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Driver Edward Samuel Bernard Colkin T/138311
3 rd Ambulance Car Company, Royal Army Service Corps
Died 24 th October 1940, whilst a prisoner of war in Germany aged 22
Malbork Commonwealth War Cemetery, Poland, Plot 5, Row A, Grave 3
Son of Mr Samuel E and Mrs Kate E Colkin of Burbage
St Catherine's Church War Memorial Burbage War Memorial
Edward Samuel Bernard Colkin was born on Valentine's Day, 14 February 1918 at Church Street, Burbage. Bernard as he was known by his family had two elder sisters Gladys and Freda who were also born in the village. His father Samuel Colkin was a hosiery hand and later he was employed as a warehouse man.
The family had lived at 84 Hinckley Road, then by 1914 at Canning House, Church St, which may have been where Bernard was born. Canning House was the Burbage Constitutional Club, founded in 1911.
On 11 September 1922, Bernard started school in the mixed infant's class at The Burbage National School under the headship of Stanley Higham. On the school photograph of Miss Dudley's Class in 1927, the nine-year-old Bernard is pictured with two other pupils, John Lord and Fredrick Howarth who also died in the War. In 1927 Bernard would have been one of the first pupils at the newly opened Burbage (Grove Road) School, he would have left school in 1932 at the age of 14.
National School Photo
Bernard served in the war from the start in 1939. Joining the 3 rd Ambulance Car Company Royal Army Service Corps based at Wolverhampton. During May 1940, he was involved in the evacuation of Dunkirk serving as part of an ambulance car crew. These crews were unarmed, their vehicles were marked with a large red cross their only protection against enemy fire.
It was on one such operation Bernard was taken prisoner and transported to one of the Stalag camps near Marienburg. His family had received a letter from him stating he was well but had to work hard, By October, he had died and was buried at a local burial ground. After the war all casualties from the former POW camps were reinterred in the Commonwealth War Graves Cemetery at Malbork, Poland.
Hinckley Times – 13 th December 1940:
Official notification has been received this week by Mr and Mrs Sam Colkin of Forrester's Road, Burbage that their son, Driver Bernard Colkin, has died whilst a prisoner of war in Germany.
Private Colkin joined the RASC as a militiaman and was serving in France at the time of Dunkirk operations. He was taken prisoner, Mr and Mrs Colkin had received a letter from him since he was taken prisoner stating that he was all right but had to work very hard.
Private Colkin, according to the communication died in October. He was very well known and respect in the district and much sympathy is felt for his bereaved parents. | <urn:uuid:7b43162e-89ea-4d56-ae88-123d80bef519> | CC-MAIN-2018-26 | http://burbageheritage.co.uk/fallen/Driver%20Edward%20Samuel%20Colkin.pdf | 2018-06-24T01:34:14Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00413.warc.gz | 45,684,561 | 640 | eng_Latn | eng_Latn | 0.999074 | eng_Latn | 0.999277 | [
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Lesson 2: The C Scale
Play the C scale forward and backward. To start, pick each note eight times. Then gradually decrease the number of times you pick each note until you can play it as written. Keep it steady!
Press until you get a clean, clear sound. | <urn:uuid:615f4d22-ea4b-422b-a3e5-dfd8919c115b> | CC-MAIN-2018-26 | http://ukuleleintheclassroom.com/playukuleletoday/documents/PUT-Lesson-2-C6.pdf | 2018-06-24T00:57:22Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00412.warc.gz | 331,670,096 | 61 | eng_Latn | eng_Latn | 0.997678 | eng_Latn | 0.997678 | [
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FINDING AND FIXING SENTENCE FRAGMENTS By Marian Anders
A sentence that doesn't have an independent clause is called a fragment.
You will often see fragments in magazines, on billboards, and on your cereal box. For academic or business writing, it is better to write complete sentences.
Process for Identifying Fragments
Step 1) Change the time and listen for a verb. If you find a verb, double underline it and go on to the next step. If there is no verb, the sentence is a phrase.
Under the table. Fragment After Mark drove all night. (Go to the next step)
Step 2) Next, look for a subject by asking "who?" If you find a subject, underline it and go on to the next step. If there is no subject, the sentence is a phrase.
Drove all night. Fragment After Mark drove all night. (Go to the next step.)
Step 3) If you have a verb and a subject, it is a clause. Now you must determine what kind of clause. Look for a subordinating conjunction. If you find one, underline it with a wavy line. If the clause has a subordinating conjunction, it is a dependent clause.
After Mark drove all night. Fragment
Step 4) If the clause does not have a subordinating conjunction, it is an independent clause.
Mark drove all night. Good Sentence
FIXING FRAGMENTS
There are two ways to fix a fragment, and they both involve erasing something.
First Method: You can erase a period and attach the fragment to a sentence that has an independent clause.
In the morning. Fragment
Sherry jogs three miles. Correct Sentence
Erase the period to attach the fragment to the correct sentence:
In the morning Sherry jogs three miles. Correct Sentence
By joining the fragment to a complete sentence, you created one longer sentence. One independent clause is enough even for a very long sentence.
Second method: If the fragment is a dependent clause, you can erase the subordinating conjunction and turn the dependent clause into an independent clause.
When the dog chews the newspaper. Fragment
Erase the subordinating conjunction:
The dog chews the newspaper. Correct Sentence
Now the sentence has an independent clause, so it is correct.
Common Subordinating Conjunctions
| after | although | as | because |
|---|---|---|---|
| before | if | since | so that |
| that | though | till | until |
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Name:_______________________________________ Date:_______________
Chapter 15 Make Sense of It! Planning Form
Savings Plan
Read the following:
Sam is trying to map out a savings plan. He is 16 years old and has $1,750 in his bank account. He knows that college is 18 months away, so he wants to have at least $4,000 in his account by the time he leaves. He does not want to touch his savings account for the upcoming prom, so he needs to save $350 by four months from now to cover that expense. Sam takes home an average of $60 per week from his weekend job during the nine months of the school year and $350 per week during the 11 weeks of summer. He uses about $25 per week for spending money. Sam has a goal of owning a home by the time he is 30 years old. He figures he will need at least $40,000 to put down on a house. He realizes that once he earns his degree and starts earning a full time salary, he will be able to save more.
Instructions
1. Complete the form, identifying the amounts that Sam will need to save on a weekly basis to meet his short-term goals.
2. Calculate an investing plan for his long-term goal of home ownership by age 30. Assume that he begins saving for this goal at age 22 (after college), which gives him eight years to save.
Chapter 15 Make Sense of It! Planning Form
| Short-term goals: | Amount per week | Time frame |
|---|---|---|
| 1. Save $350 for Prom | | 4 months |
| 2. Save enough to increase bank account to $4,000 by the time I leave for college | | 18 months |
Investing
Let's look at an example to help you get started. Recall the Time Value of Money calculations you did in Chapter 10. Suppose, at age 22, Sam puts $3,000 into a special investment account for his house earning 6%. If he increases his annual savings by 3% each year, assuming his income rises each year, how much will he have at the end of 8 years?
(Use a free online calculator for Future Value of an Annuity, such as calculatorsoup.com or bankrate.com)
Now you come up with a plan for Sam | <urn:uuid:3c52acb1-8021-4a0d-9aa4-5dcb5d1a1741> | CC-MAIN-2018-26 | http://mycompanionsite.com/download.ashx?file=cGVyc29uYWwgZmluYW5jZSBmb3IgdGVlbnMvc3R1ZGVudC9Vbml0IDUgLSBJbnZlc3RpbmcgaW4gWW91ciBGdXR1cmUvQ2hhcHRlciAxNS9DaGFwdGVyIDE1IE1ha2UgU2Vuc2Ugb2YgSXQhIFBsYW5uaW5nIEZvcm0ucGRm | 2018-06-24T01:02:24Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00410.warc.gz | 212,528,368 | 501 | eng_Latn | eng_Latn | 0.999662 | eng_Latn | 0.999922 | [
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Measuring the pH Value of Meat
The pH value of meat provides evidence as to:
1. How long it will keep
2. Technical processing characteristics
The flesh of animals prior to slaughter has a pH value of 7.1. After slaughtering, some of the glycogen in the meat turns into lactic acid. As a result, the pH value is lowered. The increasing acidity of the maturing carcass varies in its speed, depending on a number of factors such as type of animal, breed, rearing characteristics and treatment of the animal prior to slaughter.
Beef normally reaches its lowest pH value of 5.4 to 5.7 at 18-24 hours after slaughter. After the lowest pH level is reached, the pH starts to rise again slowly but steadily. By the time it reaches pH of 6.5, it is starting to decompose. Pork already reaches its lowest pH value of 5.4 to 5.8 at 6-10 hours after slaughter.
A high percentage of meat (especially pork, but also beef) does not follow the normal pH value curve after slaughter. This is mainly PSE (Pale Soft Exudative) and DFD (Dark Firm Dry) meat. With PSE meat, a weak watery pale pork, the lowest pH value of about 5.8 is reached within one hour of slaughter.
This meat normally has poor water retention characteristics. Its use in the preparation of boiled sausages is therefore restricted. During boiling or roasting it loses its juices and becomes tough. For this reason many wholesalers and kitchens decline to buy PSE meat.
DFD meat, another meat whose characteristics vary from the normal, can lead to losses if it is incorrectly used for processing. This meat has first class water retention properties. The glycogen degradation in this meat is delayed or shortened. It reaches a lowest pH value of about 6.2 to 6.5.
This meat is prone to decomposition from micro-organisms, and so is unsuitable for preparation of sausages from uncooked meat, for vacuum packaging of fresh meat, or for maturing. It is, however, ideal for the production of boiled sausages due to its water retention characteristics.
Where can the pH measurement of meat be used profitably?
1. When choosing meat for making boiled sausages
Ideal pH value of meat to start with is 5.8 to 6.3. The meat with higher pH has the better water retention properties. The weight loss during smoking and drying is lower when using high water retention meat. The consistency, appearance and "bite" of the sausage are decidedly better.
2. Choosing material for fresh (uncooked) sausage proportion
Ideal pH value of the meat to start with is 5.4 to 5.8. Only meat with a low pH value is suitable for fresh sausage manufacture. The use of unsuitable meat results in, more often than not, "incomprehensible" failures.
Meat with a low pH value avoids the development of binding similar to that in boiled sausages which arises when shredding at near to 0ºC. Such binding has a negative influence on filling and dry processing. It often leads to dry edges, which causes changes in acidity leading to poor smell and taste.
In addition, a low pH discourages the development of undesirable micro-organisms. As a result of this, the desirable lacto-bacteria and microbes have a chance to develop, which improves the taste and keeping characteristics. A low pH value of the meat to start with also aids drying in the first hours after filling.
3. Choice of material for uncooked ham
Ideal pH value of the ham is 5.8 to 6.3.
4. Choice of material for uncooked ham
Ideal pH value of the ham is 5.3 to 5.9.The tiresome problem of the glutinous-cutter is entirely solved by choosing hams according to their pH value. The maturation, drying and aroma building in the raw ham follows normal lines only when the pH value of the ham is below 5.9. This avoids the onset of failures assuming correct processing procedures.
5. Further important uses
Control of the conditioning room (literally Climate Room) according to the pH value of the uncooked sausage (in this way ideal drying conditions are achieved).
Specifying the pH value of the carcass at 1 hour after slaughter (PSE and DFE can be accurately identified).
Specifying the pH value of meat for vacuum packing while maturing (the meat must have a pH of below 5.9 if it is to keep).
Testing the suitability of meat and meat products for sale, or whether it is spoiling (the pH value confirms impressions gained by the senses).
Testing whether Brine (pickle) has gone off (a change to alkaline values indicates spoiling). | <urn:uuid:246e58a6-4443-47d1-87a3-cc5927d511dd> | CC-MAIN-2018-26 | http://itlneels.com/ebooks/ebooks_Measuring%20the%20pH%20Value%20of%20Meat.pdf | 2018-06-24T01:42:40Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00415.warc.gz | 160,857,541 | 1,002 | eng_Latn | eng_Latn | 0.99773 | eng_Latn | 0.998991 | [
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Alexandria Youth Development Programming with Positive Outcomes related to Teen Pregnancy
After School Programs:
Program: Project Stepout (City of Alexandria, Department of Community and Human Services)
Location: GW and Hammond Middle Schools, other locations as requested
Participants: Middle school girls (groups separated by grades)
Description: Project Stepout provides girls with information and skills to take control of their lives in a responsible manner in order to become productive citizens. Girls will form closer relationships with each other, discover their voices, and learn to show their strength, confidence and abilities through positive decision making. Topics may include healthy relationships, communication skills, conflict resolution and adolescent development. Project Stepout follows the Girls Circle curriculum, a promising practice, during the 10-12 weeks.
Contact Information: Kim Hurley - 703.746.5030 or firstname.lastname@example.org
Program: Rap it Up (Northern Virginia AIDS Ministry
Location: throughout Alexandria and as requested
Participants: Middle and High School Students
)
Description: The Northern Virginia AIDS Ministry, a non-profit organization dedicated to educating the community about HIV/AIDS, provides programming for middle and high school aged youth. Rap it Up is a 6 session skill-building program focused on sexually transmitted infections, HIV and pregnancy prevention. The series uses an interactive activity and informal discussion based model of learning.
Contact Information: Kimberly Jappell - 703-533-5505 or email@example.com
Program: SiHLE- Sisters Informing, Healing, Living & Empowering (Northern Virginia AIDS Ministry)
Location: Throughout Alexandria and as requested
Participants: African American girls ages 14-18
Description: The Northern Virginia AIDS Ministry, a non-profit organization dedicated to educating the community about HIV/AIDS, offers a 6 week evidence-based HIV prevention program for African American girls ages 14-18. Participants meet for weekly group sessions at community centers, homeless shelters and other sites. Each week focuses on a different topic, ranging from avoiding risky behaviors to making healthy choices.
Contact Information: Gail Dixon - 703-533-5505 x 19 or firstname.lastname@example.org
Program: Project Success (Capital Youth Empowerment Program)
Location: Hammond Middle School (Thursday's afterschool)
Participants: Middle school aged boys
Description: Project Success is a 10 week program that focuses on helping teenage boys make good choices in school and at home. The program uses the award winning "Wise-Guys"
curriculum. Some of the topics discussed are family values, decision making, life plans/goals, peer pressure, birth control and sexually transmitted diseases.
Contact Information: Isaac King - email@example.com or 202.321.8704
Program: Planned Parenthood of Metropolitan DC
Location: throughout Northern Virginia, DC and MD; Available for program requests in
Alexandria
Participants: Middle, High School and college aged youth
Description: Planned Parenthood of Metropolitan Washington, D.C. offers age-appropriate sexuality education programs for middle school, high school and college age youth in schools and other community settings. Program topics include:
Abstinence/delaying intercourse
Puberty
Anatomy and reproduction
Birth control/contraception
Communication skills
Date/acquaintance rape
Decision-making skills
HIV/AIDS
Relationships
Safer Sex
Self-Esteem
Sexually Transmitted Infections
Teen Pregnancy Prevention
Values Clarification
Pregnancy Options
All programs emphasize messages of responsibility, accountability, and the importance of the decision-making process. Programs are specifically tailored to meet the needs of your particular class or group. In addition, Planned Parenthood offers three after-school programs: Circle of Friends, Life Skills (in English or Spanish), and Responsible Males.
