black community that there is a place in the Church for them," Father Werth noted. "They're saying: 'We're here, we have something to offer, and that Catholicism has something to offer the black community.'"
In addition to being an expression of black culture, the book is also a teaching tool, Dobson noted. The preface, she pointed out, gives a succinct and readable history of black sacred music—something that will help young blacks to rediscover their own heritage, and will enable anyone unfamiliar with that heritage to learn about it. Reading the songs themselves will help young blacks to understand the forces that shaped their culture, Dobson suggested.
John Kubiniac, music director for liturgical music in the diocesan office of Liturgy, agreed that the hymnal will be an educational tool, noting that it is the first book to fully "integrate black musical traditions with other parts of the American Catholic musical experience." He pointed out that the book is published by GIA, which also publishes the *Worship* series, "so it makes the continuity between the hymnal and *Worship III*, the latest book in the series, well thought to create a sense of continuity for black Catholics, he said.
Nevertheless, Kubiniac doubted that the hymnal would become the primary musical text for many parishes "because it is so heavily in the black tradition." He added, however, that it could serve as a wonderful resource book for choirs and groups and for introducing that style of singing to congregations.
Currently, *Lead Me, Guide Me* is used in the Rochester area as the primary hymnal at St. Bridget's, and is used by gospel groups at Corpus Christi Parish and St. Vincent de Paul Parish in Churchville.
Nationally, however, the book has sold 35,000 copies and is in its third printing since its release in June. The success of the book has surprised the publishers.
"There's an excitement in the black commu-
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Pine Mountain karst:
Karst occurs where limestone or other soluble bedrock is near the earth’s surface, and fractures in the rock become enlarged when the rock dissolves. Sinkholes and sinking streams are two surface features that indicate karst development. In karst areas most rainfall sinks underground, resulting in fewer streams flowing on the surface than in non-karst settings. Instead of flowing on the surface, the water flows underground through caves to eventually discharge at a base-level spring along a major stream or at the top of an impermeable strata. The development of karst features is influenced by the type of soluble rock and how it has been broken or folded by geologic forces. There are four major karst regions in Kentucky: the Inner Bluegrass, Western Pennyroyal, Eastern Pennyroyal, and Pine Mountain. This diagram depicts the Pine Mountain karst in southeastern Kentucky.
Pine Mountain is the eroded western edge of a vast sheet of rock that was pushed northwest by continental collision along a thrust fault, between 200 and 280 million years ago. The caves and other karst features developed long after the faulting ended, but their development was controlled by the southeastern dip of the rocks along the Pine Mountain Fault. As the overlying rocks were removed by erosion, the limestone was exposed along a narrow, very long strip along the length of the fault. The limestone is bounded by shales and sandstones. The extent of karst development is limited by the area of exposed limestone and by structure restricting ground-water circulation. Many springs are located at major gaps, such as Hurricane and Payne Gaps, but some are in small hollows on the northwest slope of the mountain. Cave passages are aligned along the strike (length) of the mountain and drain toward the gaps. The sloping cross-sectional shape of cave passages is also influenced by the structure. Sinkholes are small and scattered because they are filled by debris that moves downslope and because runoff infiltration is rapid and widely distributed along the numerous joints and bedding planes. Less soluble layers in the bedrock influence the location and development of vertical shafts and cave passages. Very few water wells are drilled into the Pine Mountain karst aquifer because the steep topography along the northwest face of the mountain discourages building, but some springs are used as water sources. | <urn:uuid:f4b242f1-eb97-49c7-beb5-649a8c741f23> | CC-MAIN-2025-08 | https://kgs.uky.edu/kgsweb/olops/pub/kgs/mc18_12.pdf | 2025-02-12T16:53:54+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951756.63/warc/CC-MAIN-20250212155629-20250212185629-00184.warc.gz | 309,309,348 | 470 | eng_Latn | eng_Latn | 0.998435 | eng_Latn | 0.998435 | [
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Commentary: Reflections on the Bicentennial of the United States Constitution
Thurgood Marshall
Recommended Citation
Thurgood Marshall, Commentary: Reflections on the Bicentennial of the United States Constitution, 26 Val. U. L. Rev. 21 (1991). Available at: http://scholar.valpo.edu/vulr/vol26/iss1/8
1987 marks the 200th anniversary of the United States Constitution. A Commission has been established to coordinate the celebration. The official meetings, essay contests, and festivities have begun.
The planned commemoration will span three years, and I am told 1987 is "dedicated to the memory of the Founders and the document they drafted in Philadelphia."¹ We are to "recall the achievements of our Founders and the knowledge and experience that inspired them, the nature of the government they established, its origins, its character, and its ends, and the rights and privileges of citizenship, as well as its attendant responsibilities."²
Like many anniversary celebrations, the plan for 1987 takes particular events and holds them up as the source of all the very best that has followed. Patriotic feelings will surely swell, prompting proud proclamations of the wisdom, foresight, and sense of justice shared by the Framers and reflected in a written document now yellowed with age. This is unfortunate -- not the patriotism itself, but the tendency for the celebration to oversimplify, and overlook the many other events that have been instrumental to our achievements as a nation. The focus of this celebration invites a complacent belief that the vision of those who debated and compromised in Philadelphia yielded the "more perfect Union" it is said we now enjoy.
I cannot accept this invitation, for I do not believe that the meaning of the Constitution was forever "fixed" at the Philadelphia Convention. Nor do I find the wisdom, foresight, and sense of justice exhibited by the Framers particularly profound. To the contrary, the government they devised was defective from the start, requiring several amendments, a civil war, and momentous social
---
* Remarks of Thurgood Marshall at the Annual Seminar of the San Francisco Patent and Trademark Law Association, May 6, 1987. Harvard Law Review Association.
** Associate Justice, Supreme Court of the United States (retired).
1. COMMISSION ON THE BICENTENNIAL OF THE UNITED STATES CONSTITUTION, PREPARATION FOR A COMMEMORATION: FIRST FULL YEAR'S REPORT 6 (Sept. 1986).
2. COMMISSION ON THE BICENTENNIAL OF THE UNITED STATES CONSTITUTION, FIRST REPORT 6 (Sept. 17, 1985).
transformation to attain the system of constitutional government, and its respect for the individual freedoms and human rights, we hold as fundamental today. When contemporary Americans cite "The Constitution," they invoke a concept that is vastly different from what the Framers barely began to construct two centuries ago.
For a sense of the evolving nature of the Constitution we need look no further than the first three words of the document's preamble: "We the People." When the Founding Fathers used this phrase in 1787, they did not have in mind the majority of America's citizens. "We the People" included, in the words of the Framers, "the whole Number of free Persons." On a matter so basic as the right to vote, for example, Negro slaves were excluded, although they were counted for representational purposes -- at three-fifths each. Women did not gain the right to vote for over a hundred and thirty years.
These omissions were intentional. The record of the Framers' debates on the slave question is especially clear: the Southern States acceded to the demands of the New England States for giving Congress broad power to regulate commerce, in exchange for the right to continue the slave trade. The economic interests of the regions coalesced: New Englanders engaged in the "carrying trade" would profit from transporting slaves from Africa as well as goods produced in America by slave labor. The perpetuation of slavery ensured the primary source of wealth in the Southern States.
Despite this clear understanding of the role slavery would play in the new republic, use of the words "slaves" and "slavery" was carefully avoided in the original document. Political representation in the lower House of Congress was to be based on the population of "free Persons" in each State, plus three-fifths of all "other Persons." Moral principles against slavery, for those who had them, were compromised, with no explanation of the conflicting principles for which the American Revolutionary War has ostensibly been fought: the self-evident truths "that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness."
It was not the first such compromise. Even these ringing phrases from the Declaration of Independence are filled with irony, for an early draft of what became that Declaration assailed the King of England for suppressing legislative
---
3. U.S. CONST. art. I, § 2, cl. 3.
4. U.S. CONST. amend. XIX, cl. 1 (ratified in 1920).
5. U.S. CONST. art. I, § 2 cl. 3, amended by U.S. CONST. amend. XIV, § 2.
6. THE DECLARATION OF INDEPENDENCE para. 2 (U.S. 1776).
attempts to end the slave trade and for encouraging slave rebellions.\textsuperscript{7} The final draft adopted in 1776 did not contain this criticism. And so again at the Constitutional Convention eloquent objections to the institution of slavery went unheeded, and its opponents eventually consented to a document which laid a foundation for the tragic events that were to follow.
Pennsylvania’s Gouverneur Morris provides an example. He opposed slavery and the counting of slaves in determining the basis for representation in Congress. At the Convention he objected that
the inhabitant of Georgia [or] South Carolina who goes to the coast of Africa, and in defiance of the most sacred laws of humanity tears away his fellow creatures from their dearest connections and damns them to the most cruel bondages, shall have more votes in a Government instituted from protection of the rights of mankind, than the Citizen of Pennsylvania or New Jersey who views with a laudable horror, so nefarious a practice.\textsuperscript{8}
And yet Gouverneur Morris eventually accepted the three-fifths accommodation. In fact, he wrote the final draft of the Constitution, the very document the bicentennial will commemorate.
As a result of compromise, the right of the Southern States to continue importing slaves was extended, officially, at least until 1808. We know that it actually lasted a good deal longer, as the Framers possessed no monopoly on the ability to trade moral principles for self-interest. But they nevertheless set an unfortunate example. Slaves could be imported, if the commercial interests of the North were protected. To make the compromise even more palatable, customs duties would be imposed at up to ten dollars per slave as a means of raising public revenues.\textsuperscript{9}
No doubt it will be said, when the unpleasant truth of the history of slavery in America is mentioned during this bicentennial year, that the Constitution was a product of its times, and embodied a compromise which, under other circumstances, would not have been made. But the effects of the Framers’ compromise have remained for generations. They arose from the contradiction between guaranteeing liberty and justice to all, and denying both to Negroes.
The original intent of the phrase, “We the People,” was far too clear for
\textsuperscript{7} See Carl L. Becker, \textit{The Declaration of Independence: A Study in the History of Political Ideas} 147 (1942).
\textsuperscript{8} 2 \textit{The Records of the Federal Convention of 1787}, at 222 (Max Farrand ed., 1911).
\textsuperscript{9} U.S. Const. art. I, § 9, cl. 1.
any ameliorating construction. Writing for the Supreme Court in 1857, Chief Justice Taney penned the following passage in the *Dred Scott* case,\(^{10}\) on the issue whether, in the eyes of the Framers, slaves were "constituent members of the sovereignty," and were to be included among "We the People":
We think they are not, and that they are not included, and were not intended to be included. . . . They had for more than a century before been regarded as beings of an inferior order, and altogether unfit to associate with the white race . . . ; and so far inferior, that they had no rights which the white man was bound to respect; and that the negro might justly and lawfully be reduced to slavery for his benefit. . . . [A]ccordingly, a negro of the African race was regarded . . . as an article of property, and held, and bought and sold as such. . . . [N]o one seems to have doubted the correctness of the prevailing opinion of the time.\(^{11}\)
And so, nearly seven decades after the Constitutional Convention, the Supreme Court reaffirmed the prevailing opinion of the Framers regarding the rights of Negroes in America. It took a bloody civil war before the 13th Amendment could be adopted to abolish slavery, though not the consequences slavery would have for future Americans.
While the Union survived the civil war, the Constitution did not. In its place arose a new, more promising basis for justice and equality, the 14th Amendment, ensuring protection of the life, liberty, and property of *all* persons against deprivations without due process, and guaranteeing equal protection of the laws. And yet almost another century would pass before any significant recognition was obtained of the rights of black Americans to share equally even in such basic opportunities as education, housing, and employment, and to have their votes counted, and counted equally. In the meantime, blacks joined America's military to fight its wars and invested untold hours working in its factories and on its farms, contributing to the development of this country's magnificent wealth and waiting to share in its prosperity.
What is striking is the role legal principles have played throughout America's history in determining the condition of Negroes. They were enslaved by law, emancipated by law, disenfranchised and segregated by law; and, finally, they have begun to win equality by law. Along the way, new constitutional principles have emerged to meet the challenges of a changing society. The progress has been dramatic, and it will continue.
\(^{10}\) Dred Scott v. Sandford, 60 U.S. (19 How.) 393 (1857).
\(^{11}\) Id. at 405, 407-08.
The men who gathered in Philadelphia in 1787 could not have envisioned these changes. They could not have imagined, nor would they have accepted, that the document they were drafting would one day be construed by a Supreme Court to which had been appointed a woman and the descendent of an African slave. "We the People" no longer enslave, but the credit does not belong to the Framers. It belongs to those who refused to acquiesce in outdated notions of "liberty," "justice," and "equality," and who strived to better them.
And so we must be careful, when focusing on the events which took place in Philadelphia two centuries ago, that we not overlook the momentous events which followed, and thereby lose our proper sense of perspective. Otherwise, the odds are that for many Americans the bicentennial celebration will be little more than a blind pilgrimage to the shrine of the original document now stored in a vault in the National Archives. If we seek, instead, a sensitive understanding of the Constitution's inherent defects, and its promising evolution through 200 years of history, the celebration of the "Miracle at Philadelphia" will, in my view, be a far more meaningful and humbling experience. We will see that the true miracle was not the birth of the Constitution, but its life, a life nurtured through two turbulent centuries of our own making, and a life embodying much good fortune that was not.
Thus, in this bicentennial year, we may not all participate in the festivities with flag-waving fervor. Some may more quietly commemorate the suffering, struggle, and sacrifice that has triumphed over much of what was wrong with the original document, and observe the anniversary with hopes not realized and promises not fulfilled. I plan to celebrate the bicentennial of the Constitution as a living document, including the Bill of Rights and the other amendments protecting individual freedoms and human rights.
12. Catherine D. Bowen, Miracle at Philadelphia: The Story of the Constitutional Convention May to September 1787 (1966).
Valparaiso University Law Review, Vol. 26, No. 1 [1991], Art. 8
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SOME ASPECTS TOWARDS DEVELOPMENT OF HAZARD-RESISTANT RURAL HOMES IN BANGLADESH
U K Roy & S M Seraj, BUET, Bangladesh,
P S Roy, Public Works Department, Bangladesh &
M S Alam, Beximco Engineering Ltd., Bangladesh
Introduction
Natural disasters, particularly extreme winds and floods, have been causing huge loss of lives and properties every year in Bangladesh. Most of the Bangladeshi population lives in rural areas where the construction of residential houses follow a traditional way in which houses are mainly constructed with thatches, bamboo etc., with untreated earth base having minimum or no foundation. In most cases, these structures have almost no lateral load resistance mechanism. During floods, rural houses go under water causing severe damage to their bases. During wind events, the frames of the rural poor houses undergo partial or total collapse as they have little or no lateral load resistance. This paper proposes some treatments and techniques for the improvement of rural house bases and shows the vulnerability of rural houses to failure due to cyclic moderate wind loading.
Development of durable plinth
During floods, many house bases go under water for a certain period. After the recession of flood-water, it is usually found that most of the bases are either washed away or have been damaged to a considerable extent. Development of water-resistant mud-concrete is essential to making house bases more durable.
The bases of the rural vernacular houses are made from soil in the traditional way. Loose soil is heaped at the location where the base is to be prepared. Water is added to make mud and it is positioned in the periphery of the base area like a boundary wall of height about 60-120 cm. Within this boundary the rest of the soil is dumped and mixed with water to prepare mud. Then the mud is heaped and compacted up to the desired height of the plinth.
Since the plinth is a very important part of the hut, it should withstand the effects of flood. The first part of the investigation included determination of the properties of soil mixed in the laboratory with some additive or cementitious materials. This mixture has been termed here as *mud-concrete*. In this study, rice husk (RH), rice husk ash (RHA) and cement (C) were used to make the *mud-concrete*.
The cementing materials were mixed with the soil in different proportions then water was added to prepare the mud. The net weight of the soil and the cementing material in each of the cases was fixed at 68 kg. The percentage of the ingredients RH, RHA or C was fixed at 5% by weight. To make the
mixture to a desired consistency, water (4000 cc) was added to make the mud-concrete. The sample was then put in the wooden mould of size 81 cm x 35 cm x 15 cm (Fig. 1a) to make a continuous soil bed of size 75 cm x 30 cm x 15 cm in five layers (Serajuddin, M., 1980). In each layer, 25 nos. of blows were given with a 11.3 kg hammer (Fig. 1b) from 15 cm height. After four days it was cut into ten pieces to have cubes of size 15 cm x 15 cm x 15 cm each. The compressive strengths of the samples with different combinations are given in Table 1.
Table 1: Compressive strength of the mud-concrete
| Combination | Cross-Sectional area (cm²) | Height (cm) | Max Load (kg) | Compressive strength (N/mm²) |
|-------------|---------------------------|-------------|---------------|-----------------------------|
| Soil | 224.5 | 15.2 | 3810 | 1.70 |
| Soil + RHA | 217 | 15.2 | 3991 | 1.81 |
| Soil + C | 220 | 15.2 | 3129 | 1.41 |
Figure 1: Preparation of mud-concrete, (a) mould, (b) hammer
The dry samples of different combinations (soil, soil+RH, soil+RHA, soil+C) were placed on a tray and kept under water for ten days to have an idea about the effect of flood on the bases of the rural houses. When the tray along
with the samples was taken out of water after ten days, it was observed that all other samples except the cement mixed soil washed away. It appears that although the compressive strength of cement mixed soil (soil+C) is not the best of all the mud-concretes, it produces a better plinth to withstand the effects of flood. The effect of the percentage of cement and also the use of jute-fiber, straw, etc as cementing materials in the mud-concrete is yet to be investigated.
**Common failure modes and their prevention**
The authors made visits to several villages with a view to studying the framing as well as base preparation techniques and it was found that the techniques are more or less the same. Bamboo columns are traditionally being used as the main supporting members. The columns are embedded directly into the ground, which tend to decay in contact with sub-soil water. In most places of Bangladesh, sub-soil insect attack on bamboo columns forces the house owners to replace the columns frequently. Poor households are unable to afford and replace bamboo in necessity that leaves their houses weak and vulnerable to moderate wind. Reinforced cement concrete pillars can be considered as a great innovation for the problem; but the poor rural people often cannot afford this.
Instead of replacing the bamboo columns with reinforced cement concrete pillars, its performance with respect to the sub-soil water or insect attack at its base can be improved by using concrete blocks with a hole at the center for insertion of the bamboo column. Before insertion, the end of the post can be coated with a layer of bitumen for further protection from water or insects. A less expensive and simpler method would be to burn the lower part of a bamboo column until its surface color becomes black and then to coat with motor oil as shown in Fig. 2. Scorching dries the bamboo out completely, depletes internal cellulose from which insects derive nourishment, thus retarding insect attack. Coating it with oil prevents further access by insects and additionally protects from sub-soil water. Instead of motor oil, bitumen can be used where available. Motor oil, an industrial by-product, is generally less expensive than bitumen, but bitumen performs better.
The lifting of the leeward roof slope of rural houses is another very common problem in Bangladesh. The total wind force on the roof depends on the difference of pressure between the outer and inner faces. Any open doors, windows or ventilators on the windward side of a house can increase air pressure inside the building and this also increases the loading on those points of the roof and walls that are subjected to the external suction. Openings at positions that are experiencing external suction will also reduce the pressure significantly inside the house thus reduces the risk of lifting off of house roof. Use of jute ropes or special type of rope locally called as 'sutli' to fasten
the joint where horizontal and vertical members meet aggravates the problem as the jute ropes rot and become weak within a very short period of time and thus the vulnerability of roof to lifting increases. With a view to strengthening the joint, several cores of iron wire can be twisted together and roof frame can be tied down to the top wall beam and column as shown in Fig. 3.
Figure 2: Treatment of bamboo column, (a) scorching the bamboo, (b) covering with motor oil, (c) soaking in bitmen, (d) placing the column in position (after Chisholm, 1979)
Properties of bamboo as a framing material
Generally three types of bamboo are available in Bangladesh; they are locally called as mahal or talla, ora and barak. Among them barak is relatively thick-walled and widely used as column and beam which are locally named as khuti and paire/dhynna (beam along long side/beam along short side), respectively. Other types of bamboo are usually thin-walled and are split and woven into a variety of stiff mats that are used as walls and sometimes as roof cladding.
To determine the strength characteristics of bamboo, compression tests have been performed on bamboo specimens of length 20-25 cm and full sized
bamboo of length 150-152 cm (Fig. 4a). For the tensile strength, the bamboo was split and a reduced section was prepared as shown in Fig. 4b. Compression test results of both types bamboo specimen and the tensile strength characteristics of bamboo are given in Tables 2, 3, and 4, respectively.
Figure 3: Connection of house frames, (a) Three-dimensional view (b) Top plan of a joint
Figure 4: Specimens prepared for testingm, (a) Full-sized compreption test specimen, (b) Tensile test specimen
Table 2: Compression test results of bamboo (barak) specimen
| Specimen No. | Length (cm) | Outer dia. (mm) | Thickness (mm) | Ultimate load (kg) | Compress strength (N/mm²) | Average strength (N/mm²) |
|--------------|-------------|-----------------|----------------|--------------------|---------------------------|--------------------------|
| 1 | 21 | 58 | 15 | 8934 | 43.3 | |
| 2 | 21 | 58 | 15 | 9524 | 46.1 | |
| 3 | 21 | 60 | 16 | 10431 | 46.3 | 45.1 |
| 4 | 19 | 69 | 16 | 12472 | 45.9 | |
| 5 | 23 | 74 | 18 | 12698 | 39.3 | |
| 6 | 22 | 65 | 16 | 12472 | 49.7 | |
Table 3: Compression test results of full size bamboo (barak)
| Specimen No. | Length (cm) | Outer dia. (mm) | Thickness (mm) | Ultimate load (kg) | Compress strength (N/mm²) | Average strength (N/mm²) |
|--------------|-------------|-----------------|----------------|--------------------|---------------------------|--------------------------|
| 1 | 152 | 59 | 11.5 | 4535 | 25.9 | |
| 2 | 152 | 63 | 13.5 | 4580 | 21.4 | 25.4 |
| 3 | 150 | 58 | 11 | 4807 | 29.0 | |
Buckling failure was observed for the full-sized specimen (Fig. 5) and the buckling strength was found to be 0.56 times the compressive strength of the shorter bamboo specimen. On the other hand, it is seen that the bamboo is very strong in tension and the tensile strength is about 4.4 times of the compressive strength of full-sized bamboo specimen. Unless it becomes weak due to the insect attack or by rotting, bamboo was found to be safe to withstand the stresses caused by the moderate wind-induced lateral load.
Table 4: Tensile test results of bamboo (barak) specimen
| Specimen Number | Section (mm) | Ultimate load (kg) | Tensile strength (N/mm²) | Average strength (N/mm²) |
|-----------------|---------------|--------------------|--------------------------|--------------------------|
| 1 | 15 x 13 | 1814 | 91.3 | |
| 2 | 18 x 10 | 2403 | 131.0 | |
| 3 | 17 x 10 | 2041 | 117.8 | |
| 4 | 16.5 x 10.8 | 1995 | 109.8 | |
Figure 5: Testing of full-sized bamboo specimen
Full frame under cyclic lateral load
In order to understand the wind resistance potential of a rural hut under cyclic moderate wind loads, a full-scale model hut was tested under two cycles static load. Although the science of theoretical fluid mechanics is well developed and computational methods are experiencing rapid growth, it remains necessary to perform physical experiments to gain needed insights into many fluid flow effects. It is required that the houses subjected to wind loads be sufficiently strong to perform adequately from a structural safety and serviceability view-point. From dimensional analysis, it has been shown (Simiu et al. 1986) that the similarity requirements between the model and the prototype are exactly satisfied when and only when the two systems have exactly same scaling. From this standpoint, full-scale model produces the best possible result. On the other hand, the natural wind is turbulent, and the phenomena takes place in the boundary layer of wind is highly dependent on the nature of this boundary layer. Due to the physical limitations in simulating the natural wind in the experiment, static load was applied in the experiment.
Experimental set-up is shown in Fig. 6. Static load was applied uniformly to the frame of the house whose plan view is shown in Fig. 7 through a loading jack. The deflections of the house frame caused by static lateral loads were measured by a theodolite. During application of first cycle of loads, some small cracks were observed on the base soil adjacent to the bamboo columns and no repair works were made before the second cycle of loading. This has been done to simulate the phenomena of frequent storms of moderate speed that does not actually cause total collapse of the house. It is observed from Fig. 8 that the deflections during the second phase of loading are larger than that of first cycle. This observation can easily be extended to the fact that the house will collapse under cyclic moderate wind loading if remedial measures are not taken in between. The remedial measures might be to strengthen the loose soil adjacent to the column base by hammering and/or to provide lateral support to the main frame of the house on the leeward side of the house.
Traditional rural housing is very light and fragile, and has the simplest form of a skeleton of bamboo framing formed by four corner poles framed by four struts in the horizontal plane at some height of 1.5-2 meter from the plinth level. Anwar (1996) has analyzed such a basic frame as shown in Fig. 9 with different kinds of wind braces and has shown that the lateral and torsional stiffness of the basic frame can be increased by more than 100 times by using vertical cross-bracing along the four sides of the house. The effect of lateral bracing on the lateral load resistance of the full-scale model is still under investigation.
Figure 6: Test Set-up of full-scale rural house under lateral load
Figure 7: Plan view of house under test
Figure 8: Behaviour of the house frame under cyclic loading
Figure 9: Effect of wind braces, (a) basic frame, (b) basic frame with lateral braces.
Conclusion
Experimental investigation has been carried out to understand the effects of flood on the plinth soil and to clarify the vulnerability of rural house to the cyclic wind loading. Based on the experimental results, the use of cement-soil mixture with 5% cement by weight has been suggested to prepare the plinth of houses of flood-prone areas. Remedial measures have been advised which will create a strong safeguard against the repeatedly occurring moderate storms.
Future investigation is to be continued with changing the percentage of cement in the mud-concrete rather using 5% by weight. Effect of different kinds of lateral bracing on the lateral load resistance potentiality of the full-scale house frame is still under investigation.
References
Anwar, A M M T (1999). Wind resistance of Non-engineered Housing. In *Implementing Hazard-Registant Housing*, Proceedings of the First International Housing and Hazards Workshop to Explore Practical Building for Safety Solutions held in Dhaka, Bangladesh, 3-5 December 1996, edited by Hodgson, Seraj and Choudhury, pp. 23-27.
Lewis, J & Chisholm, M P (1996). Cyclone-resistance Domestic Construction in Bangladesh., In *Implementing Hazard-Registant Housing*, Proceedings of the First International Housing and Hazards Workshop to Explore Practical Building for Safety Solutions held in Dhaka, Bangladesh, 3-5 December 1996, edited by Hodgson, Seraj and Choudhury, pp. 29-38.
Serajuddin, M (1980). Hand Compactors for Embankments, Proc. of Seminar on Appropriate Technology in Civil Engineering, Institute of Civil Engineers, London, England, pp.119-121.
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HOW TO GROW PEA SHOOTS
adapted from Bunny Goodwin, Keene Central School Garden Coordinator
The Day before plating: Fill the bottom of your seeding flats (pictured to the left) with 1 layer of seeds each, then soak only half of those seeds in a glass jar filled ¾ with water for 8-24 hours. The seeds will double in size after soaking.
After soaking, you may see some seeds will begin to develop radicals. A radical is a little white protrusion that becomes the root.
Plating: Drain the soaked pea seeds if you haven’t already.
Put potting soil or soil-less mix in a big bucket (soil-less mix is a peat, vermiculite medium that you can usually find at a hardware store, organic potting soil work well too). Add water and mix. The soil should be damp, but not dripping.
Fill your seeding flats (pictured above) with soil, 1½-2 inches deep. If you line the container with newspaper first, you will need only about 1-2cm of soil.
Distribute the seeds on the top of the soil so they are not or barely touching. Press down very lightly.
Put your container(s) in the 1020 flat. A shallow baking dish also works well. If you set down newspaper to work each seeding flat can be planted in a workstation of 8-12 students. The planted flats should be set on the windowsill in the 1020 trays to be watered and observed as they grow, up to 3 seeding flats will fit in each 1020 tray (as pictured).
Cover the container for a few days so the seeds can germinate in the dark.
After the seeds germinate, take the cover off and place the seeds in a sunny window or under grow lights. If using lights, keep them no more than 4 inches above the seeds. The seeds like 14 hours of light each day, but will grow with less in a sunny window.
Water as needed. Bottom water by pouring water into the 1020 tray, beneath the container that the soil is in. The soil will wick the water up from the base tray.
Note: The shoots will not grow if they get dried out. The soil is a lighter color when the soil is dry. If the soil is too wet, the shoots will get moldy.
When the stems are about 4 inches high, 10-14 days, cut at the soil line and eat. “I think they are best eaten raw by themselves, or in salads, but they are also good in sandwiches and stir fries.” - Bunny
Note: Wash all containers and trays in a 10% bleach solution after each use.
Enjoy! And please re-use the trays! Either in your own classroom, or by passing along to a colleague. Most kits have more than enough seed for multiple plantings, but you may need to procure more soil. Ask your local hardware store if they will donate potting soil before you purchase. | <urn:uuid:19596276-feed-46b1-ac49-b5b68417593f> | CC-MAIN-2021-04 | https://s3.amazonaws.com/assets.cce.cornell.edu/attachments/42245/HOW_TO_GROW_PEA_SHOOTS-18.pdf?1579887472 | 2021-01-25T02:10:11+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00761.warc.gz | 547,199,786 | 620 | eng_Latn | eng_Latn | 0.999164 | eng_Latn | 0.999212 | [
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Graphing Coordinate Plane Answers Math Crush
The Best Book for 4th Grade Students to ACE the FSA Math Test! The goal of this book is simple. It will help your student incorporates the best method and the right strategies to prepare for the FSA Mathematics test FAST and EFFECTIVELY. FSA Mathematics Workbook is full of specific and detailed material that will be key to succeeding on the FSA Math. It's filled with the critical math concepts a student will need in order to ace the test. Math concepts in this book break down the topics, so the material can be quickly grasped. Examples are worked step-by-step, so you learn exactly what to do. FSA Mathematics Workbook helps your student to focus on all Math topics that students will need to ace the FSA Math test. This book with 2 complete FSA tests is all your student will ever need to fully prepare for the FSA Math. This workbook includes practice test questions. It contains easy-to-read essential summaries that highlight the key areas of the FSA Math test. Effortless Math test study guide reviews the most important components of the FSA Math test. Anyone planning to take the FSA Math test should take advantage of the review material and practice test questions contained in this study guide. Inside the pages of this workbook, students can learn basic math operations in a structured manner with a complete study program to help them understand essential math skills. It also has many exciting features, including: Dynamic design and easy-to-follow activities A fun, interactive and concrete learning process Targeted, skill-building practices Math topics are grouped by category, so students can focus on the topics they struggle on All solutions for the exercises are included, so you will always find the answers 2 Complete FSA Math Practice Tests that reflect the format and question types on FSA FSA Mathematics Workbook is a breakthrough in Math learning — offering a winning formula and the most powerful methods for learning basic Math topics confidently. Each section offers step-by-step instruction and helpful hints, with a few topics being tackled each chapter. Two complete REAL FSA Math tests are provided at the back of the book to refine your student’s Math skills. FSA Mathematics Workbook is the only book your student will ever need to master Basic Math topics! It can be used as a self-study course - you do not need to work with a Math tutor. (It can also be used with a Math tutor). Ideal for self-study as well as for classroom usage. Published by: Effortless Math Education www.EffortlessMath.com Bring a touch of the arts into math class! With ordered pairs and graph paper, students can create 36 quilt designs. The designs vary in difficulty, making them ideal activities for differentiated instruction. They are great projects for bonus work, Fun Fridays, or days with substitute teachers. When displayed on a bulletin board, the finished quilt designs are sure to impress parents and administrators! This book is your ticket to ace the ISEE Lower Level Math Test! ISEE Lower Level Math Practice Book 2020, which reflects the 2020 test guidelines and topics, provides students with confidence and math skills they need to succeed on the ISEE Lower Level Math test. After completing this workbook, ISEE Lower Level Math test takers will have solid foundation and adequate practice that is necessary to ace the ISEE Lower Level Math test. This updated version of the book offers a complete review of the ISEE Lower Level Math test, including: · Arithmetic and Number Operations · Algebra and Functions, · Geometry and Measurement · Data analysis, Statistics, & Probability · ... and also includes two full-length practice tests! This comprehensive ISEE Lower Level Math practice book contains many
exciting features to help you prepare for the ISEE Lower Level Math test, including: · Content 100% aligned with the 2020 ISEE Lower Level test · Provided and tested by ISEE Lower Level Math test experts · Dynamic design and easy-to-follow activities · Targeted, skill-building practices · Complete coverage of all ISEE Lower Level Math topics which you will be tested 2 complete and realistic ISEE Lower Level Math practice tests with detailed answers and explanations. Published By: Math Notion www.mathnotion.com
The Best Book to ACE the ACT Aspire Grade 5 Math Test! The goal of this book is simple. It will help your student incorporates the best method and the right strategies to prepare for the ACT Aspire Mathematics test FAST and EFFECTIVELY. ACT Aspire Grade 5 Mathematics is full of specific and detailed material that will be key to succeeding on the ACT Aspire Math. It's filled with the critical math concepts a student will need in order to ace the test. Math concepts in this book break down the topics, so the material can be quickly grasped.