Contact Information: Soraya Galeas - firstname.lastname@example.org or 202-497-4173
Health Care:
Program: Teen Wellness Center
Location: T.C. Williams High School (entrance on King Street)
Participants: Youth ages 12-19 who live in Alexandria City.
Description: The Teen Wellness Center provides FREE and Confidential health and mental health/substance abuse services. In some cases extended counseling will be available at the clinic at a fee based on what you can afford. (No one will ever be denied counseling because of inability to pay.) Services include Physicals (school/sports); Treatment of Minor Illness with referral to primary medical care; Immunizations; Counseling (personal, family and substance abuse); HIV Counseling and testing, Pregnancy Prevention and Testing; Sexually Transmitted Infection Testing, Treatment and Counseling; and Just Listening. The Teen Wellness Center is open Monday – Friday from 10 am – 5:00 pm.
Youth can also get involved in the Youth Advisory Group or as a Health Promoter. For more information contact Andria Smith at 703.746.4935 or email@example.com.
Contact Information: For general information or to make an appointment, call 703-746-4776 OR Text "APPT" to 571-329-2245 (texts are answered within 24 hours, Monday-Friday).
Mentoring Programs:
Program: Untouchables (Non-profit in close collaboration with the City of Alexandria,
Department of Community and Human Services)
Location: Charles Houston Recreation Center
Participants: Young men of color, ages 8-18 years old
Description: Weekly youth-led meetings focus on academics, personal challenges, current events and club business. Untouchables include monthly field trips, community service projects and guest speakers. Adult men of color provide mentoring, support, tutoring and life skills training.
Contact Information: Theodore Jones, DCHS Student Assistance Counselor and Founder of the Untouchables, 703-850-6016, firstname.lastname@example.org; Albertha Gray, President of the Untouchables, 703-509-3209
Program: Peer Advisors (City of Alexandria, Department of Community and Human Services)
Location: Charles Houston Recreation Center
Participants: Middle & high school students
Description: The Peer Advisors receive comprehensive leadership and life skills training, as well as counseling, college prep, college tours and access to leadership opportunities. They participate daily in mentoring and tutoring children at the Charles Houston Recreation Center and the Brent Place Family Learning Center. They help run the Kids are Terrific summer camp, leading educational sessions and chaperoning campers at sites all over the City. Peer Advisors volunteer and then become eligible for employment with the program. Program maximum is 12 students, with 5-6 paid positions at any given time.
Contact Information: Theodore Jones, DCHS Student Assistance Counselor, 703-850-6016, email@example.com
School-Based Programming:
Program: Family Life Education Curriculum (Alexandria City Public Schools)
Location: All Alexandria City Public Schools
Participants: Students K-9/10 th
Description: Alexandria City Public Schools offers a K-8 th Family Life Education curriculum and a 9 th or 10 th grade Human Growth and Development Course.
Contact Information: Dennis Burstein, Health and Physical Education Curriculum Specialist, 703-824-6680 or firstname.lastname@example.org | <urn:uuid:7fa058d9-c46a-4262-9fb8-05dae7691f6d> | CC-MAIN-2018-26 | http://keepit360.org/uploadedFiles/alexgetreal-wwwroot/alexgetrealFiles/AlexandriaYouthDevelopmentProgrammingImpactingTeenPregnancy.pdf | 2018-06-24T01:33:05Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00415.warc.gz | 175,307,976 | 1,544 | eng_Latn | eng_Latn | 0.964012 | eng_Latn | 0.96543 | [
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Grade Four
UNITED STATES HISTORY TO 1860
In fourth grade, students begin the formal study of United States history. At this grade, the four strands of history, geography, civics, and economics are fully integrated. Students begin their study of United States history with the development of Native American cultures and conclude with the antebellum period ending in 1860. The geography strand emphasizes the influence of geography on early U. S. history. The civics strand emphasizes concepts and rights developed during the formation of our government. The economics strand uses material from the historical strand to further understanding of economic concepts.
Historical Understandings
SS4H1 The student will describe how early Native American cultures developed in North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing, and shelter.
SS4H2 The student will describe European exploration in North America.
a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Núñez de Balboa, Juan Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
SS4H3 The student will explain the factors that shaped British colonial America.
a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.
SS4H4 The student will explain the causes, events, and results of the American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan "no taxation without representation," the activities of the Sons of Liberty, and the Boston Tea Party.
b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.
d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.
SS4H5 The student will analyze the challenges faced by the new nation.
a. Identify the weaknesses of the government established by the Articles of Confederation.
b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.
c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.
d. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.
e. Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House.
SS4H6 The student will explain westward expansion of America between 1801 and 1861.
a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.
c. Describe the impact of westward expansion on Native Americans.
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.
a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton.
b. Explain the significance of Sojourner Truth to the abolition and suffrage movements.
Geographic Understandings
SS4G1 The student will be able to locate important physical and man-made features in the United States.
a. Locate major physical features of the United States; include the Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Great Basin, Death Valley, the Gulf of Mexico, the St. Lawrence River, and the Great Lakes.
b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.
SS4G2 The student will describe how physical systems affect human systems.
a. Explain why each of the Native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.
b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.
c. Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities practiced therein.
d. Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).
e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).
Government/Civic Understandings
SS4CG1 The student will describe the meaning of
a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).
b. "We the people" from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.
c. The federal system of government in the U.S.
SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution.
SS4CG3 The student will describe the functions of government.
a. Explain the process for making and enforcing laws.
b. Explain managing conflicts and protecting rights.
c. Describe providing for the defense of the nation.
d. Explain limiting the power of people in authority.
e. Explain the fiscal responsibility of government.
SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting the common good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).
SS4CG5 The student will name positive character traits of key historical figures and government leaders (honesty, patriotism, courage, trustworthiness).
Economic Understandings
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to send expeditions to North and South America).
b. Explain how price incentives affect people's behavior and choices (such as colonial decisions about what crops to grow and products to produce).
c. Describe how specialization improves standards of living (such as the differences in the economies in the New England, Mid-Atlantic, and Southern colonies).
d. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America).
e. Describe how trade promotes economic activity (such as how trade between the colonies and England affected their economies).
f. Give examples of technological advancements and their impact on business productivity during the development of the United States (such as the steamboat, the steam locomotive, and the telegraph).
SS4E2 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.
Social Studies Skills Matrices
MAP AND GLOBE SKILLS
GOAL: The student will use maps to retrieve social studies information.
I: indicates when a skill is introduced in the standards and elements as part of the content
D: indicates grade levels where the teacher must develop that skill using the appropriate content
M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations
A: indicates grade levels where students will continue to apply and improve mastered skills
| Map and Globe Skills | K | | 1 | | 2 | | 3 | | 4 | | 5 | | 6 | 7 | | 8 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1. use cardinal directions | | | | | A | | A | | A | | A | | A | A | | A |
| | | I | | M | | | | | | | | | | | | |
| 2. use intermediate directions | | | | | | | A | | A | | A | | A | A | | A |
| | | | | I | | M | | | | | | | | | | |
| 3. use a letter/number grid system to determine location | | | | | | | | | A | | A | | A | A | | A |
| | | | | | | I | | M | | | | | | | | |
| 4. compare and contrast the categories of natural, cultural, and political features found on maps | | | | | | | | | A | | A | | A | A | | A |
| | | | | | | I | | M | | | | | | | | |
| 5. use inch to inch map scale to determine distance on map | | | | | | | | | A | | A | | A | A | | A |
| | | | | | | I | | M | | | | | | | | |
| 6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps | | | | | | | D | | | | A | | A | A | | A |
| | | | | | | I | | | | M | | | | | | |
| 7. use a map to explain impact of geography on historical and current events | | | | | | | D | | | | A | | A | A | | A |
| | | | | | | I | | | | M | | | | | | |
| 8. draw conclusions and make generalizations based on information from maps | | | | | | | | | | | A | | A | A | | A |
| | | | | | | | | I | | M | | | | | | |
| 9. use latitude and longitude to determine location | | | | | | | | | D | | D | | D | | | A |
| | | | | | | | | I | | | | | | | M | |
| 10. use graphic scales to determine distances on a map | | | | | | | | | | | | | A | A | | A |
| | | | | | | | | | | I | | M | | | | |
| 11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities | | | | | | | | | | | | | A | A | | A |
| | | | | | | | | | | I | | M | | | | |
| | | | | | | | | | | I | | M | | | | |
INFORMATION PROCESSING SKILLS
GOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions.
I: indicates when a skill is introduced in the standards and elements as part of the content
D: indicates grade levels where the teacher must develop that skill using the appropriate content
M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations
A: indicates grade levels where students will continue to apply and improve mastered skills | <urn:uuid:f7eb15fd-9481-4691-b556-d0329aaa0e2b> | CC-MAIN-2018-26 | https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/Gr4%20Social%20Studies%20Stds%202009-2010%205-27-09.pdf | 2018-06-24T01:03:46Z | crawl-data/CC-MAIN-2018-26/segments/1529267865995.86/warc/CC-MAIN-20180624005242-20180624025242-00414.warc.gz | 817,240,884 | 2,967 | eng_Latn | eng_Latn | 0.990566 | eng_Latn | 0.991935 | [
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Science 6th Grade Study Guide
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SIXTH GRADE SCIENCE CRCT STUDY GUIDE S6E1. Students will explore current scientific views of the universe and how those views evolved. a. relate the Nature of science to the progression of basic historical scientific models. 1. According to the big bang theory, the _____ formed about 13.7 billion years ago. 2.
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6th grade Science Final Exam Study Guide. Directions. : Go to the following websites and retake the quizzes you have taken throughout the school year. Take notes on the items that you missed, so that you can ask me to clarify some of the concepts prior to taking the final exam. Science Quizzes. TopicWebsite.
6th grade Science Final Exam Study Guide
abeka 6th grade science test 6 study guide study guide by brendadorsey includes 33 questions covering vocabulary, terms and more. Quizlet flashcards, activities and games help you improve your grades.
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abeka 6th grade science test 6 study guide 36 Terms. angela_rivera_brewin. abeka 6th grade science test 6 study guide 33 Terms. brendadorsey. Observing God's World, Test 6, Sect. 3.5-3.10 35 Terms. chellp1. Chapter 3 3.5-3.10 35 Terms. jaxgym. OTHER SETS BY THIS CREATOR. Enjoying Good Health Test 1 29 Terms.
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6th Grade Science: S. Conner, MA Biological Sciences Home Class information ... SCIENCE
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Printable Sixth Grade Science Worksheets, Study Guides and Vocabulary Sets. Virginia Standards of Learning for Sixth Grade Science. Birds and Mammals A bird is an endothermic vertebrate that lays eggs, has feathers, and has a four- chambered heart. A mammal is an endothermic vertebrate that has skin covered with fur or hair, a four-chambered...
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Unpacking 6th grade science. 6301 Mail Service Center Raleigh, NC 27699-6301
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6th Grade Distance Learning Plan: Solar System Instructional Resources. 6th Grade Science Curriculum Map. Sixth Grade Pacing Guides. 1. Pacing Guide: Solar System and Beyond 2. Pacing Guide: EarthMoon-Sun 3. Pacing Guide: Earth's Changing Landscape 4. Pacing Guide: Water in Earth's Processes 5. Pacing Guide: Climate and Weather 6.
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ST. BASIL'S ON PAGAN LITERATURE
Outline, Questions & Important Passages
QUESTIONS ON THE WHOLE WORK
1. As presented in this Address, what actually is the benefit that pagan literature offers the Christian reader?
2. This address was the first Greek text that the famous Florentine humanist Leonardo Bruni translated, and it was the first of Basil's writings to be printed (in1471). Why would it have such importance?
3. Basil taught rhetoric for many years; to what emotions does he appeal in this address? What sections moved you most?
4. The full title of this work is "Address to the Youngon how to Benefit from Pagan Literature." Is this argument merely utilitarian, and therefore unconcerned with true liberal education (education for its own sake)? Does Basil ever transcend the utilitarian defense of what the pagans offer?
5. In stressing the denigration of the body and despisingpleasures, is Basil more Platonic or Stoic than Christian (i.e, "Christian" in the sense of recognizingthe importance of the incarnation)?
6. Is reading pagan literature necessary for a Christian? What is pagan literature to the Christian?
QUESTIONS ON THE OUTLINED PARTS
§1. Introduction
a. Establishes the subject-matter: What does Basil want to write about?
b. Identifies audience: Who is the audience?
c. Establishes ethos: What kind of ethos does Basil establishfor himself? How does he do it?
d. States his purpose: What is Basil's purpose? What metaphor does he use to enliven his purpose?
§2. Statement of Facts
a. Worldly goods vs. Heavenly goods: What metaphor does he use to distinguish the value of these goods?
b. Holy Scripture vs. Pagan Literature: What is the relationship between Scripture and pagan literature? What metaphor does he use to distinguish between the two? Where dodoes pagans and Christian literature differ?
c. Training the eye of your soul : How do you train the "eye of your soul?" What can one see with this trained eye? What is the "greatest of all contests?" Fromwhom does one gain profit by reading? What metaphors does Basil use to illustrate training the eye of the soul? Whatrhetorical effect do they have, especially on young readers?
§3. Proof
a. Reason 1: Similarities between pagan and Christian literature: What metaphor does he use for their likeness?
b. Reason 2: Contrast between pagan and Christian literature: Can contrary examples train the eye of the soul?
c. Reason 3: Examples of Moses and David: What do these examples show about leadership? Do Christians need what pagans have to offer?
§4. How to benefit from pagan literature
a. From Poets: What should a Christian look for and avoid in poets? Why emphasize the danger of pleasure?
b. From Historians: What should a Christian look for and avoid in historians? Why emphasize lying?
c. From Philosophers: What two metaphors does he use here?
ST. BASIL'S ON PAGAN LITERATURE
Outline, Questions & Important Passages
§5. Benefits of pagan literature for the impressionable youth
a. Example from Hesiod & Homer: What are the benefits of pagan literature as shown in these examples?
b. Example from Solon & Theognis: How do these examples express the benefits of pagan literature?
c. Example from Prodicus on Heracles: Why present Vice as pleasant and Virtue as unpleasant?
§6. Taking the benefits of pagan literature into dailylife: Unity of life
a. Teaching of the wisest writers : What do all the wisest writers teach and agree upon?
b. Examples of a painter, an actor, and a musician: What do these examples show about benefiting from study?
c. Danger of appearing virtuous, but being vicious: Why is this the "last extreme of injustice?"
§7. Pagan examples of particular value
a. Example of Pericles & Euclides, Socrates, Alexander,and Cleinias: What precept can we learn from each
example and what does Christianity add to the pagan lessons in virtue?
§8. Reading selectively
a. Benefit as the standard of selection: Does this standard befit a liberal or useful education? What is beneficial?
b. Examples of wrestling and musical training: Why these examples? What powers result from selective training?
c. Struggling after perishable vs. imperishable crowns: What is the role of hard work?
§9. Training the Body & the Soul
a. Give what is necessary to our bodies: What is the danger of giving too much (even licet) pleasure tothe body? What is the mark of a man?
b. Give what is best to our souls: How do you protect and train your five senses for your soul's sake?
c. Relationship between the body and soul: What metaphor does he use for the soul's rule over the body?
d. Despise unnecessary pleasures: Is Basil too strong here?
e. Despise unnecessary wealth: Again, is he too strong here?
f. Despise flattery: Why is flattery so dangerous?
§10. Conclusion
a. Summary of the value of pagan literature:What is the benefit of reading pagan literature? What arethe travel supplies for old age? What does Basil encourage his young readers to seek after?
b. 3 Kinds of Afflictions to Avoid: How do you avoid afflictions of the mind?
i. Sick and go to a physician: What kind of sicknessesof the mind resembles this kind of affliction?
ii. Sick and summon a physician: What kind of sicknessesof the mind resembles this kind of affliction?
iii. Sick and incurable: What kind of sicknesses of themind resembles this kind of affliction? | <urn:uuid:bb2f0e8a-567a-437a-a481-98b6d863965b> | CC-MAIN-2021-39 | https://artsofliberty.udallas.edu/wp-content/uploads/2021/05/St.-Basil-the-Greats-Address-to-the-Young-on-the-Benefit-of-Reading-Pagan-Literature-1.pdf | 2021-09-19T04:59:56+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00717.warc.gz | 162,728,167 | 1,251 | eng_Latn | eng_Latn | 0.995401 | eng_Latn | 0.995625 | [
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Affix Word Study for Fluent Readers
(Adapted by Dr. Sunday Cummins from "Morphological Analysis Instruction in the Elementary Grades: Which Morphemes to Teach and How to Teach Them," Manyak et al., The Reading Teacher, 2018.
| Step | Description |
|---|---|
| 1. Introduction of affix family | Present and discuss a chart that includes the name of the affix family and each prefix or suffix in that family. |
| 2. Analyze words | Explain how the targeted affix affects the meanings of words and then discuss a few examples. |
| 3. Examine affixed and pseudo- affixed words | Explain that some words that begin with the prefix letters do not actually contain the prefix (e.g., uncle). Discuss examples of those that do and those that do not. |
* This "introduction" may occur over more than one guided reading lesson. Manyak et al.'s research found value in sustained conversation (i.e., beyond the guided reading table) around targeted affixes and additional "extension" activities.
| 4. Practice building words | Present a column of affix cards (several stickies, each with one of the targeted affixes written on it) and a column of base words (each written on a sticky note). Provide a definition and ask students to build a word with that meaning. |
|---|---|
| 5. Quiz | Provide statements for the students to complete using some of the words they just built. |
| 6. Collection Challenge | Challenge students to find words that include the targeted affixes and add them to the “NOT Prefix Family Wall Chart.” | | <urn:uuid:2922f8b1-5914-4728-9e4a-5a5b75394fe6> | CC-MAIN-2021-39 | https://4e343308-a-62cb3a1a-s-sites.googlegroups.com/site/janrichardsonreading/resources-1/Fluent%20Stage%20Word%20Study.pdf?attachauth=ANoY7crN4qTvngjrmikRcZ3zsp_7h4u_EjKx8p9lKoEUn6cm4wgZjIhcVWMxbpRcmSl4-VUxtjC_NvThTvYWrmO2BtCYZUlVQz-5H2aAlTsjZQ5XSPiHh1j_fke9V9w4rr17fPqjtz7H1kTuTsPoPzS_RxpxSFNQCvx_x_nNqUW3SGg2u8vIUvPkMLTJmq8mXEysX4hQtkEHV6Lf_yILiTHZpvNjuj4hfhNrM86bRuf2dr5HMoVRs4LDChXATFilJtXB_w7rvjoH&attredirects=0&d=1 | 2021-09-19T05:29:18+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00715.warc.gz | 132,157,212 | 366 | eng_Latn | eng_Latn | 0.960186 | eng_Latn | 0.994084 | [
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CHRISTIANITY IN THE EAST AFRICAN ENVIRONMENT
Course outline
Chapter 1 Christianity in East Africa
- The Christian religious faith
- Christian missionaries in East Africa
- Christian personalities
- Ludwig krapf and JohannesRebman
- Bombay African and the church
- Colonialism and Christianity in East Africa
- Christianity in East Africa interior
- Christianity in Buganda
- The Uganda Martyrs
- The religious wars in Uganda
- African leadership in the church
- Apollo Kivebulaya
- Basic Christian services (The church in education in E.A)
- The church and healthy services in E.A
- Main Christian beliefs and practices (baptism, marriage and worship)
- Indigenization of Christianity
- The kikuyu controversy
- The church divided independent movements
- The church united ecumenical movement
- East African revival movement (Baloke movement)
Chapter 2 African religious experience
- Main features of African religion
- African rites of passages
- Birth in traditional African
- Naming in traditional African
- African education system
- African marriage systems
- African family institutions
1
-
- Death in traditional African
-
Chapter 3:
CHRISTIANITY IN THE CONTEMPORARY RELIGIOUS ENVIROMENT ASIAN RELIGIONS,
- ISLAM
- HINDUISM
- SIKHISM
- Un Employment in East Africa
- Causes of Poverty in East Africa
- Christianity and politics
- HIV/AIDS in East Africa
- Sexual immorality in East Africa
- Child abuse in East Africa.
CHRISTIANITY IN EAST AFRICA (THE CHRISTIAN RELIGIOUS FAITH)
Christianity is a religious faith which believes in Jesus Christ the Lord, Messiah and savior of mankind.
Its first believes were mainly Jews who were particularly old east's (sinner and the poor)
However with time Christianity started getting support from the rich powerful members of the society and it become a dominant in the Roman Empire.
Today Christians are found in all corners of the world are divided into many sects I factions/ denominations ie the Catholics, protestants, orthodox born again etc.
BASIC CHRISTIAN BELIEFS, TEACHINGS AND PRACTICES
The basic Christian beliefs, teachings and practices are found in the Bible when some of them are shown below.
[x]
Christianity is a religion based on 2 holy scriptures i.e. both in the Old Testament and New testament.
[x] It is the faith that believes in the holy trinity i.e. God the father, the son and the Holy Spirit.
[x] Christian believes in respect 4 Sabbath by dedicating of worshiping the creator.
2
[x] Baptism is a respected ritual in Christianity. The baptized Christians become special members of Gods family when their sins are washed away.
[x] The religion has got other sacraments that the Christians do celebratee.g.Holy Communion and holy matrimony.
[x] In this religion, Christians approach God through worship which involves paying tithes when praying to God.
[x] Christians believe in Jesus as the best sacrifice that God offered to die for sins of mankind.
[x] Christianity calls for repentance from the sinners in order to renew their relation with God.
[x] Christianity believes in the Ten Commandments that God gave to Moses on behalf of mankind. These commandments guided Christians on how to relate with God and fellow man.
[x] Fasting is another important practice of this religion. It is a way of seeking for God's forgiveness for the sins committed and asking god for forgiveness and blessings.
[x] In this faith, there is a belief in miracle performance their power of Holy Spirit. This is because Christ performed a number of miracles during his ministry.
[x] In this religion respect is given to holy places this is making journeys to holy places e.g. Namugongo shrine in remembrance of Uganda martyrs.
[x] In this religion, emphasis is put on monogamy as the ideal type of marriage i.e. a man is expected to marry only one wife and a woman one husband.
[x] In this religion special names are given to people e.g. Stephen, Ruth, Michael, Mary etc.
[x] Christianity calls for monotheism i.e. Christians are called to worship and believe in only God the creator.
[x] Christianity has special church leaders commonly known as catechist priests, reverends, bishop etc who carry out church activities such as worship.
[x] In Christianity, faith in Christ is highly valued when Christians called upon to have faith in God in order to be saved.
[x] In this faith, Christians take God to be very good, protector of man kind, omnipotent, Omni present and omniscient.
[x] Christians are called upon to respect work i.e. they should work alongside leisure because God also rested after work.
[x] Christians believe in the concept of life after death i.e. they believe that sinners will go to hell where they will suffer from while the righteous will go to heaven of place of enjoyment.
[x] Christians practice prayers and they pray to God through Jesus so as to help them in their problems.
[x] Christians have special celebrations such as Christmas and Easter where they celebrate the birth and resurrection of Jesus respectively.
3
[x] Christians believe in the judgment day. They believe that on that day the dead will be raised by Jesus and judged together with the living.
[x] The Christian religion calls for high moral conduct among the followers i.e. Christians are called upon to be role models in the society through behaving well.
[x] In this region, emphasis is put on the golden role of love of God and love of fellow man.
QNS
1. Discuss the major Christian teaching beliefs and practices
2. Discuss the major features/characteristics of the Christian religions faith.
CHRISTIAN MISSIONARIES IN EAST AFRICA
[x] Christianity was first introduced in East Africa by the Portuguese during the 16 th century Francisco came and left behind the Franciscan Christian in Kilwa when by 624 AD worshipping centers were established in Mombasa.
[x] Towards the end of the Portuguese rule, Islam was introduced by the Arabs until the missionaries came in the 19 th century.
[x] The 1 st missionary to come to East Africa was lowing who arrived in Zanzibar them Mombasa in 1844 and started converting people to Christianity.
[x] Different missionary organization sent missionaries to East Africa and these were;- The holy ghost fathers, church missionary society. The mill hill fathers, the London missionary society, the Scottish mission and the university mission central Africa.
Note
Should be taken that at the beginning missionary work was concentrated at the coast and they began going into the interior from the second half of the 19 th century.
REASONS FOR THE COMING OF THE MISSIONARIES IN EAST AFRICA
[x] The need to spread Christianity among Africans whom they looked at as pagans made the missionaries to come to east Africa.
[x] They were also interested in abolishing slave trade and slavery which they considered to be evil because it was causing misery and suffering among East Africans.
[x] They wanted to offer medical services to the sick Africans who were constantly big killed by tropical diseases like malaria and small pox.
[x] The missionaries came to provide western formal education and the Africans how to read and write.
[x] In addition, the missionaries come to civilize the uncivilized East African who were deeply rooted into their African cultures.
4
[x] They also came to introduce legitimate trade in East Africa so as to replace the evil slave trade and bring development in the region.
[x] Missionaries came to East Africa in order to pave way for the colonization of East Africa e.g. they came to soften the hearts of the East Africans and make them accept colonialism.
[x] Some missionaries came after being invited by some Africans leaders' e.g. Kabaka Mutesa I of Buganda invited missionary teachers in his kingdom through Henry Marton Stanley.
[x] Some missionaries were adventures and explorers who came to East Africa just to Explorer new places.
[x] Some missionaries were inspired to come to East Africa just to fight Islam that had been established and had become strong at the coast.
[x] It is believed that missionaries came to fight and end some African painful practices like circumcision and human sacrifices.
[x] The evangelical awakening in Europe in the 19 th century influenced many missionaries to move to East Africa to preach/ spread the gospel including other parts of the African continent.
[x] Missionaries were inspired to come to East Africa to complete the great work started by Doctor David Livingstone whom they believed that he died before completing his works.
[x] Some missionaries because of insecurity that existed in Europe in 1848 revolution that swept the whole of Europe made them to come and secure their lives.
[x] It also believed that some missionaries came due to high population in Europe that time. There fore they came to reduce on the population pressure that existed in Europe at that time.
[x] They came to East Africa due to high rates of unemployment existed in Europe at that time. This was due to industries revolution that replaced human labor with machines.
[x] Presence of fertile soils which favoured plantation agriculture alsoattracted them to come to act up plantations.
[x] The favorable climate of East Africa characterized by sunshine, and rainfall attracted missionaries to come to East Africa.
[x] Presence of big chunks of land in East Africa which was not utilized made missionaries to come to utilize such land through settlement and farming.
[x] The presence of beautiful sceneries such as ports and habours, mountain peaks, valleys etc also attracted many missionaries into East Africa.
[x] The desire by the missionaries to get raw materials to feed their home industries forced them to come to East Africa.
[x] The hospitality of some East African communities especially the Buganda also made many missionary societies to come and stay in East Africa.
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[x] Christian missionaries came to East Africa to invest their excess capital/ money through putting up plantations.
[x] The availability of cheap labour in East Africa whom the missionaries would use in their plantations made them to come and make good use of them.
Qn. Account for the missionary interest into East Africa during the 9 th century (25 marks)(reasons why they came to E.A)
COASTAL CHRISTITIANITY
[x] The first missionary to reach the coast was Doctor Ludwig Kraft a Germany and a member of C.M.S.
[x] He was introduced/taken to the sultan Seyyid Said and he was given a letter of protection by the sultan before going to Mombasa at a place called Rabai Mpya were he settled.
[x] In 1846, another missionary from Germany called Johann Rebmann joined Kraft and also settled at Rabai Mpya.
[x] In 1849, the Germans were joined by J.J Erhardt Johann wagner at Rabai- Mpya but unfortunately, wagner died of malaria when he had just arrived.
[x] These missionaries started touring the different coast African societies such as Kamba, Chagga and Usambara people.
[x] There were five major missionary organizations that started establishing missionary stations at the East
African coast.
[x] The first group was the Christian missionary society which laid a foundation for missionary stations, Christian forts and linked Eastern And western Africans together.
[x] The second group was the university mission to central Africa which reached in1865 in order to improve the standards of living of people and convert them to Christianity.
[x] There was also the society of the Holy Ghost father which was at the coast together with the sacred heart sisters first reached Zanzibar around 1863 and later established their head quarters at Bagamoyo around 1868.
[x] The other two missionary groups at the coast were the united Methodists and the London mission society which served the coastal people briefly and then went to Northern Rhodesia.
ACTIVITIES OF CHRISTIAN MISSIONARIES IN EAST AFRICA
[x] The missionaries improved on African welfare through introducing goods and services of high value e.g. they introduced and replaced the digging sticks with iron hoes and ploughers, built permanent houses and gave descent clothes to E. African people
[x] They improved farming through teaching Africans better farming methods i.e. mulching, crop rotation, use of fertilizers etc which increased crop yields.
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[x] In addition to the above missionaries introduced new cash crops in E. Africa such as cotton and coffee which the East African planted and sold and increased on their earnings/incomes
[x] Missionaries further developed legitimate trade through encouraging commercial agriculture whose products were offered for sale for example coffee, cotton etc.