Examples are worked step-by-step, so you learn exactly what to do. ACT Aspire Math Workbook helps your student to focus on all Math topics that students will need to ace the ACT Aspire Math test. This book with 2 complete ACT Aspire tests is all your student will ever need to fully prepare for the ACT Aspire Math. This workbook includes practice test questions. It contains easy-to-read essential summaries that highlight the key areas of the ACT Aspire Math test. Effortless Math test study guide reviews the most important components of the ACT Aspire Math test. Anyone planning to take the ACT Aspire Math test should take advantage of the review material and practice test questions contained in this study guide. Inside the pages of this workbook, students can learn basic math operations in a structured manner with a complete study program to help them understand essential math skills. It also has many exciting features, including:
Dynamic design and easy-to-follow activities
A fun, interactive and concrete learning process
Targeted, skill-building practices
Math topics are grouped by category, so students can focus on the topics they struggle on
All solutions for the exercises are included, so you will always find the answers
2 Complete ACT Aspire Math Practice Tests that reflect the format and question types on ACT Aspire
ACT Aspire Math is a breakthrough in Math learning — offering a winning formula and the most powerful methods for learning basic Math topics confidently. Each section offers step-by-step instruction and helpful hints, with a few topics being tackled each chapter. Two complete REAL ACT Aspire Math tests are provided at the back of the book to refine your student’s Math skills. ACT Aspire Math is the only book your student will ever need to master Basic Math topics! It can be used as a self-study course - you do not need to work with a Math tutor. (It can also be used with a Math tutor). Ideal for self-study as well as for classroom usage.
Published by: Effortless Math Education www.EffortlessMath.com
Essential Learning Math Skills Plus Two Complete Math Practice Tests
PSSA Subject Test Mathematics Grade 4: Student Practice Workbook + Two Full-Length PSSA Math Tests
Implementing the Standards for Mathematical Practice, 6-8
MCAS 5 Math Practice Book 2020
Creating Geometry Quilts, Grades 4 & Up
Get the Targeted Practice You Need to Ace the Common Core Math Test!
Common Core Subject Test Mathematics Grade 4 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to
assist students to master each concept, brush up their problem-solving skills, and create confidence. The Common Core math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book’s two practice Common Core Math exams. All test questions answered and explained in detail. Important Features of the 4th grade Common Core Math Book: A complete review of Common Core math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the Common Core test. Students will gain valuable experience and raise their confidence by taking 4th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the Common Core math grade 4. If ever there was a book to respond to the pressure to increase students’ test scores, this is it. Published By: The Math Notion www.mathnotion.com
Get the Targeted Practice You Need to Ace the Texas STAAR Math Test! STAAR Subject Test Mathematics Grade 4 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The STAAR math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book’s two practice STAAR Math exams. All test questions answered and explained in detail. Important Features of the 4th grade STAAR Math Book: A complete review of STAAR math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the Texas STAAR test. Students will gain valuable experience and raise their confidence by taking 4th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the STAAR math grade 4. If ever there was a book to respond to the pressure to increase students’ test scores, this is it. Published By: The Math Notion www.mathnotion.com
This book helps children of all ages build their confidence, strengthen mathematical thought and reasoning using Coordinate Graphing: Mystery Hidden Pictures with Answers Included. Your child should draw by coordinates to reveal the mystery picture plot and connect the dots with the given coordinates. Answer included. This is a great Holiday Themed math activity where your kids will practice plotting ordered pairs with these fun Easter, Halloween, Christmas, St. Patrick's Day, St. Valentine's Day, and many more other graphs!
Spectrum Test Prep Grade 6 includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success.
Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students' learning achievement and success.
Coordinate Graphing: Creating Pictures Using Math Skills Holiday Themed Book With Mystery Hidden Pictures A Graph Art Puzzles Book
Step-By-Step Guide to Preparing for the GMAS Math Test 2019
Graph Paper Math - A Complete K-5 Resource
ACT Aspire Grade 5 Mathematics
The Handy Math Answer Book
Simple Secrets and Savvy Strategies for Acing the SAT! Today's SAT is harder, longer, and more daunting than ever before, but students armed with the proven success strategies in this one-of-a-kind study program will have all the skills and confidence they need to ace it! Renowned test prep expert Lisa Muehle explains every detail of the SAT, including what to expect and how the questions will look, ways to carefully manage time, and techniques to greatly enhance performance. She shows students how to reduce stress and minimize test anxiety, boost concentration and focus, and increase speed and accuracy. This well-illustrated edition covers the Mathematics section of the SAT with chapters on essential topics such as arithmetic and basic math; algebra; coordinate geometry and graphs in a coordinate plane; plane and solid geometry; data charts; miscellaneous math topics; and classic word problems. This indispensable guide includes: A suggested study plan as test day approaches (both an eight-week and a four-week version) A detailed breakdown of the math scoring procedure for multiple-choice and grid-in response problems A straightforward explanation of the SAT guessing penalty Tools and hints for educated guessing and avoiding attractive but wrong answer choices A smart approach to grid-in problems Tips, pointers, and step-by-step key sequences for using a graphing calculator to solve advanced algebra problems Success Strategy sidebars with seasoned advice and practical equations Sample sets for practicing new and classic SAT math problems with thorough explanations of the solutions Together with its companion guide, Strategies for Success on the SAT: Critical Reading and Writing Sections this is the
comprehensive program for mastering the SAT and gaining admission into the top universities.
This book is your ticket to ace the MCAS Math Test! MCAS Math Practice Book 2020, which reflects the 2020 test guidelines and topics, provides students with confidence and math skills they need to succeed on the MCAS Math test. After completing this workbook, MCAS Math test takers will have solid foundation and adequate practice that is necessary to ace the MCAS Math test. This updated version of the book offers a complete review of the MCAS Math test, including: · Arithmetic and Number Operations · Algebra and Functions, · Geometry and Measurement · Data analysis, Statistics, & Probability · ... and also includes two full-length practice tests! This comprehensive MCAS Math practice book contains many exciting features to help you prepare for the MCAS Math test, including: · Content 100% aligned with the 2020 MCAS test · Provided and tested by MCAS Math test experts · Dynamic design and easy-to-follow activities · Targeted, skill-building practices · Complete coverage of all MCAS Math topics which you will be tested · 2 complete and realistic MCAS Math practice tests with detailed answers and explanations
Published By: Math Notion www.mathnotion.com
Integrate TI Graphing Calculator technology into your mathematics instruction with this award-winning resource book. Perfect for grades 6-8, this resource includes lessons, problem-solving practice, and step-by-step instructions for using graphing calculator technology. 224pp plus Teacher Resource CD with PDF files of the tables, templates, activity sheets, and student guides for TI-83/84 Plus Family and TI-73 Explorer™. This resource is correlated to the Common Core State Standards, is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction.
An important feature of the new edition is the alignment of the activities with the Common Core Math Standards for algebra for grades six through high school. Every standard is supported by at least one activity, and many are supported by two or more. The rest of the activities address prerequisite skills related to the standards. The number and diversity of the activities in this resource will help teachers to meet the needs of the various abilities and learning styles of their students. The book is designed for easy use. Each section is divided into two parts: a summary of the activities, which includes teaching notes and answers, followed by the reproducibles of the section. The activities stand alone and can be used to supplement instruction and reinforce skills and concepts. Many are self-correcting, a feature that adds interest for students and saves time for teachers. The nine sections of the book are: Section 1: The Language of Algebra (Using Whole Numbers) Section 2: Integers, Variables, and Expressions Section 3: Linear Equations and Inequalities Section 4: Graphing Linear Equations and Inequalities Section 5: Basic Operations with Monomials and Polynomials Section 6: Factors of Monomials and Polynomials Section 7: Complex Numbers Section 8: Polynomial, Exponential, and Logarithmic Functions and Equations Section 9: Potpourri
Graphing Calculator Strategies: Middle School Math Mathematics Practice Workbook Grade 4
Common Core Subject Test Mathematics Grade 4: Student Practice Workbook + Two Full-Length Common Core Math Tests
150 Activities that Support Algebra in the Common Core Math Standards, Grades 6-12
Spectrum Test Prep, Grade 6
From modern-day challenges such as balancing a checkbook, following the stock market, buying a home, and figuring out credit card finance charges to appreciating historical developments by Pythagoras, Archimedes, Newton, and other mathematicians, this engaging resource addresses more than 1,000 questions related to mathematics. Organized into chapters that cluster similar topics in an easily accessible format, this reference provides clear and concise explanations about the fundamentals of algebra, calculus, geometry, trigonometry, and
other branches of mathematics. It contains the latest mathematical discoveries, including newly uncovered historical documents and updates on how science continues to use math to make cutting-edge innovations in DNA sequencing, superstring theory, robotics, and computers. With fun math facts and illuminating figures, *The Handy Math Answer Book* explores the uses of math in everyday life and helps the mathematically challenged better understand and enjoy the magic of numbers.
**Coordinate Graphing**
For fans of the Sir Cumference series with coordinate geometry on their mind, here is the seventh installment in this fun look at math and language. While riding through the forests of Angleland, cousins Per and Radius realize they are lost and are desperate for a map to guide them home. Soon they come across a mysterious house in the hills. Inside they find a map to a treasure belonging to Xaxon Yellowbearyd, the fiercest Viking warrior of his time. Per and Radius must decode the strange numbered grid on the map, while trying to steer clear of the pack of bungling bandits who are on their tail. Will they find the treasure in time? Cindy Neuschwander delivers yet another intriguing math adventure featuring the well-known characters of Angleland. Readers will enjoy following Per and Radius in their quest while learning how coordinate geometry relates to everyday life. Wayne Geehan’s beautiful illustrations offer a bit of comic relief, while also clearly demonstrating the concepts explored in the story.
**Spectrum Test Prep Grade 6**
includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students’ learning achievement and success.
**Math for Everyone Teachers Edition**
**Complete Content Review Plus 2 Full-length Math Tests**
**Elementary Algebra 2e**
**ACT Aspire Grade 4 Mathematics**
Prealgebra
TestSoup's Parent Guide to 6th Grade Math has been specifically designed to support parents as they work with their students on challenging math skills. The resources we have compiled into this Parent Guide have been designed to help parents understand what students are learning at school and how to best help them at home. 6th Grade Math can be tough, so let us work with you to develop a strong understanding of what is expected from your students with these new standards and skills! Premium Content Our eBook Study Guide helps you practice and master the 6th grade math skills. This study guide has been designed specifically for 6th grade students so that you can use this as a resource independently, for extra support and practice in math. It includes: Mini-lessons for each skill with a sample problem. Practice questions and fully explained, easy to follow answers Overviews of each skill that will tell you what you will be learning, important vocabulary, and practice problems for that skill. Superior User Interface Bookmark pages you want to revisit Make notes with our easy-to-use annotations tool Highlight important passages or questions with our highlight tool Adjust font size Skip to the last page read, or navigate using our table of contents Content Outline Lessons, vocabulary, practice problems & explanations, as well as a description of what you can expect, for each of the following:
Expressions & Equations Creating & solving expressions with whole number exponents Creating & solving expressions based on written descriptions Creating equivalent expressions Identifying equivalent expressions Creating expressions using variables to represent unknown numbers in word problems Solving equations & inequalities Using variables to write & solve equations for real world situations Writing inequalities to represent real life situations Determining relationships between variables in order to solve word problems Geometry Finding the area of polygons Finding the area of right rectangular prisms Drawing polygons in a coordinate plane Using 2d nets to represent 3d shapes & find surface area The Number System Dividing fractions Multiplying multi-digit numbers Adding, subtracting, multiplying & dividing decimals Finding greatest common factors and least common multiples Using positive & negative numbers to represent opposite values or directions Rational numbers as part of the number line Ordering & absolute value of positive & negative numbers Finding the distance between 2 points on a coordinate plane Ratios & Proportions Understanding ratios & using them to describe relationships Using unit rates to describe relationships between 2 quantities Using ratios to solve real world problems Statistics & Probability Identifying & creating statistical questions Describing the distribution of data with center, spread, or overall shape Describing the distribution of data with measures of center and measures of variability Recognizing & generating graphs to represent statistical data Summarizing data sets in relation to the question asked
Get the Targeted Practice You Need to Excel on the Math Section of the Mathematics Test Grade 4! Mathematics Practice Workbook Grade 4 is an excellent investment in your future and the best solution for students who want to maximize their score and minimize study time. Practice is an essential part of preparing for a test and improving a test taker's chance of success. The best way to practice taking a test is by going through lots of math questions. High-quality mathematics instruction ensures that students become problem solvers. We believe all students can develop deep conceptual understanding and procedural fluency in mathematics. In doing so, through this math workbook we help our students grapple with real problems, think mathematically, and create solutions. Mathematics Practice Workbook allows you to: Reinforce your strengths and improve
your weaknesses Practice 2500+ realistic math practice questions Exercise math problems in a variety of formats that provide intensive practice Review and study Two Full-length Practice Tests with detailed explanations ...and much more! This Comprehensive Math Practice Book is carefully designed to provide only that clear and concise information you need. Published By: The Math Notion www.mathnotion.com
Spectrum Test Prep Grade 8 includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students’ learning achievement and success.
The Best Book to ACE the ACT Aspire Grade 4 Math Test! The goal of this book is simple. It will help your student incorporates the best method and the right strategies to prepare for the ACT Aspire Mathematics test FAST and EFFECTIVELY. ACT Aspire Grade 4 Mathematics is full of specific and detailed material that will be key to succeeding on the ACT Aspire Math. It’s filled with the critical math concepts a student will need in order to ace the test. Math concepts in this book break down the topics, so the material can be quickly grasped. Examples are worked step-by-step, so you learn exactly what to do. ACT Aspire Math Workbook helps your student to focus on all Math topics that students will need to ace the ACT Aspire Math test. This book with 2 complete ACT Aspire tests is all your student will ever need to fully prepare for the ACT Aspire Math. This workbook includes practice test questions. It contains easy-to-read essential summaries that highlight the key areas of the ACT Aspire Math test. Effortless Math test study guide reviews the most important components of the ACT Aspire Math test. Anyone planning to take the ACT Aspire Math test should take advantage of the review material and practice test questions contained in this study guide. Inside the pages of this workbook, students can learn basic math operations in a structured manner with a complete study program to help them understand essential math skills. It also has many exciting features, including:
- Dynamic design and easy-to-follow activities
- A fun, interactive and concrete learning process
- Targeted, skill-building practices
- Math topics are grouped by category, so students can focus on the topics they struggle on
- All solutions for the exercises are included, so you will always find the answers
2 Complete ACT Aspire Math Practice Tests that reflect the format and question types on ACT Aspire ACT Aspire Math is a breakthrough in Math learning — offering a winning formula and the most powerful methods for learning basic Math topics confidently. Each section offers step-by-step instruction and helpful hints, with a few topics being tackled each chapter. Two complete REAL ACT Aspire Math tests are provided at the back of the book to refine your student’s Math skills. ACT Aspire Math is the only book your student will ever need to master Basic Math topics! It can be used as a self-study course – you do not need to work with a Math tutor. (It can also be used with a Math tutor). Ideal for self-study as well as for classroom usage. Published by: Effortless Math Education www.EffortlessMath.com
Coordinate Graphing
Strategies for Success on the SAT: Mathematics Section
Summer Math Workbook Grade 3
Algebra Teacher's Activities Kit
Georgia Milestones Assessment System Subject Test Mathematics Grade 4: Student Practice Workbook + Two Full-Length GMAS Math Tests Paperback
Get the Targeted Practice You Need to Ace the Georgia GMAS Math Test! GMAS Subject Test Mathematics Grade 4 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The GMAS math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book’s two practice GMAS Math exams. All test questions answered and explained in detail.
Important Features of the 4th grade GMAS Math Book:
- A complete review of GMAS math test topics,
- Over 2,500 practice problems covering all topics tested,
- The most important concepts you need to know,
- Clear and concise, easy-to-follow sections,
- Well designed for enhanced learning and interest,
- Hands-on experience with all question types,
- 2 full-length practice tests with detailed answer explanations,
- Cost-Effective Pricing,
- Powerful math exercises to help you avoid traps and pacing yourself to beat the Georgia Milestones test.
Students will gain valuable experience and raise their confidence by taking 4th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the GMAS math grade 4. If ever there was a book to respond to the pressure to increase students’ test scores, this is it.
Published By: The Math Notion www.mathnotion.com
Tired of ten pound math textbooks? Tired of math textbooks with 700 to 1,000 pages? Tired of massive student failure in gatekeeper math courses like Algebra I? Tired of math phobic students (and their parents) exclaiming, "I hate math!"? Maybe it is time to try a different curriculum. Math For Everyone is a curriculum designed to promote massive student (and teacher) math success. Each year's content in the six math courses (7th Grade Math, Algebra I, Geometry I, Algebra II, Math Analysis and Calculus) is boiled down into its essential vocabulary and 5-7 key concepts with particular attention paid to clarity and articulation between courses. Assessment includes old favorites as well as authentic assessment with rubrics and grading advice included. No text is longer than 80 pages as the 5-7 key concepts can be amply demonstrated and practiced in this amount.
of space. *Math For Everyone* is not only great for new math teachers and struggling math students, but great for everyone. Nathaniel Max Rock is an educator since 2001 and the author of more than a dozen education books. He has taught the following courses: 7th Grade Math, Algebra I, Geometry I, Algebra II, Math Analysis, Calculus, as well as California High School Exit Exam (CAHSEE) Prep Classes, AVID Elective (9th & 10th grade), and Carnegie Computer classes. Max's authoring topics include math, education and religion.
"In each of 56 activities, students solve problems to find specific points to plot on graph paper. As they come up with the correct answers, they create pictures ranging from a dragonfly to a gas pump!" -- from cover.
Each page in *Common Core Math Workouts* for grade 6 contains two "workouts"; one for skills practice and one for applying those skills to solve a problem. These workouts make great warm-up or assessment exercises. They can be used to set the stage and teach the content covered by the standards. They can also be used to assess what students have learned after the content has been taught. Content is aligned with the Common Core State Standards for Mathematics and includes Geometry, Ratio and Proportional Relationships, The Number System, Expressions and Equations, and Statistics and Probability. The workbooks in the *Common Core Math Workouts* series are designed to help teachers and parents meet the challenges set forth by the Common Core State Standards. They are filled with skills practice and problem-solving practice exercises that correspond to each standard. With a little time each day, your students will become better problem solvers and will acquire the skills they need to meet the mathematical expectations for their grade level.
*Extra Exercises and Two Full Length ISEE Lower Level Math Tests to Ace the Exam*
*Spectrum Test Prep, Grade 5*
*STAAR Subject Test Mathematics Grade 4: Student Practice Workbook + Two Full-Length STAAR Math Tests Paperback – Implementing the Standards for Mathematical Practice, 9-12*
*MCAS Subject Test Mathematics Grade 4: Student Practice Workbook + Two Full-Length MCAS Math Tests Paperback*
The Best Book for 4th Grade Students to ACE the GMAS Math Test! The goal of this book is simple. It will help your student incorporates the best method and the right strategies to prepare for the Georgia Milestones Assessment System Mathematics test FAST and EFFECTIVELY. GMAS Mathematics Workbook is full of specific and detailed material that will be key to succeeding on the GMAS Math. It's filled with the critical math concepts a student will need in order to ace the test. Math concepts in this book break down the topics, so the material
can be quickly grasped. Examples are worked step by step, so you learn exactly what to do. GMAS Mathematics Workbook helps your student to focus on all Math topics that students will need to ace the GMAS Math test. This book with 2 complete GMAS tests is all your student will ever need to fully prepare for the GMAS Math. This workbook includes practice test questions. It contains easy to read essential summaries that highlight the key areas of the GMAS Math test. Effortless Math test study guide reviews the most important components of the GMAS Math test. Anyone planning to take the GMAS Math test should take advantage of the review material and practice test questions contained in this study guide. Inside the pages of this workbook, students can learn basic math operations in a structured manner with a complete study program to help them understand essential math skills. It also has many exciting features, including: Dynamic design and easy to follow activities A fun, interactive and concrete learning process Targeted, skill building practices Math topics are grouped by category, so students can focus on the topics they struggle on All solutions for the exercises are included, so you will always find the answers 2 Complete GMAS Math Practice Tests that reflect the format and question types on GMAS GMAS Mathematics Workbook is a breakthrough in Math learning offering a winning formula and the most powerful methods for learning basic Math topics confidently. Each section offers step by step instruction and helpful hints, with a few topics being tackled each chapter. Two complete REAL GMAS Math tests are provided at the back of the book to refine your student’s Math skills. GMAS Mathematics Workbook is the only book your student will ever need to master Basic Math topics! It can be used as a self study course you do not need to work with a Math tutor. (It can also be used with a Math tutor). Ideal for self study as well as for classroom usage. Published by: Effortless Math Education www.EffortlessMath.com
This new, practical book provides an explanation of each of the eight mathematical practices and gives middle school educators specific instructional strategies that align with the Common Core State Standards for Mathematics. Math teachers, curriculum coordinators, and district math supervisors get practical ideas on how to engage middle school students in mathematical practices, develop problem-solving skills, and promote higher-order thinking. Learn how to scaffold activities across grades and get strategies you can implement immediately in your classroom. All middle school mathematics educators should have this book in their professional libraries!
Spectrum Test Prep Grade 5 includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare
students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students’ learning achievement and success.
Get the Targeted Practice You Need to Ace the Massachusetts MCAS Math Test! MCAS Subject Test Mathematics Grade 4 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The MCAS math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book’s two practice MCAS Math exams. All test questions answered and explained in detail.
Important Features of the 4th grade MCAS Math Book:
- A complete review of MCAS math test topics,
- Over 2,500 practice problems covering all topics tested,
- The most important concepts you need to know,
- Clear and concise, easy-to-follow sections,
- Well designed for enhanced learning and interest,
- Hands-on experience with all question types,
- 2 full-length practice tests with detailed answer explanations,
- Cost-Effective Pricing,
- Powerful math exercises to help you avoid traps and pacing yourself to beat the Massachusetts MCAS test.
Students will gain valuable experience and raise their confidence by taking 4th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the MCAS math grade 4. If ever there was a book to respond to the pressure to increase students’ test scores, this is it.
Published By: The Math Notion
www.mathnotion.com
SBAC Subject Test Mathematics Grade 4: Student Practice Workbook + Two Full-Length SBAC Math Tests
Eureka Math Grade 6 Study Guide
A Guide to Spotting Misleading Science Online
6th Grade Math - Parent Edition
How to Separate Real Scientific Truths from Fake News “Scientific literacy is our best defense in an age of increasing disinformation.” —Kellie Gerardi, Aerospace Professional and Author of Not Necessarily Rocket Science #1 New Release in Safety & First Aid, Education, Essays & Commentary, Scientific Research, and Ethics We live in the internet age, where scams, frauds, fake-news, fake stories, fake science, and false narratives are everywhere. With the knowledge base gained from Dave Farina’s simple explanations, learn to spot misinformation and lies on the internet before they spot you. Is This Wi-Fi Organic? is a playful investigation of popular opinions and consumer trends that permeate our society. The organic craze has taken hold of grocery culture despite most being unable to define the term. Healers and quantum mystics of every flavor are securing their foothold alongside sciencebased medicine, in an unregulated and largely unchallenged landscape of unsubstantiated claims. Anti-science mentality is growing. Misleading popular opinions are used to sell you products and services that range from ineffectual to downright dangerous. Learn how to separate fact from fiction. In *Is This Wi-Fi Organic?* Dave Farina, author and science communicator from the YouTube channel Professor Dave Explains offers easy-to-read lessons on basic scientific principles everyone should understand, and then uses them to expose threads of confusion among the public. In this book of instruction blended with social commentary, learn: • The real science behind semi-controversial health issues like drugs and vaccines • What energy actually is, and how we use it each and every day • A core of scientific knowledge that empowers you to spot misinformation, fake-news, fake science, and increase your critical thinking skills Readers captivated by the scientific and critical thinking teachings in science books like *Brief Answers to the Big Questions* by Stephen Hawking, *The Demon-Haunted World*, or *Calling Bullshit*, will love *Is This Wi-Fi Organic?*
"Prealgebra is designed to meet scope and sequence requirements for a one-semester prealgebra course. The text introduces the fundamental concepts of algebra while addressing the needs of students with diverse backgrounds and learning styles. Each topic builds upon previously developed material to demonstrate the cohesiveness and structure of mathematics. Prealgebra follows a nontraditional approach in its presentation of content. The beginning, in particular, is presented as a sequence of small steps so that students gain confidence in their ability to succeed in the course. The order of topics was carefully planned to emphasize the logical progression throughout the course and to facilitate a thorough understanding of each concept. As new ideas are presented, they are explicitly related to previous topics."--BC Campus website.
This new, practical book provides an explanation of each of the eight mathematical practices and gives high school educators specific instructional strategies that align with the Common Core State Standards for Mathematics. Math teachers, curriculum coordinators, and district math supervisors get practical ideas on how to engage high school students in mathematical practices, develop problem-solving skills, and promote higher-order thinking. Learn how to scaffold activities across grades and get strategies you can implement immediately in your classroom. All high school mathematics educators should have this book in their professional libraries!
Prepare for the 3rd Grade Math with a Perfect Math Workbook! Summer Math Workbook Grade 3 is a learning math workbook to prevent summer learning loss. It helps you retain and strengthen their Math skills and provides a strong foundation for success. This Mathematics Book provides you with a solid foundation to get ahead starts on your upcoming Maths Exams. Summer Math Workbook Grade 3 is designed by top math instructors to help students prepare for the Math course. It provides students with an in-depth focus on the Math concepts, helping them master the essential math skills that students find the most troublesome. This is a prestigious resource for those who need extra practice to succeed on the Math Exams. Summer Math Workbook Grade 3 contains many exciting and unique features to help your student scores higher on the Math tests, including: Over 2,500 standards-aligned 3rd Grade Math Practice Questions with answers Complete coverage of all Math concepts which students will need to ace the Math tests Content 100% aligned with the latest math courses 2 full-length Math Practice Tests Grade 3 with detailed answers
This Comprehensive Summer Workbook for Grade 3 is a perfect resource for those Math takers who want to review core content areas, brush up in math, discover their strengths and weaknesses and achieve their best scores on the math test. Published By: The Math Notion www.mathnotion.com
FSA Subject Test Mathematics Grade 4: Student Practice Workbook + Two Full-Length Florida FSA Math Tests Paperback
Spectrum Test Prep, Grade 8
Is This Wi-Fi Organic?
Sir Cumference and the Viking's Map
A Comprehensive Review and Ultimate Guide to the ACT Aspire Math Test
Spectrum Test Prep Grade 5 includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students' learning achievement and success.
This book was designed to help students learn how to graph linear equations. Topics covered include plotting points, graphing lines by making tables, using slope-intercept method, using the slope formula, rewriting equations in slope-intercept form, finding the equation of a line when give two points or one point and the slope, etc. Complete tutorials help explain each concept. Teachers can use these in classes as well. Contains worksheets, quizzes, puzzles and more. Complete answer keys are provided after each activity. Also includes example problems from Common Core assessments on graphing. You CAN teach yourself to graph linear equations!
Spectrum Test Prep Grade 8 includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students' learning achievement and success.
Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and non-users of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or
the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The *Eureka Math Curriculum Study Guide, Grade 6* provides an overview of all of the Grade 6 modules, including Ratios and Unit Rates; Arithmetic Operations Including Dividing by a Fraction; Rational Numbers; Expressions and Equations; Area, Surface Area, and Volume Problems; Statistics.
**ISEE Lower Level Math Practice Book 2020**
*Extra Exercises and Two Full Length MCAS Math Tests to Ace the Exam*
*Step-By-Step Guide to Preparing for the FSA Math Test 2019*
*Strategies for Common Core Mathematics*
*Common Core Math Workouts, Grade 6*
*Get the Targeted Practice You Need to Ace the SBAC Math Test!*
*SBAC Subject Test Mathematics Grade 4* includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The SBAC math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book’s two practice SBAC Math exams. All test questions answered and explained in detail. Important Features of the 4th grade SBAC Math Book:
A complete review of SBAC math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the SBAC test. Students will gain valuable experience and raise their confidence by taking 4th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the SBAC math grade 4. If ever there was a book to respond to the pressure to increase students’ test scores, this is it. Published By: The Math Notion www.mathnotion.com
*Get the Targeted Practice You Need to Ace the Florida FSA Math Test!*
*FSA Subject Test Mathematics Grade 4* includes
easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The FSA math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book’s two practice FSA Math exams. All test questions answered and explained in detail. Important Features of the 4th grade FSA Math Book: A complete review of FSA math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the Florida FSA test.
Students will gain valuable experience and raise their confidence by taking 4th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the FSA math grade 4. If ever there was a book to respond to the pressure to increase students’ test scores, this is it. Published By: The Math Notion www.mathnotion.com
Get the Targeted Practice You Need to Ace the Pennsylvania PSSA Math Test! PSSA Subject Test Mathematics Grade 4 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The PSSA math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book’s two practice PSSA Math exams. All test questions answered and explained in detail. Important Features of the 4th grade PSSA Math Book: A complete review of PSSA math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning
and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the Pennsylvania PSSA test. Students will gain valuable experience and raise their confidence by taking 4th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the PSSA math grade 4. If ever there was a book to respond to the pressure to increase students’ test scores, this is it.
Published By: The Math Notion www.mathnotion.com
Georgia Milestones Assessment System Mathematics Workbook for Grade 4
I Can: Teach Myself To Graph Linear Equations
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In the information technology world, there's a saying: "fast, right, cheap - pick any two." Recently, Adam realized this also applies to education: "fast, correct, low-stress - pick any two." In this episode, we'll talk about the outcomes of each tradeoff, and how to encourage your students - or yourself - to make the one that will produce quality work and minimal stress.
The one that most students are most familiar with is actually the second one that Dinur named, which is "fast and low-stress." All students want this. They want to do it fast, and they want to do it with no stress. But the problem is that then the work suffers, because you get incorrect work, inadequate work, or low-quality work.
And so, for example, some students - a lot of students - will turn in something. They'll turn in anything, to get half-credit or to get partial credit. And cramming leads students to believe that this is how things just have to be, where they try to do it quickly and they try to do it - if they have to do it with high stress, at least they're doing it quickly. The focus is always on getting it out of the way, getting it done, get done, get done, get done - and the problem with that is that it produces low-quality work, and you're judged not on how much you stressed out, but on the quality of your work.
And so when it comes to the first kind, "fast and correct," all students believe they can do this. They all believe they can do this. And the reason they believe they can do this is because
cramming - that method of cramming, which we talked about in episode 4 - they cram, they cram, they cram, they spit it out on the test, they get a passing grade. So they figure that cramming is how you do things.