[x] They encouraged Christianity through preaching the gospel to coastal African communities such as Gala, Chagga Akamba etc.
[x] They contributed to linguistic study in east Africa by teaching the foreign languages like English, French ad Germany and themselves learnt the local languages.
[x] They developed formal education but at the coast and the interior of east Africa where they taught Africans how to read and write.
[x] At the same time missionaries built schools which were administered by trained teachers for example Krapf who put up the first school at Rabai, in the interior of east Africa like Gayaza High school, Namilyango college etc in Uganda.
[x] They established healthy centers, which offered healthy services to the sick Africans for example in Uganda they put up hospitals like Mengo, Nsambya, Lubaga which saved Ugandans from deadly tropical disease like malaria.
[x] Missionaries trained and employment east Africans like priests and catechists while some other people were trained and worked as teachers in missionary schools hence earning them some money for survival.
[x] They contributed to the urbanization of the east African coast through putting up mission stations that worked as residential centre's, educational and administrative centres.
[x] Missionaries put a number of infrastructures in east Africa such as roads, bridges and famous Uganda railway which made transportation of goods and people easy.
[x] They put up a number churches in East Africa where people went for church services for example they put up Rubaga and Namirembe cathedral in Uganda.
[x] Missionaries established rehabilitation centres for the ex-slaves, guided andCounseled the hence turning them into normal people again for example Bagamoyo Rehabilitation centre.
Qn. Discuss the major missionary activities/ services in east Africa.
FAILURES OF THE MISSIONARIES IN EAST AFRICA
[x] The missionaries failed to completely end slave trade and slavery in East Africa. This is because the trade continued secretly even after the missionaries abolished it.
[x] They also failed to spread Christianity in all parts East Africa because very many people remained pagans and continued believing in their small gods in spite the missionary preaching of Christianity.
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[x] They further failed to completely fight Islam as they wanted i.e. many people still continued to convert Islam despite the missionary preaching against the religion.
[x] Missionaries failed to completely end the African barbaric practices such as circumcision of both males and females despite the missionary teaching against it.
[x] The linguistic study introduced by the missionaries only worked for a few people in east Africa i.e. not all the Africans learnt the foreign languages introduced by the missionaries.
[x] They failed to teach all East Africans how to read and write despite the formal education they introduced.
[x] Christian missionaries also failed to extend medical services to all parts of East Africa i.e. many Africans in the villages continued to die of tropical diseases for example malaria despite of the presence of missionary services.
[x] Qn. To what extent were the missionaries successful while in East Africa. (call for two sides i.e. achievements and failures)
EFFECTS OF MISSIONARY ACTIVITIES/CONTRIBUTIONS/SERVICE IN EAST AFRICA
Positive effects:
[x] Missionary preaching of the gospel led to large Conversion of people to Christianity.
[x] The introduction of formal education by the Missionaries made many people in East Africa to learn how to read and write.
[x] They built schools such as Gayaza high school, Kings College Buddoetc. Which contributed to Urbanization of East Africa and created jobs for the East Africans?
[x] They put up health centres like Rubaga and Mengo hospitals which saved the Africans from the deadly tropical diseases like Malaria and sleeping sickness.
[x] Missionaries provided employment to the coastal Africans who worked as Catechists and priests hence earning them some income which improved on their welfare.
[x] Missionary activities imparted practical skills into the improving on their knowledge.
[x] They stopped slave trade in East Africa which led to peace and harmony among the East Africans.
[x] The introduction of plantation agriculture in crops like cotton and coffee earned the East Africans a source of income and survival.
[x] Missionaries introduced Legitimate trade which created market for the African Agricultural produces hence improving on their standards of Living.
[x] They carried out Linguistic study and this made very many East Africans to learn foreign Languages especially English, French and German.
[x] Missionaries introduced modern methods of farming like ploughing, mulching etc. which led to increased crop yields
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[x] They put up roads and the railway line in East Africa which improved on transport and communication in the region.
[x] Missionary exploration works in East Africa led to the discovery of a number of natural resources and physical features like mountains, lakes and rivers which led to the development of East African Tourism industry.
[x] Missionary activities led to civilization of East Africans and they stopped their barbaric activities like human sacrifices, eating of human flesh, walking naked etc.
[x] Missionary education also produced a class of Nationalists like Dr.MiltonObote and Julius Nyerere who worked hard to liberate their countries from colonialism.
[x] Missionaries established rehabilitation centres like at Rabai and at Bagamoyo and these took case of the exslaves and saved them from suffering.
[x] Negative effects.
[x] Missionary activities of spreading Christianity led to the erosion of African culture and religion.
[x] Missionary preaching of Love your neighbors as you Love yourself-softened the hearts of the Africans leading to the colonization of East Africa.
[x] Missionary formal education greatly reduced the African informal practical skills hence affecting the development of the African craft industry.
[x] Missionary foreign languages especially English led to the rejection of African local languages to the extent that English is the official language of many countries in East Africa today.
[x] The missionaries further led to political instabilities in East Africa through conflicting with the traditionalists especially in Buganda where the religious wars broke out.
[x] Their activities further led to the death of many people during the religious wars hence leaving many people orphans.
[x] Stopping of slave trade led to poverty and suffering of the African chief who were benefiting a lot from the trade.
[x] The putting up of plantations by the missionaries sometimes led to forced labour among the Africans. The ex-slaves in the rehabilitation centres were also over worked by the Missionaries.
[x] Missionaries further led to the exploitation of East Africans natural resources like minerals which contributed to the low rate of development.
[x] Missionary activities like putting up of ex-slave camps, plantation farming etc. led to loss of African land which made some Africans Landless.
[x] Because of missionary activities, the Africans were divided along religious line. I.e. into Catholics and Protestants yet they were united under the African religion before the coming of Christianity.
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[x] Missionary formal education was too theoretical and this made many East Africans job seekers rather than Job creators.
PROBLEMS FACED BY MISSIONARIES IN EAST AFRICA
- They faced a problem of little and inadequate finances to help them in carrying out their activities.
- They had a problem of competition and rivalry among themselves especially Protestants and Catholics who competed for followers.
- The faced a problem of hostile tribes in some places of E.A these were mainly the Nandi and Masai attacked the missionaries and destroyed their property.
- They had a problem of raids from Arab slave traders who raided the missionaries to interfere with their work of stopping slave trade.
- In some parts of E.A, they were affected by the hostile tropical climatic conditions i.e. it could shine a lot and it could rain heavily something they were not used to.
- They were also threatened by the wild animals especially lions and leopards which were scaring to them.
- They were attacked by tropical diseasesi.e. malaria and sleeping sickness which disturbed and killed most of them.
- They encountered a problem of transport and communication in EA many areas were impenetrable with poor roads.
- Missionaries faced a challenge of language barrier because most of them never knew African languages and so they could not effectively communicate with Africans
- They had a problem of being few in number and therefore, they could not spread the gospel effectively in the big E.A. it became so tiresome for them to reach everyone in the region.
- They faced a problem of fighting against Islam which had already been established in some parts of E.A. it was difficult for the missionaries to change those who had already converted to Islam.
- They had a problem of theft from robbers, sometimes the porters could disappear with their items especially food which left them helpless and delayed their work.
- Poor accommodation especially in the new areas of settlement was another problem housing facilities were very poor compared to the facilities they left at home.
- Missionaries had a problem of Africans being deeply rooted into their culture because it was difficult to convert them to Christianity.
- They were mistaken to be slave dealers and therefore some people could run away from them and other could harm them which affected their work.
- Slave trade which caused insecurity was another problem to the missionaries. This is because people run away from their home making it hard for the missionaries to preach to them.
- Some missionaries lost their lives in East Africa and this threatened others from coming to spread the gospel for example Albert cook who died of malaria in Uganda.
- Their home countries sometimes delayed to supply them with food and medicine which made their work and life difficult in East Africa.
- The faced a problem of geographical barriers for example heavy thick forests, mountains and valleys which were so difficult to cross over hence delaying their work.
- Some missionaries lacked geographical knowledge of east Africa which also interfered with their evangelical journeys as some of them got lost on the way.
- They had a problem of wars which also delayed their work of spreading the gospel e.g. the famous religious wars in Buganda killed some of them and made Africans to hate them.
- Colonialism was other problem missionaries faced i.e. some Africans suspected the missionaries to be agents of European colonialism and so they refused to join Christianity.
- In some societies missionaries had a problem of hostile chiefs, and kings e.g. in Buganda Kabaka Mwanga even wanted to kill them.
QNS
1. Discuss the challenges/ obstacles the missionaries' encountered in East Africa. (25 marks)
2. Examine the factors that delayed /interfered with missionary work in East Africa. (25 marks)
3. Account for the failures of missionary work in East Africa. (25 marks)(weakness)
METHODS USED BY THE MISSIONARIES TO SPREAD THE GOSPEL IN EAST AFRICA. (How the missionaries coped up with the problems they faced)
The missionaries used a number of methods to conceive people to get converted to Christianity as explained below.
- They carried out missionary journey from one place to another spreading the gospel and winning more converts.
- They condemned and fought slave trade and slavery in East Africa hence attractingmanyAfricans to get converted
- They emerged in preaching and teaching of Christianity to the Africans hence converting them to Christianity.
- They established ex-slave rehabilitation centre e.g. Bagamoyi and Rabai- Mpya from where ex-slaves were converted to Christianity.
- Missionaries condemned some African cultural beliefs which were painful hence bringing many Africans to the church e.g. they condemned circumcision of boys and girls among the Kikuyu and Sabiny respectively
- Missionaries preached against Islam hence interfering with its spread and providing room for the rapid growth of the church.
- They established churches and mission centers which served as centres evangelism. They included Rabai Mpya to the Coast and Rubaga cathedral, Namirembe cathedral e in the interior
- They befriended and worked closely with African leaders such as Kings and chiefs through whom the gospel was accepted by common people
- They used some Africans as interpreters which solved the problem of language barrier and brought more people to the church e.g. kabaka Mutesa I of Buganda served as an interpreter of the Buganda traditional chiefs.
- Missionaries softened the hearts of Africans through their preaching and teachings hence converting more Africans. They used sweet words like happy are the poor for the kingdom of God belongs to them hence making more Africans to get converted.
- Missionaries translated scriptures into some local language making it easy for Africans to read the gospel and get converted e.g.AlexanderMackey translated part of the New Testament into luganda.
- They under took linguistic study in which they learnt some local languages and also taught Africans some foreign languages which made communication easy.
- Missionaries trained some African evangelist to preach the gospel to fellow Africans which made Christianity easily accepted by the Africans e.g. Apollo Kivebulaya was sent to spread the gospel in Toro.
- Missionaries built roads and railway line that linked their mission station and this made their movement possible hence spreading the gospel.
- They introduced and developed cash crop growing crops like cotton and coffee which made African to join the church.
- They requested funds from their home government which boosted their missionary work in East Africa. E.g. they used such money to help the needy which attracted them to Christianity.
- They provided employment opportunities to some Africans which also convinced them to join the church.
E.g. Semei kakungulu was employed as an interpreter by the CMS which attracted other people to join Christianity.
- They also used force where people had resisted them in order to scare them to get converted to Christianity e.g. during religious wars I Uganda.
- The developed legitimate trade that involved exchange of goods and service and this replaced slave trade hence attracting many people to Christianity.
- Christianity called upon their home government the areas that they had converted e.g. the CMS called upon the British government to come and take over Uganda and Kenya which strengthened Christianity.
- They used to give out free gifts and unique items to the Africans hence winning their hearts e.g. in Uganda they gave out mirrors, beads, clothes etc which lead many Ugandans to accept the gospel.
- They provided western medical services to the Africans which also weakened their hearts and got converted. They put up health centres like Mulago and Mengo hospital which treated the sick hence convincing them to join Christianity.
- They provided western formal education to the African converts teaching them how to read and write which influenced other people to get converted.
QNS
1. Discuss the method/ strategies applied by the missionaries to spread the church in East Africa. (25 marks)
2. Examine how the missionaries coped up with the challenges they faced in East Africa. (25 marks)
3. Account for the missionary success while in East Africa. (25 marks)
THE EARLY MISSIONARY FATHERS
DR JOHANN LUDWIG KRAPF AND HIS ROLE IN THE SPREAD OF CHRISTIANITY IN EAST AFRICA
Dr Johann Ludwig Krapf was the first European missionary to volunteer to work to East Africa especially at the coast where they were very many problems.
He was a Germany which worked with the CMS and he amerced in Zanzibar in 1844.
Krapf contributed the following towards the spread of Christianity in East Africa.
- He opened a way for the coming of other missionaries in East Africa with whom he spread Christianity e.g. he attracted Rebmann to come and spread the gospel with him.
- He established the first mission station in East Africa at Rabai Mpya which served as a centre of evangelism.
- He also established the first mission school at Rabai Mpya where many African were taught how to read and write and were taught bible study.
- Krapf translated the New Testament into Kiswahili hence contributing the easy spread and understanding of Christianity.
- He contributed to the linguistic study through teaching Africans English as well as himself learning most of the languages with Africans in the interior of East Africa. In this, he translated the English dictionary into Kiswahili hence making communication easy.
- He engaged in the preaching of the gospel to some African who responded by getting converted and a abandoning their pagans life
- He carried out missionary journeys to several African communities such as the Gala, Nandi etc and these hostile people ended up joining Christianity.
- He condemned slave trade and slavery just like Dr. David Livingstone; this also helped to attract many Africans into Christianity.
- He established the first home of ex-slaves in East Africa at Rabai-Mpya which enabled him to preach and convert these former slaves to Christianity
- He trained some Africans into church leadership as many of them graduated as catechists, priests who continued preaching the gospel to fellow Africans
- He provided charity services like treating the sick Africans from tropical diseases for example malaria and small pox hence attracting many of them to Christianity.
- Krapf transformed some of the coastal areas into centre of evangelism hence attracting other missionary groups into Africa e.g. Rabai-Mpya turned into the headquarters of the missionaries.
- He established a close relationship with the coastal Arabs e.g. Seyyid said which created a peaceful environment for the Christian missionaries leading to the spread of the gospel.
- Krapf established a calm and close relationship with some African societies like the Gala which opened up East Africa to Christian missionary activities.
- In conclusion , Krapf was all in all. He worked as a teacher, preacher and missionary who did his work responding to the great commission of Jesus Christ.
PROBLEMS FACED BY KRAPF IN HIS MINISTRY
- In 1854, Krapf had a problem of poor health brought by poor climatic conditions which made him to leave Africa and go back to Europe for treatment
- He was also resisted by some Africa communities for example Akamba people in Kenya who even planned to kill him but he learnt of it and he escaped.
- Some merciless people stole his belongings and facilities like food and medicine. This also happened in Akamba land leaving him in trouble and in the mercy of God.
- His ascetic gospel that he preached was a problem i.e. he preached a gospel of self denial and leaving all worldly enjoyment which made it hard for him to win followers.