You can also cram with a paper by writing at the last day before it's due. You can cram with a project like leaving it till the last minute and then your whole family or your roommate has to help you hold together this volcano that you've built for your science project. You know, everybody has to hold one piece of the volcano so that the glue sets, and you're yelling at each other, "why did you wait till the last minute!"
But doing it one step at a time is almost a foreign concept to students, and part of the reason why is that they don't perceive projects as things that are a set of steps. They don't perceive the paper as things that are a set of steps. And I had a student say, "I always thought the due date was the 'do on this date.'"
**Dinur:** And what I would say is, the cramming mindset leads to haste. A cramming mindset leads to hasty learning, which means the knowledge that you gain, the information you gain, isn't going to really sink in. It's going to lead to hasty execution, which means that the proper time and the proper effort haven't been given. And that means that there's going to be a lower quality result at the end, one in which the teacher isn't going to be happy evaluating the project or the paper or the exam, and the student is unlikely to be happy with the grade that they receive, because they've done all this work in such a short amount of time. They stressed out, but they're still not getting a lot of credit for it.
**Adam:** I tell the students that I can't see how much you stressed out about this. I can't see how much time it took you. All I can see is the result, and if the result is low-quality work, I'm going to assume that either it didn't take you a lot of time, or you weren't really paying attention to the requirements of the assignment. And a lot of students have asked me, "you mean you can't see how stressed out I was?" and I've said, "well, if it's low-quality I'm going to assume that you are either stressing out or you just don't care." But it's going to be one of the other.
And the thing about what you said about speed, about this emphasis on doing it quickly - a lot of students mistakenly believe that the kids who do it fast are also the kids who are the smartest, because they got it done fast. And that's not the case. It's actually - the kids who did it fast are usually either trying to get it out of the way, or they gave up, or they didn't really study. It's just turning in something to get it out of their face. They want partial credit.
And I throw a wrench into those works in my own classes, because I don't give partial credit. If you didn't do it well enough for it to get credit, you don't get a grade for it, other than "you didn't do this yet, because you haven't done it well enough yet." And teachers, I actually do recommend making that a requirement in your class, like "if you haven't reached a certain point, you get zero credit for this. You have to do it well enough to make it worth my while to grade." And there are
some students who've said "well, then you want it to be perfect!" No, but I want you to make it competent.
So like we were saying earlier, students don't perceive a project or a paper as a set of steps, either. They perceive it as one thing. And the idea of breaking down the big project into small pieces is something most students have never been taught. And it really is a skill that we should be teaching our students early and often. I mean, I think they should start teaching "break down the big project into steps" in like 2nd or 3rd grade.
Like, you've got an art project, what are the things you need to do in order to get the art project done? So that students learn this method of looking at a project and saying, "OK, what should it look like at the end, and what should it look like maybe a week before that and then a week before that, until you get back to beginning?" And then you break down each week into small pieces.
And we will have an episode on breaking down big projects and papers into small steps very soon. We've actually rearranged our topics, so that's going to be coming up pretty soon.
**Dinur:** And I will also say that this will lead into next week's episode, which looks at the idea of progress or improvement, rather than perfection. Students are trying to achieve perfection in one fell swoop, and as teachers we know that that's just about impossible, but consistent improvement, consistent progress on a project? Well, that's going to allow for a much better grade, because that time it's been spent, that effort has been spent, and we can tell that this was something that a student put some thought into, and we can reward that with a better grade.
**Adam:** The quality of the work is what indicates how well you did it, students. And for some of you, that may be very difficult to understand, because you've always thought "I just need to get it done, I need to get it done, I need to get it done." And the problem is that it doesn't matter if you want to do it "fast and correct." You will rarely achieve correct work when you are trying to do it fast. Because even though you think it will, it often becomes fast and incorrect, because you didn't give yourself the time to do it right. You didn't give yourself the time to check it before you turn it in.
And the students who do manage to achieve "correct" when they're rushing or when they're hurrying often suffer from real stress problems, like anxiety and panic disorders. And I've had students ask me, when I say this in class, "you cannot rush and do it right and if you stress yourself out the work will suffer," I've had a student say "I don't believe you can do good work if you're not stressing about it." They don't think it's possible. So we also have an episode planned where we will talk about how it is actually possible to do something correctly, without high levels of stress, so keep an eye out for that episode as well.
**Dinur:** Now, one of the things that I've seen whenever my students have given me work that I
think they did fast or they didn't stress, is I'll get papers where a paragraph takes one to two pages to write. But there are very few verbs in those one or two pages. So I get a lot of words; I don't get a lot of information accurately conveyed. And that's something that, if students take the time to proofread, have someone else read it, read it out loud to yourself, that's at least one type of mistake that can be caught: Where do I break up these thoughts? Hey, I'm missing a verb here. What happens here?
Taking that step shows me, as a teacher, that you cared enough to at least have someone look at the way you're writing. And that's going to make a better impression on me than if I get something that looks like it was written at the last minute.
And that says nothing about the level of content, the level of analysis, in the paper. That's just something very surface level. But that's still going to go a long way when I'm evaluating a paper, because I can tell that the student took the time to check their writing. They've probably taken the time to make sure that they've written a good, coherent paper.
**Adam:** And even if it's just an essay exam - I mean, we don't expect perfection on essay questions but we do expect you to at least look over the work, and if you realize that you've got a run-on sentence, do something about it. There are students who, when they don't check for errors before they turn it in, or the students who trust their spell checker and they think that that's proofreading, this is also an issue. Because I had a student - and I'm not going to tell you the actual word, but it should be pretty obvious - they were writing a paper about "organisms in a social environment" and they typed O-R-G-I-S-M and thought that they were writing "organism" because they didn't know how to spell the word, and then they trusted their spell checker.
And it was an extremely amusing twelve-page paper, but I couldn't take it seriously, as a teacher, because every page had this word on it about four or five times. And I remember circling it in like the third page, writing "you keep using this word, and I don't think that's the word you want." I felt very much like Inigo Montoya, you know, "You keep using that word. I do not think it means what you think it means."
And I had the student come to office hours a week later when they got their paper back. They were white as a sheet, and they said "I don't understand how this happened," and I said, "Did you trust your spell checker?" and they said, "Well, shouldn't I?"
No. Because the spell checker is not your friend. It is a typo checker, but that's all it checks for, and it assumes that you know how to spell the word you want.
So there's also the issue of the students who don't realize yet that "lots of words" does not mean "good." You put eight pages of writing together. That doesn't mean you've written an eight-page paper. If it's missing verbs, if it's not showing a throughline, if there's not a progression from idea number one to idea number two to idea number three to a conclusion - you haven't written a
paper yet. You've written a bunch of words, but that's not the same thing.
And so, these are all examples of the kind of incorrect or low-quality work that we get when students are trying to do it “fast and correct,” or “fast and low-stress.” And the common factor is they're trying to do it fast.
And so our advice, of course, is that you give up fast, and that you learn how to take things one step at a time. And that may sound really strange, but it will reduce your stress, and it will make your product - what you're turning in - much better, and much more likely to get the grades that you want to get.
**Dinur:** And honestly, at first, you may feel more stressed because we're asking you to step out of your comfort zone. And we're asking you to think about how you do your work and doing it very differently. And at first, that's going to be stressful, because this is something unfamiliar to you. You know, if you're someone who's always done things at the last minute and been able to do well, and now you're being told either “your last minute work isn't going to cut it,” or if “you want you work to cut it, take the time, break your assignments down,” that's something new. But the hope is that if you practice this, that over time that's going to drop your stress levels by a lot.
One of the ideas is that we'll talk about in a future episode is the idea of progress or improvement as the goal, rather than perfection. Well, that goes for writing a paper, for doing a project, or for studying for a test. Don't just look at the final due date - when that project is due, when that paper's due, when you have to take that test - really focus. Try and build up minimum, one week if it's a test; more than one week if it's a paper or a project, and see: “what do I need to do at each step of the way? What do I need to do this week? OK, here's what I need to do this week. What can I do today?”
Do a little bit each day. And let that work build and build and build, and over time, you're going to realize - you've written a much stronger paper, you're much more ready for that exam, that project is much more on point - than if you had tried to do it all in one swoop at the end.
**Adam:** And to give some examples of the students who have made this shift, who slowed down and started focusing on stepwise performance instead of all-at-once performance: I had a student who was completely shocked. They were writing a paper. They had 6 weeks to do the paper, and so I worked with them on a plan for their paper, because they came to office hours and said, “I don't know how to do it,” and I said OK. So we went through the backwards planning method - which, again, there's a future episode very soon about this - but they were shocked, because when they actually followed the plan, they said, “I just don't feel like I'm doing enough!”
That's another thing that you might feel, if you're used to doing it really fast, 6 hours or 8 hours right before you have to turn it in, and you're chugging Monster and you're sitting at a computer lab at 2 in the morning - if you're only doing this one step at a time, it may feel like you're not
doing anything, because it doesn't feel like a big thing. "This is a big project, I should feel like there's a lot to do!"
But each step in that project is something you need to get done, and so doing it one step at a time allows you to do it with far less stress, but it may feel very unfamiliar. She came to me in week five, I think, of six, she says, "I just doesn't feel like I'm doing enough!"
And I said "Where are you on your paper?"
And she says, "well, I have a final draft, and now I'm going through and checking for such citations and for weird things at my writing, and I'm going to give it to my friend a couple days from now, and let them look at it and tell me what else is wrong, but it just doesn't feel like I've done the work."
And I said, "Are you going to have a paper that you can turn in in a week?"
And she said, "Well, yeah, but how do I know it's going to be good?"
And I said, "OK what kind of grades have you gotten? The papers that you've turned in when you've rushed through, done it at the last minute and stressed yourself out?"
And she said, "Well, usually I get, like, B-minuses, maybe I get it B sometimes, but not often. I've gotten C's, and I hate that."
I said "OK, let's use this as a test case. Keep doing what you're doing, keep following your plan, turn it in, and let's see what you get."
Well, she got an A-minus, and she was shocked. Because she had never gotten a grade above a B on any paper that she turned in, and now she just jumped two grade steps, and she said, "I'd never believed that that would make that big of a difference, but it did."
And I said, "And how are your stress levels? Are you sleeping?"
And she said, "I'm getting a lot more sleep, but at first I felt guilty about getting so much sleep, because I wasn't stressing out about the paper."
And I said, "Stressing out about the paper feels like you're doing something. Working on it one step at a time is actually doing something."
**Dinur:** And something that students need to realize is that when you're planning out your study sessions, you're planning out how you're writing, you're doing a little each day. Make sure to block out some time to have some fun, or to do something where your brain isn't actively engaged
with the material, because your brain needs a little downtime. And so something that I’ll do, personally, if I get stuck on something, or I feel like I’ve done enough to prep a class, prep a lecture, I’ll work on things like data entry for a different project, something where I’ve got to focus but it’s not especially intensive. And that lets my brain kind of digest whatever I’ve been thinking about, and I’ll passively think about it, and sometimes it will lead to a new idea, sometimes it won’t. But you have to build that time, because your brain needs some time to recharge and relax so that you can be more effective when you do work.
**Adam:** I had a client just the other day, who said to me that he has discovered that for him, when he gets “reading and then answer these questions on the reading” assignments, he actually does better if he does the reading, makes notes on it, and then takes about a two-hour break. He says, “I’d really like to take a day, but - sometimes I take a day, but I’ll take like 2 hours, and I’ll go make dinner, or I’ll go for a run, or I will go clean up my room, or do something where I’m not thinking about school at all, and when I come back it’s like I’m refreshed.”
For me, when I work on preps, or when I’m working on grading, or anything that has a lot of steps to it, my break is I will go and do the dishes, because standing there with my hands in the water and just letting my mind wander is really really helpful when I’m trying to figure out: “OK, how do I explain to the student that this particular thing on their essay is not only not good, but it’s kind of offensive? They need to really think about not using the n-word in the middle of their paper,” or something like that.
And so when you allow yourself that downtime, that’s also really important. And teachers, this is for you too, you know. When you are working on prepping - and we’ll go into how teachers can use this idea of taking it slow and doing it right - when you break down your work into small blocks of time, you’ve got to make sure that you leave yourself some downtime. This past summer I had 5 classes to prep, and 4 of them were brand new, and so I had to work out “OK, this is the kind of thing I do with all my classes, I have to have a lecture, and then I have to record the lectures because I flip my classrooms. I need to have these handouts, I need to create test banks, I need to create quiz banks, and I need to create this other assignment that I have and do,” and I was looking at that, thinking, “how long it’s going to take me?”
Well, OK, I’m going to plan that writing all the lectures is going to take me about 10 days, and then recording them is probably going to take at least that long, maybe 14 days, so I gave myself a little wiggle room and I also set my first goal as, you know, I didn’t start when the classes ended in May, I needed to take couple weeks off to let my brain recover. And so I said, all right I’m going to start the first week of June and I’m going to be done by the second week of August, which gave me basically 10 weeks to do 5 class preps.
Well, by the time June thirtieth rolled around, which is where I was checking and seeing, “is this actually working, this slowdown method?” - which I had never used before - my goal was to have or already had this many things done. Well, I found that it was almost a week ahead, even though
I had allowed myself at least one day off every week.
And some of us don't allow ourselves, as teachers, to take breaks. And then, for example, when you're grading, and you have 100 papers to grade, and you get to paper number 17, and you're really annoyed because you've seen so many mistakes, and now you start taking out your irritation, your grading gets harsher. Or, you might go the other way where you get to like number 15, number 17, and you're just like, "whatever, I'll just ignore the fact that you did run-on sentences, who cares?" and then you're not serving the students either, because you're being too easy, and that's not helpful to them any more than being too harsh is.
So you might say, "I'm going to do 10 papers and then I'm going to stop. And I'm going to do 10 papers three hours from now, and then I'm going to stop. And I'm only going to do two sets of papers a day." And that's normally enough time to get even final papers graded, if just allow yourself a break between sets of papers.
**Dinur:** And honestly, as teachers, to me this is a basic issue of fairness. We expect our students to take the time to give us quality work to evaluate them on. It's on us to take our own advice. It's on us to offer them quality learning experiences, and that's done because we've taken the time to think and to thoroughly plan out our courses. It's an issue of fairness, it's an issue of reciprocation. And one thing that we can do is that we can make sort of planning activities as part of their grade.
For me, when I do essays I have my students bring in outlines, I have them bring in progress drafts, because the idea is to have students think about and engage with their papers well ahead of the due date, so that when I'm grading papers, I'm going to see higher quality work than if I just let them do everything without a draft attached to it.
**Adam:** And when I have students create study plans or project plans or paper plans, I ask them to figure out, "how much time do you actually need to spend?" So that student who was shocked that she got an A-minus, she tripled the amount of time that she had originally planned to spend on her paper when I said, "You know, I don't think that you can probably read 6 sources in 2 hours. I think that's probably going to take you about 6 hours, one hour per source."
And she said, "Really?"
And I said, "Yeah, but you've got 2 whole weeks to do the digging into the sources and writing up your rough draft. I would make sure that you schedule that time in."
So she kind of grumbled about it, and then she went and did it, and realized how much easier it was when she was trying to rush through sources.
So what I would suggest you do is, if you have, say, a class of 20 students, you might say "all right,
today I'm going to give you 45 minutes to make a plan, and you're going to bring your plan up and show it to me and I'll give you feedback."
But if you have a class of say 40 students, or if you have 200 students, if you have TA's, you might have a TA take responsibility for giving feedback on the plan.
If you have a class of 40 students, you might tell them, "OK, you're going to take a photo of your plan and then e-mail it to me, so that I can give you credit for having made a plan and I'll give you feedback on your plans." So you can even create, like, an assignment on the learning management system - say, "OK, send this to picture that you've taken of your plan to me, so that I can give you feedback."
And if it's part of the assignment, it makes it almost inevitable that they will need to do it. And students, we're not trying to say that we're trying to force you, but we kind of are. We're trying to make it so that you can't do the assignment without doing the plan.
The ways that students can use this is, they start out with, you've got to learn to manage your time, and we know we haven't talked about that much yet, but we've got several episodes actually, and an entire sequence on time - it's coming up.
**Dinur:** And it's not just managing your time, it's managing your effort, because time spent without any effort isn't going to get you anywhere. The whole idea is that you're taking your big ball of stress, work relating to your effort, and the time spent, and we're just asking you to break it down, so that there's less stress each day.
And we want you to be realistic. If you know you tend to half-ass things then you've got to double the time you plan on taking for it. You know Adam said he had this student double or triple the time she spent looking at sources and that led to a higher grade. Well, why? Because that student may have been rushing when they were looking through sources initially, and now they're being forced to take some time and break it apart, and take time more and more consistently, and that ultimately leads to a better paper.
**Adam:** So that brings us to pretty much to the end of this episode, and in episode 8, we're going to be talking about how to focus on improvement, not perfection. So we'll see you for that episode...
**Dinur:** ...next week.
[Theme Music]
**Adam:** You've been listening to Learning Made Easier, a podcast about how we learn, how we teach and how they overlap.
Dinur: We want to say thank you to all of our supporters on Patreon, who make this podcast possible.
Adam: If you want to support us, please go to Triple www.Patreon.com/learningmadeeasier.
Dinur: We look forward to seeing you next week. | <urn:uuid:b5523c34-c24c-4e8e-aa28-85d19676b572> | CC-MAIN-2024-22 | https://undergradeasier.com/wp-content/uploads/2019/03/LME-Episode-7-Transcript-1.pdf | 2024-05-18T20:14:36+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057494.65/warc/CC-MAIN-20240518183301-20240518213301-00730.warc.gz | 519,044,522 | 5,882 | eng_Latn | eng_Latn | 0.998694 | eng_Latn | 0.998896 | [
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General Guide For Health ~ What To Do?
* Deep breathing: 5-10 deep breaths per hour.
* Water: 40% of your weight in ounces.
* Cardiovascular Exercise: 20-40 mins 3-5x/wk.
* Lift weights: 2-3x/wk & daily stretching.
* Diet:
* ↓: calories, refined sugars, saturated fats, processed foods, dairy & soda.
* ↑: organic fruits, vegetables, good fats, protein & complex carbs.
* Positive mental attitude. Minimize stress. | <urn:uuid:ef1ea61d-0701-440c-ab8a-81cfe339795a> | CC-MAIN-2022-40 | https://backtochiropractic.net/PDF/General%20Guide%20For%20Health%20What%20To%20Do.pdf | 2022-09-26T22:32:42+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030334942.88/warc/CC-MAIN-20220926211042-20220927001042-00225.warc.gz | 165,736,298 | 116 | eng_Latn | eng_Latn | 0.90136 | eng_Latn | 0.90136 | [
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SE Arden Arcade
Know two ways out.
Livestock Evacuation Zone Map
Mapped Zones are intended for planning and not all-inclusive of every potential hazard. Familiarize yourself with major routes out of your neighborhood in case of a wildfire evacuation.
Quick Evacuation
Livestock Evacuation Checklist
Prepare for Evacuation:
- Have a clear defensible space around barns, pastures and property
- Plan ahead and have several evacuation routes in mind
- Contact your local fairgrounds, stockyards, equestrian centers, friends, etc. about their policies and ability to take livestock
- If you don’t have your own truck and trailer, make arrangements before disaster strikes
- Make sure your neighbors have your contact numbers
- Have vaccination/medical records, registration papers and photographs of your animals (proof of ownership) and your Disaster Preparedness Kit.
- If you must leave your animals, leave them in a preselected, cleared area. Leave enough hay and water for 48 to 72 hours.
- Do not wait until the last minute.
During Evacuation - What to Take and Do:
1. Review your Evacuation Plan Checklist
2. Ensure your Emergency Supply Kit is in your vehicles
3. Cover-up to protect against heat and flying embers
4. Locate your livestock and take them with you
Prepare - Livestock Disaster Preparedness Kit:
- Hay and feed
- Ensure destination has adequate water
- Buckets for feed and water
- Animal harnesses (non-nylon)
- Wire cutters and a sharp knife
- Equipment (e.g., hoof pick, leg wraps, blankets, shovel)
- Medical supplies (first aid kit, vaccination/dosing documentation, medications)
- Plastic trash barrel with a lid
- Cleaning supplies
- Portable radio, flashlights, extra batteries, phone charger
Find and Share Info
Receive Alerts
- Register at www.Sacramento-Alert.org for notifications
- Visit www.sacoes.org
- Follow @SacramentoOES on Twitter
- Follow SacramentoOES on Facebook
- Change your outgoing voicemail to callers trying to see if you are ok
- Post your status on social media
- Register with Red Cross Safe and Well
The County of Sacramento is committed to improving access to information and services to individuals with disabilities.
Disability Compliance Office
Department of Personnel Services
9310 Tech Center Drive
Sacramento, CA 95826
Phone: (916) 874-7642
CA Relay Service 711
Fax: (916) 874-7132
Email: email@example.com
https://personnel.saccounty.gov/Pages/DCOCenterProgramAccessInformation.aspx
During Evacuation - Leave:
- Leave as soon as evacuation is recommended by fire officials
- Officials will determine the areas to be evacuated and escape routes to use
- Law enforcement agencies are typically responsible for enforcing evacuation orders
- You will be advised of potential evacuations as early as possible
- You may be directed to temporary evacuation points to await transfer to a safe location
Website: sacramentoready.org
Radio: KFBK 1530am, KSTE 650am, CapRadio 90.9fm
Twitter: @SacCountyCA and @SacramentoOES
Facebook: @SacramentoCounty and @SacramentoOES
UPDATED JUNE 2023 | <urn:uuid:38a36d23-2921-44a0-8be7-75bfb2abb495> | CC-MAIN-2024-22 | https://sacramentoready.saccounty.gov/Prepare/Documents/Evac.ZoneMaps/Livestock/Full%20Maps/Livestock%20Original/Livestock%20Evac%20Zone%2044.pdf | 2024-05-18T19:20:09+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057494.65/warc/CC-MAIN-20240518183301-20240518213301-00736.warc.gz | 452,784,402 | 701 | eng_Latn | eng_Latn | 0.99335 | eng_Latn | 0.99025 | [
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### French
#### Weeks 1 and 2 - Vocabulary
**Adjectives:**
- intelligent
- poli
- drôle
- charmant
- gentil
- modeste
- curieux
- branché
- généreux
- clever
- polite
- funny
- charming
- kind
- modest
- curious
- trendy
- generous
**Numbers 1-15:**
- 1 Un
- 2 Deux
- 3 Trois
- 4 Quatre
- 5 Cinq
- 6 Six
- 7 Sept
- 8 Huit
- 9 Neuf
- 10 Dix
- 11 Onze
- 12 Douze
- 13 Treize
- 14 Quatorze
- 15 Quinze
#### Weeks 3 and 4 - Vocabulary
**Adjectives:**
- red
- orange
- yellow
- green
- blue
- purple
- black
- white
- blond
- grey
- marron
- rouge
- orange
- jaune
- vert(e)
- bleu(e)
- violet(te)
- noir(e)
- blanc(he)
- blond(e)
- gris(e)
- brown
**Nouns:**
- un animal
- un chien
- un chat
- un hamster
- un poisson
- un cheval
- un cochon d’inde
- un serpent
- un lapin
- un oiseau
- une souris
- une tortue
- une araignée
- a pet
- a dog
- a cat
- a hamster
- a fish
- a horse
- a guinea pig
- a snake
- a rabbit
- a bird
- a mouse
- a tortoise
- a spider
#### Weeks 5 and 6 - Vocabulary
**Verbs:**
- aimer – to like
**Family members**
- la mère
- le père
- le frère
- la sœur
- l’ami / l’amie
- le copain / la copine
- la famille
- l’anniversaire
- mother
- father
- brother
- sister
- friend
- friend
- family
- birthday
**Hair and eyes**
- les cheveux
- les yeux
- hair
- eyes
#### Weeks 1 and 2 - Grammar
**The verbs to have and to be ‘Avoir’ and ‘être’**
‘Avoir’ (to have) and ‘être’ (to be) are very important verbs in French. You will use them all of the time so you need to learn them off by heart:
| avoir—to have | être—to be |
|---------------|------------|
| J’ai | Je suis |
| Tu as | Tu es |
| Il/Elle a | Il/Elle est|
| Nous avons | Nous sommes|
| Vous avez | Vous êtes |
| Ils/Elles ont | Ils/Elles sont |
#### Weeks 3 and 4 - Grammar
**Making adjectives agree with nouns**
Adjective endings change in French based on whether the noun they are describing is masculine or feminine, and if it is a plural noun (more than one).
In the dictionary you will always find the masculine singular form of the adjective, e.g. amusant, but if your noun is different you will need different endings:
| Masculine singular | Masculine plural | Feminine singular | Feminine plural |
|--------------------|------------------|-------------------|-----------------|
| - | -s | -e | -es |
| amusant | amusants | amusante | amusantes |
**Exceptions:**
If the adjective ends in ‘e’ in the masculine singular form, you do not add an extra ‘e’ for the feminine form e.g. rouge / jaune.
#### Weeks 5 and 6 - Grammar
**Negatives**
**Forming the negative - ne... pas:**
*Ne... pas* means ‘not’ and forms a sandwich around the main verb, e.g.:
Je **n’aime pas** le foot (I don’t like football)
Je **ne suis pas** sportif (I am not sporty)
When you are talking about something you don’t have, you do not need an article (le/la/les/des/un/une) – you just use ‘de’:
Je **n’ai pas de** chien – I don’t have a dog
Je **n’ai pas d’animal** – I don’t have a pet/any pets
### Week 7- Vocabulary
**Nouns:**
| French | English |
|--------------|-------------|
| le cinéma | cinema |
| la danse | dancing |
| le foot | football |
| les jeux vidéo| video games |
| les livres | books |
| la musique | music |
| les maths | maths |
| la pizza | pizza |
| le sport | sport |
| la télé | television |
**Adjectives:**
| French | English |
|--------------|-------------|
| C'est... | It's... |
| genial | great |
| cool | cool |
| bien | good |
| ennuyeux | boring |
| nul | rubbish |
| essential | essential |
| important | important |
**Connectives:**
| French | English |
|--------------|-------------|
| parce que | because |
| mais | but |
| aussi | also |
| cependant | however |
### Weeks 7- Grammar
**Possessive adjectives**
All nouns in French are either feminine or masculine. Check in a dictionary if you are not sure. They have different words for ‘my’, ‘your’, ‘his/her’, ‘our’ and ‘their’ depending on whether the NOUN that comes after is masculine, feminine, masculine plural* or feminine plural* (*plural = more than 1).
| | Masculine singular | Feminine singular | Masculine plural | Feminine plural |
|----------------|--------------------|-------------------|------------------|-----------------|
| My | mon | ma | mes | mes |
| Your | ton | ta | tes | tes |
| His/her | son | sa | ses | ses |
| Our | notre | notre | nos | nos |
| Your | votre | votre | vos | vos |
| Their | leur | leur | leurs | leurs | | <urn:uuid:8b559953-15bc-4095-add9-6ffb10b99995> | CC-MAIN-2019-39 | https://sowerby.trinitymat.org/wp-content/uploads/2019/06/Y7-French-Term-1.pdf | 2019-09-18T17:48:41Z | crawl-data/CC-MAIN-2019-39/segments/1568514573323.60/warc/CC-MAIN-20190918172932-20190918194932-00234.warc.gz | 665,752,801 | 1,459 | eng_Latn | eng_Latn | 0.946758 | eng_Latn | 0.945706 | [
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WATER TRAINING METHOD
The Humane Society of the United States has endorsed a method of breaking the dog of a barking habit that is both inexpensive and humane. The solution is based on animal conditioning and the method is almost 100% effective when properly carried out.
Every time a dog barks unnecessarily, it is sprayed with water from a plant mister. The spray is harmless, but it stops the barking. Usually, a day or two of training is enough, as the dog learns to expect a squirt of water if it barks for the wrong reason. Be ready for an immediate response.
Have a mister filled with water ready for use when needed. Say "Quiet" and give one or more squirts at the dog while it's barking. Spraying after it stops barking will confuse the dog. Repeat "Quiet" and give one more squirt of water each time the dog barks needlessly.
With this conditioning procedure, your dog will learn to expect a squirt of water when you say "Quiet," for once the dog has made the association you won't need to squirt the animal again, only when he forgets.
Remember to reassure the dog that you are still friends by petting him later when he is quiet.
THE RESPONSIBILITY IS YOURS
As a dog owner, you know the companionship, loyalty, love, and fun that your dog adds to your life, but you must also realize your responsibility toward your neighbors. Dog owners are sometimes insensitive to the barking of their own dog. Put yourself in your neighbor's place to see how your dog's habits affect them. Excessive barking can be extremely annoying to neighbors as well as to those who have to live with a noisy dog. The security of knowing you have a real watchdog, as well as enjoying a peaceful and quiet neighborhood, is well worth the effort.
NOISY ANIMALS ARE NOBODY'S "BEST FRIEND"
BE A RESPONSIBLE PET OWNER AND A GOOD NEIGHBOR
DO YOU OWN A WATCHDOG OR A NUISANCE?
Determine for yourself whether your dog is a good companion and watchdog or a neighborhood noise nuisance by asking yourself these questions:
Does your dog bark excessively….
…when someone rings your doorbell?
…when garbage collectors, mail carriers, paper carriers, etc. come to or go by your house?
…when children are playing outside?
…when another animal comes into view?
…when hearing a siren?
…when wanting to get into the house?
…when you leave or get home?
…when left alone and lonely?
If your answer is "yes" to any of these questions, your dog could be a neighborhood nuisance. This disturbance of the peace is one of the quickest and most common ways to become a bad neighbor. Persistent barkers are more likely to be ignored if there is a real emergency since they seem to bark all the time.
WHAT CAN YOU DO ABOUT YOUR BARKING DOG?
● Determine what causes the dog to bark.
● Dogs are less inclined to bark if a barrier blocks their view.
● Be alert to stop the barking as soon as it starts.
● Train your dog to respond to a command to be quiet.
● Reward your dog whenever it barks for a watchdog reason.
● Don't leave an animal unattended for long periods of time.
● Train your dog to stay quietly within its quarters when you are away.
BREAKING A BAD HABIT
The best cure for the barking habit is prevention early in a dog's life. If a dog already has a barking habit, then you must make efforts to correct the situation. Whatever training method you choose, be consistent and persistent with the animal. Simple scolding and punishment may be sufficient.
When left alone in a house, help the loneliness by leaving a radio on. To help either an indoor or outdoor dog with boredom, be sure to have some toys available for amusement. Don't make a big thing out of leaving or returning home; an overly excited dog is more likely to bark and yelp.
You may consider taking the animal to obedience training school if the dog is too neurotic for an inexperienced trainer.
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Chapter 3
Rules of the Game
Topic
The significance of rules.
Objectives
Knowing
- To understand the importance of rules and the need to respect them.
- To know the disadvantages of cheating.
Accepting
- To accept rules as guidelines for coexistence.
- To reject cheating and see it as an act that harms the cheat.
Doing
- To be respectful of the rules of daily life.
- To encourage others to respect rules.
Areas of Human Development to be Emphasised:
- Good relationships lead to happiness.
- Acquiring objectivity.
Class Plan
1. Knowing
Motivation
Discuss with students John's cheating and his teacher's reaction.
Presentation
Introduction
Using this story about cheating as an example of the kind of cheating common among boys, emphasise the concept that cheating is destructive. Insist that cheating not only ruins the game, but also harms the cheat. Nobody benefits and everyone gets hurt.
Why people cheat
The game was pretty even. John, the goalkeeper, sweated nervously as the ball kept coming towards his goal. The goal, marked by two bricks, seemed too wide to control. When nobody was watching, John pushed the bricks with his foot a little closer to each other, making the goal smaller.
"Why not? Hands are used in rugby, and nobody objects," replied the teacher.
"But it's not allowed in football," Jamie protested.
"What Jamie is saying is that football has certain rules," said Mr Sullivan, asking them to sit for a moment. "Why are rules necessary, do you think?"