- In the early days of his life, krapf was greatly puzzled by the untimely death of his wife which always put him in fear and worries.
- Krapf also lost his fellow missionaries in East Africa e.g. Johann Wagner who died at Rabai-Mpya reduced man power and put down Krapf's morale.
- Krapf reached East Africa when slave trade was so much and this denied him security and appropriate time to spread the gospel.
- He faced a problem of language barrier since he never knew African languages at the beginning. He therefore had to learn. African languages which took him a lot of time that would have used to spread the gospel.
- He found it hard to penetrate the interior of E.A because of the thick forest, wild animals and valleys. These made him concentrated in a few areas leaving out other areas.
- He had a challenge of poor means of transport and communication in E.A at that time which hindered his movements hence hindering the spread of Christianity.
- He found it hard to preach the gospel to the strong African traditional believers. This is because they were deeply rooted in their traditional beliefs and krapf could no t change them e.g. Nandi and Masai.
- The long missionary journeys in East Africa also proved to be challenge to him because they were very tiresome.
- The unfamiliar climatic conditions in E.A characterized by too much rain fall and too much sunshine reduced the speed at which Krapf was spreading the gospel.
- He faced enmity from some traditional leaders who had been taken up by slave trade and converting them to Christianity was very hard e.g. Tip tip and Mirambo.
- Krapf encountered shortage of funds and basic necessities like medicine and food to take care of the exslaves at Rabai Mpya.
- He encountered geographical barriers such as valleys, mountains, thick forests etc in his attempt to penetrate into the interior to preach the gospel.
1. Discuss the contribution Dr. Johann Krapf in his church mission of E.A. (13 marks)
2. What challenges did he encounter in spreading the church in E.A. (12 marks)
JOHANESS REBMAN
Rebmann was also a Germany missionary and an explorer born in 1826 was among the first Europeans to enter E.A from the Indian Ocean coast.
His work is expected to have led to the coming of the other Europeans like David Livingstone, Richard Burton and john Hamming Speke.
Rebmann lost most of his eye sight and after entering into a brief marriage, he died of pneumonia in 1876.
Right from childhood, he aspired to be a preacher and when he grew up he chose to be a missionary and he was trained at Basel.
Rebmann travelled into E.A in 1846 and started working in Kenya.
While in Kenya he made a lot of exploration works and he is credited for having found mountain Kilimanjaro in 1848.
He found a lot of problems in convincing the chiefs in Kenya to allow him to speak to the people.
While in East Africa Rebmann kept a dairy from 1848 until the time for his death in this dairy, he wrote how his trust in Christ kept him stable in Africa where very few Europeans had come.
He stayed in Africa for around 30 years and he had a policy that in order to change African people much patience was needed.
Rebmann visited various places in Africa including the African great lakes and mountains.
During his stay in Africa, he learnt several languages of African societies and even wrote a dictionary in Kiswahili language.
Rebmann having lost his eye sight for unknown reasons, he went back to Europe in 1875. He went back to German for the first time in 29years after being convinced to do so by his fellow missionaries.
In October 1876, Rebmann died of pneumonia. He was buried and on his tomb store they wrote words like “saved in Jesus arms”.
Rebmann's work in Africa both as a missionary and an explorer made other missionaries to do what he did.
ACTIVITIES OF REBMAN IN EAST AFRICA
- Rebmann was a Christian teacher who taught the Kenyan children religion.
- He conducted a number of missionary journeys to different areas in Africa spreading the gospel.
- He was an explorer who explored and exposed the interior of East Africa to other missionaries in Europe
- Through his exploration works that he made a number of discoveries which attracted other missionaries to come to East Africa.
- Rebmann worked and supported Krapf in evangelization in East Africa.
- He also helped in the translation of the Bible from the English version to the Kiswahili language.
- Rebmann further wrote a dictionary in Kiswahili which helped in supporting and promoting linguist study in East Africa.
- He was a friendly missionary easily related with Africans hence creating friendship and brother hood among them.
- As a missionary, he condemned and fought against slave trade which was so rampant in East Africa.
- He further preached against many backward cultural practices like human scarifies hence playing a role in the modernization of Africa.
- Rebmann did a great work of rehabilitating/ looking after ex-slaves at Rabai-mpya and Frère town.
- He worked hand in hand with the Bombay Africans to spread the gospel in East Africa.
- Rebmann learnt many African languages which helped him a lot to talk to many Africans hence enabling him to convert them.
NB The problems Rebmann faced are the same problems that Krapf faced in East Africa.
1. Analyze the career and achievements of Rebmann in spreading Christianity in East Africa
MISSIONARIES AND SLAVE TRADE IN EAST AFRICA.
- Slave trade was the trade that involved the exchange or selling of people as commodities.
- It was carried out between some African leaders and the coastal people dealing with foreigners like Europeans, Americans and Arabs.
- The coming of the missionaries in East Africa called with this in human trade. They therefore put pressure on the mother countries to stop buying slaves from East Africa as soon as possible.
PROBLEMS CAUSED BY SLAVE TRADE TO THE AFRICANS
- A number of Africans lost their lives because of slave trade raiding that at times involved shooting at the escaping Africans
- There was destruction of property such as home states, houses hold property and burning of gardens which left many Africans in misery.
- It led to the displacement of the Africans from their native homes as soon as they ran away into hiding places for fear of being captured by slave raiders.
- East Africans also experienced a decline in population as many people lost their lives and others taken away as slaves.
- African labour was greatly exploited on the farms of the coastal farmers such as clove plantations, sugar cane and coconuts. In this case they were over worked and yet they were not paid.
- African women were sexually abused by the Arabs during slave trade. The Arabs could buy them for sexual satisfaction and used them to buy others.
- Hatred and anger developed among different communities because of consistent raids on each other. This promoted disunity among East African communities.
- There was family breakdown due to the fact that some family members were taken into slavery and others abandoned for fear of being captured.
- There was insecurity in the interior of East Africa as different communities raided each other in search for slaves
- The people of the interior suffered from famine a partly because the able bodied young men and women were taken away into slavery hence no food production.
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- Slave trade undermined the African dignity because human beings were reduced from community by buying and selling.
- There was also decline in African culture as some of the Africans were disrupted from practicing their traditional religions because of insecurity.
- It also made some Africans to practice intermarriage which was against their norms.
- Slave trade also led to the exploitation of African natural resources especially minerals which were exploited by slave trade dealers.
- African art and craft industry declined as slave trade dealers imported finished goods into East Africa e.g. beads, clothes, mirrors etc. Many Africans started using those goods than their locally made goods like bark cloth.
- Some African leaders lost their powers and authority due to slaves trade e.g. the Nyamwezi chiefs were raided by Mirambo hence bringing them under his personal control and leadership.
- Slave trade partly contributed to the colonization of African by the British, this is because the British came in the name of abolishing slave trade but they ended up colonizing Uganda, Kenya and Tanzania for their own economic interests.
- Very many people were captured and faced hard life as they were always crying on their way to the coast due to the cains they were wiped and sometimes they were chinned whether healthy or un healthy.
- Those captured as slaves were loaded with heavy trade items on their heads as they were walking to the coast which made them suffer the more.
- Slave trade led to the emergency of many orphans ever it AID a major threat. Orphans suffered as they lacked elders to care of their well being because the death of their parents during slave raids.
- Slave raiding disorganized the long distance trade because it hindered the importation of high quality goods for African to use due to the insecurity.
- Slave trade exposed the enslaved Africans to unfair hard labour yet they were poorly paid and sometimes were not paid at all.
Qn. Discuss the challenges brought by slave trade towards the people of East Africa.
PROBLEMS FACED BY THE EX-SLAVERS IN EAST AFRICA.
Ex-slaves were those who were freed/ set free from slavery. They are also called free slaves after being set free, they experienced the following problems:
- Some lacked clear geographical knowledge and understand of their native homes and there4 many of them got lost on their way back home.
- They suffered from loneliness and lack of company which stressed their lives. This is because slave trade had distanced them from their families.
- They lacked medical care due to scarcity of medical services yet many of them were frequently attacked by tropical diseases.
- The adult ex-slaves suffered from sexual starvation because they lacked company of their sexual patterns.
- The ex-slaves found it had to find and acquire land for settlement and begin a new life. This is because they feared to go back to their homes to avoid being recaptured.
- They suffered from language barrier which led to poor communication among the coastal people.
- They lacked a source of lively hood since they had no serious economic activities from where they could earn a living.
- Those who decided to go back home In the interior of East Africa had to endure moving long distance
- They suffered from psychological torture because they had been exposed to hard times of life e.g. rape which made their lives difficult.
- Some ex-slaves were kept with a feeling that they were not yet free and there4, they equally lived as if they were still under slavery.
- They constantly lived in a worrying state which made them uncomfortable and most of them lost their lives shortly after escaping from slavery.
- Some ex-slaves were still too young to establish independent home and start for themselves new families.
- They considered themselves as social misfits /out casts in the society because of the humiliations they went through like being striped necked.
- They were demoralized and lost hope in life. Therefore many of them retired from normal, social and economic activities because they saw no bright future ahead of them.
- They lost social contacts with their own family members and relatives which also left them psychologically traumatized.
THE RESETTLEMENT AND REHABILITATION OF THE EX-SLAVES
- The activity of the settling of the ex-slaves was first done by CMS as early as 1855 in rehabilitation centre built at Saharanpur near Bombay in India.
- As time went on, the CMS started another centre in Mauritius and the Holy Ghost fathers started the rehabilitation centre on the Island of reunion on the Indian Ocean.
- In these centre, they kept the ex-slaves who were rescued by the British Navy which was patrolling the Indian Ocean.
- In East Africa and at the coast, the rehabilitation of the ex-slaves started in the early years of 1860s when different missionary groups started coming
- The Catholics put up the first major rehabilitation centre in 1868 which scared the British because they thought it was the barracks.
- The Holy Ghost fathers started the building work set up a hospital for whites, a clinic for the blacks and the school for the children bought in slave markets.
- By 1866,around 110 orphans were being educated by the missionaries in their rehabilitation centre and all had been bought from slave markets
- The university mission in central Africa started the work of rehabilitating the ex-slaves in 1884 in Zanzibar under Bishop Tozer.
- Tozer trained the ex-slaves in catechism and others were taught trade in order to prepare them for independent life.
REASONS FOR THE ESTABLISHMENT OF REHABILITATION CENTRES BY THE MISSIONARIES
- The need to join Britain in the struggle against slave trade and slavery in East Africa led to the missionary putting up of the ex-slave camps.
- Need to find a place where the freed slaves could be resettled since most of them had no clear destination after being freed.
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The need to have the ex-slaves rehabilitated more possible in the camps where they would be counseled, guided, fed, nursed, clothes and prepared for the future.
- Need by the missionaries to develop legitimate trade to replace slave trade by Agricultural development.
- The desire to spread Christianity in East Africa led to the establishment of the camps in order to teach Christianity to the ex-slaves.
- Missionary desire to bring the converted Africans in a Christian life so as to study the Bible and conduct Catechism.
- The need to hide the imperial interests of the whites and present themselves as humanitarians so as to be accepted by the Africans.
- Missionary desire to out complete Islam in East Africa led to the establishment of the Camps so as to fight Islam.
- The camps were also meant to solve the man power problem the Missionaries faced.ie they wanted to get labour on their farms by using the ex-slaves.
- There was also the economic motive of exploiting labour through agricultural raw materials produced by the ex-slaves and take them to the European manufacturing industries.
- There was also need to have ready market for the manufactured goods produced in Europe hence having the ex-slaves in the camps.
- They were established for the purposes of easily spreading western civilization through offering western education to the settled ex-slaves.
- The political imperial motive of colonizing African minds so as to accept anything European including Colonialism.
- The activities of the Catholics in Zanzibar and Bagamoyo inspired other Missionary societies to establish the ex-slaves camps.
- Competition for converts among different denominations also explains why each missionary society tried to put up the ex-slaves camps.
SERVICES RENDERED TO THE EX-SLAVES AT BAGAMOYO CAMP
At Bagamoyo rehabilitation camp, anumber of services were offered to the freed slaves as explained below.
- The ex-slaves who had no where to stay were resettled in this camp and found a new home under the central of the whites.
- They were also provided with food which saved them from hunger starvation and possible death.
- The ex-slaves were counseled and their minds were filled with hope of another life after slavery.
- They were provided with descent accommodation which saved them from sleeping in bushes where they could easily be captured.
- The ex-slaves were taught Christianity and this made them believe in Jesus as their personal lord and savior.
- Ex-slaves were meant to adopt a life of prayer in Bagamoyo camp hence bringing spiritual light in lives of the ex-slaves. E.g. they spent an hour in prayer, bible study and catechism every day.
- The ex-slaves were dressed and this brought joy and happiness in the lives of these miserable Africans.
- Medical services were also offered to them using western medicine in case of diseases like malaria which was a big threat in the camp.
- Some ex-slaves were given academic education hence preparing them for the future e.g. they were taught has to read and write and some of them became priests, catechists and evangelists.
- Freed slaves were also trained to work in gardens and this was mainly done on the mission farms. This gave a chance to ex-slaves to learn agricultural skills.
- The ex-slaves who were orphans were given new parents who were whites and these looked after them in the more natural and parental way.
- There was a group of ex-slaves which was trained practical skills in carpentry, brick making and building. This equipped them with life skills for future survival.
- At Bagamoyo camp, the freed slaves were also allowed to interact freely with one another for an hour every day which helped them to develop friendship and love among themselves.
- They were made to abandon their backward African practices and beliefs and entered into a community of Christians which set them free.
- Those who reached the marriage age where married off in a Christian monogamy marriage practice and they were settled in Christian villages which were under a missionary to help them stay in love and companionship.
- Bagamoyo rehabilitation centre also offered land to a grown up ex-slaves. They there4 grew food on this land which enabled them live a happy life.
- In general, Bagamoyo rehabilitation centre was a model centre that set a good example and led to the setting up of other centres like Frere town resettlement centre by the CMS.
Qn. Examine the services offered to the freed slaves in the resettlement camps set up by missionaries.
PROBLEMS FACED BY CATHOLICS AT BAGAMOYO CAMP
- They had a problem of land with the Wazamani people who claimed ownership of the area and started planting crops on it. The church had to first comfort them to go away.
- It became too expensive for the church to maintain the ex-slaves in this centre. It is reported that five (5) pounds were needed to pay for the training of each ex-slave to make himself supportive.
- During 1870s, the catholic missionaries had a problem on severe financial shortage due to the FrancoPrussian war in which France was defeated and lost her areas of Alsace and Lorrain which had minerals.
- Diseases especially malaria and dysentery also threatened Bagamoyo camp. By 1877 twelve missionaries had died at Bagamoyo camp.
- Insecurity was another challenge to the missionaries at Bagamoyo. This was mainly caused by Arab activities against missionaries who were fighting againstslave trade.
- Missionary work at Bagamoyo was later interfered by the desire for material wealth among the ex-slaves which limited their attention and commitment to God.
- There was shortage of man power to carry out the activities of the camp. Many whites didn't want to work in Africa and a few who came were killed by diseases which caused labor scarcity.
- The Catholics were facing the problem of language barrier with ex-slaves. This is because they were all serfs of ex-slaves whom the missionaries could not communicate with.
- Some ex-slaves become immoral and indiscipline at Bagamoyo camp and it became a problem for the catholic missionaries to restore morals among ex-slaves.
- Many ex-slaves were deeply rooted into their traditional cultures and it was hard for the missionaries to convert some people to Christianity.
SUCCESS ATTAINED BY MISSIONARIES IN THE CAMPS
- To enlarge extent, the Missionaries were successful in the evangelization of the ex-slaves in the camps as shown below.
- As a result of ex-slaves rehabilitation centres,there emerged Christian villages e.g. at Morogoroo,Mbonda and Kondora.
- There was emergence of a life of prayer everyday e.g. at Bagamoyo,an hour of prayer was compulsory.
- Christian worship was developed among the ex-slaves in the rehabilitation centre.
- There developed a strong belief in Jesus Christ as the Lord among the ex-slaves in the camps.
- African ex-slaves adopted Christian Baptism abandoning the African initiation rite of circumcision.
- The ex-slaves also adopted the Christian Marriage system of Monogamy as opposed to African marriage system of polygamy.
- The Africans in the camps took up monotheism and abandoned polytheism hence turned to the worship of one supreme creator God.
- Some Africans became church leaders after undergoing seminary education hence a success.
- Ex-slaves developed a life of Bible study and interpretation hence living a real Christian holy life.
- Some ex-slave Christians developed a life of self-sacrifice and denouncing of materialism which could lead to sin, jealously and hatred hence a success.
- Some ex-slaves started trading with other neighboring people which also served as a link in spreading the church.
- Africans in the camps later on started visiting the churches for prayer and thanks giving to God.
WEAKNESS OF THE REHABILITATION CENTRES IN EAST AFRICA
- Africans in the camps were sometimes mistreated basing on race through under feeding them.
- The ex-slaves were also exploited in terms of labour on the mission farms that produced cash crops for export that they never benefited from.
- Missionaries used the ex-slave camps to divide the Africans basing on race and Christian denominations.
- Rehabilitation centres were further used as centres of eroding and diluting African culture in favour of European culture.
- The ex-slaves were heavily punished on simple mistakes in the camps.eg they were imprisoned and whipped which made them feel as if they were still under slavery.
- In addition, the ex-slaves were over worked on the farms of the Missionaries which annoyed them and started conflicting with the Missionaries.
- Life in the camps was so strict and tight which made the ex-slaves feel as if they were still slaves.
- The ex-slaves in the camps were used as markets for the European produced goods and services like medicine, books etc. hence taking away the little money Africans had.
- The rehabilitation centres were too congested with many ex-slaves which led to poor hygiene and outbreak of diseases especially dysentery that killed some of them.
- Missionaries used the camps to spread European imperialism and influence the Africans acceptsanything European including colonialism.
- The ex-slaves in the camps were also used to produce raw materials for European industries which developed Europe and drained Africa.
HOW THE REHABILITATION CENTRES LED TO THE SPREAD OF CHRISTIANITY
- The Missionaries did whatever they could to ensure that the ex-slaves in the camps turned to Christianity as shown below;
- Missionaries put Christian believers to administer the camps and these ensured that Christian principles and doctrines were imparted into the ex-slaves.
- Since the centres were put up on catholic and Protestants foundation, the ex-slaves were able to live a Christian Lifestyle hence the spread of Christianity.
- Churches for worship were built in the camps where the ex-slaves were supposed to go and attend church services.
- People in the camps were by law required to be baptized in Christianity as a requirement to fit in the Camps.
- Christian schools and seminaries were built in the camps to train African Catechists, priests and sisters out of the freed slaves.
- The ex-slaves had to first accept Jesus Christ as the Messiah in order to receive Missionary educational, health and Charity services.
- Freed slaves in the camps were also required to go for prayer every day hence leading to the spread of Christianity.
- Bible study lessons were a must among the ex-slaves and this equipped them with Bible Knowledge.
- Christians were given land and houses a few meters away from the camps, the ex-slaves were to stay in Christian Villages that were created hence spreading Christianity among the inmates.
- Freed slaves in the camps were supposed to practice the Christian marriage system of monogamy based on Love and Companionship thus spreading Christianity.
- Some ex-slaves were made church leaders and this encouraged them to spread the gospel to fellow Africans in the Camps thus spreading Christianity.
HOW MORALS WERE IMPARTED INTO THE EX-SLAVES IN THE CAMPS
- The ex-slaves underwent bible study lessons which equipped them with Christian values and morals.
- They were converted to Christianity and called upon to live according to Christian norms hence acquiring Christian morals.
- The mature ex-slaves were influenced to get married in order to avoid temptation of sexual immorality.
- They were subjected to moral lessons and instructions in the camp which reminded them of their moral obligation all the time.
- The missionaries gave punishments to the ex-slaves who went against Christian morals thus enforcing morals into them.
- The ex-slaves were also kept busy most of their time in the gardens and in technical schools hence avoiding idleness in the camps
- The missionaries sometimes ex-communicated/chassed the ex-slaves who had bad behavious in the camps which scared others from having unacceptable immoral behaviors.
- Missionaries encouraged daily prayers which constantly renewed the faith of the ex-slaves making them live moral lives.
- The freed slaves were encouraged to repent incase of any crime committed which renewed their faith and made them live morally upright.
- The ex-slaves were provided with employment opportunities that provided them with money for survival hence reducing temptations of stealing thus living morally.
- They encouraged themto establish their homes outside the camps which reduced on the congestion in the camps leading to easy management and good morals.
- The younger ex-slaves were given forecaster parents who supported them morally, socially, financially and psychologically hence living moral lives.
How morals/discipline was maintained among the ex-slaves in the rehabilitation centers?
HOW SLAVE TRADE CONTRIBUTED TO THE SPREAD OF CHRISTIANITY IN EAST AFRICA.
- Slave trade led to the coming of many missionary societies into East Africa to fight against it and in the process, they spread Christianity.
- It also provided room for the missionaries to buy slaves from the slave markets whom they converted into Christianity.
- The missionaries condemned slave trade and called it evil and ungodly which made Africans to love them and get converted to Christianity they were spreading.
- Slave trade made missionaries to set up rehabilitation centers for the freed slaves who were also converted to Christianity.
- The trade made many Africans at the coast to run to the mission stations put up by missionaries for protection from where they were easily converted to Christianity.
- The trade made many Africans helpless, hopeless, and frustrated. This made them turn to Christianity with hope that their suffering and misery could come to an end.
- The trade somehow cleared the interior of East Africa of dangerous wild animals like lions and leopards because Ivory was highly demanded in this trade. This gave security to the missionaries to spread the gospel.
- Slave trade led to the development of trade routes coming in to the interior of East Africa. These routes were later used by the missionaries to enter into East Africa to spread the gospel.
- The trade led to the emergence of African church leaders commonly known as Bombay Africans who spread Christianity to fellow Africans wining very many of them.
- It enabled the missionaries to get financial support from their home government to help them in fighting it but also used that money to spread the gospel.
- The trade made the British to sign anti Dutch slave trade treaties with the sultan of Zanzibar Said Seyyid which provided the conducive atmosphere for the spreading of Christianity.
- The abolition of slave trade involved putting up good transport and communication networks like roads, railways. These were later used by the missionaries to move to different areas spreading the gospel.
- The abolition of slave trade came with the European colonialism of East Africa when colonialists took over; they provided freedom and security to the missionaries to spread Christianity.
- The abolition of slave trade led to the development of legitimate trade, which attracted many Africans to join the missionaries in order to take part in cash crops production and to earn a living.
- The trade made the Arabs to concentrate on the trading activities other than spreading Islam which gave a chance to the missionaries to spread Christianity easier.
- Due to slave trade, Africans hated the Arabs and their Islam because of enslaving them. This made them to join Christianity because the missionaries were taking good care of them. How did slave trade contribute to the expansion of the church in East Africa?
HOW SLAVE TRADE LIMITED THE SPREADING OF CHRISTIANITY
- The trade brought insecurity to the missionaries because of the raiding some things that limited missionary effort of spreading Christianity.
- Slave trade raiders could sometimes steal missionary facilities which were need in spreading the gospel hence limiting the work.
- Slave trade brought missionaries into conflicts with the Arabs and African slave dealers hence creating a poor working environment for the spreading of Christianity.
- The trade made missionary work very expensive because a lot of money was needed to replace the stolen facilities which money would have been used to preach the gospel.
- Slave trade made some African leaders who enjoyed it to stop the missionaries from going to their areas to spread the gospel because they feared that the missionary would decompaign the trade
- Slave trade made it impossible for the Africans in the interior to live a settled life which made it hard to the missionaries to spread the gospel to those unsettled people.
- Slave trade caused a materialistic life style among many Africans who benefited from it. This made it hard for many Africans to turn to Christianity which advocated for self denial.
- Slave trade led to the development of Islam in East Africa because people turned to Islam in order to avoid being taken as slaves. Therefore it was hard for people to turn to Christianity freeing that they will be enslaved.
Qn. How did slave trade hinder the spread of Christianity in East Africa?
Assess the contributions of slave trade towards the spreading of Christianity in East Africa. (Both positive and negative)
THE RISE OF BOMBAY AFRICANS
Bombay is the third (3 rd ) most respected city in India after NewDelhi and Calcutta.
Bombay Africans were Africans ex-slaves who were rescuedby the British anti-slave patrol ship on the IndianOcean and they were taken to sharanpur near Bombay for rehabilitation.
During their stay in India, they were converted to Protestantism and were trained in different schools, trade and theology.
Some of the Bombay African who returned to African included William Jones, David George, Ishmael Semler etc.
They mainly worked among the freed states, Frere town and those who came back also worked with Rebmann at Rabai -mpya.
PROMINENT BOMBAY AFRICANS WILLIAM JONES
[x] William Jones was the most prominent Bombay African who worked at Rabai Mpya with Rebmann for some good time.
[x] In 1880, he was sent to Taita to help in doing missionary work among fellow Africans.
[x] In 1885, Bishop Hannington ordained him as a deacon at Rabai Mpya
[x] After his ordination, he was told to accompany Bishop Hanginton to Uganda
[x] Unfortunately, Bishop Hannington was arrested and imprisoned in Busoga for four days and then killed on orders of Mwanga before he reached Buganda kingdom.
[x] Willam Jones escaped and went back to Rabai mpya and told them of the Bishops murder in Busoga.
[x] He then became a pastor at Rabai Mpya and ministered to fellow Africans
[x] He is remembered for his accommodating spirit of the slaves who were escaping from their slave masters to Rabai
[x] BY 1888, Jones had resettled around 1000 ex-slaves at Rabai Mpya.
[x] In 1896, William Jones was ordained the arch deacon of Rabai.
ROLES PLAYED BY BOMBAY AFRICANS IN THE SPREAD OF CHRISTIANITY IN EAST AFRICA
Bombay Africans led to the spread of the church both at the coast and in the interior of East Africa as shown below
- They preached Christianity among fellow Africans at Rabai Mpya and Frere town hence converting many pagans to Christianity.
- They carried out missionary journeys into the interior of East Africa which also promoted wider coverage of Christianity in different centers
- They engaged the ex-slaves in a Christian life style of repentance, prayers, monogamy and baptism which also promoted Christianity in East Africa.
- Bombay Africans were easily accepted and listened to by fellow Africans hence easy understanding of the gospel message.
- They worked with the missionaries to translate the gospel into some local languages like Kiswahili, Luo and luganda which were easily understood by the Africans.
- Bombay Africans knew some local languages like Luo, Kiswahili, Luganda etc which they used in spreading the gospel to fellow Africans where the missionaries had experienced problems. They also knew some local places in the interior of East Africa where they easily reached out and proclaimed the good news.
- Bombay Africans condemned slave trade and slavery whose torture they had faced. This made them get a lot of support from fellow Africans who later got converted to Christianity.
- They boosted the missionary man power in East Africa that was not enough hence increasing the speed at which the gospel was spread.
- They guided the missionaries in the interior of East Africa in the spread of Christianity e.g. Bishop Hannington was led by William Jones to Uganda.
- They provided charity services to the needy Africans especially the freed slaves at Rabai Mpya.
- Some Bombay Africans served as church leaders. E.g.William Jones served as a church leader at Rabai Mpya
- Being employed and paid by the missionaries, Bombay Africans were admired by the Africans who also got converted to Christianity hoping to enjoy like the Bombay Africans.
- They established some churches and mission centres in the interior of East Africa such as the sagula mission station which acted as the evangelical centre.
- They played the role of the mediators between Africans and Europeans which made missionaries to be accepted by Africans. E.g.William Jones introduced William prince of the C.M.S to the Taita people who had previously rejected him.
- They worked hand in hand with the missionaries complementing one another in the spread of the gospel. E.g. David George closely worked with Rebmann at Rabai Mpya.
- Bombay Africans knew the Africans likes and dislikes which made them plan accordingly to convert them to Christianity. Jones knew the Taita people which enabled him to penetrate them with the gospel with out much resistance.
- They encouraged the formation of Christianity education centre and they are credited to have been the fore runners of St. Paul's theological college at Limuru.
- Bombay Africans opposed and condemned the missionary harsh treatment of the Africans in the camps which improved the African welfare and attracted many Africans to join Christianity.
- Bombay Africans had respect for some African cultural practices like circumcision among the kikuyu which made some Africans confident of joining the church.
- In conclusion, Bombay Africans did a lot as far as spreading the church was concerned. That's why William Prince of the CMS commented that they were spiritually minded, faithful, and confident and had respect for the native Christianity.
Qn. Analyze the efforts/ contributions/ roles played by the Bombay Africans in the spread of the church in East Africa. (25 marks)
PROBLEMS FACED BY BOMBAY AFRICANS
- Just as the missionaries, Bombay Africans also faced hostility from slave raiders at the coast and in the interior of East Africa which made their work difficult.
- Language barrier also challenged many of them in spreading the good news to different tribes especially those who did not know the local languages.
- They faced a challenge of stiff competition from Islam which had already been established in East Africa.
- Some of them were mistaken to be European collaborators who wanted to colonize the East Africans.
- They suffered racial segregation from the missionaries as they were denied top leadership positions in the church because they were seen as inferior.
- Some African communities didn't welcome the Africans and so they became hostile to them and turned them into food e.g. the Nandi man eaters.
- They encountered geographical barriers in their work characterized by rivers, mountains and forests which were very hard to penetrate so as to spread good news.
- Some of them suffered from tropical diseases like malaria, smallpox etc which frustrated their work of spreading Christianity.