"So the game is fair for everybody?" Jamie suggested.
"That's right," said Mr Sullivan. "I asked Joe to grab the ball with his hands to show that cheating ruins the game."
John felt all eyes on him; he felt that everyone must know that he had broken the rules on purpose.
"You need to follow the rules," continued Mr Sullivan. "If you change them, then you're changing the game. Rules are there to make the game run smoothly and be fair. They mean the game is played the same by everybody everywhere. Each sport is different and has its own rules. If rules are not respected, everyone plays a different game and it becomes a mess. For instance, in rugby, netball, and cricket the ball is passed with the hands, but not in football and hockey."
"Is cheating just changing the game, then?" asked Joe.
"No, it's worse than that. Cheating lets others down," answered Mr Sullivan. "Cheats don't share the game. To cheat is selfish, and is a sign of weakness: you could even say it is cowardly."
Cheating is done because of weakness and is not a sign of intelligence or cleverness. John made the goal size smaller because he was afraid of losing. His cheating reflects his fear of losing the game. Far from being strong or clever, a cheat is a coward.
Cheating changes the rules and therefore it also changes the nature of the game. Discuss with students how changing the rules affects the game for everybody. There are two possibilities: if I change the rules in an organised fashion and before the game begins, I am inventing a new game. If I try to change them, without notice, during the game, I am cheating. We cannot change the rules in the middle of a game to improve our chances of winning.
When cheats continue to cheat, they don't develop their abilities and consequently have to cheat more often. Cheats don't trust themselves.
Thinking about the Zanes (statues erected by cheats at Olympia in ancient Greece—see p.19) should show students that it is possible to play intensely and for a long period of time without cheating. In the old days, all rules were respected so that Zanes were not often needed. It should be the same today.
Challenge the notion that cheating is somehow smart. On the contrary, it is really stupid. Cheats hurt themselves most because they no longer trust themselves. Because cheats don't demand much of themselves, they don't improve and don't go far in life.
**Why rules should be respected**
"What Jamie is saying is that football has certain rules," said Mr Sullivan, asking them to sit for a moment. "Why are rules necessary, do you think?"
"So the game is fair for everybody?" Jamie suggested.
"That's right," said Mr Sullivan. "I asked Joe to grab the ball with his hands to show that cheating ruins the game."
John felt all eyes on him; he felt that everyone must know that he had broken the rules on purpose.
"You need to follow the rules," continued Mr Sullivan. "If you change them, then you're changing the game. Rules are there to make the game run smoothly and be fair. They mean the game is played the same by everybody everywhere. Each sport is different and has its own rules. If rules are not respected, everyone plays a different game and it becomes a mess."
Rules give **order** and clarity; they are helpful in achieving common objectives. Rules **clarify** and define the nature of the game. They also play a role in **integration**, since rules are universal so that everyone can follow them. In the search for common objectives, rules allow people to understand each other. Because of rules, persons of different abilities can learn together to excel. Without rules there would be chaos.
**Consequences of cheating**
"Is cheating just changing the game, then?" asked Joe.
"No, it's worse than that. Cheating lets others down," answered Mr Sullivan. "Cheats don't share the game. To cheat is selfish, and is a sign of weakness: you could even say it is cowardly."
Emphasise the many negative effects of cheating:
- It leads to deceit, fooling oneself as well as others.
- It weakens self-control. Cheats do not look at and control the feelings which make them insecure.
- It encourages fear and cowardice. To existing fear, cheating adds the fear of being found out.
- Personal improvement is thwarted when cheats are satisfied with the minimal achievement (at any cost) of an immediate objective. This will not strengthen their willpower, as they are not using self-control.
Rules are necessary
"But do you all think that rules only apply in sport?"
"No," said Charlie tentatively. "The other day my father complained that Paul, one of our neighbours, doesn’t respect the rules. He’s always parking his car in the turning space and annoying everyone."
"That’s a very good example, Charlie," replied Mr Sullivan. "If a car blocks the turning space, other people are inconvenienced. You will find that there are actually many rules which we obey every day and that are really necessary if we are to live with each other in harmony."
Rules help us to live better because they make us respect the rights of others.
We don’t live alone. Other people’s acts affect us all, and our acts affect others. We are all responsible for working together to live better lives. When rules are not respected, the damage is widespread because it breeds disorder. Disorder disturbs the trust and harmony needed for coexistence.
Benefits of rules
One consequence of following rules is discipline. Another is achieving excellence, since rules demand a greater effort.
4 Rugby is a good example of how rules can allow us to play with a lot of intensity and at the same time safely. Besides this, rugby also has complicated rules and the only way to score is with good team coordination, obliging players to do their best. Even ‘unwritten rules’ such as the ‘third half’ encourage friendship and sharing after each match.
Rugby is a game of physical contact that requires strength and speed. Rules define the game, and make sure that players respect each other. Self-control is the most important rule that all players must practise. Team spirit and coordination are essential for scoring points. Because the game is so physical, you have to learn to be humble: you will fall, but, more importantly, you will learn to get up again and to help your team-mates.
In rugby rivals are often friends. After the match there is always a “third half”, a celebration for the players in both teams. Rugby started at a farm called Rugby in Warwickshire, and it attracts people willing to learn self-control while fearlessly giving their best. It needs a lot of training and team tactics, and is known to be a sport that forms leaders.
In the Football World Cup there is a special prize for the team that commits the fewest fouls. It is called the Fair Play prize.
The FIFA’s ‘Fair Play Award’ is the perfect example of how, if fair play is valued and rewarded, the players and the game improve. Remind students that this award was instituted by FIFA during a time when football was very violent and not as popular as now. FIFA thought the spirit of the sport was getting lost and they decided to do something about it. They began promoting the following set of rules that can also be applied to many other things in life.
1. Play to win.
2. Play an honest game.
3. Respect the rules of the game.
4. Respect rivals, teammates, referees, managers, and spectators.
5. Accept defeat with dignity.
6. Promote the interests of football.
7. Reject corruption, drugs, racism, violence, and other dangers to the sport.
8. Help others to resist pressures that lead to corruption.
9. Denounce those who try to discredit our sport.
10. Honour those who defend the good reputation of football.
The result is that the game once again became an exciting spectator sport, enjoyed and played by millions, with lower levels of violence.
2. **Accepting**
**Written Activities**
1. **Answer**
When the exercise is done, share some answers to analyse what led up to the cheating.
2. **Fill in the blanks**
Assess how students approach their play. This activity will help them focus on the rules and why certain behaviour is disallowed.
My favourite game is (e.g.): soccer
Actions permitted in this game:
1. kicking the ball
2. heading the ball
3. running
Actions prohibited in this game:
1. holding the ball (except for the goalie)
2. hitting rival players
3. playing outside the field.
3. **Answer**
Try to evaluate whether the students can appreciate the benefits of fair play and the negative effects of cheating. Ask them to explain.
This activity is aimed at stimulating the imagination and the ability to summarise.
4. **What do we mean when we talk about 'the rules of the game'?**
In this exercise students can show, briefly, that they have grasped the concept of rules.
**Oral Activity**
As a class, explore further reasons why cheating is bad.
We know that:
- Sport benefits our personal growth, both physically and mentally.
- We enjoy winning more when we put more effort into the competition.
Using these two facts, students should develop their ideas on why it is beneficial to act properly. Encourage them to express how they weigh up the difference between acting well and badly.
3. **Answer:**
How would you feel if somebody who has cheated wins?
What would you tell that person?
4. **What do we mean when we talk about ‘the rules of a game’?**
- Tell your parents or an adult at home what you learnt about rules today.
- Ask them why they think rules are important.
Do you think that cheating and being cheated is the same thing? Why?
![Image]
We did it well
It was a little difficult
We need to do it again
Signature of a parent or responsible adult.
3. **Doing**
**Home Activity**
Ask students to talk with their parents about rules and their role in sport and in life generally.
**Glossary**
- **Self-improvement:** A person’s positive attitude to learning better skills and behaviour.
- **Cowardice:** Refusing to act correctly out of fear.
- **Weakness:** Lack of strength; can be physical or mental/emotional.
- **Selfishness:** Putting one’s own interests before those of other people.
- **Honest:** Honourable, decent, and righteous; not a cheat.
- **Order:** Good organisation. Keeping all things in their correct place.
- **Rules:** Regulations. Set of actions directed to regulate behaviour.
- **Cheating:** Underhanded violation of a rule for self-profit. Disloyal breaking of the rules in a competition in order to win. | <urn:uuid:e21bd743-43ae-4450-a9ef-7c2ef5d766c5> | CC-MAIN-2021-04 | https://rseauthentic.uk/wp-content/uploads/2019/08/We-Are-a-Team-Ch-3-Teacher.pdf | 2021-01-25T01:59:35+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703561996.72/warc/CC-MAIN-20210124235054-20210125025054-00769.warc.gz | 531,586,656 | 2,579 | eng_Latn | eng_Latn | 0.998919 | eng_Latn | 0.999564 | [
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Exploring 4-H at Home
Pillar: Sustainable Agriculture and Food Security
Project: Beef Unit 2
Activity: Digestive Activity Sheets
Activity: Let’s Compare
Draw a line from the labels in the centre of the page to the diagrams on either side. On the right is the digestive system of the beef animal and on the left is your digestive system.
The Human
You have a monogastric (single stomach) digestive system.
The Beef Animal
The beef animal has a ruminant (four compartment stomach) digestive system.
Mouth
Esophagus
Stomach
Rumen
Reticulum
Omasum
Abomasum
Small intestine
Large intestine
Anus
Activity: On the diagram below, label all of the parts of the beef digestive system.
Activity: Keep Your Newborn Calves Healthy
In the puzzle below, find as many of these words as you can about the things you need to keep your calves healthy. Each of the words is in a straight line – horizontal, vertical diagonal, backwards or forwards.
Antibodies Energy Temperature
Appetite Growth Vitamins
Clean Mineral Water
Colostrum Mother
Dry Protein
The remaining letters spell the word that completes this sentence:
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Phase 4
Sounds
| ft | nk | mp | nd | st | nt | sl | thr | sk |
|----|----|----|----|----|----|----|-----|----|
| gift | ink | lamp | hand | nest | tent | sleep | thread | skunk |
| pt | lk | lf | lp | lt | sk | sp | tw | pr |
|----|----|----|----|----|----|----|----|----|
| script | milk | shelf | help | belt | tusk | spade | twins | printer |
| br | cr | gr | dr | tr | xt | st | str | nch |
|----|----|----|----|----|----|----|----|----|
| brush | crab | grandpa | drawing | tree | text | starfish | string | bench |
| fr | bl | fl | gl | pl | cl | sm | scr |
|----|----|----|----|----|----|----|----|
| frog | blackberry | flag | glasses | plane | clown | small | screw |
Tricky Words
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QUESTIONS 31–43 REFER TO THE FOLLOWING SELECTION. READ THE PASSAGE CAREFULLY AND THEN CHOOSE THE ANSWERS TO THE QUESTIONS.
From *The Wealth of Nations*
The discovery of America, and that of a passage to the East Indies by the Cape of Good Hope, are the two greatest and most important events recorded in the history of mankind. Their consequences have already been very great: but, in the short period of between two and three centuries which has elapsed since these discoveries were made, it is impossible that the whole extent of their consequences can have been seen. What benefits or what misfortunes to mankind may hereafter result from those great events, no human wisdom can foresee. By uniting, in some measure, the most distant parts of the world, by enabling them to relieve one another’s wants, to increase one another’s enjoyments, and to encourage one another’s industry, their general tendency would seem to be beneficial.
In the meantime, one of the principal effects of those discoveries has been to raise the mercantile system to a degree of splendour and glory which it could never otherwise have attained to. It is the object of that system to enrich a great nation rather by trade and manufactures than by the improvement and cultivation of land, rather by the industry of the towns than by that of the country. But, in consequence of those discoveries, the commercial towns of Europe, instead of being the manufacturers and carriers for but a very small part of the world, (that part of Europe which is washed by the Atlantic ocean, and the countries which lie round the Baltic and Mediterranean seas), have now become the manufacturers for the numerous and thriving cultivators of America, and the carriers, and in some respects the manufacturers too, for almost all the different nations of Asia, Africa, and America. Two new worlds have been opened to their industry, each of them much greater and more extensive than the old one, and the market of one of them growing still greater and greater every day.
The countries which possess the colonies of America, and which trade directly to the East Indies, enjoy, indeed, the whole show and splendour of this great commerce. Other countries, however, notwithstanding all the invidious restraints by which it is meant to exclude them, frequently enjoy a greater share of the real benefit of it. The colonies of Spain and Portugal, for example, give more real encouragement to the industry of other countries than to that of Spain and Portugal. In the single article of linen alone the consumption of those colonies amounts, it is said, but I do not pretend to warrant the quantity, to be more than three million sterling a year. But this great consumption is almost entirely supplied by France, Flanders, Holland, and Germany. Spain and Portugal furnish but a small part of it. The capital which supplies the colonies with this great quantity of linen is annually distributed among, and furnishes a revenue to, the inhabitants of those other countries.
31. The author’s tone in the passage is best described as
(A) objective
(B) didactic
(C) pedantic
(D) persuasive
(E) reasoned
32. Which of the following best describes the author’s attitude toward expansionism?
(A) Ambivalent
(B) Sympathetic
(C) Very positive
(D) Conservative
(E) Progressive
33. In the sentence beginning “Other countries, however, notwithstanding all the invidious restraints” (line 26), the best meaning for the word “invidious” is
(A) ensnaring
(B) deceptive
(C) treacherous
(D) offensive
(E) invincible
34. This selection is an example of which of the following modes of discourse?
(A) Narrative
(B) Description
(C) Exposition
(D) Argument
(E) Persuasion
35. The first sentence in the first paragraph, “The discovery of America, and that of a passage to the East Indies by the Cape of Good Hope, are the two greatest and most important events recorded in the history of mankind,” presents the author’s view of
I. History
II. Expansionism
III. Economics
(A) I only
(B) II only
(C) III only
(D) I and II only
(E) I, II, and III
36. This passage reads most like which of the following?
(A) A letter
(B) A history lesson
(C) A current events lesson
(D) A statement of opinion
(E) An essay supporting expansionism
37. In the first paragraph, the sentence beginning “By uniting, in some measure, the most distant parts of the world” (lines 7–8) contains which of the following elements?
(A) A gerund phrase
(B) An infinitive phrase
(C) A prepositional phrase
(D) An adverb phrase
(E) All of the above
38. In the sentence beginning “In the meantime, one of the principal effects of those discoveries” (line 11), the writer employs which of the following rhetorical devices?
(A) Overstatement
(B) Hyperbole
(C) Conceit
(D) Oversimplification
(E) Imagery
39. This passage is primarily concerned with the writer’s views on the
(A) benefits of global commerce
(B) effects of colonialism on America and the East Indies
(C) effects of global commerce on colonies
(D) effects of laissez-faire economics
(E) effects of revenues on imperialist nations
40. According to this passage, what does the writer believe about European expansionism?
I. It is impossible to evaluate fully.
II. It represents exploitation of native populations.
III. It creates global commerce, which is good for all.
IV. It enriches countries other than those possessing the colonies.
(A) I and II only
(B) I, II, and III only
(C) II and III only
(D) II, III, and IV only
(E) I, III, and IV only
41. In the last paragraph, the writer employs which of the following stylistic devices to support his arguments?
(A) Generalization
(B) Causal relation
(C) Analogy
(D) Anecdote
(E) Example
42. What is the antecedent of "their" in the following independent clause from the first paragraph?
... but, in the short period of between two and three centuries which has elapsed since these discoveries were made, it is impossible that the whole extent of their consequences can have been seen.
(A) The discovery of the Americas and the passage to the East Indies
(B) The short period
(C) These discoveries
(D) Important events
(E) Whole extent
43. Which of the following is the best rephrasing of this sentence from the final paragraph?
In the single article of linen alone the consumption of those colonies amounts, it is said, but I do not pretend to warrant the quantity, to be more than three million sterling a year.
(A) In the single article of linen alone the consumption of those colonies' amounts, it is said, but I do not pretend to warrant the quantity, to be more than three million sterling a year.
(B) The consumption of those colonies' amounts of linen alone may be more than three million sterling a year, although I cannot warrant the quantity.
(C) Regarding the consumption of linen alone, those colonies' amounts of that article, it is said, to be more than three million sterling a year, but I do not pretend to warrant the quantity.
(D) Not pretending to warrant the quantity, in the single article of linen alone the consumption of those colonies amounts, I have heard said, to be more than three million sterling a year.
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Penguin cake scavenger hunt
Cut out the penguins and cakes and hide them throughout your library. Ask the families to try and find them together. Once they’ve found them all, see if they can match the penguins to the same coloured cake! | <urn:uuid:4676d339-f2c5-40fa-a911-09ebfb932056> | CC-MAIN-2023-50 | https://www.scottishbooktrust.com/uploads/store/mediaupload/8095/file/Read%20Write%20Count%20P2%20Penguin%20cake%20scavenger%20hunt.pdf | 2023-12-03T00:37:14+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100476.94/warc/CC-MAIN-20231202235258-20231203025258-00328.warc.gz | 1,122,515,044 | 52 | eng_Latn | eng_Latn | 0.998903 | eng_Latn | 0.998903 | [
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Warm Weather .. Time for a Drink
It is forecast to be warmer over the next few days so …
Remember to keep drinking fluids
Drinking helps maintain your body temperature, as well as helping with the following-
- Helps your mental performance, keeps you alert
- Prevents Falls through fainting
- Prevention of Pressure Sores
- Preventing Constipation
- Preventing Urinary Tract Infections
- Prevents Kidney & Gall stones
- Reduces the risk of Heart Disease
- Helps prevent Low Blood Pressure
- Drinking more water will improve your oral health
- If you have Diabetes, helps you manage your illness
Turn over to find some more tips about increasing your fluid intake.
Drinking plenty of fluid keeps you healthier even if it’s not too hot. Drinking will in most cases help to reduce the amount of toilet visits you need.
Tips for increasing your fluid intake –
With any medication have a full glass of water.
Have a drink between meal times.
Always have a drink with your meal, not just a cuppa after.
Ask your carer to leave you a drink, so you can keep drinking throughout the day …. If you have a hot drink in a flask during the winter, the flask can be used to keep juice or squash cold on a hot day.
Some Facts on Fluids –
Dehydration is particularly dangerous to elderly people. Symptoms arise suddenly and the consequences can be very serious.
3 in 10 people admitted to hospital are dehydrated, and it is a higher risk for older people.
Extra drinks at no extra cost, drink tap water. The UK mains drinking water supply is safe to drink and of extremely high quality. Through strict regulation, the UK has one of the highest quality tap waters in the world.
How much do you need –
Up to 1.6 litres of fluid per day. That’s over 2 and a half pints, you will get some from your food but you could do with having a bit more to drink.
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Special Olympics
Disability Language Guidelines
Words matter. Words can open doors to cultivate the understanding and respect that enable people with disabilities to lead fuller, more independent lives. Words can also create barriers or stereotypes that are not only demeaning to people with disabilities, but also rob them of their individuality. The following language guidelines have been developed by experts for use by anyone writing or speaking about people with intellectual disabilities to ensure that all people are portrayed with individuality and dignity.
Appropriate Terminology
- Refer to participants in Special Olympics as “Special Olympics athletes” rather than “Special Olympians” or “Special Olympic athletes.”
- Refer to individuals, persons or people with intellectual disabilities, rather than “intellectually disabled people” or “the intellectually disabled.”
- A person has intellectual disabilities, rather than is “suffering from,” is “afflicted with” or is “a victim of” mental retardation/intellectual disabilities.
- Distinguish between adults and children with intellectual disabilities. Use adults or children, or older or younger athletes.
- A person “uses” a wheelchair, rather than is “confined” or “restricted to” a wheelchair.
- “Down syndrome” has replaced “Down’s Syndrome” and “mongoloid.”
- Refer to participants in Special Olympics as athletes. In no case should the word athletes appear in quotation marks.
- When writing, refer to persons with a disability in the same style as persons without a disability: full name on first reference and last name on subsequent references. Do not refer to an individual with intellectual disabilities as “Bill” rather than the journalistically correct “Bill Smith” or “Smith.”
- A person has a physical disability rather than crippled.
- Use the words “Special Olympics” when referring to the worldwide Special Olympics movement.
Terminology to Avoid
- **Do not use the word "the" in front of Special Olympics unless describing a specific Special Olympics event.** Correct example: “We are proud to support Special Olympics.” Correct example: “We are proud to be a part of the Special Olympics STATE NAME State Summer Games.”
- **Do not place an “of” between “Special Olympics” and the Program affiliation.** Correct example: “We are proud to support Special Olympics STATE NAME.” Incorrect example: “We are proud to support the Special Olympics of STATE NAME.”
- **Do not use the label "kids"** when referring to Special Olympics athletes. Adult athletes are an integral part of the movement.
- Do not use the adjective “unfortunate” when talking about persons with an intellectual disability. Disabling conditions do not have to be life-defining in a negative way.
- Do not sensationalize the accomplishments of persons with disabilities. While these
- Accomplishments should be recognized and applauded, people in the disability rights movement have tried to make the public aware of the negative impact of referring to the achievements of people with physical or intellectual disabilities with excessive hyperbole.
- Use the word “special” with extreme care when talking about persons with intellectual disabilities. The term, if used excessively in references to Special Olympics athletes and activities, can become a cliché. | <urn:uuid:75371226-f942-4b44-81b3-55200e46003e> | CC-MAIN-2018-05 | http://specialolympicsva.org/share/Special_Olympics_Language_Guidelines.pdf | 2018-01-16T22:52:22Z | crawl-data/CC-MAIN-2018-05/segments/1516084886758.34/warc/CC-MAIN-20180116224019-20180117004019-00267.warc.gz | 322,432,000 | 638 | eng_Latn | eng_Latn | 0.986389 | eng_Latn | 0.986389 | [
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32 Triangle $QRS$ is graphed on the set of axes below.
On the same set of axes, graph and label $\triangle Q'R'S'$, the image of $\triangle QRS$ after a dilation with a scale factor of $\frac{3}{2}$ centered at the origin.
Use slopes to explain why $\overline{Q'R'} \parallel \overline{QR}$.
33 Using a compass and straightedge, construct a regular hexagon inscribed in circle $O$ below. Label it $ABCDEF$. [Leave all construction marks.]
If chords $\overline{FB}$ and $\overline{FC}$ are drawn, which type of triangle, according to its angles, would $\triangle FBC$ be? Explain your answer.
34 A candle maker uses a mold to make candles like the one shown below.
The height of the candle is 13 cm and the circumference of the candle at its widest measure is 31.416 cm. Use modeling to approximate how much wax, to the nearest cubic centimeter, is needed to make this candle. Justify your answer.
35 In quadrilateral $ABCD$, $\overline{AB} \cong \overline{CD}$, $\overline{AB} \parallel \overline{CD}$, and $\overline{BF}$ and $\overline{DE}$ are perpendicular to diagonal $\overline{AC}$ at points $F$ and $E$.
Prove: $\overline{AE} \cong \overline{CF}$
36 New streetlights will be installed along a section of the highway. The posts for the streetlights will be 7.5 m tall and made of aluminum. The city can choose to buy the posts shaped like cylinders or the posts shaped like rectangular prisms. The cylindrical posts have a hollow core, with aluminum 2.5 cm thick, and an outer diameter of 53.4 cm. The rectangular-prism posts have a hollow core, with aluminum 2.5 cm thick, and a square base that measures 40 cm on each side.
The density of aluminum is $2.7 \text{ g/cm}^3$, and the cost of aluminum is $0.38$ per kilogram.
If all posts must be the same shape, which post design will cost the town less?
How much money will be saved per streetlight post with the less expensive design? | <urn:uuid:8bcfe2ff-7d5a-46b1-a431-be9c608c9ab9> | CC-MAIN-2023-06 | https://andrewbusch-bvsd.weebly.com/uploads/1/5/1/2/15122632/part_3_geo_exam_review.pdf | 2023-02-09T10:15:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764501555.34/warc/CC-MAIN-20230209081052-20230209111052-00077.warc.gz | 110,639,655 | 496 | eng_Latn | eng_Latn | 0.948808 | eng_Latn | 0.997647 | [
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It’s important to get enough magnesium in your diet, but it’s also essential to do things that help your body absorb it well. Only about 30% to 40% of dietary magnesium is typically absorbed. So it’s helpful to know what you can do to keep that rate from dropping too much.
There could be several reasons for reduced magnesium absorption. The most common reason is that other nutrients and compounds eaten with magnesium-rich foods interfere and make...
absorption more difficult. One of these is phytic acid, a natural compound in many plant foods that can impair the absorption of magnesium along with other minerals, including calcium, zinc, and iron. Some nuts, seeds, legumes, and grains are high in phytic acid (levels can vary as much as 20x from one almond to another).
One way to mitigate impaired magnesium absorption is to eat foods rich in vitamin C (like citrus, red bell peppers, guava, and broccoli) when you’re eating foods high in phytic acid. It turns out that vitamin C essentially neutralizes phytic acid. One study found that 30 milligrams (the equivalent of less than half a cup of strawberries or broccoli, or \( \frac{1}{3} \) of a red pepper) was sufficient to eliminate phytic acid-related absorption issues.
In addition to consuming vitamin C-rich foods alongside food that are high in phytic acid, some other ways to boost your absorption of magnesium include:
- Reducing or avoiding calcium supplements at least two hours before or after eating
- Avoiding high-dose zinc supplements
- Getting enough vitamin D
- Eating some vegetables raw
- Eating sprouted, soaked, and fermented grains to reduce their inhibitory phytic acid content
- Not smoking | <urn:uuid:9befbc85-eb30-42cf-bdf2-06c3ee9e05c9> | CC-MAIN-2023-50 | https://www.sunnymeadowclinic.com/wp-content/uploads/2020/10/MagnesiumAbsorption.pdf | 2023-12-03T01:17:18+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100476.94/warc/CC-MAIN-20231202235258-20231203025258-00328.warc.gz | 1,156,901,347 | 354 | eng_Latn | eng_Latn | 0.998209 | eng_Latn | 0.99812 | [
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1. Mrs. Reber’s office is a rectangle. The total area is 77 square feet. The length is 7 feet. How wide is Mrs. Reber’s office?
2. A recipe called for using $6 \frac{5}{9}$ cups of flour before baking and another $5 \frac{4}{9}$ cups after baking. What is the total amount of flour needed in the recipe?
3. Wayne bought $3 \frac{1}{2}$ pounds of green grapes and $2 \frac{3}{4}$ pounds of red grapes. How much more did the green grapes weigh than the red grapes?
4. $7 \frac{5}{8} + 2 \frac{7}{8} =$
1. Mrs. Reber’s office is a rectangle. The total area is 77 square feet. The length is 7 feet. How wide is Mrs. Reber’s office?
2. A recipe called for using $6 \frac{5}{9}$ cups of flour before baking and another $5 \frac{4}{9}$ cups after baking. What is the total amount of flour needed in the recipe?
3. Wayne bought $3 \frac{1}{2}$ pounds of green grapes and $2 \frac{3}{4}$ pounds of red grapes. How much more did the green grapes weigh than the red grapes?
4. $7 \frac{5}{8} + 2 \frac{7}{8} =$
5. A recipe for a cake calls for $\frac{3}{4}$ cups of milk. If four cakes are going to be baked, how many cups of milk will be needed?
6. A five gallon bucket needs to be filled with water. If you only had a container that holds a pint, how many times would it take to fill up the bucket?
7. A total of 12 pies were made. If $4 \frac{2}{7}$ were eaten, how many pies are left?
8. If the total distance from the starting point to Nothing Junction is $59 \frac{1}{2}$ miles, how far has Misti already driven based on the road sign above? | <urn:uuid:55ed5651-a2ea-42f4-86ef-62948016409f> | CC-MAIN-2021-25 | https://www.millersclass.com/uploads/5/4/4/9/54496947/2_13_warm_ups.pdf | 2021-06-19T02:44:17+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487643380.40/warc/CC-MAIN-20210619020602-20210619050602-00055.warc.gz | 816,086,698 | 451 | eng_Latn | eng_Latn | 0.998004 | eng_Latn | 0.998757 | [
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The Eucharist is the sacrament in which we receive Jesus Christ, Body and Blood, Soul and Divinity, under the appearance of bread and wine. It is the source and summit of our Christian life. The Eucharist is the sacrifice of the Mass, where we offer to God the Father our lives and the lives of all people for the salvation of the world. The Eucharist is the sacrament of unity, where we are united with each other and with Jesus Christ. The Eucharist is the sacrament of communion, where we share in the life of the Church and with the whole community of believers.
The Eucharist is the sacrament of forgiveness, where we receive the forgiveness of sins through the power of the Holy Spirit. The Eucharist is the sacrament of thanksgiving, where we give thanks to God for his love and mercy. The Eucharist is the sacrament of hope, where we look forward to the resurrection of the dead and the life everlasting.
The Eucharist is the sacrament of the kingdom, where we participate in the reign of God on earth. The Eucharist is the sacrament of the Church, where we are members of the Body of Christ. The Eucharist is the sacrament of the world, where we are called to be witnesses of the Gospel and to bring the message of salvation to all people.
The Eucharist is the sacrament of the future, where we look forward to the final judgment and the new heaven and new earth. The Eucharist is the sacrament of the present, where we live in the fullness of the present moment and in the joy of the Lord. The Eucharist is the sacrament of the past, where we remember the sacrifice of Jesus Christ and the love of God.
The Sacrament of First Holy Communion is a beautiful and important milestone in a child's spiritual journey. It marks the beginning of their active participation in the Eucharist, which is the central sacrament of the Catholic Church. The First Holy Communion is not just about receiving the bread and wine; it is also about receiving Jesus Christ himself.
During the First Holy Communion, the priest or deacon will invite the child to come forward and receive the sacrament. The child will kneel or stand at the altar and receive the consecrated host (bread) and wine from the priest or deacon. The priest or deacon will then pray a blessing over the child and the sacrament.
The First Holy Communion is a time for reflection and prayer. The child should prepare for this sacrament by attending Mass regularly, participating in the Liturgy of the Word, and praying the Rosary. The child should also be taught about the meaning and importance of the Eucharist and the sacrament of reconciliation.
The First Holy Communion is a special day for the entire family. The child's parents and godparents will be present to support and encourage the child on this important day. The family should celebrate this sacrament with joy and gratitude, knowing that they are part of a long tradition of faith and devotion.
In conclusion, the Sacrament of First Holy Communion is a beautiful and important milestone in a child's spiritual journey. It marks the beginning of their active participation in the Eucharist, which is the central sacrament of the Catholic Church. The First Holy Communion is not just about receiving the bread and wine; it is also about receiving Jesus Christ himself. The child should prepare for this sacrament by attending Mass regularly, participating in the Liturgy of the Word, and praying the Rosary. The First Holy Communion is a special day for the entire family, and the family should celebrate this sacrament with joy and gratitude, knowing that they are part of a long tradition of faith and devotion. | <urn:uuid:b1512627-e336-4520-b77e-17c7aff906f4> | CC-MAIN-2018-43 | http://sfxcrochester.org/sfxc/index.cfm/linkservid/88D3366A-FBED-758D-F924768665DB7227/showMeta/0/ | 2018-10-22T23:12:58Z | crawl-data/CC-MAIN-2018-43/segments/1539583515555.58/warc/CC-MAIN-20181022222133-20181023003633-00276.warc.gz | 317,392,820 | 776 | eng_Latn | eng_Latn | 0.99654 | eng_Latn | 0.99671 | [
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The first step in the process is to identify the specific type of data that needs to be collected. This could include information about the customer's age, gender, income level, education, and other relevant factors. Once the data has been collected, it can be analyzed to identify patterns and trends.
One common method for analyzing data is through statistical analysis. This involves using mathematical techniques to identify relationships between different variables. For example, a company might use statistical analysis to determine which marketing strategies are most effective at increasing sales.
Another approach is to use machine learning algorithms. These algorithms can automatically identify patterns in large datasets without requiring human intervention. For instance, a retailer could use machine learning to predict which products will sell well based on past sales data.