- They were faced with conservative African cultural beliefs which made many Africans not to get converted to Christianity especially the Nandi.
- They faced a problem of inadequate facilitation to do their work effectively. E.g. they were not well paid in terms of money by missionaries at sometimes missionaries delayed to supply them with food.
- Bombay Africans were very few in number and therefore were over worked and suffered from fatigue and this affected their progress.
- They were always unhappy due to the missionary harsh and hostile treatment of Africans in the camps especially in the Frere town which caused conflicts between them and missionaries.
- Bombay Africans were highly frustrated by the poor rewards or remunerations given to them by missionaries given the too much work they were doing.
- Missionaries didn't trust the Bombay Africans in that those in positions of responsibility were closely monitored which annoyed the Bombay Africans and they reduced their spirit of serving the church.
- Missionaries and Bombay Africans always conflicted over African culture i.e. Bombay Africans supported some practices like circumcision which the missionaries opposed which affected the church negatively.
HOSTILE RELATIONSHIP BETWEEN BOMBAY AFRICANS AND THE MISSIONARIES
At first, the relationship between the Bombay Africans and the missionaries was so smooth in the proclaiming of the good news.
However from 1870s and on, the relationship between the two groups started to get bitter and it deteriorated to the extent that they completely fell apart.
CAUSES OF THE POOR RELATIONSHIP BETWEEN THE TWO GROUPS
- The denial of Bombay Africans leadership opportunities in the church and Frere town something that was condemned by William.
- Bombay Africans were subjected to too much work by the missionaries which exhausted them and started disobeying the missionaries.
- The missionaries used to take themselves as superior and considered the Bombay Africans as inferior which also caused the bitter relationship.
- The missionaries always treated the Bombay Africans as children whom they had helped to raise up which also annoyed the Africans
- Missionaries mistrusted the Bombay Africans whom they gave position of responsibility in the church i.e. they strictly supervised them which demoralized the Bombay Africans.
- Bombay Africans were never happy with the missionary hostile treatment of Africans at Frere town i.e. they always caned, imprisoned and given little food as punishments to the crimes committed.
- Some Bombay Africans were frustrated by the poor payments they were given yet they were doing a lot of work. They looked at it as a sign of no appreciation to the great services they offered.
- The two groups also conflicted over some African cultures especially circumcision among the kikuyu and Nandi i.e. the missionaries opposed it yet Bombay Africans supported it hence the disagreement.
- The discriminatory tendencies of missionaries towards Africans non converts made some Bombay Africans un comfortable with the missionary journeys also led to the poor relationship between the two groups.
- The influence of Bishop Hannington at the coast who saw how the services of the Bombay Africans were under looked and discredited by the missionaries caused the bitter relationship.
- Suspicion, mistrust and discomfort between the two groups also caused the conflicts that led to the division of the two groups.
- The departure of Sir Bartle Frere the only understanding European who highly appreciated and respected the services of Bombay Africans led to increased conflicts between missionaries and Bombay Africans.
- The untidy death of Bishop Hannington in 1885 in Busoga who was being escorted by a Bombay African called William Jones who wasn't killed caused suspicion between the two groups.
- The missionaries at Frere town over worked the African ex-slaves which the Bombay Africans interpreted as racial segregation causing the poor relationships.
- The Bombay Africans felt cheated due to the missionary refusal to leave the coastal mission centers to also go to the interior to preach i.e. they always made the Bombay Africans to go to the interior and remote areas.
- Missionaries disregarded almost all African norms and values for example Africans were meant to lose their cultural norms and only adopt European Christian norms.
Qn. Account for the bitter relationship between the missionaries and the Bombay Africans Justify the existence of the conflicts between the missionaries and the Bombay Africans.
EFFORTS MADE TO UNITE BACK THE TWO GROUPS
- The existence of such poor relations between missionaries and Bombay Africans greatly affected the expansion of the church.
- The missionaries therefore feared to ashame the church and therefore started working out ways of harmonizing the two groups in order to enhance spreading of the gospel.
- The following are the efforts/ steps taken to unite back Bombay Africans with the Christian missionaries.
- Sir Bartle Frere came up and appreciated as well as respected the services of the Bombay Africans and called upon his fellow missionaries to respect the Bombay Africans.
- William Prince of the CMS also condemned his fellow missionaries for not putting Bombay Africans in responsible offices and positions in the church.
- William Prince further condemned racial discrimination that the white missionaries practiced through under looking Africans as inferior.
- Attempts were made to give Bombay Africans important positions in the church e.g. William Jones was made a pastor at Rabai and arch deacon in 1896 hence bring back the lost relationship.
- Africans were now trained as catechists and the African priests were given freedom to establish churches and run them according to the principles of the mission church.
- Missionaries started Africanizing the church by accepting some African cultures like baptizing Africans with African names and even circumcision later.
- Missionaries also started offering literacy and practical education to the Africans hence preparing them to the life a head and this made Bombay Africans very happy.
- Missionaries further increased on the charity works to the poor Africans i.e. they gave the frustrated Africans food, shelter, clothes and health facilities especially at Frere town which bridged the gap between them and the Bombay Africans.
- Missionaries put pressure on the colonial authorities to consider African interests like allowing Africans to have representatives to the legislative councils from 1923.
- Missionaries carried out efforts for ecumenism i.e. they tried to bring unity and co-operation in the church which restored the trust and confidence of masses to the church.
- The CMS appealed to other missionaries to come to East Africa to work with the Bombay Africans something that reduced the too much work load of the Bombay Africans.
- Missionaries encouraged peasant farming in order to improve on the income of the Africans and stop them from complaining for positions of the church e.g. K.Borup distributed seedling and fertilers to Africans.
- Torture and heavy punishments to the indiscipline ex-slaves was replaced by guidance and counseling which impressed the Bombay Africans.
- There was an increase in the rate of facilitation to the Bombay Africans in terms of food which was being harvested from farms of the re-habilitation centers thus making Bombay Africans happy.
- Missionaries adopted a motivation spirit of thanking the Bombay Africans who had done great work, rather than despising their contributions.
- Some Bombay Africans were allowed to lead commercial campaigns like supervising farms and carrying out transactions from which they got some money.
CHRISTIANITY AND THE ESTABLISHMENT OF COLONIALISM IN EAST AFRICA
- The establishment of colonialism in East Africa took place in the 19 th century and in the early years of the 20 th century.
- However, before this period, some European groups had already been in the region but had no interest of controlling the Africans.
- The first group of Europeans to come to East Africa was that of the Portuguese who operated at the coast of East Africa between 1500-1700
- Explorers such as John spoke, Henry Morton Stanley and David Livingston had also been in East Africa for some time and they reported back the economic potentials of East Africa to their home government.
- The good reports of the explorers made European traders to come into East Africa to exploit its resources e.g. IBEACO formed by William Mackinnon and GEACO formed by Carl Peters.
- In the mean time, missionary groups also arrived in the region and it was not easy to identify them as colonialists because they presented themselves as evangelists.
- The truth is they were real colonialists who came to pave way for the colonization of East Africa hoping that colonialism will help them spread the gospel.
ROLE OF THE MISSIONARIES IN THE COLONISATION OF EAST AFRICA
- They softened the hearts and minds of the East Africans through their Christian teachings which made Africans to accept European colonialism e.g. they taught Africans to love their neighbours as they loved themselves which made them not to fight the colonialist.
- Some missionaries worked as explorers e.g. David Livingstone and Rebmann. These reported the East African mineral wealth to the British government forcing British to come and take over East Africa.
- Missionaries involved themselves in signing treaties which also eased the colonization of East Africa e.g. they involved in signing of the 1900 Buganda agreement which gave powers to the whites to control Buganda kingdom.
- Missionaries financed the activities of chartered companies which also facilitated colonialism e.g. IBEACO went bankrupt; it was financed by the CMS to continue with its work in Uganda hence facilitating colonialism.
- They involved themselves directly in the politics of East African society like in Buganda were they over threw Kabaka Mwanga which made Buganda to lose her independence
- Christian missionaries directly worked together with chartered companies in spread of colonialism e.g. in Buganda the CMS worked with Captain Fredrick Lugard of IBEACo to take over Buganda region.
- The missionaries education produced to a number of African elite collaborators with the whites e.g. Apollo kagwa and Semei Kakungulu spread colonialism in the whole of Uganda because of missionary education.
- Missionaries built roads and railways which were later used by the colonialists to transport colonial troops and administrators into East Africa.
- They put up health centers in form of dispensaries and hospitals in East Africa that reduced on the disease threatsthat had scared colonialists hence attracting them to come in East Africa
- The missionaries introduced cash crop economy by encouraging East Africans to grow cash cops which attracted colonization of Buganda kingdom
- Missionaries decompaigned African culture and praised the European culture which made many Africans to admire anything European including colonialism.
- Missionaries engaged in wars of colonial concept e.g. religious wars in Buganda that contributed to the colonization of Buganda kingdom.
- Christian missionaries provided the earliest sketch maps of East Africa that guided the colonial masters in their conquest and colonization of the East Africa interior.
- Missionariesinvited their home government to come and colonize the area that they had Christianized. E.g. the CMS invited Britain to come and take over Buganda shortly after the religious wars.
- They divided the East Africans along Christian denominations i.e. into Catholics and Protestants making them too weak to fight against colonial rule.
- They reported the hostile and friendly communities of East Africa which made the colonialists come well prepared to fight the hostile tribes.
- Missionaries befriended East African leaders who easily accepted the colonialists when they came leading to colonialism e.g. the kabaka of Buganda welcomed the colonialists and gave them his chiefs to help them extend colonial rule.
- Missionaries abolished slave trade which made Africans love them and when the colonialists came they welcomed them thinking that they were as good as missionaries.
- Christian missionaries introduced legitimate trade which made many East African rich through selling their agricultural produces. This made them well come the colonialists thinking that they were as good as the missionaries.
- They civilized the East Africans through abolishing barbaric practices like human sacrifices, circumcision etc which made East Africa fall in love with all the whites including the colonialists hence the colonization of East Africa.
OTHER FACTORS:
- Good climate.
- Fertile soils that favoured plantation farming.
- Rise of Nationalism in Europe.
- The Berlin conference of 1884-1885.
- Discovery of minerals in South Africa.
- Industrial revolution in Europe made them to come for raw materials.
- Need to invest their excess capital.
- The desire to secure market their finished goods.
- The need to settle their excess population.
- Role played by the chartered companies. The strategic location.
Qn. Assess/discuss the contributions of missionaries in the colonization of East Africa in the 19 th century (25 marks)
2. To what extent did the missionaries come to East Africa to spread European colonialism? (25 marks)
3. To what extent did the missionaries contribute to the colonization of East Africa? (25 marks)
HOW COLONIALISM AIDED CHRISTIANITY IN EAST AFRICA.
Having been helped by the missionaries to establish colonialism in East Africa, the colonial masters also started helping and facilitating the spread of Christianity as shown below.
- The colonial government also gave the missionaries freedom of most to any territory they wanted which made the preachers to preach the gospel to the whole of East Africa.
- Colonial authorities influenced their home governments to send money to the missionaries to spread the gospel so as to take over the areas they had Christianized.
- Colonialists agreed never to interfere negatively in the affairs and activities of the Christian missionaries which also enabled the missionaries to preach the gospel smoothly.
- The colonialists assisted the missionaries in the provision of health/ medical services to the East Africans. This attracted many East African into the church hence its expansion.
- Colonialists further assisted the missionaries in the provision of education to the people of East Africa. This also attracted many people to join Christianity.
- Colonialists also linked the missionaries to the local political and cultural leaders which paved way for the effective spreading of the gospel in such kingdom.
- The colonialists developed communication lines such as roads and railway lines which were used by the missionaries to penetrate into the interior of East Africa with the gospel.
- Due to colonialism, the Berlin conference was called and this led to peaceful missionary competition over converts which favored the spread of the church.
- Colonialists worked hand in hand with the missionaries to fight and stop slave trade and slavery. This brought peace hence leading to the spread of the gospel.
- The colonial authorities also worked hard to develop legitimate trade and this attracted many East Africans to join the missionaries and accepting the gospel.
- Colonialists also supported the missionaries in the development of cash crop agriculture among East Africans. This made blacks to accept the gospel that were being spread by the missionaries.
- Colonialists further fought and weakened the spread of Islam hence leaving Christianity as the only dominate religion.
- The colonial administrative centers were also used as missionary centers from where the missionaries based to reach out to other places e.g. Nairobi and Entebbe.
Qn. How did colonialism contribute /favour the spread of the church in East Africa. (13 marks)
HOW COLONIALISM CONFLICTED WITH CHRISTIANITY
Colonialism at times hindered the spread of Christianity in East Africa as explained below.
- The colonialists in East Africa only favored missionary groups from their home countries and neglected others e.g. in Uganda, the French Catholics working in rural areas were neglected by the British hence hindering their work.
- The freedom of movement given to the missionaries by the colonialists created unhealthy competition and clashes between the Catholics and the Protestants which spoilt the image of church.
- Colonialists later criticized missionary services which hindered the spread of the church. E.g. they criticized missionary education calling it too theoretical which made some people not to join Christianity.
- Later on, colonialists took over education from the missionaries which made students from missionary schools to run into colonial schools hence reducing the number of church converts.
- The colonialists further started offering help health services to Africans which also made some African not to join Christianity since they could get treated by the colonialists.
- The colonialists fought many wars of conquest which brought insecurity hence hindering the missionary work of spreading the gospel e.g. the Hehe, Nandi MaJi-MaJi rebellions etc.
- The European colonial interests in Uganda contributed to the outbreak of the religious wars in Buganda which also hindered the spread of the gospel.
- Colonial interest partly led to the killing of Bishop Hannington an event that made many East Africans scared of joining Christianity.
- Colonialists exploited East Africans which made people hate all whites including missionaries hence refusing to join Christianity e.g. in Kenya, the kikuyu saw no difference between the colonialists and missionaries.
- Due to colonialism, East Africansrefused to join Christianity thinking that the Christian missionaries were agents of European colonialist.
Qn. Asses the contribution of colonialism towards the spread of the church
PENETRATION OF CHRISTIANITY INTO THE INTERIOR OF EAST AFRICA FACTOR FOR THE SPREAD OF CHRISTIANITY IN THE EAST AFRICAN INTERIOR
Initially, Christianity was concentrated at the coast because most missionaries lived at the coast due to urbanization and feared to come into the interior due to its remoteness.
However with time Christianity started penetrating deeps into the interior due to a number of factors as explained below.
- They early exploratory works of early explorers like John Speke and Dr David Livingston inspired many missionaries to come into the interior to spread the gospel.
- Competition for converts between the Christian missionaries and Arab Muslims also favored the spread of the gospel in the interior.
- Competition for converts between the two Christian dominations i.e.Catholics and Protestants also made it easy for Christianity to penetrate the East African interior.
- Missionary offering of education to the people of East Africa also attracted very many people to join the church.