Once the data has been analyzed, the next step is to develop insights that can be used to make informed decisions. This may involve creating reports or dashboards that summarize key findings and highlight areas where further investigation is needed.
Finally, it's important to communicate these insights effectively to stakeholders within the organization. This could involve presenting findings in meetings or writing reports that explain how the data was collected and what conclusions can be drawn from it.
In conclusion, collecting and analyzing data is an essential part of any business strategy. By following these steps, companies can gain valuable insights into their customers' behavior and preferences, which can help them make better decisions about how to market their products or services. | <urn:uuid:04425821-ff9c-46f1-9cdd-7f50f2cbb364> | CC-MAIN-2018-09 | http://imgtxt.free.fr/galerie/V4/007.pdf | 2018-02-22T18:28:19Z | crawl-data/CC-MAIN-2018-09/segments/1518891814249.56/warc/CC-MAIN-20180222180516-20180222200516-00591.warc.gz | 170,948,134 | 284 | eng_Latn | eng_Latn | 0.99838 | eng_Latn | 0.99838 | [
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In the early 1700s the Chakchiuma Indian tribe lived in the vicinity of present-day Greenwood Mississippi, in Leflore County. They were located between the Chickasaws to the north and northeast, and the Choctaws to the east and south. They lived principally around the confluence of the Yalobusha and Tallahatchie Rivers which forms the beginning of the Yazoo River. The Chakchiumas were a very aggressive, warlike people. Because of this activity against their neighbors, the Chickasaws and Choctaws formed a joint war party and in one day and night completely eliminated the Chakchiumas as a tribe. The only survivors were some women who came to live with the Choctaws and were assimilated into their tribe.
One of the survivors of the raid was a Chakchiuma maiden named Shumaka. She became the wife of a man named Roscoe Cole and lived until about 1830 and died just south of the present-day Grenada.
Roscoe Cole’s origins are in dispute, but a man of that name was captured at Ft. Vause in Virginia in June of 1756 during the French and Indian War. He was captured by the French and Shawnees. It has been suggested that he escaped Shawnee captivity and found refuge among the Chakchiumas. At any rate, a man named Roscoe Cole became the husband of Shumaka and the marriage produced five known children. The son was named Robert Cole and he served as Chief of the Oklafalaya District of the Choctaw Nation in Mississippi from 1824 to 1826. The four daughters were Mikahoke, Mishahoya, Hannah, and Nahotima. Nahotima married a French trader named Jean Cravatt. Their marriage produced at least two daughters, Rebecca and Nancy. Both of these daughters became the wife a man named Louis Lefleur around 1790.
Louis Lefleur was erroneously called a French Canadian even by some of his descendants. He was, in fact, born on June 28, 1762, in Mobile, French Territory, West Florida. He was the son of Jean Baptiste Lefleau and Marie Jeanne Girard. Jean Baptiste Lefleau was brought to Mobile from France around 1725 by his father and mother. Jean Baptiste Lefleau’s father, Jacques Lefleau, was a fusilier in the French Army and they came to Mobile for the purpose of colonizing the surrounding area.
Louis Lefleur’s mother, Marie Jeanne Girard, was the daughter of Jean Girard. Jean Girard was the commander of the French warehouse which contained the supplies used by the French army and the citizens of Mobile. As commander he also was responsible for and directed all transportation of supplies on the Tombigbee, Mobile and Alabama Rivers. He also controlled the routes to Pensacola, Pass Christian, Pascagoula, and New Orleans.
Louis Lefleur’s father, Jean Baptiste Lefleau, worked for Jean Girard and learned to operate ships, both keelboats and flatboats, and in turn taught his son, Louis, these skills. Upon the death of his father, Louis Lefleur began, as a teen, operating his own boats for trade and became very prosperous for the times. He operated keelboats across the West Florida, Alabama, Mississippi and east Louisiana coasts and up the rivers which flowed into the Gulf of Mexico, including the Pearl. He followed what was known as the “river route” from Pensacola to Natchez – across the Gulf Coast from Pensacola to Lake Ponchartrain, through Lake Ponchartrain to Lake Maurepas, then up the Amite River to Bayou Manchac and then following Manchac to the Mississippi River. Then up the Mississippi to Natchez. In the latter part of the 18th century he established a trading post on what became known as Lefleur’s Bluffs. This later became the site of the Old State Capitol Building in Jackson, Mississippi.
Louis Lefleur was not only a trader among the Choctaws but also served as a Major in the United States Army. This was during the War of 1812. He took part in campaigns against the Creek Indians in Alabama and was a participant in the Battle of New Orleans under General Pushmataha and General Andrew Jackson. While at Lefleur’s Bluffs a son was born to Louis and Rebecca on June 3, 1800, who was named Greenwood Lefleur. He was named after a business acquaintance of Louis, a sea captain named Greenwood.
By the time of Louis’ participation in the War of 1812, he had moved his family to a location on the Natchez Trace – that wilderness road between Natchez and Nashville. He established his trading post, known as a “stand” about 1812. The location of his trading post and inn is now known as French Camp (originally called Frenchman’s Camp) in Choctaw County, Mississippi.
The Natchez Trace was a major route for flatboatmen returning to the North from New Orleans and for the movement of both mail and military traffic, such as the Army of General Jackson after the Battle of New Orleans.
Greenwood Lefleur as a young boy of 12 in 1812 spoke little English but was articulate in Choctaw. A man from Nashville named Major John Donly had a contract carrying the mail and operating a stagecoach between Nashville and Natchez. He lived in Nashville. After becoming a good friend of the Lefleur family, he invited young Greenwood to come and live with him in Nashville and obtain an education. Greenwood’s family agreed that this was a wonderful opportunity for him and he accompanied Major Donly back to Nashville.
At the age of seventeen Greenwood eloped with the daughter of Major Donly, was reconciled with her family and then Greenwood and his bride, Rosa Donly, moved to French Camp, where three children were born to them before Rosa died in 1829. During these years Greenwood began to accumulate land, livestock and slaves. He also was elected Chief of the Northwest Division of the Choctaw Nation in 1822.
As Choctaw chief, Greenwood Leflore (as he had come to spell “Lefleur”) introduced reforms, abolishing many vicious tribal customs. He was always ready to rally to the defense of the Choctaws and to intercede for their rights. One example of his intercession occurred when Leflore traveled by carriage to Washington to ask President Andrew Jackson for the removal of a particular agency commissioner who was mistreating the Choctaws. Family legend has Leflore demanding the firing of the agent and President Jackson telling Leflore “I, Andrew Jackson, President of the United States, know this man to be an honorable man”. Leflore’s reply was “I, Greenwood Leflore, Chief of the Choctaw Indians, know him to be a damned scoundrel”. The agent was removed.
The pressures on the Choctaws from the encroachment on their traditional land by the coming of the white settlers were building steadily. Previous treaties such as the Treaty of Doak’s Stand had begun the cession of Choctaw land to the United States. After much work over a three year period, the Treaty of Dancing Rabbit Creek was signed in 1830 with Leflore signing for the Choctaws.
Leflore was criticized for this treaty since it required the removal of most of the Choctaws to Oklahoma. However, the true "villain" was the United States government, which did not live up to the treaty provisions. Had they done so, the Choctaws would have been adequately supplied and transported on their trip to Oklahoma. Instead, the Choctaws had their own "Trail of Tears" with many dying on the way to "Indian Territory".
Two years after his wife Rosa's death in 1829, Greenwood Leflore married Elizabeth Cody, a cousin of "Buffalo Bill" Cody. She lived for only one year after the marriage and they had no children. Greenwood Leflore then in 1834 married the younger sister of his first wife, Rosa. Her name was Priscilla.
Greenwood and his wife Priscilla established their home between the towns of Teoc and Carrollton in Carroll County, Mississippi. This first home was a log cabin and they later moved into a larger frame house. With his businesses and farms prospering, Greenwood decided to build a large mansion, which he named Malmaison. The construction of the home was begun in 1854. It was constructed by an architect from South Carolina named James Clark Harris. Harris later constructed many fine homes in Carrollton, some of which are still standing and occupied today, almost 150 years later. Family legend indicates that Harris fell in love with Greenwood and Priscilla's daughter, Rebecca, and asked for her hand in marriage in lieu of a fee for building Malmaison. The writer, a family member, but also perhaps a bit cynical, has some doubts that some money did not change hands. After all the construction took over a year, perhaps two to finish. We know for sure that it was completed by December, 1855.
Greenwood Leflore was well able financially to construct this magnificent home. At the height of his prosperity he had 15,000 acres of land, 400 slaves, saw mills, brickyards, steamboats, warehouses and other enterprises. At one time, because of a grievance he had with the founder of Williams Landing, he established his own landing near the junction of the Yalobusha and Tallahatchie Rivers. The landing was known as Point Leflore and Leflore built a road from his plantation to the landing at great cost. Because of frequent overflows from the rivers and changing economic conditions during the War Between the States, the Leflore landing declined and the previous landing (Williams Landing) flourished. The town of Greenwood (formerly Williams Landing) was incorporated February 16, 1844, to honor the great
chief and in 1871 Leflore County came into existence and honored him also. Greenwood is the county seat of Leflore County.
During his lifetime Greenwood Leflore was not only the Choctaw Chief and an active and successful farmer and businessman, but also served in the Mississippi State Legislature. He was loyal to the United States during the War Between the States since he had pledged never to take arms against the United States and was true to his word.
Greenwood Leflore died in 1865 and he was buried in the family cemetery at Malmaison. His beautiful monument carried this inscription –
Greenwood Leflore
Born: June 3, 1800
Died: August 21, 1865
The Last Chief of the Choctaws East of the Mississippi River
Harris Leflore Coleman
September 29, 1994
The house at 1000 West 2nd Street was built in 1875 by John H. and Mary E. (Hill) Smith. It is a two-story, brick structure with a hipped roof and a central tower. The front facade features a portico with four Doric columns supporting a pediment. The house has been well maintained and is still standing today.
The original house was built in 1850 by John H. and Mary Ann (Hill) Smith. It was a two-story, frame structure with a gable roof and a wraparound porch. The house was located on a hillside overlooking the town of Smithville, which was named after the Smith family. The house was later sold to the Smith family and remained in their possession until 1920 when it was sold to the city of Smithville for use as a city hall. The house was demolished in 1930 to make way for a new city hall. | <urn:uuid:cde0650e-81b8-4adf-9533-82325a406fa8> | CC-MAIN-2023-50 | http://www.vaiden.net/greenwood_leflore_history.pdf | 2023-12-03T00:37:28+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100476.94/warc/CC-MAIN-20231202235258-20231203025258-00328.warc.gz | 90,587,504 | 2,480 | eng_Latn | eng_Latn | 0.998658 | eng_Latn | 0.998685 | [
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A Bibliography of Materials for Maine High School History Teachers
Roger B. Ray
Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal
Part of the United States History Commons, and the Women's History Commons
Recommended Citation
Ray, Roger B.. "A Bibliography of Materials for Maine High School History Teachers." Maine History 39, 4 (2001): 270-272. https://digitalcommons.library.umaine.edu/mainehistoryjournal/vol39/iss4/5
This From the Collections is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact firstname.lastname@example.org.
A loose-leaf notebook is now available for high school history teachers in the Library of the Maine Historical Society. The notebook contains material on Maine’s participation in the Civil War, selected to meet the challenge of bringing the war to life and exciting the student’s historical imagination. It addresses the question of what life was like at home and on the front for the common soldier. Students who may be less than interested in knowing which general won which battle can be drawn into the history of the war if they are given some understanding of what life was like for people just like them.
At the time of the Civil War, Maine had a population of under 600,000 people. But before the war ended, over 70,000 of these Mainers had taken part in military service. While some Maine newspapers provide rich descriptions of this military experience, others—the *Eastern Argus* for example—are disappointing. Sometimes, editorials provide a sense of how Mainers reacted to, or thought about events leading up to the war. During these years, Maine people experienced some soul searching on whether they should return escaped slaves to their owners; indeed, President Lincoln tried to avert war by endorsing compromise federal legislation on returning escaped slaves. Most Maine newspapers took part in the public debate over escaped slaves, but curiously the *Argus* refrained from comment. (Some background information on the fugitive slave debate may be found in Jerry R. Desmond, “The Attempt to repeal Maine’s Personal Liberty Laws,” *Maine History* 20 [Spring 1998]). Even during the war, the *Argus* remained editorially silent, printing only the daily news release of the War Department. Newspapers are uneven in their coverage of day-to-day events of the war.
Where, then, do we turn for interesting original sources relating everyday perspectives on this grand-scale event? The notebook contains
information on letters from twenty soldiers from different areas and towns in Maine. Biographical background information is included along with the letters. Some letters have been published in collections, and in such cases the location of the published and unpublished letters is noted. Early in the war, soldiers’ letters expressed worries about whether the family could get in the hay and sell the surplus for the proper price. Some letters express a soldier’s concern about how he would comport himself in battle or how he would face death if it came.
During the Civil War, states and towns were allowed to send non-resident men to be credited to their draft quotas. This practice gave rise to a group of self-appointed “body brokers.” An explanation of how this arrangement worked, and a copy of one such contract between the town of Hollis and a broker are filed under Hollis in the notebook. (See also p. 497 in Louis C. Hatch’s *Maine: A History* [New York: American Historical Society, 1919]). The broker, John N. Stimpson, agreed to furnish fourteen men for $325 each. Hollis had previously held a town meeting and had endorsed this arrangement. The selectmen received a certificate from Maine’s Adjutant General for the fourteen men, which they returned to the Adjutant General as a draft credit.
Letters from the front often omit reference to the carnage of battle, the unpreparedness of the Army to cope with the huge number of wounded, or the spread of diseases. War Department news releases omitted these matters also. When Dorothea Dix of Hampden, nearly sixty years old, saw that the army was unable to care for the dead and the wounded, some still on the battleground for lack of someone to pick them up, and when she saw soldiers lying unwashed in makeshift hospitals, she offered her services as a nurse. She was rejected: An officer told her that war was no place for a woman. Dix went about the country relating what she saw and asking women to volunteer as nurses. After the battle of Manassas, the authorities realized they could not cope with this aspect of warfare. The Surgeon General gave Dix the authority to solicit, organize, and deploy volunteer nurses. A report of the Camp and Hospital Association, available in the Library of the Maine Historical Society, shows how well and quickly these volunteers were organized and how efficiently they fulfilled their mission. Women attached themselves to a regiment, usually one in which a husband or son was serving. Later in the war, nurses were paid 40 cents a day. In the notebook, there is a page for each of the volunteer nurses from Maine, together with biographical information. Although these nurses came from all over the state, Portland seems to have furnished more than most towns.
The experience as nurses helped change the way women thought about themselves in this Victorian era. Women recognized that they could organize, could operate their organizations, and could perform useful service to society outside the home. An example of nurses meeting a need can be seen in “Three Weeks at Gettysburg,” by Georgeanna Woolsey of New York. In one battle the carnage was so great that all available buildings, churches, and warehouses, were filled. In order to provide additional shelter, Woolsey asked the townspeople to open their homes and volunteer their services. Woolsey also relates that on the night before the great battle of Gettysburg, the 17th Maine, which had been fighting an Alabama regiment, was ordered to cross a field to guard against a possible Confederate flanking maneuver. The soldiers found the nurses in the field ahead of them. An astonished Confederate officer lying in the field raised himself enough to say: “But Madam, we are the enemy!” It is evident in Woolsey’s account that nurses cared for all the soldiers—Rebels and Yankees alike.
The materials in this notebook were prepared for use by high-school history teachers. They were selected to give students a sense of everyday events during the war, and to provide a mutual learning experience that will bring the past alive for both students and teachers.
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The Interpretation of Graphs Representing Situations
ALAN BELL, CLAUDE JANVIER
This work arose out of a concern for those aspects of mathematical competence which are of general value and usefulness to the majority of people. We were aware of the widespread use of graphical representations of situations in the sciences, and indeed, in everyday economic affairs; some of these uses in other school subjects appear in Ling [1977]. We felt that the treatment of this topic in the mathematics curriculum was generally underdeveloped, and related too much to specialised mathematical techniques, such as the solution of equations by reading off points of intersection of two graphs. This is particularly true of the secondary school curriculum. British primary schools often do exploit some of the practical uses of graphs. Indeed, one of the first guides produced by the Nuffield Mathematics Project in Britain was entitled Pictorial Representation. It described work in which data from various everyday situations — such as the takings at a cinema box office over the course of a week — were represented by block or line graphs, and the story told by the graph was then discussed and written. The graph was used to expose features of the situation not immediately obvious from the numerical data. By contrast, the graphical work in currently popular secondary school courses consists mainly of relatively brief treatments of travel graphs, mainly composed of line segments, and, in some courses, more extensive work on the rather specialised use of graphs for optimisation in linear programming situations.
It might perhaps be considered that the ability to use graphs as a language for these purposes is sufficiently well developed in primary schools, and that further specific teaching is not required in the secondary school; that is, until, say, the introduction of the technical apparatus of calculus for determining maxima and minima and for sketching curves from equations. The work to be reported in this paper will show that, in fact, most secondary pupils are weak in the ability to interpret global graphical features so as to extract information about many everyday and scientific situations. In undertaking this work, we had the aim of developing some teaching material to fill this gap. The material was used initially in exploratory interviews, to clarify the nature of the difficulties experienced by pupils in this field, as well as to see how readily they were able to learn the necessary skills and concepts. A full account of this work appears in the second author's Ph.D. thesis [Janvier, 1978a]. Discussion of one aspect of the work — the effect of personal experience of the situation underlying the graph — has appeared elsewhere [Janvier, 1981]. A description and discussion of the teaching experiment (see below) has appeared in conference proceedings [Janvier, 1978b]. The present article attempts to give an outline of the work as a whole and its main outcomes.
Graphs in the curriculum
We shall begin by reviewing in a little more detail the incidence of graphical work in current British school courses, and the outcomes of previous general surveys of graphical understanding. In the primary school, in spite of the considerable encouragement to emphasise graphical work, which has resulted in increased activity, it appears that block and bar graphs predominate over line graphs in general use, and discussion is usually based on point readings, with a little comparison, but rarely treats global features, such as the general shape of the graph, intervals of rise or fall, or of maximum increase. These "global features" became the focus of interest in our work [Bettis and Brown 1976; Read 1970; Ward 1979.] An example from the APU Primary Survey of 11 year olds [Foxman et al., 1980] shows a typical piece of work. (See table on next page.) 90-95% of pupils here could identify the greatest and least heights of the bars, and 45% could compare increases for the same girls between the graphs. Another question from the same section of the survey shows the well known difficulty of interpolating between the numbered grid-lines on a conversion graph connecting old and new prices.
In the extensively used SMP secondary school course (Books A to Z), the use of Cartesian graphs to represent functions is somewhat delayed, on account of the wish to begin the study of functions with relations and arrow diagrams. The graphs of relations such as $y = x + 2$, and of the 'slide-rule' graph $y = 2^x$ come in the second year, well before graphs of practical situations, such as the weight and cost of minced meat, the petrol left in a tank and distance travelled, or the travel graphs of pupils' journeys to school.
The earliest work is on plotting points and on identifying regions such as $x > 2, y \leq 3$. In the third year, regions such as $x + 2y \geq 6$ are considered in connection with linear programming problems and their solution sets. When formulae such as $A = 3r^2, y = x^2 - 2x$ are graphed, also in the third year, it is in order to solve equations, not to study the form of the function. Later, in the fourth or fifth years, more realistic graphs appear, but this is for the purpose of calculating gradients and areas under the graph. In the statistics chapters, more real-life data is used, but still the graphs are used to display information, not for the elaboration of the properties of the underlying situation. Thus the definition of function as a set of ordered pairs, the technicalities of using graphs to solve equations, and the rather difficult and highly specialised use of graphs for linear programming occupy the bulk of the time, and there is little or no attention to global graph-reading and interpretation.
The South Nottinghamshire Project material for ages 11-13 [Bell, Wigley and Rooke, 1978] is one of the few courses presenting a substantially different approach, and
one more in accord with the need we are arguing. The teachers' notes introduce this topic thus:
A conventional approach is to construct a table of values and then to plot a graph. Much less easy is to anticipate the type of variation to be expected. The main objectives of this topic therefore are to identify and describe the way the numbers will vary in different situations and to relate this to a sketch graph.
Let us emphasise the fact that, here, functions are more than a subset of ordered pairs but "a definite connection between two things which change, also called variables".
After an introduction to prerequisite notions in MF1,
MF2, MF3 and MF4 (to be described later), MF5, 6 and 7 bring in worksheets built on the following scheme:
MF6
1 A family went to the fair with £3 to spend. Designing rides cost 10p, and rides on the big wheel cost 20p. The family decides to spend all their money on these types of ride. Let $x$ be the number of small rides and $y$ the number of big wheel rides, and $w$ is the number of rides on the big wheel which they can take.
Think about how $w$ varies with $x$.
Describe the variation and sketch a graph.
Check by constructing a table of values and plotting an accurate graph.
MF4A
Here is a list of phrases describing types of variation. You may find it helpful to select the appropriate ones from the list when making your comments on MF 4, MF 5 and MF 6.
1 As $x$ increases,
(a) $y$ increases
(b) $y$ decreases
2 As $x$ goes up by equal amounts,
(a) $y$ goes up by equal amounts
(b) $y$ goes down by equal amounts
(c) $y$ goes up by increasing amounts
3 When $x$ is large,
(a) $y$ is large
(b) $y$ is small
(c) $y$ becomes zero
7 $y$ is increasing with $x$
(a) constant rate of change
(b) increasing rate of change
(c) decreasing rate of change
Pupils' conceptions and difficulties
By far the most extensive study of pupils' concepts of graphs, prior to the present work, is that of Kerslake [1977] for the project Concepts in Secondary Mathematics and Science based at Chelsea College, London [Hart, 1980]. This tested a representative sample of some 1400 pupils, of the 2nd, 3rd and 4th years in British secondary schools. It showed that
(1) reading and plotting points was successfully done by 90-95% of pupils
(2) interpolation and the use of decimals reduce facility to 70% and 30-35%, while the infinity of possible points on a line was appreciated by only 10-20%
(3) with regard to gradients, the link gradient $\rightarrow$ congruent triangles (for the steps) is grasped by 30-35% and the relationship equal gradient $\rightarrow$ parallel by only 5-10%
(4) the relation between straight lines and their equations was understood by 5-30% (depending on age)
(5) graphs representing situations are readily misinterpreted whenever pictorial aspects conflict with correct meanings
In the present study, the first task used for the exploration of pupils' graph reading capacities was based on a pair of graphs of height and weight increases of boys and girls from the ages of 0 to 20. The finally developed written version of this task is shown. (See next page.)
which we found to be of interest and the understanding of which was studied in further situations. In addition to these, some other aspects of understanding also emerged as important in these further situations. It may be helpful to list all these aspects now, before presenting the situations which embody them. They are, (repeating the first for completeness),
1. the recognition of global features by a progression from point reading to interval and to gradient reading;
2. measuring intervals or gradients and comparing intervals or gradients;
3. interpolation, both within the set of integer points, and also when it is necessary to extend the number system to include fractional points;
4. various distractors, in particular pictorial distractors, when the shape of the graph is confused with that of the hill being climbed or the race track being traversed; and situational distractors, when experience of the situation interferes with attention to the meanings of the abstract features of the graph;
5. the process of interaction between graph and situation, in which in the course of extracting meaning, the situation itself gradually becomes less dominant as the graphical features themselves become the embodiments of the meanings acquired.
To illustrate these aspects, other tasks must be described.
Microbes presented the graphs of the numbers of two populations of microbes in a laboratory culture, in relation to their times of feeding.
The questions begin by requiring simply point-reading, then three types of interval-reading (specifically, an open ended x-interval corresponding to a given open-ended y-interval, an x-interval defined by a comparative condition (G > B), a y-increase corresponding to a given (two-ended) x-interval), and finally a point of greatest rate of increase.
In the form of this task used in the exploratory interviews, after initial familiarisation by point-reading, the main question was put, "During which one year period do we have the largest increase in the boys' weight?" If this was not understood, the pupil was asked leading questions about what were the increases between age 5 and 6, and between age 6 and 7. Two main observations were made. First, the greatest increase question was often first answered by (15,20) or (17,20), modified after a reminder about a one year period being required to (19,20), or (17,18). The greatest increase, it seemed, had to be connected with the greatest value. This "increase vs value" distraction reappeared constantly in this and other tasks. The second observation was that increases, when needed, were generally obtained by referring back to the axes, reading off the values and subtracting them. More sophisticated methods, such as reading the difference directly from the scale on the axis, without subtraction, or reading it even more directly from the grid in the body of the graph, were rarely used.
This example illustrates most of the "global features" (This question was given to first year pupils as part of the teaching experiment post-test.) Two of the questions asked about this situation were particularly discriminating. The first was, "When is population B greater than population A?" This was answered wrongly at first by 11 out of 17 of the pupils, though three of these quickly corrected themselves when their answer was queried. The main difficulty was in giving an interval rather than a point response; the
point given was generally the maximum of B, i.e. about 8 or 9 pm. There were also comparisons between the value of B being greater than that of A, and the difference $B - A$ being greater at some points than at others; the presence of minima for A and B was also a distraction. The following extract shows some of these difficulties.
```
INT: 'And when is population B larger than population A?'
KER: 'Well at 8 o'clock at night.'
INT: 'But is it still larger let's say at noon population B?'
KER: 'Yes'
INT: 'Over which period of time is population B larger than population A?'
KER: 'Er well in the afternoon Oh not afternoon 8 o'clock at night. Er . . .'
```
This pupil, even with further prompting, never succeeded in giving an interval. The second most discriminating question was, "Which population is growing the faster between (a) midnight and 6 am, (b) 1 pm and midnight?" Responses here showed fully the confusion among rate of increase (gradient), amount of increase (interval) and greatest value. The following extract illustrates this.
```
MII: A grows faster... no it's B (quickly) not A
INT: How do you explain that?
MII: Well it looks... that's trying to put you off it's not growing faster but it's growing more... that is steeper... you know... it's fairly straight.
INT: It means... when it's steeper it grows more rapidly.
MII: Yes But, when it's higher it's got more growth. It grows more... that's (A) growing rapidly but that's growing a lot (B)"
```
Here the attempt at verbalisation develops confusions in what was apparently a correct initial insight. "Growing faster" and "growing more" are in conflict. This question was answered correctly by 2 out of 10 pupils, and, after a prompt, by a further 3. As well as being asked these specific questions, pupils were asked, "How do these populations vary over this period? How do they react to this food diet?" This led to some cases of misinterpretation of the graph as an "eating curve", the rises representing the consumption of food. This task provides two questions which, along with others to be described, determine the rough hierarchy of difficulty of the various global features; it also gives the above example of situational distraction.
Interpolation was not required very extensively in the tasks used. The main occurrence was in Flower (see below), where the height half way through a week is requested. This requires estimating the y-value of an unmarked point, between grid lines. This item was used in pre- and post-tests for the teaching experiment and showed a marked increase in both taught classes, from 8 to 13 (out of 22) in the "graphs" group and 11 to 16 out of 22 in the "tables" group. This receives comment below. Here we note that most of the errors gave the end-values 7 or 10 instead of the mid-way value; and that this item is of the same order of difficulty as the "when is B > A" item discussed above.
Jane planted some flowers in her garden, and measured one particular one every week. This is a graph of its growth:
```
Height (cm)
```
Did it grow all the time at the same rate?
During which week did it grow fastest? The week ending
Estimate the height of the flower half way through the week ending on 5 June
What do you think happened in the week ending July 3?
Situational distraction has been referred to; this and pictorial distraction are both illustrated by the Racing Car task. In this, the graph represented the speed of a racing car going round a track; the questions were to decide the number of bends, and the shape of the track. Several forms of this task were used, some involving drawing speed graphs for given simple shapes of track, as well as tracks for given graphs. The form we discuss here is shown below; the correct track had to be selected from those given.
```
Speed of a racing car along a 3-km track (during the second lap)
```
Track G was a favourite first choice (pictorial distraction). When the 3-bend shapes had been selected, the choice involved recognition of the relevance both of the depths of the dips in the speed graph and also of their placing in relation to the start. (A fuller discussion of this situation is contained in the article [Janvier, 1981] mentioned above.)
The task *Vending Machine* shows a number of features — the development of grid-reading, and difficulties associated with discontinuities (the graph disappears); but it is described here mainly for the way it illustrates the progressive unravelling of the story the graph has to tell. The graph represents the amount of mineral drunk in a factory vending machine at times during the course of a week.
Successful responses were classified according to two criteria. Some pupils were very *systematic* in their reading, going from 8 till 5 and describing all the drops, while others only picked up the dinner drop and had to be asked additional questions. However systematic they were, they could read each drop *more or less absolutely*, namely: each drop could be “measured as a number” (12 litres drunk...) or compared to the others (they drink more, less...).
Let us give a few examples
(1) systematic, absolute
**BAR:** “From 8 till 9.30 there are 40 litres in the machine. At half-past nine, the workers start to drink. They drink...er...35 5...4.5 litres. Afterwards they don’t drink till...er 12. And then at 1.30, there is 16.5 litres in the machine. So, they drank (a calculation) 19 litres.”
(2) non-systematic, relative
**CRA:** “It drops quite a lot from 12 till 1.30. But in the morning it does not drop so much...”
(3) semi-systematic, absolute
**JAM:** There is 40 litres in the morning and there is 14 at the end.” (The rest goes on with absolute values.)
Other responses simply read off values of the amount of liquid on each hour ignoring the amounts between. Another difficulty lay in the fact that drinking, thought of as a positive action, had to be associated with a fall in the graph. Several responses were of the type, “the quantity went up from 14 to 40”. The discontinuity on Friday created several problems. By several pupils it was initially seen as a *gap* where the curve suddenly disappeared and this was accounted for by such statements as “It ran out”, “It’s empty” or “It broke down”. Even when the gap was seen to be a jump rather than simply a disappearance, it still proved hard to associate this with a refill of the machine. The comparisons required by the questions whether more liquid was drunk on one day than another and in the afternoon than in the morning, are most directly solved by moving the segment of the graph by eye and comparing it, and a number of pupils learned this skill in the course of answering the nine questions through which they were taken, but in many cases their earlier responses showed the phenomenon of attraction to high values which has been mentioned above. Here it took the form of assuming that the graph
which began higher was the one associated with the greater consumption (i.e. Friday afternoon as against Thursday).
We see here again clearly how graphical interpretation is a progressive integration of the various pieces of graphical information with the situational background. The associations drop = drink, plateau = not drinking, zero plateau = empty, jump = refill all have to be formed into a usable language, and then combined to describe the week's events. Their formation and use are strongly facilitated by the ability to translate segments bodily, and to employ direct grid-reading of differences parallel to both axes.
Then there is a progressive interaction of graph and situation in which the former steadily grows in richness of meaning. This is typically not achieved by a systematic working through the graph, point by point or section by section, but by a scanning process in which some parts acquire meaning first and are then used to help understand other parts.
**A comparative teaching experiment**
In view of the above analysis we decided to attempt a teaching experiment to evaluate the effectiveness of a language approach to the learning of graphical interpretation. We devised a rich setting in which the pupils would be encouraged to speak meaningfully the graphical language rather than to write a systematic series of lessons which would "grammatically" present a set of identified skills. To "speak meaningfully" means to use (and learn) a language in relation to a rich environment in which the links between the language and the situational facts are diversified and numerous while both get mutually richer and more complex as a result of the ongoing feedback process involved in learning any language.
A language approach is in essence indirect and natural. The best analogy we can use to characterise it is that of a child learning his mother tongue. No lists of words are referred to by his mother, no catalogues of grammatical forms. But the contact with his environment "supervised" by his mother "makes it happen."
Having in mind to use this approach, we organised, with a science teacher, a series of experiments to be carried out in a science laboratory and during which the pupils would have to use graphs meaningfully (in relation with the experimental facts). For instance, in one experiment they were asked to heat up water and take the temperature every thirty seconds. This gave a graph for each group of pupils (2 or 3 pupils). The shape of the graph was then discussed, the various gradients were related to the "hotness" of each flame. Also, the "graphical consequences of not stirring, of reading too late the thermometer, of adjusting the flame..." were equally discussed. In short, in comparing all the graphs, the teacher and the pupil "spoke" the graphical language in relation with the experimental facts.
A second group carried out the same series of experiments. They recorded their results as tables rather than graphs but discussed them in the same way with their teacher and classmates.
**Sample**
The classes were two first year secondary classes, aged about 12 years, normally taught by the same teacher, who also conducted the teaching for the experiment. They covered a wide range of ability.
**Criterion test**
Conclusions were to be mainly drawn from observation of the teaching, but pre- and post-tests were used, consisting of two tasks (six marked items) similar to those discussed above. Further tasks, both written and in interview form, were used as an additional post-test.
**Teaching material and procedure**
During the nine 55-minute lessons, four experiments were carried out by the pupils: Heating Up Water (1 lesson), Cooling Boiling Water (1½ lessons), Stretching Rubber Bands (2½ lessons) and Filling Bottles (2 lessons). The first has been briefly described above. Pupils were subdivided into groups of 2 or 3, and each group had to plot their data on an already scaled transparency. Class discussions organised at the end of the lessons were made more profitable as the transparencies could be compared by superposition. Comparisons between the curves of three different groups were then immediate. Small steps forming a "staircase" were drawn on these graphs to facilitate study of the changes in gradient.
Differences in steepness between graphs were discussed and attributed to the different flames of the burners; kinks were similarly traced to late readings, taking the thermometer out of the water, or failure to stir. The other experiments were dealt with similarly. In the case of Stretching Rubber Bands, the lengths with different weights hung on were recorded, short/long and thin/thick bands were distinguished by their consequent graphical features; also noted was the permanent extension caused by over-stretching. The Bottles task consisted of recording the increase of height when water flowed at a constant rate into bottles of varying shape.
Despite the interest of nearly all pupils, it soon became clear that the discussion at the end of each lesson although meant to be a synthesis for everyone, was not the occasion for a personal reflection on each question raised. A series of "synthesis exercises" was then designed with the intention of bringing about some fruitful reasoning or the experiments. One example of such exercises for each group (graph and table) is shown below. The exercise about filling curves turned out to be very difficult for the pupils.
During the experiment 'HEATING UP WATER' the two following groups did not quite follow the instructions.
1) group C skipped a few readings;
2) group D read late a few times.
Can you recognise their tables?
| Table 1 | Table 2 | Table 3 |
|---------|---------|---------|
| Time (min) | Temp (°C) | Time (min) | Temp (°C) | Time (min) | Temp (°C) |
| 0 | 20 | 0 | 17.5 | 0 | 20 |
| ½ | 30 | ½ | 26 | ½ | 32 |
| 1 | 41 | 1 | 42 | 1 | 35 |
| ½ | 44 | ½ | 45 | ½ | 4 |
| 2 | | 2 | | 2 | |
Results and comments
Possible differences on the pre/post tests, between the "graphs" and the "tables" groups, were looked for, particularly under the following headings.
Reading skills
Here we noted no real difference between the two groups. This suggests that the reading skills already mastered by the pupils of both groups have been successfully extended to deal with the more complex cases of the tests.
Interpolation
The fact that the table group did better suggests that the notion of completeness requires more than situational familiarity to develop. Even though interpolation is simply a graphical artefact, it requires some thinking to be triggered and, apparently, this thinking is not fostered by the language approach, even extended over nine lessons. Since the table group improved more, we are tempted to put forward the idea that "numerical awareness is central in interpolation."
Fastest rate of change
On this topic, the "graph" group on the whole made a slightly better performance than the table group, although this was not statistically significant. The mean score of the graph group on the FLOWER problem improved because a significant number of pupils no longer confused "grow fast" and "be tall".
Graphical awareness
The Racing Car problem has shown that pupils of the graph group were more aware of the symbolic value of the graph in refusing to select the "distractor tracks". We are led to conclude that the "graph approach" is better at developing "graphical awareness", as expected.
Associating gradient with a situational feature
The notion of steadiness was developed significantly more by the graph approach than by the table one. The association of the gradient with the "hotness" of the flame appears to have been handled more efficiently by the graph group. On other items, easy questions showed no differences but on more difficult items above average pupils of the graph group did better.
Teaching observations
The teaching method used proved to be astonishingly successful most of all in that the personalised results plotted on transparencies were displayable in front of all and appropriate for direct comparisons. But, as il ne faut pas abuser des bonnes choses, after a month or so its effect appeared to be less striking, even though it enabled the teacher to keep the pupils more attentive than conventional methods do.
As mentioned earlier, the need for worksheets of individual exercises was felt, right at the first lesson. Despite their genuine interest in the discussions, only a minority of the pupils were really making the effort necessary to spell out in graphical (or tabular) terms their results and those of the other teams.
The positive features of the "table approach" did not take long to stand out, even though it must be said that the table group always followed the graph group. Consequently, the teacher was well guided in his synthesis and study of the tables using a pattern of analysis, so to speak, built up during the previous graph lesson. But, on the whole, it was observed that the series of changes are more noticeable on tables, since the pupils have a greater familiarity with numbers. It appeared clearly that a table of data with all its differences is very appealing to pupils and does not require as many "explanations" as the staircase does. Let us quote the log-book:
"A firm conviction today that the tables have provided a better source of discussion that the graphs. But I am not sure that it is intrinsically true since groups are different, the teacher looks at the tables graph-wise and altogether he gets along better with the second group."
But doubts seem to have gradually faded out:
"A table is a nice way to encapsulate a set of results and pupils like to look at it. I think that in a real teaching scheme both tables and graphs should be used."
As mentioned before, the use of tables proved a powerful tool to study "how variables change". The results conclusively show that the table approach certainly spelled out many ideas to the extent of making possible transfers from tables to graphs. Consequently, results suggest that the use of tables should be included in our graph teaching scheme.
The results suggest even more. It seems evident that more analytical ingredients should be injected in the "graph language approach" which stresses synthetic elements. We believe that this should mainly come in mathematics rather than science lessons. For instance, graph-reading techniques could be more seriously developed in mathematics. Also, we think that complex graphs should be introduced and analysed in graphical terms without reference to situations. Such activities (learning or teaching) would represent a sort of backing grammatical support to the language approach. For example, the language of growth would be this way also developed at a more analytical level, completing the synthetic approach. | <urn:uuid:56446473-ed72-4ee4-b8a4-4d8ede4d9a7a> | CC-MAIN-2023-50 | https://flm-journal.org/Articles/342368A19260FACE7BC364ED38AD7.pdf | 2023-12-03T02:06:06+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100476.94/warc/CC-MAIN-20231202235258-20231203025258-00321.warc.gz | 306,982,321 | 6,453 | eng_Latn | eng_Latn | 0.999183 | eng_Latn | 0.99922 | [
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Name: Period: Systems
Ready, Set, Go!
Ready
For each of the systems of inequalities, determine if the given coordinates are solutions to the system.
& ' $ $ (
Set
The lines connected with the system of inequalities are provided. Shade both inequalities on the graph to indicate the solution to the system of inequalities.
Find the solutions to the system of equations using substitution.
Find the slope of the line that goes through each pair of points.
12. (3,7) and (5, 10)
13. (-‐1, 4) and (3,3)
14. (0,0) and (-‐2, 5)
15. (-‐1, -‐5) and (-‐4, -‐5) | <urn:uuid:5a811e08-48c0-487f-87da-2cc64691fc04> | CC-MAIN-2017-34 | http://lemonmath.weebly.com/uploads/1/0/6/6/10667663/rsg_mi_5c_afjh.pdf | 2017-08-18T21:48:54Z | crawl-data/CC-MAIN-2017-34/segments/1502886105187.53/warc/CC-MAIN-20170818213959-20170818233959-00582.warc.gz | 233,355,778 | 650 | eng_Latn | eng_Latn | 0.787391 | eng_Latn | 0.979435 | [
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Positive Bombing
This activity focuses on conducting feedback through looking at positive features. Prepare yourselves by writing positive features about everyone else in the group. They should not complicate the instructions but to keep it simple by listing ordinary things the group members do or skills they have that contribute to the process.
Ask for a volunteer to be the first to receive feedback. Ask each member of the group to provide positive feedback to the volunteer.
When this round has finished, rotate on who is the volunteer until everyone has received feedback.
Complete a quick summary with these questions:
* How did it feel to give the feedback?
* How did it feel to receive the feedback?
* How can you use this concept in your team situation? | <urn:uuid:eee975e0-01e0-4289-8cdc-a690d236ffe8> | CC-MAIN-2019-47 | https://integrispa.com/wp-content/uploads/2016/04/Positive-Bombing.pdf | 2019-11-21T11:41:30 | crawl-data/CC-MAIN-2019-47/segments/1573496670770.21/warc/CC-MAIN-20191121101711-20191121125711-00054.warc.gz | 455,894,376 | 603 | eng_Latn | eng_Latn | 0.99946 | eng_Latn | 0.99946 | [
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Ready, Set, Go!
Ready
Topic: Recognizing arithmetic and geometric sequences
Predict the next 2 terms in the sequence. State whether the sequence is arithmetic, geometric, or neither. Justify your answer.
1. 4 , -‐20 , 100 , -‐500 , . . .
2. 3 , 5 , 8 , 12 , . . .
3. 64 , 48 , 36 , 27 , . . .
4. 1.5 , 0.75 , 0 , -‐0.75 , . . .
7. -‐3.6, -‐5.4, -‐8.1, -‐12.15, . . .
8. -‐64, -‐47, -‐30, -‐13, . . .
9. Create a predictable sequence of at least 4 numbers that is NOT arithmetic or geometric.
Set
Topic: Discrete and continuous relationships
Identify whether the following statements represent adiscrete or acontinuous relationship.
10. The hair on your head grows ½ inch per month.
11. For every ton of paper that is recycled, 17 trees are saved.
12. Approximately 3.24 billion gallons of water flow over Niagara Falls daily.
13. The average person laughs 15 times per day.
14. The city of Buenos Aires adds 6,000 tons of trash to its landfills every day.
15. During the Great Depression, stock market prices fell 75%.
Go
Topic: Slopes of lines
Determine the slope of the line that passes through the following points.
16. (-‐15 , 9) , (-‐10 , 4)
17. (0.5 , 4 ) , (3 , 3.5 )
18. (50 , 85 ) , (60 , 80 )
19. x y -‐5 -‐4 -‐3 -‐20 -‐17 -‐14
20. x y -‐1 0 1 -‐1 ½ 2
21. x y -‐5 0 5 33 30 27
Need Help? Check out these related videos and internet sites:
Discrete vs. continuous:http://www.mathsisfun.com/data/data-‐discrete-‐continuous.html
Arithmetic and geometric sequences:http://home.windstream.net/okrebs/page131.html
Slope:http://www.khanacademy.org/math/algebra/linear-‐equations-‐and-‐inequalitie/v/slope-‐of-‐a-‐line
Linear relationships:http://www.mathsteacher.com.au/year7/ch15_linear/04_modelling/linear.htm
© 2012 Mathematics Vision Project| M
V
P
In partnership with the Utah State Office of Education
Licensed under the Creative Commons Attribution-‐NonCommercial-‐ShareAlike 3.0 Unported license. | <urn:uuid:1f3cf74f-643a-4381-a2d2-da67da81d0a4> | CC-MAIN-2017-34 | http://lemonmath.weebly.com/uploads/1/0/6/6/10667663/rsg_lef1_revised.pdf | 2017-08-18T21:58:39Z | crawl-data/CC-MAIN-2017-34/segments/1502886105187.53/warc/CC-MAIN-20170818213959-20170818233959-00582.warc.gz | 233,222,304 | 1,621 | eng_Latn | eng_Latn | 0.922945 | eng_Latn | 0.940287 | [
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Naming and Writing Acids & Bases
Name: ________________________
1. Name the following acids from the given formulas.
a. HF
__________________________________
b. HBr
__________________________________
c. H2CO
2
__________________________________
d. H2CrO4
__________________________________
2. Write formulas for each acid. HINT: Write ion symbols side-‐by-‐side first and then use criss-‐cross method.
a. Perchloric Acid
__________________________________
b. Acetic Acid
__________________________________
c. Hydrosulfuric Acid
__________________________________
d. Phosphorous Acid
__________________________________
3. Name the following bases from the given formulas.
a. NaOH
__________________________________
b. Sr(OH)2
__________________________________
c. Pb(OH)4
__________________________________
d. Al(OH)3
__________________________________
4. Write formulas for each base. HINT: Write ion symbols side-‐by-‐side first and then use criss-‐cross method.
a. Barium Hydroxide
__________________________________
b. Iron (II) Hydroxide
__________________________________
c. Zinc Hydroxide
__________________________________
d. Rubidium Hydroxide
__________________________________ | <urn:uuid:396f0a43-a599-4705-894d-f45556b6e363> | CC-MAIN-2023-23 | http://arulscience.weebly.com/uploads/8/7/8/4/87847134/cw-hw_-_acids___bases_nomenclature_-_acad.pdf | 2023-06-07T22:14:22+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224654016.91/warc/CC-MAIN-20230607211505-20230608001505-00282.warc.gz | 3,631,258 | 496 | eng_Latn | eng_Latn | 0.611824 | eng_Latn | 0.611824 | [
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1
Number games to play
A fantasticNEW and innovative playground challenge!'Swingz 4' TM presents a succession of progressively harder tasks which will keep children of all ages energised and challenged. Throw up and catch the ball in the ever – increasingly sized holes until it finally drops through the last!
* Hole diameters -‐ 4 , 6 , 8 and 11 cm and marked 1,2,3 and 4
Please note that the string can be altered and tied to different lengths to suit different ages or abilities and to vary the challenge – a shorter string (within reason!) makes life a little easier. Of course, for the advanced player, the string can be removed completely.
Number Games for One
1) Start by swinging the ball up in the air and catching in one of the holes – any hole. As you get the hang of this try to catch in a specific hole. The small hole at the end of the bat is the hardest one to catch with. The hole nearest the hand is the easiest and it should drop through (9 cm ball – 11 cm diameter hole). Dom some addition, multiply the first two holes you catch in. What is the biggest product you can make from two numbers-‐ score it!
2) The first one to get a total of 11 – what is the quickest way to get there (two 4s and one 3)? What is the hardest way to get there – eleven 1s). There is a lot of arithmetical calculation in here for the children to play with as they are having fun and developing their skill.
3) All of these games can be played by detaching the string – this then allows the ball to be thrown higher, so increasing the skill level required to catch.
4) Set different challenges – how many catches can you do without missing? How many catches can you do going from hole 4 to 3 to 2 to 1 and back the other way? What is your record for the number of catches? Maybe introduce a challenge – the most, the quickest etc. You can always set a challenge which is greater than before, to keep every child challenged / interested.
5) Shout out a number that the children need to reach – using addition, subtraction , division or multiplication. Use fractions – ' half of four' , a fifth of twenty' , one third of six' and so on.
Games for Two
6).Same game as above but trying to make a collective total like 21... they will then need to end on a specific number. You can introduce some competition by racing to get the total.
7). Detach the ball and get one child to throw to their partner to catch. Again, they can specific about which hole to catch with , they can stand further apart as they get more proficient or they could use a different delivery – there are so many challenges here that you will find that the children come back with even better games. To make it really difficult – the child with the bat stands with their back to the thrower and is only allowed to turn as the
We would love to be able to put some new games that you or the children have dreamed-‐up on our website, so that others can try them – we will of course credit the child, group or school. E mail ideas to....... | <urn:uuid:f1993392-fc27-44e6-9551-1d95aed424c4> | CC-MAIN-2019-39 | https://www.tts-group.co.uk/on/demandware.static/-/Sites-TTSGroupE-commerceMaster/default/dwed83159e/images/document/1001972_00_PE00569%20Swingz4%20Product%20Notes.pdf | 2019-09-15T16:21:19Z | crawl-data/CC-MAIN-2019-39/segments/1568514571651.9/warc/CC-MAIN-20190915155225-20190915181225-00028.warc.gz | 1,053,017,680 | 2,845 | eng_Latn | eng_Latn | 0.998968 | eng_Latn | 0.999043 | [
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Playing it Safe with Eggs
Video Transcript
There's nothing like a hearty egg breakfast to get your morning started right. Eggs are a good source of vitamins, protein, and other important nutrients. They can also carry Salmonella, a kind of bacteria that can make you sick. That's why it's important to keep safety in mind when buying, storing, and cooking your eggs.
Only buy refrigerated eggs. Make sure they're clean and the shells are not cracked. Refrigerate promptly in the original carton and use within three weeks for best quality.
And don't forget to wash hands, surfaces and utensils with warm, soapy water before and after they come in contact with raw eggs and raw egg-‐containing foods.
Thorough cooking is probably the most important step in making sure your eggs are safe to eat. Cook eggs until both the yolk and the white are firm. Scrambled eggs should not be runny.
Cook casseroles and other egg-‐containing dishes to 160 degrees Fahrenheit—use a food thermometer to be sure. When baking, don't eat raw batter or cookie dough—no matter how tempting it is.
For recipes that call for raw or undercooked eggs when the dish is served—like Caesar Salad, for example—use pasteurized eggs or pasteurized egg products. These are clearly labeled on the container.
Bacteria can multiply quickly between 40 to 140 degrees Fahrenheit. So to be safe, serve cooked eggs and egg-‐containing dishes immediately after cooking.
For buffets, remember to keep hot food hot and cold food cold. Eggs and egg dishes may be refrigerated for serving later, but should be thoroughly reheated to 165 degrees Fahrenheit before serving. Cooked eggs and egg-‐containing foods should not sit out for extended periods. Either reheat or refrigerate them within 2 hours. Use cooked eggs within one week and frozen eggs within one year.
If you're packing cooked eggs for work or school, pack them with a small frozen gel pack or a frozen juice box. For picnics, make sure you pack your eggs in an insulated cooler with ice or gel packs…and don't put the cooler in your trunk—carry it in the air-‐conditioned part of the car.
Following these tips will help keep you safe from foodborne illness associated with raw and cooked eggs and the products that contain them. While important for everyone, following these tips is especially critical for those most vulnerable to foodborne disease, like the elderly, children, and those with weakened immune systems.
For more information on handling eggs and other foods safely, visit FDA's food safety website at www.fda.gov. | <urn:uuid:b9198385-31c6-4850-aabf-aa95f18a19dd> | CC-MAIN-2023-40 | http://www.multivu.com/players/English/7231951-u-s-fda-egg-safety/links/7231951-Eggs-Video-Transcript.pdf | 2023-09-24T16:46:25+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00700.warc.gz | 83,003,709 | 2,169 | eng_Latn | eng_Latn | 0.998528 | eng_Latn | 0.998528 | [
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Spring 2016 Music & Art NewsletteR
Arts in the PS 124 Community
P.S. 124 The Silas Dutcher School
March-April 2016
Ms. Truppi has been hosting work on ourMosaic Mural Project onTuesday afternoons from2:45 to 5:00pm, with parents and caregivers and children and Judy Hoffman, a local artist from Arts Connection. Everyone enjoys snacks and works on panels of the great Ms.Truppi and Mr. Conrad, mosaic project for our entryway.
The finished work will be on permanent view inside the Fourth Avenue entrance on the left wall, following an unveiling ceremony this spring, around the time of our Spring Festival. The project is funded in part by the grant program for Arts for English Language Learners and Students with Disabilities thanks to the NYCDOE Office of Arts and Special Projects.
There are still openings for families who want to join in the mosaic project: the second session is starting on March 15. Send an e-‐mail firstname.lastname@example.org or speak to Ms. Truppi or Ms. Maxil if you want to participate.
Just before the Presidents Week break, students in all grades enjoyed a special concert oflive classical music in the gym space, when P.S. 124 hosted a recital of cello and piano, courtesy of the Foundation for the Revival of Classical Culture. Performers Kevin Mills on cello and Rita Rovenskaya on piano performed pieces by Edward Grieg's cello sonata, and Beethoven's first cello and piano sonata in F major. After each set, they took questions (and comments) from children of all ages.
Shakespeare for Sprites: Students in first grade have just started to work next door to the school at Gallery Players on a version of Shakespeare's tragedy known as "the Scottish Play" (M*cbeth). The children will have multiple speaking parts, learn stage language, practice stage presence and work collaboratively to present an engaging production in May. This P.S. 124's fifth year with the Bard.
In the Art Studio 308:
Pre-‐K Students are working as architects and designers, first drawing their plans and now starting to build the wood sculptures based on their designs.
Contact
Mr. Conrad: email@example.com
Ms. Truppi: firstname.lastname@example.org
K and 1 st graders have both been doing a deep study of animals: the kindergartners spent time with Eric Carle'sThe Artist Who Painted a Blue Horse and then went to work on their own animals with watercolors and oil pastels on paper. The first graders studied an amazing book calledAlphabeasties but they are working as printmakers, creating relief prints of animals.
Second Graders are painting head-‐to-‐toe self-‐portraits, showing themselves doing their favorite activities.
Third Graders recently finished large whole-‐class collaborations on huge dragons made with painted paper collage. The dragons can both be seen on the 3 rd floor near the Library.
Fourth Graders have just completed 3-‐D painted sculptures inspired by Frank Stella, following their visits to the new Whitney Museum and the Museum of Modern Art.
Fifth grade: Mr. Marsano's and Mr. Tandarich's students have been working as toy designers, creating incredible toys for all ages, along with the tasteful packaging that sets off the toy to its best advantage.
Music at P.S. 124In music classes,Pre-‐Kindergartenstudents have been learning Call-‐and-‐Response songs like "Down by the Bay", "Bill Grogan's Goat" and "My Aunt Came Back" and the latest addition, "The Other Day, I Met a Bear." They're working on bringing together different hand-‐held percussion instruments in one "mix" with the rhythm sticks and egg shakers.
Kindergarten children have been learning a fast-‐paced folk song about a Frog who wants to marry a Mouse (!) and mastering a rapid series of nonsense words in the chorus ("rocks drop, penny-‐winkle, flannel-‐doodle, yellow-‐buggy"). Instrumental work now involves four groups of students taking turns on different sets of percussion, under the direction of a classmate who "conducts" with hand gestures.
TheFirst graders have begun to work seriously with simple notated rhythms of familiar songs and playing the singing game "Wild Birds". New repertoire includes "Take Me Out to the Ballgame" and getting ready to sing rounds. Students in Ms. Contreras' dual-‐language class have started learning the song "Yo Quiero" by the Afro-‐Uruguayancandombe star Rubén Rada.
In theSecond grade, students learning to play the Flutophone are working on a challenging song with an expanded tone-‐set: "Twinkle Twinkle Little Star." They can also play a fast-‐moving "play-‐party" singing game called "Frog in a Bucket."
Third graders have pressed ahead with more complex songs on the soprano recorder, including "Happy Birthday." They're using standard music notation with supports to remember the fingering for difficult passages. In the spring both third grades plan to demonstrate their circle dances with the singing games "Turn the Glasses Over" and "I'se the B'ye." Stay tuned.
Fourth graders in the Little Kids Rock guitar program have pretty much mastered playing and singing the Elvis Presley song "Blue Suede Shoes" and are taking a look at "Beat It" by Michael Jackson. Watch for both these songs in performance in the spring. | <urn:uuid:92762b30-827e-4c3a-a900-595aad5d91c3> | CC-MAIN-2018-05 | https://ps124.files.wordpress.com/2016/04/mar-apr-2016-music-and-art-newsletter.pdf | 2018-01-20T16:26:27Z | crawl-data/CC-MAIN-2018-05/segments/1516084889677.76/warc/CC-MAIN-20180120162254-20180120182254-00463.warc.gz | 792,674,655 | 3,987 | eng_Latn | eng_Latn | 0.998516 | eng_Latn | 0.998729 | [
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10.20 INTEGRATED PEST MANAGEMENT
The District's Integrated Pest Management (IPM) program includes the following components:
A. Identification
A knowledgeable person or company competent to carry out pest management duties find the origin of a pest problem or potential problem.
B. Prevention and Monitoring
Pest problems are prevented by routine monitoring, identification of potential pest problems and through education of the school community. When necessary, habitat modification is used to discourage pests from an area.
The individual/company responsible for the District's IPM program routinely inspects the building, including entrances, food/water storage sites and restrooms for pest activity and conditions that could attract pests. The individual/company responds to complaints reported by students, staff, parents or other school community members.
C. Education and Training
Everyone in a school community plays a role in pest management. Students, staff and other stakeholders are provided with the information necessary to implement the IPM program successfully. The IPM policy is distributed to students and staff in District handbooks and to any individual/company hired to carry out pest management duties.
Education and training programs address common human habits and other cultural practices that may be pest conducive.
D. Approved Least Toxic Chemical Use
Nontoxic methods of pest control are preferred. When applicable, the District uses environmental, cultural, mechanical and sanitation controls as the primary sources of pest control.
If nontoxic methods of pest control fail or are impractical, the least toxic chemical pesticide that is effective is used. Application techniques that minimize exposure are approved prior to being used. Only trained and qualified workers handle and apply the pesticides.
A record of all chemical pest control treatments is kept for at least three years. All records are made available upon request to the general public, the Ohio Department of Agriculture-‐Section of Pesticide Regulations and the board of health upon request.
E. Prenotification
Whenever possible, pesticides are administered during noninstructional periods and/or during school breaks.
If it becomes necessary to administer pesticides during times school is in session, the administration provides notice to affected persons, prior to the date and time of the pesticide application. The notice includes the date, time and location of the application, the name of the product being used and the telephone number to contact the school/company for more information.
Updated 9/1/2009 | <urn:uuid:3322c03e-7119-4b8e-8153-54afd8385380> | CC-MAIN-2018-51 | https://www.franklinlocalschools.org/wp-content/docs/school-board/board-policies/10.20.pdf | 2018-12-10T00:20:29Z | crawl-data/CC-MAIN-2018-51/segments/1544376823228.36/warc/CC-MAIN-20181209232026-20181210013526-00146.warc.gz | 893,285,169 | 1,952 | eng_Latn | eng_Latn | 0.992359 | eng_Latn | 0.992324 | [
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Riverside Trauma Center
Talking with Your Children About Traumatic Events
Here are some tips for talking with your children when they have witnessed or heard about traumatic events:
Listen to your children: Ask your children what they have heard about the traumatic event. What do they think happened? Let them tell you in their own words and answer their questions. Do not assume you know what they are feeling or what their questions will be. The easiest way to have this conversation might be while they are engaged in an activity: drawing, sitting on a swing, or driving with you in the car. Details that may be obvious to adults may not be to children. Be truthful, but don't tell them more information than they can handle for their age.
Focus on their safety: Once you understand their perception of the traumatic event, be clear that you will keep them safe and let them know adults (school, police, etc.) are working hard to make sure they will stay safe.
Pay attention to your reactions: Your children will be watching you carefully and taking their cues from you. If you can manage your anxiety about the traumatic event, your children will be more easily reassured.
Monitor your child's access to media: It will help if young children do not watch news reports or see the front page of the newspaper. Young children who watch a traumatic event on the TV news may think the event is still ongoing or happening again.
Watch for behavior changes: Your children may show you through their behavior that they are still struggling with what they have heard or seen. They may have physical complaints or regressive behaviors often including nightmares, insomnia, or bedwetting. They may feel guilty that they are responsible for the event, and need to be reassured that they are not responsible.
Maintain your routines: Sticking to your daily structure of activities—mealtimes, bedtime rituals, etc.—reduces anxiety and helps children feel more in control.
Keep the door open: Encourage your children to come to you with any questions or concerns and do not assume the questions will stop after a few days or even a few weeks. Let them know their fears and questions are normal and you will always make time for them. Remind them all questions are welcome.
Consider this a teachable moment: For older children, this traumatic event may lead to a discussion about ways they can help others who have experienced a tragedy. You can also ask them if they know how to keep themselves safe when they are away from home. Traumatic events make us feel like we have lost control, so any constructive activities we engage in make us feel less vulnerable. | <urn:uuid:1c8e04b2-c22b-4c19-8603-1b1bca45db69> | CC-MAIN-2021-43 | https://8cd9982f-d094-4892-a91c-91cb99ad69ce.filesusr.com/ugd/6b0075_58c57f862e0f4ff5b1160e9b0b78b6f1.pdf | 2021-10-24T13:10:25+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585997.77/warc/CC-MAIN-20211024111905-20211024141905-00557.warc.gz | 176,211,150 | 2,208 | eng_Latn | eng_Latn | 0.998184 | eng_Latn | 0.998184 | [
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Abstract
Terrestrial Analogue Sites are places on Earth with assumed past or present geological, environmental or biological condi:ons of an extra-‐terrestrial body such as Mars. Analogue sites are used in the frame of space explora:on to either study geological or biological processes observed on other planets, or to prepare astronauts for their missions.
The Dallol hydrothermal field is a remote volcanic area of the northern Danakil Depression in Ethiopia. Surrounded by a wide saline region, Dallol area is the hoDest and one of the most acidic places of the planet. Here, the rusty and hos:le ground has no visible life, therefore this alien environment can host life in a very extreme physical and chemical seFng. The geological features and chemical-‐ physical environmental parameters of the Dallol and its loca:on close to regional basal:c volcanism of planetary-‐ scale importance make it a suitable analogue to ancient Mars's environments. | <urn:uuid:7075f4e3-7904-47cf-a0c0-64502dd61ccb> | CC-MAIN-2017-30 | http://davide2.bo.astro.it/wp-content/uploads/2016/12/cavalazzi_abstract.pdf | 2017-07-24T14:27:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549424884.51/warc/CC-MAIN-20170724142232-20170724162232-00385.warc.gz | 72,313,891 | 733 | eng_Latn | eng_Latn | 0.996659 | eng_Latn | 0.996659 | [
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| 本人 | 氏名 | (ローマ字 氏、名) | YAMADA, TARO |
| --- | --- | --- | --- |
| | | (ふりがな) | やまだ たろう |
| | | (氏) | 山田 |
| | | (名) | 太郎 |
| | 性別 | 男・女 |
| | 生年月日 | 西暦 | 年 | 月 | 日生 |
| --- | --- | --- | --- | --- | --- |
| | | | | | |
| | 入・転入学日 | * 西暦 | 年 | 月 | 日 |
| --- | --- | --- | --- | --- | --- |
| | | | | | |
| | 校年組 | * 校年組 |
| --- | --- | --- |
| | | |
| | 教科書 | * □ 上・下必要 □ 必要なし |
| --- | --- | --- |
| | | |
| | 現住所（ブロック体で記入） |
| --- | --- |
| | 47 Summer Street, # 8A, New Rochelle, NY 10801 |
| | 自宅電話 | （914）123－4567 |
| --- | --- | --- |
| | | 設置なし |
| | 携帯－父 | （914）351－5599 |
| --- | --- | --- |
| | 携帯－母 | （917）431－8822 |
| --- | --- | --- |
| | Email | email@example.com |
| | 出生国 | □日本 □アメリカ合衆国 ✓その他（国名 英国） |
| --- | --- | --- |
| | | |
| | 今回の渡米時期 | 西暦 | 年 | 月 | 日 |
| --- | --- | --- | --- | --- | --- |
| | | | | | |
| | 今回の渡米以外の外国長期滞在の有無 | ✓有⇒2歳～4歳（2年間）国名（英国） □無 |
| --- | --- | --- |
| | | |
| | 日本の学校及び補習校での日本語就学歴 | 無し |
| --- | --- | --- |
| | 小学校：（ ）年生（ ）月～（ ）年生（ ）月 |
| --- | --- | --- |
| | | |
| | 中学校：（ ）年生（ ）月～（ ）年生（ ）月 |
| --- | --- | --- |
| | | |
| | 今後の潜在予定 | □2年未満 ✓5年未満 □長期滞在 □未定 □永住（永住者については日本政府からの教科書無料給付が無い場合もあります） |
| --- | --- | --- |
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| | 現地校 | 6月まで Code（22220）校名（New Rochelle Elementary School）（Kinder学年） |
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| | | 9月以降の予定 Code（ ）校名（ ）（ ）学年） |
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| | 主に使う言語 | 両親と ✓日本語 □同位 □英語 □その他 |
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| | | 兄弟姉妹と ✓日本語 □同じ位 □英語 □その他 |
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| | | 話しやすい言語 ✓日本語 □英語 □同じ位 □その他 |
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| | 日本語の理解 | □学齢相応の話す力、✓話すことはできるが、読み書きの力がある。 読み書きの力は不十分。 □簡単な日常会話程度。 □日本語はほとんど理解できない。（面接が必要です） |
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| | 学習・健康の状況性格の特徴などで特に学校や担任への要望・連絡など |
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The Japanese Educational Institute of New York does not discriminate against any race, color, nationality, and or ethnic origin in respect to admission to the school
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EXECUTIVE SUMMARY Napa County Alliance for Arts Education Assessment Framework
The Napa County Alliance for Arts Education exists to strengthen community support for the arts as essential to a comprehensive education for every child in Napa County public schools with the goal of developing a Countywide Plan to advocate, network, and support arts education in Napa County.
In December of 2013, more than 50 Napa County educators, arts organizations, nonprofits, and community leaders met at an early morning breakfast to garner support for arts education in Napa County schools launching the Napa County Alliance for Arts Education.
A Leadership Team was created to focus on identifying priority strategic goals. The process, with goals at each stage, will identify assets and strengths and gaps and needs of arts education countywide. The necessity for assessment rose as precedence in moving forward for impactful advocacy and planning of arts education. A Steering Committee was tasked with developing guidelines and drafting the framework for assessment (Phase 1 Research).
The framework and preliminary research (Phase 1 Assessment) has been the catalyst for pertinent research. The formation of four subcommittees for each assessment area developed methodology with comprehensive surveys within the established timeline. Furthermore, subcommittees, with the support of the Steering Committee, have researched, assimilate, and reported to the LT in February 2015, with Task Teams formed for more in-‐depth research of data.
Four areas identified for assessment in Napa County:
1)Napa County School Districts – survey the culture of arts education and offerings and curriculum within each of the five school districts and at individual schools
2)Art Community Stakeholders -‐ inquiry an overview of missions, current scope of work, and roles in support and understanding of school curriculum
3) Community– gain an understanding of who the local non-‐arts affiliated residents, businesses, and neighborhood groups are and their perspective of arts education in schools
4)Funders of Arts and Education– research the mission and goals of local arts funders and identify successes as well as their challenges
Complied data along with recommendations for the infrastructure of a Countywide Arts Plan is now being assimilated for Phase 2 of the Assessment. Phase 2 will be presented to arts stakeholders and the Napa community in the spring of 2015.
NCAAE Arts Education definition is the engagement with an arts discipline as a body of knowledge and skills to be sequentially acquired and applied by a student.
TAKING STEPS TOWARD A UNIFIED STRATEGIC PLAN
In response to common strengths and obstacles, the Leadership team prioritized developing a 360° assessment of Napa County's assets as its first action step. The findings of this report will determine strategies to support and enhance arts in education.
STEP 1. 360 Degree Assessment(Lead by ACNV in partnership with Leadership Team)
The arts in education assessment will identify the environment relevant to:
a. Stakeholders
b. Resources (arts non-‐profits, teaching artists, existing school programs, and funding)
c. Needs (based on arts education standards, demographics, student culture/interests, and capacity)
STEP 2. Communication
a. Communicate to stakeholders the findings of the assessment and collect feedback
STEP 3. Strategy(to transform and position the arts)
a. Working with stakeholders, the leadership team will develop common strategic goals and standards to be adopted by all participating organizations
NCAAE PROJECT TIMELINE
* December 2013: Breakfast convening 50 Napa County educators, arts organizations, nonprofits and community leaders – Outcome: launch of Napa County Alliance for Arts Education
* January 2014: Leadership Team meets identifying common strengths and obstacles to inform goals of NCAAE – Outcome: Steering Committee established to oversee 360°Assessment
* February/March 2014: Framework created for Assessment by Steering Committee
* April 2014: Review of Phase 1 Assessment with Leadership Team
* October 2014: Steering Committee with Subcommittees report data from research to Leadership Team
* February 2015: Further pertinent research presented to Leadership Team with recommendations for Phase 2 of the Assessment
* Early Spring 2015: Steering Committee to develop Phase 2 Assessment with recommendations for the infrastructure needed for the Countywide Arts Plan and present to Leadership Team
* Late Spring 2015: Presentation of Phase 2 with recommendations to arts stakeholders and Napa community
* Fall 2015: Begin work on Countywide Arts Plan
Leadership Team
* Oversees project approach, design, and resources
* Provides expertise and reviews findings
* Members participate within their expertise on subcommittees
Steering Committee
* Manages and monitors communications and project progress
* Creates and Reviews documents making recommendations to Leadership Team
* Creates overall survey to be used for research of assessment areas
* Assists with assimilation and reporting of subcommittee findings
Subcommittees/Task Teams
* Provide deeper research on existing conditions by creating optimal methodology for each assessment area
* Develops addendums to survey to be used for assessment area
* Assimilates and report findings to Leadership Team
* Principal members serve on the Leadership Team
* Keeps the project on track with timeline and budget
* The Leadership Team is a cross section of community members, including Napa County educators, and arts organizations, non-‐profits and community leaders. Leaders commit to the life of the project and actively participate by attending meetings, overseeing the project, and with serving on subcommittees.
* The Steering Committee develops and monitors the planning process, provides recommendations to the Leadership Team, and assists Subcommittees with objectives.
* The Subcommittees and Task Teams include Leadership Team members along with community stakeholders and provide research, input, and reports on each section of the assessment.
Leadership Team Members:
Kristin Anderson, Laila Aghaie, Azalea Aguilar, Debbie Alter-‐Starr, Liz Amendola, Debi Cali, Nick Cann, Chris Cappeto, Olivia Everett, Emily Freiman, Bill Gantt, Christine Golik, Jamie Graff, Robin Hampton, Jon Hannaford, Shelly Hannan, Susan Key, Miki Hsu Leavey, Peg Maddocks, Barry Martin, Mark Morrison, Terence Mulligan, Barbara Nemko, Frances Ortiz-‐Chavez, Pam Perkins, James Raymond, Mike Riendeau, Maren Rocca-‐Hunt, Jan Sabo, Suzanne Shiff, Jennifer Stewart, Lisa Sullivan, Shelly Surh, Patrick Sweeney, Jessica Thomason, Cindy Toews, Seana Wagner
Steering Team Members:
Olivia Everett, President & CEO, Arts Council Napa Valley Robin Hampton, Coordinator, Napa County Alliance for Arts Education Suzanne Shiff, Executive Director, Non-‐profit Coalition of Napa Valley Laila Aghaie, Education & Outreach Director, Napa Valley Performing Arts Center Debi Cali, President, NOTES for Education
NCAAE ASSESSMENT CORE VALUES
Community -‐ Create a truly inclusive, community-‐ driven process that prioritizes the strengths, needs and concerns of Napa County residents
Commitment -‐ Build long-‐term support and investment among community partners to ensure sustainability of arts education in all Napa County Schools
Collaboration -‐ Foster partnerships and coordinate existing plans to meet and support effectively the evolving needs of the schools and to avoid duplication of services
Equity -‐ Value diverse cultures, concepts and beliefs while continually striving to achieve equity for all students at all grade levels
Visibility — Raise awareness and deepen the public's understanding of the value the arts and creativity in a child's education within the community
Action — Take meaningful action to expand and improve arts education offerings to each student in all of Napa County through a Countywide Plan
NCAAE ASSESSMENT GUIDING PRINCIPLES
Systems Thinking — Build and promote an appreciation for the dynamic interrelationship of all the components of local schools and arts organizations, supporters and funders
Dialogue –Ensure respect for diverse voices and perspectives during the collaborative process
Data — Inform each step of the process
Partnerships — Optimize performance through shared resources and responsibility to form the foundation for building the arts in our schools
Strategic Thinking — Foster a proactive response to the issues and opportunities facing the system
Celebration of Successes —Ensure that contributions are recognized and sustain excitement for the process
NCAAE FUNDING PROVIDED BY
Presented by Arts Council Napa Valley and the Sato Family Foundation; Sponsored by Freed Family Fund of the Napa Valley Community Foundation and, California Alliance for Arts Education; And, in partnership with the Napa County Office of Education, Napa Valley Education Foundation, and the Opportunity Fund and the Tulsa & Simone Fund of the Napa Valley Community Foundation. | <urn:uuid:74d55eb5-cdb8-4abf-b9ae-0b7fc998e403> | CC-MAIN-2018-30 | http://static-acnv.s3.amazonaws.com/ckeditor/attachment_files/data/000/000/037/original/ncaae_assessment_framework_summary_02102015_copy.pdf | 2018-07-15T19:05:59Z | crawl-data/CC-MAIN-2018-30/segments/1531676588961.14/warc/CC-MAIN-20180715183800-20180715203800-00514.warc.gz | 357,041,842 | 6,509 | eng_Latn | eng_Latn | 0.966741 | eng_Latn | 0.979897 | [
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SUPER FOOD
This guide links the Super Food unit to the Texas Essential Knowledge and Skills (TEKS) for high school students. Super Food is a science unit that allows students to study nutrition and connect metabolic processes at the cellular level with wide-‐reaching global food issues such as hunger and obesity. Super Food also has interdisciplinary connections to English language arts and social studies disciplines. For example, students will compose persuasive texts, as outlined in the English Language Arts and Reading TEKS, and explain how specific needs result in scientific discoveries and technological innovations, as described in the Social Studies TEKS. The following document includes the applicable TEKS and the details of theSuper Food unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.
Description of Unit
In this task, students explore the concept of nutrition at both a micro and macro level—from understanding the process of metabolism in eukaryotic cells to examining the twin global issues of hunger and obesity. Students survey the financial ramifications of these issues and the role of nutritional education in impacting people's choices and behaviors. Additionally, students gain awareness of how related global challenges such as climate change and the vanishing diversity of crops negatively impact the future food supply. Student learning culminates in an independent research project that allows him/her to study one of these topics at a deeper level. Student products may take the forms of
* public awareness campaigns,
* multimedia presentations,
* a recipe and marketing materials for a new nutritional supplement,
* policy briefs,
* business and programming plans for non-‐profit organizations, or
* technical papers presenting the findings of a controlled experiment.
Goals
Students will meet these goals in their explorations:
* Describe the metabolic process of eukaryotic cells and the importance of nutrition to the overall health of the organism
* Gain awareness of the differences in brain development and structure in properly nourished children and children who are malnourished within the first 1,000 days of life
* Examine the complex topics of hunger and its converse, obesity, and understand how these issues share similar root causes
* Understand our world food supply and the climate impact on it
* Ask questions and explore theories
* Have opportunities to generate new ideas
* Create an original research proposal, gather qualitative and/or quantitative data, design and conduct experiments, analyze and synthesize results, and develop conclusions
* Develop the essential skills of communicating, creative problem solving, and logical thinking
Phase I. Learning Experiences
1. Introduce the unit by asking students to consider how nutrition functions on a cellular level, and how too little food, or the wrong kinds of food, can impact a multicellular organism at many levels of development. One possible source for introducing the twin problems of hunger and obesity is Ellen Gustafon's TED talk, Obesity + Hunger = 1 Global Health Issue . Another article linking both malnutrition and obesity to poverty can be found at http://www.bbc.co.uk/news/business21216230 .
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2. Review the metabolic processes in eukaryotic cells. Ask students to hypothesize what might be happening in the cells of both malnourished and obese individuals. What long-‐term health effects might these two conditions yield? A more recent health/fitness trend is to use supplements for adding all sorts of vitamins, minerals, amino acids, and trace metals to an individual's diet. For example, the Livestrong site offers Tips on Cellular Nutrition at http://www.livestrong.com/article/356374cellularnutritiontips/ .
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3. Ask students to take their journals with them the next time they are at a grocery store and select three "supplement" packages to study. Ask students to make a quick sketch of the bottle, packet, or box (or take a digital photo of it with a camera or cell phone), and note any claims that stand out on the packaging (e.g., "makes you more alert, increases stamina, helps circulation, relieves arthritis"). Also ask students to make note of the composition of the supplement (noting that some ingredients will not be listed). Supplements are not regulated like medicines by theU.S. Food and Drug Administration (FDA). It is the manufacturer's responsibility to ensure the product is safe before it is marketed; the FDA only takes action on unsafe products after they reach the market. For some products, there are often not as many scientific studies done on the effects of the ingredients, as would be the case for a medicine. Also, the quality may vary considerably from product to product. Ask students to pick one of the
products and describe how they might lead a team of scientists in studying the substance. What type of research and experimentation might be necessary to validate the claims on the package? For it to be considered scientifically valid, how many times would the experiment need to be repeated, for what duration, with what sorts of control variables, and with what populations of people? What studies have been conducted with the supplement? What were the findings? Who are the target audience for the supplement? Does the supplement make an impact of hunger or obesity?
4. Break students into small groups to research how malnutrition stunts young children's brain growth. One possible source is Former United Nations World Food Programme director Josette Sheeran's talkEnding Hunger Now. Sheeran has a set of slides at 05:04 that compare the brain sizes and neuron formation of both healthy children and malnourished children. Sheeran notes that malnutrition has major economic impacts —the stunting due to malnutrition that happens in the first 1,000 days of a child's life cuts the child's lifetime earning's potential in half.
* What might be some of the possible causes for hunger in various populations around the globe?
* What points does Sheeran make that you agree or disagree with? Why?
* What points surprise you? Why? Were there any parts of her talk that you took issue with?
5. Examine the impact of obesity on young children. What might be some of the causes for obesity in U.S. children and/or children from other countries? Consider the use of a T chart or Venn diagram to facilitate the discussion.
Chef Jamie Oliver emphasizes several possible points in his presentationTeach Children About Food. Working in small groups, use the Internet and library sources to examine his claims for what he believes are the causes of childhood obesity.
* What data might you find that either support or refute his claims?
* How might a scientist design an experiment to study these hypotheses?
* What might be some of the ethical implications in such a study?
* How might scientists address these concerns or find a different means of studying the phenomenon?
6. As with many interconnected global issues, climate change will impact world hunger and the corresponding rates of poverty. Divide students into small groups to research the impact of climate change on food prices. One source is the Oxfam America's2012 Research Report: Extreme Weather, Extreme Prices.
7. At the 2013 World Economic Forum in Davos, Switzerland, world leaders seemed to agree that fostering "resilience" is a major goal for international policy. Working together, what recommendations might students suggest to increase the resilience of the world's food supply? How will these recommendations take into account the need for increased access to nutritional food by the most impoverished individuals? Closely aligned to the concept of resiliency is biodiversity in stocks of seeds. With climate changes already impacting growth cycles, ensuring biodiversity might literally save humankind from global famine. For an overview on this
interrelated issue, view Cary Fowler's presentation One Seed at a Time: Protecting the Future of Food on TED.
Phase II. Independent Research
A. Research process
1. Selecting a topic. Depending on interest, students select one of the interrelated topics examined during Phase I of theSuper Food task to explore at a deeper level through independent research. These topics include:
* Hunger and malnutrition
* Obesity
* Nutritional supplements and cellular nutrition
* The financial impacts of hunger and obesity
* The impact of climate change and biodiversity on the world's food supply
2. Asking guiding questions. Depending upon the topic selected, students should develop 3-‐5 questions to guide their research proposals. Such questions might include:
* What are the statistics in my city or neighborhood for hunger and/or obesity?
* What is the nutritional quality of the meals served at area schools?
* What is the level of food/nutrition knowledge of parents in the local community?
* What are some key ingredients in nutritional supplements that might benefit malnourished individuals?
* What might be some policies you could design to help address the twin problems of hunger and obesity?
* How would you develop a "resilient" nutritional supplement to combat hunger?
* How might you investigate the biodiversity of major crops such as corn, wheat, and rice? What would you suggest doing to ensure that these crops remain diverse (e.g., de-‐incentivize monoculture farming practices of large agro-‐ businesses; invest in small, organic farms; plant rooftop gardens; educate people about the different seeds and how to cook using them)?
* What might be alternatives to the fast-‐food lifestyles that have been linked to obesity and to pre-‐packaged foods that might contain more sugar, fat, and chemicals than food (some possible sites to explore as starting points include Slow Food andJust Food)?
* How many people in your local community might be considered locavores — people who eat only food grown in their geographic area? What are arguments for and against eating this way, both in terms of personal nutrition, and as a means for addressing problems with the food industry?
* What conditions are necessary to grow certain food crops (e.g. what amounts of nutrients in the soil, water, and sunlight are required)?
3. Creating a research proposal. Students should create a research proposal identifying one of the major topics above and develop a research plan. Will the student need to
conduct qualitative research such as interviews and focus groups? How will the student gain access to quantitative data such as statistics and financial information? Will the student need to design a controlled experiment (such as isolating nutrient needs, or examining temperature changes, by growing plants in a controlled environment such as in a greenhouse or through methods such as hydroponics)? Teachers will need to work with students individually to ensure that the scope of the project remains within the timeframe of the class. Will students need a local mentor or a university research contact in order to clarify their research questions and goals?
4. Conducting the research. Students execute their research plans with guidance from mentors/specialists (if applicable), teachers, and librarians.
5. Sharing findings and drawing conclusions. Students will individually present their findings during a "Super Food Symposium." The audience for this event may include students from other classes, younger students, parents, dieticians, nutritionists, organic farmers, grocers, doctors, and/or community and business leaders. Additionally students should create 1-‐2 minute videos (much likehttp://animoto.com/education introduction) to describe their product via the World Wide Web.
B. The product
Depending upon the topic studied, students might communicate their conclusions through one of the following products:
* A public-‐service announcement and corresponding persuasive literature aimed at educating an audience about the problem
* A multi-‐media presentation describing the student's scientific experiment and detailing the results
* A presentation on the economic incentives to address the problem being studied (hunger or obesity) with corresponding analysis of economic statistics and indicators
* A recipe for a new nutritional supplement or "power bar" that targets either malnourished or obese individuals, along with the scientific research supporting the student's hypothesis for how the supplement would work, an educational brochure detailing the nutritional benefits of the substance and a plan for distribution to at-‐ risk populations
* A policy brief and presentation that describe a proposed plan for intervention and disruption of the problem situation or behavior
* A business-‐plan for a new non-‐profit that will address one of these problems on the local level, along with a guide to the programs and services the organization will oversee
* A new process for growing food crops that results in "resilient" and high-‐yield plants
C. Communication
Each student presents their research findings to an audience through the "Super Food Symposium." This event may be organized like an exhibit hall, where students talk one-‐on-‐ one with the public. Question and answer sessions should be informal so that students may present their research and defend their solutions. One way to ensure that students have the
opportunity to see the works of their peers is to split the event into two sessions and have only half of the students present at a time. In other words, when the first group presents, students in the second group can review and assess the products. Then for the second session of theSymposium, the groups reverse roles. All students should finish their products prior to either group presenting so as not to introduce bias or unfair advantage to later presenters. Students should document their presentations through digital photos, videos, and/or audio recordings.
D. A completed project consists of:
1. Topic proposal
2. Research notes
3. Final product plan, design, recipe, and/or presentation
4. Documentation of the presentation during theSuper Food Symposium
4. Video introductions for the web detailing the student's product
Internet Resources
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Texas Performance Standards Project
© 2013 Texas Education Agency
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Texas Essential Knowledge and Skills
The unit may address the following TEKS:
II.21 Determines, locates, and explores the full range of relevant sources addressing a research question and systematically record the information they gather
II.22 Clarifies research questions and evaluates and synthesizes collected information
II.23 Organizes and presents their ideas and information according to the purpose of the research and their audience
II.24 Uses comprehension skills to listen attentively to others in formal and informal settings
II.25 Speaks clearly and to the point, using the conventions of language
Science:
Social Studies:
Psychology
PSY.3 Understands the relationship between biology and behavior
PSY.4 Understands how sensations and perceptions influence cognition and behavior
PSY.5 Understands that development is a life-‐long process
PSY.6 Understands behavioral and social learning theories
PSY.7 Understands the principles of motivation and emotion
PSY.11 Understands basic elements of cognition
PSY.13 Understands the influence of society and culture on behavior and cognition
PSY.17 Develops long-‐term and short-‐term goal-‐setting skills for individual and community problem solving
PSY.18 Understands the relationship of changes in technology to personal growth and development Sociology
SOC.1 Understands the theoretical perspectives of the historical interpretations of human social development
SOC.2 Understands how society evolves and cause and effect of social and institutional change
SOC.6 Understands the process of socialization
SOC.7 Understands the concept of adolescence and its characteristics
SOC.8 Understands the life stage of adulthood and its characteristics
SOC.10 Understands the nature of social stratification in society
SOC.12 Understands changing societal views on gender, age, and health
SOC.13 Identifies the basic social institution of the family and explains its influences on society
SOC.15 Identifies the basic social institutions of education and religion and explains their influence on
society
SOC.16 Understands the basic social institutions of science and the mass media and their influence on society
SOC.17 Understands how population and urbanization contribute to a changing social world
SOC.18 Understands how collective behavior, social movements, and modernization contribute to a changing social world
SOC.19 Applies critical-‐thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology
SOC.21 Uses problem-‐solving and decision-‐making skills, working independently and with others, in a variety of settings
Social Studies Research Methods
RM.1 Understands the need for an organizing framework to identify an area of interest and collect information
RM.2 Applies a process approach to a research topic, applying the ideas, theories, and modes of inquiry drawn from the social sciences in the examination of persistent issues and social questions
RM.3 Employs the processes of critical social science inquiry to understand an issue, topic, or area of interest using a variety of sources, checking their credibility, validating and weighing evidence for claims, and searching for causality
RM.6 Understands the principles andrequirements of the scientific method
Health Education:
Health
H.1 Analyzes health information and applies strategies for enhancing and maintaining personal health throughout the life span
H.4 Investigates and evaluates the impact of media and technology on individual, family, community, and world health
Physical Education:
Foundations in Personal Fitness
FIT.2 Develops positive self-‐management and social skills needed to work independently and with others
FIT.4 Applies fitness principles during a personal fitness program
FIT.5 Comprehends practices that impact daily performance, physical activity, and health
Texas College and Career Readiness Standards
This unit may address the following Texas College and Career Readiness Standards:
| | English Language Arts: |
|---|---|
| I.A.1 Determines effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience I.A.2 Generates ideas and gathers information relevant to the topic and purpose, keeping careful records of outside sources I.A.3 Evaluates relevance, quality, sufficiency, and depth of preliminary ideas and information, organizes material generated, and formulates thesis II.A.1 Uses effective reading strategies to determine a written work’s purpose and intended audience II.A.2 Uses text features and graphics to form an overview of informational texts and to determine where to locate information II.A.3 Identifies explicit and implicit textual information including main ideas and author’s purpose | |
II.A.4 Draws and supports complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions
II.A.5 Analyzes the presentation of information and the strength and quality of evidence used by the author, and judges the coherence and logic of the presentation and the credibility of an argument
II.D.1 Describes insights gained about oneself, others, or the world from reading specific texts
III.A.1 Understands how style and content of spoken language varies in different contexts and influences the listener's understanding
III.A.2 Adjusts presentation (delivery, vocabulary, length) to particular audiences and purposes
III.B.1 Participates actively and effectively in one-‐on-‐one oral communication situations
III.B.2 Participates actively and effectively in group discussions
III.B.3 Plans and delivers focused and coherent presentations that convey clear and distinct perspectives and demonstrates solid reasoning
IV.A.1 Analyzes and evaluates the effectiveness of a public presentation
IV.A.2 Interprets a speaker's message; identifies the position taken and the evidence in support of that position
IV.A.3 Uses a variety of strategies to enhance listening comprehension
IV.B.1
Listens critically and responds appropriately to presentations
IV.B.2 Listens actively and effectively in one-‐on-‐one communication situations
V.A.1 Formulates research questions
V.A.2 Explores a research topic
V.A.3 Refines research topic and devises a timeline for completing work
V.B.1 Gathers relevant sources
V.B.2 Evaluates the validity and reliability of sources
V.B.3 Synthesizes and organizes information effectively
V.C.1 Designs and presents an effective product
V.C.2 Uses source material ethically
Mathematics:
VI.A.1 Plans a study
VI.B.1 Determines types of data
VI.B.2 Selects and applies appropriate visual representations of data
VI.B.3 Computes and describes summary statistics of data
VI.C.1 Makes predictions and draws inferences using summary statistics
VI.C.2 Analyzes data sets using graphs and summary statistics
VI.C.3 Analyzes relationships between paired data using spreadsheets, graphing calculators, or statistical software
VI.C.4 Recognizes reliability of statistical results
VIII.A.1 Analyzes given information
IV.C.1 Understands/interprets presentations critically
IV.D.1 Constructs a thesis that is supported by evidence
IV.D.2 Recognizes and evaluates counter-‐arguments
V.A.1 Uses appropriate oral communication techniques depending on the context or nature of the interaction
V.A.2 Uses conventions of standard written English
V.B.1 Attributes ideas and information to source materials and authors
CrossDisciplinary Standards:
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I.A.1 Engages in scholarly inquiry and dialogue
I.A.2 Accepts constructive criticism and revises personal views when valid evidence warrants
I.B.1 Considers arguments and conclusions of self and others
I.C.2 Develops and applies multiple strategies to solving a problem
I.C.3 Collects evidence and data systematically and directly related to solving a problem
I.D.1
Self-‐monitors learning needs and seeks assistance when needed
I.D.2 Uses study habits necessary to manage academic pursuits and requirements
I.D.3 Strives for accuracy and precision
I.D.4 Perseveres to complete and master tasks
I.E.1 Works independently
I.E.2 Works collaboratively
I.F.1 Attributes ideas and information to source materials and people
I.F.2 Evaluates sources for quality of content, validity, credibility, and relevance
II.A.2 Uses a variety of strategies to understand the meanings of new words
II.A.3 Identifies the intended purpose and audience of the text
II.A.4 Identifies the key information and supporting details
II.A.5 Analyzes textual information critically
II.A.6 Annotates, summarizes, paraphrases, and outlines texts when appropriate
II.B.1 Writes clearly and coherently using standard writing conventions
II.B.2 Writes in a variety of forms for various audiences and purposes
II.B.3 Composes and revises drafts
II.C.1 Understands which topics or questions are to be investigated
II.C.2
Explores a research topic
II.C.3 Refines research topic based on preliminary research and devises a timeline for completing work
II.C.4 Evaluates the validity and reliability of sources
II.C.5 Synthesizes and organizes information effectively
II.C.6 Designs and presents an effective product
II.C.7 Integrates source material
II.C.8 Presents final product | <urn:uuid:bd0f230b-6804-4e70-bbab-60e344985791> | CC-MAIN-2017-09 | http://texaspsp.org/highschool/tasks/HS_Super_Food.pdf | 2017-02-25T09:36:50Z | crawl-data/CC-MAIN-2017-09/segments/1487501171706.94/warc/CC-MAIN-20170219104611-00048-ip-10-171-10-108.ec2.internal.warc.gz | 245,081,663 | 16,220 | eng_Latn | eng_Latn | 0.981069 | eng_Latn | 0.994704 | [
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Narrator-‐the person telling the story (The narrator is not always the author.)
Theme-‐the message that author is trying to get across.
I SEE YOU
You make strange noises OR You laugh at things That are not funny OR Maybe you FART LOUD and SMELLY
Because your voice has Been silenced By 9, 10, or 11 years Of the Public School Prison
And for some reason You’ve gotten into your head That you cannot be successful That you’ll always be the one Laughing, Throwing, Farting
And you think that Laughing, Throwing, Farting Is the only way that you can be HEARD
BUT
I see you; I hear you I see a Doctor, Lawyer Teacher, Preacher, Policeman, Fireman, Husband, Father Mother, Wife
I see You! I hear You!
This poem is about:
Who is the narrator?
To whom is this poem addressed? (Who is the narrator talking to?)
How does the narrator feel about the people to whom he/she is talking?
What is the theme of this poem? (The theme is the message that the author is trying to get across.)
In second stanza, when the narrator says “Public School Prison”, what is he/she really talking about? Why does he/she use the term prison?
Explain the fifth stanza.
In the last two lines of the poem, the narrator says, “I see you, I hear”. What does he/she mean? | <urn:uuid:908c8cd0-241a-4e0d-a84a-004ac307d188> | CC-MAIN-2018-30 | http://www.freethingsforenglishteachers.com/uploads/8/8/7/3/8873844/a_poem_for_disruptive_students.pdf | 2018-07-16T04:20:33Z | crawl-data/CC-MAIN-2018-30/segments/1531676589179.32/warc/CC-MAIN-20180716041348-20180716061348-00069.warc.gz | 472,415,331 | 1,071 | eng_Latn | eng_Latn | 0.992795 | eng_Latn | 0.992795 | [
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1254
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| 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 |
| 29 | 30 | 31 | 32 |
| 33 | 34 | 35 | 36 |
| 37 | 38 | 39 | 40 |
| 41 | 42 | 43 | 44 |
| 45 | 46 | 47 | 48 |
| 49 | 50 | 51 | 52 |
| 53 | 54 | 55 | 56 |
| 57 | 58 | 59 | 60 |
| 61 | 62 | 63 | 64 |
| 65 | 66 | 67 | 68 |
| 69 | 70 | 71 | 72 |
| 73 | 74 | 75 | 76 |
| 77 | 78 | 79 | 80 |
| 81 | 82 | 83 | 84 |
| 85 | 86 | 87 | 88 |
| 89 | 90 | 91 | 92 |
| 93 | 94 | 95 | 96 |
| 97 | 98 | 99 | 100 |
**Note:** The numbers in the table represent the order of the items in the list. | <urn:uuid:7a891306-4f78-4d44-bec7-11b352632aae> | CC-MAIN-2023-50 | http://images.salsify.com/image/upload/s--rkJ96lGx--/gxcphdviesvfxbsnck0s.pdf | 2023-12-01T10:26:45+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100286.10/warc/CC-MAIN-20231201084429-20231201114429-00392.warc.gz | 24,649,938 | 352 | eng_Latn | eng_Latn | 0.993758 | eng_Latn | 0.993758 | [
"eng_Latn"
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641
] | [
2.1875
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Spanish Verb: reemplazar
English Translation: to replace
| yo | tú | él/ella/usted | nosotros/-as | vosotros/-as |
|---|---|---|---|---|
| reemplazo | reemplazas | reemplaza | reemplazamos | reemplazáis |
| he reemplazado | has reemplazado | ha reemplazado | hemos reemplazado | habéis reemplazado |
| reemplazaba | reemplazabas | reemplazaba | reemplazábamos | reemplazabais |
| reemplacé | reemplazaste | reemplazó | reemplazamos | reemplazasteis |
| había reemplazado | habías reemplazado | había reemplazado | habíamos reemplazado | habíais reemplazado |
| hube reemplazado | hubiste reemplazado | hubo reemplazado | hubimos reemplazado | hubisteis reemplazado |
| reemplazaré | reemplazarán | reemplazará | reemplazaremos | reemplazaréis |
| habré reemplazado | habrás reemplazado | habrá reemplazado | habremos reemplazado | habréis reemplazado |
| reemplazaría | reemplazarías | reemplazaría | reemplazaríamos | reemplazarías |
| habría reemplazado | habrías reemplazado | habría reemplazado | habríamos reemplazado | habríais reemplazado |
| reemplace | reemplaces | reemplace | reemplacemos | reemplacéis |
| haya reemplazado | hayas reemplazado | haya reemplazado | hayamos reemplazado | hayáis reemplazado |
| reemplazara OR reemplazase | reemplazaras OR reemplazases | reemplazara OR reemplazase | reemplazáramos OR reemplazásemos | reemplazarais OR reemplazaseis |
| hubiera reemplazado OR hubiese reemplazado | hubieras reemplazado OR hubieses reemplazado | hubiera reemplazado OR hubiese reemplazado | hubiéramos reemplazado OR hubiésemos reemplazado | hubierais reemplazado OR hubieseis reemplazado |
| | reemplaza! | reemplace! | reemplacemos! | reemplazad! |
| | no reemplaces! | no reemplace! | no reemplacemos! | no reemplacéis! |
reemplazar is a completely regular verb.
Note:
Copyright © 2021 - 123TeachMe.com
Spanish Verb: reemplazar
English Translation: to replace
Sample Translated Sentences Containing 'reemplazar'
Actualmente las fábricas van reemplazando la mano de obra por tecnología para reducir costes. Currently, factories are replacing labor with technology in order to reduce costs.
Reemplace la malla Replace the silt fence reemplazar las toallas sucias to replace soiled towels
reemplazar a alguien to substitute someone
Una de las luces traseras necesita ser reemplazada. One of the taillights needs to be replaced.
El lente debe ser reemplazado.
The lens must be replaced.
Copyright © 2021 - 123TeachMe.com | <urn:uuid:a4295a24-2108-453c-a021-4a656ea4c5e0> | CC-MAIN-2021-04 | https://123teachme.com/spanish_worksheets/verb_conjugations/reemplazar | 2021-01-25T08:04:48+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703565376.63/warc/CC-MAIN-20210125061144-20210125091144-00038.warc.gz | 197,189,860 | 793 | eng_Latn | eng_Latn | 0.72951 | eng_Latn | 0.715165 | [
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Spanish Verb: transformar
English Translation:
to transform
| yo | tú | él/ella/usted | nosotros/-as | vosotros/-as |
|---|---|---|---|---|
| transformo | transformas | transforma | transformamos | transformáis |
| he transformado | has transformado | ha transformado | hemos transformado | habéis transformado |
| transformaba | transformabas | transformaba | transformábamos | transformabais |
| transformé | transformaste | transformó | transformamos | transformasteis |
| había transformado | habías transformado | había transformado | habíamos transformado | habíais transformado |
| hube transformado | hubiste transformado | hubo transformado | hubimos transformado | hubisteis transformado |
| transformaré | transformarás | transformará | transformaremos | transformaréis |
| habré transformado | habrás transformado | habrá transformado | habremos transformado | habréis transformado |
| transformaría | transformarías | transformaría | transformaríamos | transformaríais |
| habría transformado | habrías transformado | habría transformado | habríamos transformado | habríais transformado |
| transforme | transformes | transforme | transformemos | transforméis |
| haya transformado | hayas transformado | haya transformado | hayamos transformado | hayáis transformado |
| transformara OR transformase | transformaras OR transformases | transformara OR transformase | transformáramos OR transformásemos | transformarais OR transformaseis |
| hubiera transformado OR hubiese transformado | hubieras transformado OR hubieses transformado | hubiera transformado OR hubiese transformado | hubiéramos transformado OR hubiésemos transformado | hubierais transformado OR hubieseis transformado |
| | transforma! | transforme! | transformemos! | transformad! |
| | no transformes! | no transforme! | no transformemos! | no transforméis! |
transformar is a completely regular verb.
Note:
Copyright © 2024 - 123TeachMe.com
Spanish Verb:
transformar
English Translation: to transform
Sample Translated Sentences Containing 'transformar'
El resfriado se me ha transformado en una bronquitis The cold I had has turned into a bronchitis.
La fabricación transforma las materias primas en productos. Manufactoring transforms raw materials into products. | <urn:uuid:a1e43db7-9aa7-4be4-8009-05ce0d370cb8> | CC-MAIN-2024-10 | https://123teachme.com/spanish_worksheets/verb_conjugations/transformar | 2024-02-21T10:52:27+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473472.21/warc/CC-MAIN-20240221102433-20240221132433-00852.warc.gz | 74,292,834 | 557 | eng_Latn | eng_Latn | 0.658465 | eng_Latn | 0.707775 | [
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Reverse Percentages
Find 100% when…
a) 15 represents 50%
d) 6 represents 5%
g)
A coat is reduced by 15% to £68
b) 12 represents 10%
e) 15% of an amount is 36 h)
A top is reduced by
6% to £47
c) 8 represents 20%
f) 35% of an amount is 21
i) A sofa is reduced by 17% to £1,162
j) John gets a raise of 10% to £7.48/hr
k) A house depreciates by 0.3% to £249,250
l) Population increases by 0.04% to 718,262
Reverse Percentages
Find 100% when…
a) 15 represents 50%
d) 6 represents 5%
g) A coat is reduced by 15% to £68
j) John gets a raise of 10% to £7.48/hr
b) 12 represents 10%
e) 15% of an amount is 36
h)
A top is reduced by
6% to £47
k) A house depreciates by 0.3% to £249,250
c) 8 represents 20%
f) 35% of an amount is 21
i) A sofa is reduced by 17% to £1,162
l) Population increases by 0.04% to 718,262 | <urn:uuid:5beedb61-2980-40f8-8abf-1b7f3fbeb9ad> | CC-MAIN-2024-33 | http://taylorda01.weebly.com/uploads/4/2/3/8/42387051/reverse_percentages_01.pdf | 2024-08-11T13:06:19+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640997721.66/warc/CC-MAIN-20240811110531-20240811140531-00187.warc.gz | 33,305,217 | 420 | eng_Latn | eng_Latn | 0.977698 | eng_Latn | 0.977698 | [
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# Coach52 Business Plan
## Goal
| | | |
|---|---|---|
| | | |
## 3 Priorities to Achieve that Goal
1.
2.
3.
## 5 Strategies for Each Priority
| Priority 1: | Priority 2: | Priority 3: |
|---|---|---|
| 1 | 1 | 1 |
| A | A | A |
| B | B | B |
| C | C | C |
| D | D | D |
| E | E | E |
| 2 | 2 | 2 |
| A | A | A |
| B | B | B |
| C | C | C |
| D | D | D |
| E | E | E |
| 3 | 3 | 3 |
| A | A | A |
| B | B | B |
| C | C | C |
| D | D | D |
| E | E | E |
| 4 | 4 | 4 |
| A | A | A |
| B | B | B |
| C | C | C |
| D | D | D |
| E | E | E |
| 5 | 5 | 5 |
| A | A | A |
| B | B | B |
| C | C | C |
| D | D | D |
| E | E | E | | <urn:uuid:446c3100-afc3-43e6-861b-da553a3fa036> | CC-MAIN-2024-10 | https://familyfirstfunding.technicallyre.com/wp-content/uploads/2022/08/sample-coach-52-plan_fillable.pdf | 2024-02-21T12:10:34+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947473472.21/warc/CC-MAIN-20240221102433-20240221132433-00540.warc.gz | 257,341,113 | 306 | eng_Latn | eng_Latn | 0.851288 | eng_Latn | 0.851288 | [
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634
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Teachers Geothermal Power Resource Guide
DTE Energy has compiled a list of relevant educational resources on geothermal energy. Many curriculum guides, activities and interactive sites exist to aid teachers develop lesson plans for teaching students about geothermal energy.
Basic Geothermal Information:
The National Renewable Energy Laboratory offers an overview of geothermal basics.
http://www.nrel.gov/learning/re_geothermal.html
The Idaho National Laboratory is the lead laboratory for the DOE Geothermal Energy Program's geoscience research. The site provides in-depth technical information about geothermal projects across the United States.
https://inlportal.inl.gov/portal/server.pt/community/geothermal/422/
Earth Energy Society of Canada is dedicated to utilizing geothermal heat to provide space heating and cooling. This site gives an overview of geothermal technology in heat pumps.
http://www.earthenergy.ca/tech.html
Educational Resources:
Energy Kids is a children's web site presented by the U.S. Energy Information Administration. Teachers will find lesson plans on renewable energy, games and activities, and information suited for students K-12.
Teacher's Resource Guide: http://tonto.eia.doe.gov/kids/energy.cfm?page=Plans
Kid's Geothermal Homepage:
http://tonto.eia.doe.gov/kids/energy.cfm?page=geothermal_home-basics
The U.S. Department of Energy basic information on geothermal projects and a lesson plan resource guide.
Geothermal Basics: http://www1.eere.energy.gov/geothermal/geothermal_basics.html
Lesson Plan Resource Guide: http://www1.eere.energy.gov/education/lessonplans/
The U.S. Department of Energy is offering grants to middle-schools, high schools, and colleges and universities for used energy-related laboratory equipment. More information can be found through the official website listed below.
http://www.osti.gov/erle/
Alternative Energy has great basic information on renewable energy technologies, including geothermal.
http://www.altenergy.org/renewables/geothermal.html
Energy for Educators is an online source for lesson plans on renewable energy offered by the Idaho National Laboratory. Lesson plans on geothermal energy exist for intermediate level students.
http://www.energyforeducators.org/lessonplanstopic/Geothermal.shtml
Teachers are encouraged to take a look at DTE Energy's facts and activities on geothermal energy for kids for more information and links to educational materials. In addition, the teachers may refer to DTE Energy's Energy Basics Teacher Resource Guide. | <urn:uuid:610fddd3-5321-4ca5-92a8-b0d3769b82ff> | CC-MAIN-2018-26 | http://woodyguthriecenter.org/wp-content/uploads/2013/04/Geothermal-Energy-Teachers-Guide.pdf | 2018-06-24T01:35:37Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00402.warc.gz | 340,525,259 | 510 | eng_Latn | eng_Latn | 0.992145 | eng_Latn | 0.99242 | [
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Name:_______________________________________ Date:_______________
Chapter 7 Make Sense of It! Planning Form
Working the Numbers
Read the following:
In a typical week at your part-time job, you earn $10 per hour working 12 hours. You want to make sure your net pay is calculated correctly. Additionally, you often find yourself short of funds at the end of the week. Last month, you didn't have enough money to go to the movies with your friends. Analyze how much money you should have in your paycheck and where it is being spent.
Instructions
Based on the above scenario, complete the following table. Be sure to provide the following calculations as indicated by the arrow ():
| Weekly Income and Expense Summary | | | | | |
|---|---|---|---|---|---|
| | Formula | | | | Amount |
| Gross Pay Calculation: | | hours @ $ | per hour = | | |
| | | | | $ | |
| Payroll Deductions | | | | | |
| Federal Income Tax | Gross Pay x 11% = | | | | |
| | | | | $ | |
| Social Security and Medicare Tax: | Gross Pay x 7.65% = | | | | |
| | | | | $ | |
| State Income Tax: | Gross Pay x 5% = | | | | |
| | | | | $ | |
| Total Payroll Deductions | | | | | |
| | | | | $ | |
| Net Pay: | Gross Pay – Total Payroll Deductions = | | | | |
| | | | | $ | |
| Weekly Expenses: | | | | | |
| Required Savings: | Net Pay x 20% = | | | | |
| | | | | $ | |
| Car Insurance ($80 monthly): | | | | $20 | |
| Food: | | | | $20 | |
| Clothes: | | | | $18 | |
| Entertainment: | | | | $25 | |
| Personal/Other: | | | | $12 | |
| Total Weekly Expenses: | = | | | | |
| | | | | $ | |
| Surplus/(Deficit): | Net Pay – Total Weekly Expenses = | | | | |
| | | | | $ | |
Chapter 7 Make Sense of It! Planning Form
Questions
Based on your Weekly Income and Expense Summary, answer the following:
1. Do you have surplus or deficit cash at the end of the week?
2. How much?
3. What changes would you make with regard to the surplus or deficit?
a. If you have excess or surplus cash, what would you do with it?
b. If you have negative or deficit cash, what changes would you make? | <urn:uuid:0a1c5cdf-69c7-4509-8746-5b2cbd7c2ed6> | CC-MAIN-2018-26 | http://mycompanionsite.com/download.ashx?file=cGVyc29uYWwgZmluYW5jZSBmb3IgdGVlbnMvc3R1ZGVudC9Vbml0IDMgLSBNb25leSBNYW5hZ2VtZW50L0NoYXB0ZXIgNy9DaGFwdGVyIDcgTWFrZSBTZW5zZSBvZiBJdCEgUGxhbm5pbmcgRm9ybS5wZGY%3D | 2018-06-24T00:59:17Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00402.warc.gz | 211,232,222 | 739 | eng_Latn | eng_Latn | 0.998869 | eng_Latn | 0.999498 | [
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Bible Stories for Adults
The First Easter
Matthew 28:1-15
Opening
Gathering:
What would you think if someone told you that a friend you just buried was now alive?
Today's Focus: Jesus rose from the dead, as He had promised, and showed Himself to disciples on Easter.
Key Verses: He is not here; He has risen, just as He said. Matthew 28:5-6
They told all these things to the Eleven and to all the others. But they did not believe the women, because their words seemed to them like nonsense. Luke 24:9, 11
Opening Prayer
Lesson
Easter
Early Christians celebrated Jesus' resurrection either on Passover day or on Sunday following Council of Nicaea, 325 AD – Church leaders agreed to celebrate on the same day First Sunday after the ecclesiastical moon on or after March 21 (vernal equinox) Western Christians use the Gregorian calendar, Eastern Christians use the Julian calendar Early Christian missionaries to the Saxons converted their springtime festival into Easter Used name of Eostre, their "Goddess of the Dawn" Kept some traditions - Easter rabbit (fertility) and eggs (new birth)
Jewish Burials
Wealthy used caves, both natural and man-made, as family tombs, Others were buried Shelves or niches in large caves would hold individual bodies, sealed by flat stones Criminals could not be buried in family tombs - guilty could not be buried with the just Criminal and poor bodies were burned in trash heap in Valley of Gehenna Bodies were wrapped in strips of linen with spices to keep odor down John 11:38-40, 43-44 After a body was placed in a tomb, a large stone was rolled in front of entrance Matthew 23:27-28
Jesus is Buried (Luke 23:50-56)
How was Jesus' body kept from being burned or thrown away as for other criminals? Luke 23:50-52
What did he do with Jesus' body?
Luke 23:53
Did Joseph get any help?
John 19:39-40
Why was Joseph in such a rush and unable to fully wash and rub Jesus' body?
Luke 23:54
If Joseph and Nicodemus were alone, how did the disciples know where Jesus was buried? Luke 23:55
Why didn't the women wait and add their own spices to Jesus' body after Joseph was done? Luke 23:56
Copyright © 2007 www.biblestoriesforadults.com. Use of this material is provided free of charge for use in personal or group Bible Study, no permission needed.
The author reserves all rights for use in published material or in uses where fees are involved (contact firstname.lastname@example.org).
Bible Stories for Adults
The First Easter
Page 2
Guard The Dead(Matthew 27:62-66)
How did the chief priests disobey their own traditions against working on the Sabbath?
Matthew 27:62-64
Did the leaders ask Pilate to do it so they wouldn't have to work on the Sabbath?
Matthew 27:65-66
The seal was a cord stretched across the stone and secured with clay on each side
The Women Go to the Tomb (Mark 16:1-3)
What did the women do their first chance after obediently observing the Passover Sabbath?
Matthew 28:1
How anxious were they to get to the tomb?
John 20:1a
What concerned them as they walked?
Mark 16:1-3
The Earth Shook Again (Matthew 28:2)
Who would move the stone for them? Matthew 28:2 How had God's creation responded to Jesus' death? Matthew 27:50-51
The Women Reach the Tomb (Luke 24:2-4)
Did the women see the angel roll back the stone?
Luke 24:2-3
How did Mary of Magdala (town in Galilee) react to what she saw?
John 20:1-2
What did the other women do?
Luke 24:4
How does Matthew describe the appearance of the angels?
Matthew 28:3
What does this appearance mean?
Exodus 34:29, 34-35
The Angels Announce Jesus' Resurrection (Luke 24:5-8)
What did the angels say to the women?
Luke 24:5-8
Had Jesus clearly explained that He would rise or had He said so in a parable?
Luke 18:31-34
On the Third Day- Not after three days
Did the angels give the women any instructions?
Matthew 28:5-7
Four messages: Don't be afraid; He has risen; Come and see; Go quickly and tell.
Did the women immediately go tell the disciples?
Mark 16:8
You can find Bible Stories for Adults on the web at www.biblestoriesforadults.com
Bible Stories for Adults
The First Easter
Page 3
Peter and John Go to the Tomb (John 20:3-9)
How did Peter and John react when Mary Magdalene told them Jesus' body was gone?
John 20:3-5
What did Peter see that showed Jesus' body had not been hastily stolen?
John 20:6-7
After seeing the empty tomb, did Peter and John believe and understand that Jesus had risen?
John 20:8-9
How does Luke record Peter's reaction?
Luke 24:12
Mary Magdalene Returns to the Tomb (John 20:10-18)
After following Peter and John to the tomb, what did Mary Magdalene do after they left?
John 20:10-11
What did she see in the tomb and why was she crying?
John 20:12-13
Who did she think may have moved Jesus' body?
John 20:14-15
How did Jesus let her know who He really was?
John 20:16
What did Jesus say when Mary tried to hug Him in her excitement?
John 20:17
What did Mary do in response?
John 20:18
Jesus Appears to the Other Women (Matthew 28:8-10)
Had Jesus appeared to anyone else before Mary saw Him?
Mark 16:9-11
Who did He appear to next?
Matthew 28:8-9
What did Jesus say to them?
Matthew 28:10
What About the Guards? (Matthew 28:11-15)
What had happened to the guards when the angel came and rolled back the stone?
Matthew 28:2-4
Where were the guards while all of these people were visiting the tomb?
Matthew 28:11
With this proof, did the chief priests come to recognize Jesus as the Messiah?
Matthew 28:12-15
On the Road to Emmaus (Luke 24:9-18)
After all that had happened in the early morning, did the disciples believe and understand?
Luke 24:9-11
What happened as a couple of believers walked back home to Emmaus that afternoon?
Luke 24:13-17
Common for travelers to join up and walk and talk together to pass the time (2-3 hrs)
You can find Bible Stories for Adults on the web at www.biblestoriesforadults.com
Bible Stories for Adults
The First Easter
Page 4
The Story of Jesus (Luke 24:18-27)
How did they indicate that Jesus' death and empty tomb were the topic of Jerusalem?
Luke 24:18
How did they explain Jesus' story to this stranger?
Luke 24:19
Luke 24:20
Luke 24:21
Luke 24:22-23
Luke 24:24
How did Jesus answer their confusion?
Luke 24:25-27
A Revealing Dinner (Luke 24:28-32)
How interested were these disciples in hearing this stranger?
Luke 24:28-29
What caused them to recognize who this stranger really was?
Luke 24:30-31
After recognizing Jesus, did they feel they should have recognized Him earlier?
Luke 24:32
The Response of Believers (Luke 24:33-35)
Although it was dark and dangerous outside, what did these disciples do? Luke 24:33
Had anything else happened since these men had left Jerusalem?
Luke 24:34
After hearing this update from the apostles, what did the two do?
Luke 24:35
After a full day of events, did the apostles finally believe and understand?
Mark 16:12-13
What amazing thing then happened that helped them believe? (Next week's lesson)
Luke 24:36
Closing Prayer
Response - Consider and meditate on one each day this week
1. How anxious am I to see Jesus? (John 20:1-18; Matthew 7:7-8; Mark 1:35-39; Luke 2:41-50; 4:42-44; 8:40-48; Philippians 1:21-26; 1 Thessalonians 4:16-18)
2. Who have I told that Jesus has risen from the dead?
(John 20:1-2, 18, 24-25; Luke 24:9-10, 33-35; Acts 2:36-41; 4:8-12, 18-20; 1 Cor 6:14; 15:1-11)
3. How have I recognized the presence of Jesus in my life?
(John 20:16, 20, 28; 14:20-23; Luke 24:31-32; Genesis 28:16-17; Psalm 16:11; 21:6; 139:7-10)
4. When have I felt without hope?
(Luke 24:17-21; John 20:13; 2 Corinthians 1:3-11; Ephesians 2:12; 1 Thessalonians 4:13)
5. How has God shown me that He is in control, even during seemingly impossible times? (Luke 24:17-27; John 20:13-18; 2 Corinthians 4:7-10; Ephesians 2:12-13; 1 Thessalonians 4:13-14)
You can find Bible Stories for Adults on the web at www.biblestoriesforadults.com | <urn:uuid:c24c321a-22ff-4f44-910a-3f38417ce907> | CC-MAIN-2018-26 | http://www.biblestoriesforadults.com/NT7/NT706H.pdf | 2018-06-24T01:41:53Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00404.warc.gz | 359,670,373 | 2,245 | eng_Latn | eng_Latn | 0.944701 | eng_Latn | 0.977503 | [
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Contrary to much rhetoric, coal ash actually contains numerous toxic heavy metals in high concentrations. These are extremely hazardous to human health and the environment.
STATES CAN'T DO IT ALONE
Coal ash is a nationwide problem at the intersection of energy, water, waste disposal, environmental justice, and public health. State programs fail to protect public health from toxic coal ash pollution. States need minimum federal standards to adequately address this problem.
EPA NEEDS TO SET REGULATIONS
Congressional attempts to write coal ash regulation were found inadequate to protect public health and the environment by two Congressional Research Service Reports.
WHAT YOU CAN DO
Urge your senators and representative to oppose any proposed legislation that supersedes EPA's authority to set and enforce regulations of toxic coal ash. A federal minimum regulation model has worked for many types of air and water pollution and can work for coal ash, if we let it.
Tennessee's Toxic Tragedy:
Coal ash is America's largest unregulated waste stream
Tennessee is home to 44 coal ash impoundments containing at least 16 billion gallons of coal combustion waste.That's enough to cover 39,007 football fields one foot deep.
After the 2008 coal ash disaster in Kingston, TN, the Environmental Protection Agency set out to rate all coal ash impoundments nationwide based on the threat they pose to nearby communities and infrastructure.
Two are High Hazard and would cause loss of lifein the event of dam failure.
Five are Significant Hazard and would damageproperty and infrastructure.
$2.3 billion worth of damage has been caused to fish, wildlife and human communities by Tennessee's three coal ash damage cases at Kingston, Melton Hill Reservoir and McCoy Branch. Other instances of contamination have not yet been declared damage cases.
Tennessee's Communities and Waters Need Coal Ash Protection
According to the report "State of Failure" by Earthjustice
* Much of TN's coal ash is dumped into unlined ponds or pits, located close to waterways.Toxins readily leach into drinking water supplies.
* Tennessee fails to protect the public from coal ash by imposing basic safeguards at coal ash dumps.
* Citizens across Tennessee are endangered by coal ash pollution:
o Public advocacy groups have filed legal action challenging inadequate water pollution permits at four TVA coal plants. The groups allege the Tennessee Department of Environment and Conservation is violating the Clean Water Act by failing to regulate wastewater discharges to Tennessee waterways.
* TN regulationslack requirements for groundwater monitoring, liners for impoundments, financial assurance of coal ash impoundments, emergency action plans and inundation mapping and engineering inspections by operators.
o Over 500 property owners have claimed damages from the 2008 TVA Kingston coal ash disaster, which released one billion gallons of toxic coal ash over 300 acres.
* As of August 2011regulators had inspected 0% of Tennessee's coal ash dams in the last 5 years.
To learn more about coal ash and if it threatens the places you care about visitwww.SouthEastCoalAsh.org
For more information contact firstname.lastname@example.org 828.254.6776 | <urn:uuid:60f55d58-feb2-4bac-944a-ef0c62e094d0> | CC-MAIN-2018-51 | http://www.southeastcoalash.org/wp-content/uploads/2013/09/TNCoalAshFactSheet.pdf | 2018-12-19T15:34:03Z | crawl-data/CC-MAIN-2018-51/segments/1544376832559.95/warc/CC-MAIN-20181219151124-20181219173124-00596.warc.gz | 480,813,909 | 2,265 | eng_Latn | eng_Latn | 0.995954 | eng_Latn | 0.995954 | [
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MFL Long Term Plan
Languages programmes of study: Key Stage 2 & 3
National curriculum in England
Purpose of study: Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils' curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
Aims The national curriculum for languages aims to ensure that all pupils:
- understand and respond to spoken and written language from a variety of authentic sources
- speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
- can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
- discover and develop an appreciation of a range of writing in the language studied
Adapted Aim of St Joseph's
- To introduce learners to Spoken and Written Language through songs and video clips
- For learners to speak, repeat, respond to and interact with the target language through speech, rhyme, rhythm, movement and dance
- Where appropriate learners will use words in the target language to label pictures and engage in craft projects
- Learners will be introduced to stories from the target language
- Learners will learn about the culture, history and geography of countries that speak the target language through food tasting, craft, songs, music and dance
2016 / 2017
| Welsh | Russian | Hindi |
|---|---|---|
| French | German | Italian | | <urn:uuid:df08f9fa-ca10-4c27-af06-b6e91fe59a80> | CC-MAIN-2018-26 | http://st-josephscranleigh.surrey.sch.uk/wp-content/uploads/2016/09/4.8d1-new-Link-to-MFL-Long-Term-Plan.pdf | 2018-06-24T01:04:43Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00409.warc.gz | 291,721,531 | 410 | eng_Latn | eng_Latn | 0.997994 | eng_Latn | 0.997994 | [
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Year 9 – Seven Week Revision Countdown
RP = Required practical content
Blue numbers = pages in revision guide
7
-
Changes in energy stores and
170-171 YouTube Playlist;
conservation of energy https://www.youtube.com/playlist?list=PL9u_tKrXnL
| 6 | 30.04.18 | Elements, mixtures and compounds Writing word and symbol equations Atomic structure History of the atom Atoms, ions and isotopes | 88 88 90-91 |
|---|---|---|---|
| 5 | 07.05.18 | Microscopes - types, calculations and drawings - RP Eukaryotic vs prokaryotic - subcellular structures and functions Diffusion Osmosis - RP Active Transport | 18-19 16-17 22-23 |
| 4 | 14.05.18 | Efficiency and appliances Energy and power Energy transfer by conduction Specific Heat Capacity - RP | 195-196 171 |
| 3 | 21.05.18 | Separating techniques States of matter Development of the periodic table Group 1 Group 7 Trends in the periodic table | 89 94-95 92-93 |
| 2 | 28.05.18 | Specialised cells - adaptations, structure and function Cell division Growth and differentiation Stem cells and their uses | 24 20 21 | | <urn:uuid:1c86d667-21d2-4587-b1c3-bcbf284973c5> | CC-MAIN-2018-26 | http://axevalley.devon.sch.uk/wp-content/uploads/2018/06/Science-Revision-countdown-plan-2018.pdf | 2018-06-24T01:19:20Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00407.warc.gz | 27,321,248 | 350 | eng_Latn | eng_Latn | 0.908739 | eng_Latn | 0.908739 | [
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Door County YMCA – Summer Food Menu
Week 1
| | | Monday | Tuesday | | Wednesday | Thursday | |
|---|---|---|---|---|---|---|---|
| LUNCH ENTREE | | Taco Salad | Turkey Wrap | | Chicken Salad Sandwiches | Roast Beef & Provolone Bagel | |
| Milk | | Milk 1 % | Milk 1 % | | Milk 1 % | Milk 1 % | |
| Meat/Meat Alternative | | Ground Beef | Sliced Turkey | | Diced Chicken | Sliced Roast Beef | |
| Vegetable | | Lettuce/Tomatoes | Lettuce/Cucumbers | | Baby Carrots | Snap Peas | |
| Fruit | | Fresh Fruit | Fresh Fruit | | Fresh Fruit | Fresh Fruit | |
| Bread/Grain | | Spiral Noodles | Whole Wheat Tortilla | | Whole Wheat Bread | Whole Wheat Bagel | |
| | Extra Food | | | Mayonnaise | | | Mayonnaise |
| SNACK: Choose 2 Food Groups | | Yogurt Granola Water | Goldfish Crackers Carrots Water | | Mini Bagels Cream Cheese Orange Slices Water | Pretzels String Cheese Water | |
This menu is for the weeks of:
June 6 th thru June 10th
July 4 th thru July 8 th
Aug 1 st thru Aug 5 th
Aug 29 th thru Sept. 2 nd
Door County YMCA – Summer Food Menu
Week 2
| | | Monday | | Tuesday | | Wednesday | Thursday | |
|---|---|---|---|---|---|---|---|---|
| LUNCH ENTREE | | Chicken Nachos | | Turkey & Swiss Sandwich | | Italian Sub | Chicken Wrap | |
| Milk | | Milk 1 % | | Milk 1 % | | Milk 1 % | Milk 1 % | |
| Meat/Meat Alternative | | Shredded Chicken | | Sliced Turkey | | Ham / Salami | Diced Chicken | |
| Vegetable | | Lettuce/Tomatoes | | Snap Peas | | Baby Carrots | Celery | |
| Fruit | | Fresh Fruit | | Fresh Fruit | | Fresh Fruit | Fresh Fruit | |
| Bread/Grain | | Tortilla Chips | | Whole Wheat Bread | | Italian Bread | Whole Wheat Tortilla | |
| | Extra Food | | Salsa | | Mayo Packet | | | Ranch Dressing |
| SNACK: Choose 2 Food Groups | | Graham Crackers Banana Water | | Wheat Thins Cottage Cheese Water | | Cheese It’s Apple Slices Water | Guacamole Tortilla Chips Water | |
This menu is for the weeks of:
June 13 th thru June 17 th
July 11 th thru July 15 th
Aug 8 th thru Aug 12 th
Door County YMCA – Summer Food Menu
Week 3
| | | Monday | | Tuesday | | Wednesday | | Thursday | |
|---|---|---|---|---|---|---|---|---|---|
| LUNCH ENTREE | | BBQ Chicken Salad | | BLT & Turkey Wrap | | Ham and Cheese On Pretzel Bun | | Peanut Butter and Jelly Sandwich | |
| Milk | | Milk 1 % | | Milk 1 % | | Milk 1 % | | Milk 1 % | |
| Meat/Meat Alternative | | Shredded Chicken | | Sliced Turkey Bacon | | Ham | | Peanut Butter | |
| Vegetable | | Lettuce/Corn | | Sliced Cucumbers | | Baby Carrots | | Zucchini/Yellow Squash | |
| Fruit | | Fresh Fruit | | Fresh Fruit | | Fresh Fruit | | Fresh Fruit | |
| Bread/Grain | | Dinner Roll | | Whole Wheat Tortilla | | Pretzel Bun | | Whole Wheat Bread | |
| | Extra Food | | Ranch Packet | | Ranch Packet | | Mayo Packet | | Grape Jelly |
| SNACK: Choose 2 Food Groups | | Yogurt Cheerios Water | | Celery Peanut Butter Water | | Animal Crackers Orange Slices | | Salsa Tortilla Chips Water | |
This menu is for the weeks of:
June 20 th thru June 24 th
July 18 th thru July 22 nd
Aug 15 th thru Aug 19 th
Door County YMCA – Summer Food Menu
Week 4
| | | Monday | Tuesday | Wednesday | | Thursday | |
|---|---|---|---|---|---|---|---|
| LUNCH ENTREE | | Ham Sandwich | Chicken Pesto Salad | Roast Beef/Turkey Crescent | | Black Bean Nachos | |
| Milk | | Milk 1 % | Milk 1 % | Milk 1 % | | Milk 1 % | |
| Meat/Meat Alternative | | Sliced Ham | Diced Chicken | Sliced Roast Beef/Turkey | | Black Beans | |
| Vegetable | | Lettuce/Carrots | Tomatoes/peppers | Mixed Fresh Vegetables | | Lettuce / Corn | |
| Fruit | | Fresh Fruit | Fresh Fruit | Fresh Fruit | | Fresh Fruit | |
| Bread/Grain | | Whole Wheat Bread | Whole Wheat Pasta | Crescent | | Tortilla Chips | |
| | Extra Food | | | | Mayo Packet | | Salsa |
| SNACK: Choose 2 Food Groups | | Cottage Cheese Ritz Crackers Water | Apples Peanut Butter Water | Trail Mix Orange Slices Water | | Graham Crackers Peanut Butter Water | |
This menu is for the weeks of:
June 27 th thru July 1st
July 25 th thru July 29 th
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