- In addition, missionaries offered health services where they treated only those who are converted which attracted more believers to join the church in order to receive health services
- The weakness by African traditional religion especially during the Maji maji rebellion made many East Africans to join Christianity.
- The 19 th century social problems especially famine among the East Africans made many of them to run to church for survival leading to the expansion of Christianity in the interior.
- The establishment of the ex-slaves rehabilitation centers in places like Bagamoyo, Rabai mpya etc made East Africans to look at the missionaries as good people hence joining Christianity.
- Financial support missionaries received from their home countries also much boosted the missionary work thus the easily penetration of Christianity in the East African interior.
- The translation of bible scriptures into local languages made many East Africans to understand the gospel hence the spread of Christianity in the interior.
- The use of African converts as catechists, priests and evangelists helped to overcome the problem of missionary man power hence he penetration of Christianity into the interior.
- The development of transport and communication networks inform of roads and railway lines eased the movement of the missionaries in different areas of the interior spreading Christianity.
- The indigenization/Africanization of the church i.e. the missionary allowing some African practices by African Christians like circumcision attracted many into Christianity.
- The role played by Bombay Africans when they moved across the interior spreading the gospel inspired many Africans to join Christianity
- The role of the 20 th century ecumenical movement which aimed at uniting all Christians in east Africa also made Christianity to penetrate in the interior.
- The security offered to the missionaries by the local government in East Africa made it easy.
- The testimonies that were given by the new converts about their life inspired other interior people to join new religions.
- The killing of Uganda martyrs in Buganda in 1886 made Christianity popular hence its wide spread.
- The killing of Bishop James Hannington from Busoga disappointed the church hence its penetration to the interior.
- The giving out of free Christian literature/ books to Christians enabled many of them to understand Christianity hence its wide spread.
- The role played by African evangelists such as Apollo Kivebulaya and Yohannah Kitagata who moved through out East Africa spreading Christianity favored its spread.
- The influence of the revival movement in east Africa in the 19 th century (balokole movement) easily made Christianity to be spread in the interior.
- The religious wars in Buganda also contributed to the spread of Christianity because Christians ran into hiding places where they ended up preaching to the pagans.
- The abolition of slave trade by the missionaries made many East Africans to love them hence making Christianity to grow.
- The invitation of the church missionaries by African kings like Mutesa 1 of Buganda made missionaries to spread their gospel with confidence and without fear.
- The hospitality of some African tribes like Buganda who took good care of Christian missionaries made it easy for Christianity deep into the interior.
Qn. Asses/Explain/Discuss the factors that helped Christianity to penetrate in the East African interior easily (25 marks)
FACTORS THAT SLOWED DOWN THE SPREAD OF CHRISTIANITY AT THE COAST OF KENAYA BETWEEN 1890 AND 1920
Why did the spread of Christianity slacken at the coast of Kenya between 1890 and 1920? (25 marks)
- Between 1890-1920, the local chief of the wandigo tribe converted from Christianity to Islam with most of his tribesmen and women which made Christianity to slacken.
- In 1895, there was a Muslim led rebellion of the wandigo tribe against the British and the Christians at the Kenyan coast which also affected the spread of Christianity negatively.
- During the same period, the missionaries withdrew from the coastal areas to the interior of East Africa hence hindering the spread of the gospel at the coast.
- Islam hadtaken strong roots at the coast and was quite difficult to out complete hence slackening the spread of Christianity.
- Christianity was seen as a more foreign religion at the coast as compared to Islam that had many African related practices.
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The early missionaries at the coast were more interested in exploration works than evangelization work making Christianity to slacken at the coast.
- The establishment of colonialism at the coast made Africans more suspicious of the Missionaries than the Arabs and their Islam.
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The construction and extension of the Uganda railway into the interior attracted more missionaries into the interior from the coast.
- The continued use of foreign languages especially English by the missionaries at the coast led to language barrier problems hence hindering the spread of the gospel.
- Christian life at the coast at that time was too cool, strict and difficult to catch with by the Africans.
- The fall in slave raids in the interior attracted missionaries from the coast for interior evangelism.
- The increased British protection towards the missionaries inspired the missionaries to penetrate into the interior for evangelism with less fear hence abandoning the coast.
- The stiff competition for followers among the Christian mission societies led to missionary influx into the interior for followers.
- The increased missionary interest to establish mission centres in Kikuyu and Buganda communities at that time made them to withdraw from the coastal areas.
- The desire by the missionaries to engage in cash crop production led to their going into the interior from the coast hence slackening the spread of Christianity at the coast.
- Existence of huge chunks of land in the interior for settlement and production by the missionaries pushed many of them to the interior from the coast.
- The decline of slave trade at the coast for new strategic of getting followers hence going to the interior.
- The establishment of colonialism in the interior provided for freedom of missionary evangelism which made missionaries move from the coast to the interior.
- The too much coldness at the coast also forced the missionaries into the interior where the environment was abit warm and favorable for settlement.
- The hospitality of the interior tribes especially the Baganda also attracted the missionaries from the coast which was ambit hostile to the interior.
CHRISTIANITY IN BUGANDA
Christianity in Buganda was penetrated as early as 1870s. The earliest missionary groups entered Buganda during the reign of Kabaka Mutesa I
Mutesa I had invited them through a letter which was taken by Henry Morton Stanley who took it to the Queen of England.
This letter was published in the daily telegram the British Newspaper of Nov 1875.
When British received the letter, they were excited and therefore the CMS selected teachers to come to Buganda and civilize Mutesa's subjects.
Those teachers started teaching the pages (kabaka's messengers) at kabaka's palace together with Buganda chiefs, ministers and the kabaka
Other missionary members from the catholic group arrived in Buganda and joined the CMS in 1879 and these were the Roman Catholics
They also started their teachings which attracted the king to join them.
FACTORS FOR THE RAPID SPREAD OF CHRISTIANITY IN BUGANDA
- The early interest in the Christian teachers by kabaka Mutesa I in 1781 and his allowing them to come into Buganda made Christianity very strong in the region.
- Kabaka Mutesa I also allowed his chiefs to attend missionary teachings and lessons at the palace leading to wide spread of Christianity.
- The services offered by kabaka I has a translator to the missionaries was a symbol of acceptance of the church in Buganda hence its spread.
- The translation of New Testament, prayer books and hymns by Alexander Mackay into Luganda also made Christianity easily acceptable in Buganda.
- Mutesa I allocated the teachers of gospel places outside his capital which enabled them to easily go to other areas preaching the gospel.
- The 1885-1886 killing of the Uganda Martyrs also inspired many Baganda to join the Christianity to serve God.
- The 1882-1892 religious wars in Buganda that led to the removal of Islam from Buganda greatly made Christianity to develop because it remained as the only foreign in Buganda.
- Buganda's centralized administration made the conversion of people to Christianity very easy because when leaders got converted, it was easy for the subjects to be also followed.
- Buganda's settled way of life also made it easy for the missionaries to reach out to them and teach them the gospel.
- The Baganda were and they are still hospitable people with a culture of adopting change easily. Therefore they warmly welcomed the missionaries.
- Buganda was blessed with very many missionary societies that competed for converts which made it easy for the gospel to be spread in the region.
- Buganda had good transport network which was developed by central leadership system in Buganda a factor which made the missionary movement very easy.
- Missionaries used the local Baganda evangelists to preach the gospel to fellow Bagandas which made the gospel easily accepted e.g. Apollo kivebulaya.
- Favourable climate in Buganda characterized by reliable rainfall and sunshine greatly favored the missionaries making them spread the gospel.
- The raise of independent church movement in Uganda known as African Greek orthodox churches greatly involved the Baganda to join Christianity hence its spread.
- The missionary station their head quarters in Buganda e.g. at Namirembe hill, lubaga churches Qn. Account for the easy spread of the gospel in Buganda.
WHY KABAKA MUTEESA I INVITED MISSIONARIES INTO BUGANDA
- In 1875, Henry Morton Stanley visited Buganda and had a meeting with Kabaka Mutesa one.
- After Stanley's advice, Mutesa I wrote a letter to England requesting for the missionaries to come to Buganda.
- Following the invitation, between 1876 and 1877, the Church Missionary Society under the leadership of Reverend CT Wilson and Shergold Smith arrived in Buganda.
- Later in 1879, the Catholic White Fathers from France arrived under the leadership of Father Lourdel and Brother Amans.
REASONS WHY KABAKA MUTESA I INVITED THE CHRISTIAN MISSIONARIES INTO BUGANDA
- The Christian missionaries were invited because:
- Mutesa I wanted to strengthen his position by acquiring guns from the missionaries.
- He expected the missionaries to teach him how to make his own guns.
- He expected the missionaries to train his soldiers and equip them with the best military skills
- To be able to use their influence and fight Bunyoro under Omukama Kabalega
- He was afraid of pressure from Egypt who wanted to colonize Buganda, so he hoped to use the missionaries to defeat them.
- He needed prestige and respect from his fellow chiefs.
- He needed to use Christian missionaries to check on Muslims who were becoming too arrogant.
- He expected Christian missionaries to teach his people how to read and write.
- He was tired of the demands from traditional religion. He needed a change in religion.
- The need by Mutesa I to use the missionaries to teach his people technical skills.
- Mutesa I wished to trade with the Christian missionaries so as to further develop the economy of Buganda.
- Mutesa I wanted the Christian missionaries to teach his people new farming methods.
- He had a hospitable heart towards foreigners. The friendly nature of Mutesa I, therefore forced him to invite missionaries to his kingdom.
- Mutesa I expectedtoreceive some gifts from the Christian missionaries, for example beads, mirrors and clothes among others.
- He had been convinced by H.M Stanley that Christian missionaries would be good for the safety of his kingdom.
WHY MUTEESA I SENT AWAY MISSIONARIES FROM BUGANDA IN 1882
- In 1882 Kabaka Muteesa I ordered Catholics and Protestants to quit Buganda. They left for the coast, though some stayed on an island on Lake Victoria. Muslims were not chased away.
- Missionaries failed to supply Buganda with guns as expected, which annoyed the Kabaka.
- Missionaries did not extend any financial supportto Buganda as expected which disappointed the king.
- Arab Muslims in Buganda advised the king against missionaries as imperialists hence the decision to chase them.
- The king feared losing Buganda's independence to the whites and decided to send them away.
- Missionary teachings against Buganda culture and religion disturbed the king and chased them away.
- The king failed to understand and feared the conflicts that continued to exist between the Catholics and the Protestants in the palace and chose to get rid of all.
- Each of the Christian denomination was struggling for the favour and conversion of the king which Muteesa I feared and chased them away.
- Christian teachings of equality for all people were against the culture and position of the king hence the resolve to chase them away.
- Alexander Mackey of the CMS rejected the royal army to protect him which made the king suspicious of the whites.
- Disobedience of the first Christian converts, the pages, by refusing to take the orders of the king made him suspicious of the missionaries.
- Traditionalists and palace officials advised the king to get rid of the missionaries since all their activities were suspicious of Buganda's interests.
- Missionaries were dividing the Baganda along denominations of Catholicism and Protestantism, threatening Buganda's unity.
WHY KABAKA MUTEESA I DIED NEITHER ACHRISTIAN NOR A MUSLIM
- Kabaka Muteesa I was tactical, he worked with both the Christians and the Muslims but could not any. He died in 1884.
- The king was interested in guns from the foreigners to defend Buganda against her enemies, and not necessarily religion.
- The king was interested in formal education to his subjects and not religious education. He invited teachers not religious leaders.
- The king was to develop Buganda through trade relations with the foreigners, i.e. Arabs and Europeans and not interested in their religious faith.
- The king could not betray his own traditional religion and culture for foreign religions of Christianity and Islam.
- Buganda palace officials like the traditional Prime Minister Mukasa could not let/ advise the king join any of the foreign religions.
- The king feared entering strong alliance with any of the foreign religions as this would arouse rivalry and conflicts among these religions in Buganda.
- The king wanted to protect Buganda's independence against foreign colonialism hence the failure to convertto any of the foreign religions.
- The open conflicts between the Catholics and the Protestants in the palace threatened the Kabaka against converting to any.
- Muslims who had stayed in the palace for long advised the king against joining Christianity describing the Christians as imperialists.
- Disobedience of the first Christian converts, the pages, by refusing to take orders of the king threatened him against conversion.
- Christianity advocated for equality which was against the position of the king, and could not convert to compromise his special position in the kingdom.
- Joining Islam meant circumcision at an advanced age, on the king could not take on.
- Arab Muslims stayed in Buganda focused on trade and not converting local people into Islam.
- Islamic culture of praying five times a day, food prohibitions could not attract the king into conversion. WHY KABAKA MWANGA RE-INVERTED MISSIONARIES TO BUGANDA
- In 1884, kabak Mwanga rose to kingship following the death of the father kabaka Muteesa I.
- He inverted missionaries to come back to Buganda and immediately, the packed bags back.
- Mwanga could have not consulted palace officials and took it upon himself to invert the teachers back.
- Being young, about 18 years of age, he could have acted irrationally and inverted the missionaries back.
- Mwanga was a dictator and could have prevailed against all other people to invert the Christians back to Buganda.
- He expected military/ weaponry support to strengthen Buganda's defense against her enemies.
- He expected financial support to Buganda that he would use to build and develop the kingdom.
- He expected material/charity support the people of Buganda that would improve their welfare.
- Mwanga expected social service support in terms of education and health service to Buganda.
- Mwanga underrated circumstances under which his father had chased the teachers out ofBuganda, hence inverting them back.
- Being young he believed he was strong enough to handle and manage the teachers hence inverting them back.
- Upon death of kabaka MuteesaI, the teachers appealed to come back to Buganda and Mwanga gave them a second chance.
- Missionaries had earlier been friendly to the young people in Buganda, who could have influenced the king to re-invert them.
BISHOP HANNINGTON JAMES (1847-1885)
- Bishop James Hannington was born in 1847 in England and he studied and attained a Bachelor of Arts degree in 1872.
- He was ordained as a Deacon on 21 st March 1874 and later went to East Africa to proclaim the goodnews.
- While in East Africa, he was disturbed by fever and dysentery which forced him to go back to England in 1883.
- When he recovered in 1884, he was ordained as a bishop of equatorial Africa and in1885, he returned to East Africa.
- When he arrived at Frère town near Mombasa, he decided to use the Eastern route (Busoga region) to connect to Buganda.
- News reached kabaka Mwanga of Buganda that a European missionary has used the Eastern route to come and colonize Buganda.
- This forced kabaka Mwanga to order his men to go and arrest him and later he was stubbed to death on 29 th October 1885 leaving a land mark on the spreading of Christianity.
- As the Bishop was dying, he reported that he told the soldiers who were killing him to go and tell Mwanga that he had purchased the road to Buganda with his blood.
- Joseph Mukasa Balikuddembe a catholic priest and an official at Mwanga's court criticized the king for killing the Bishop and Mwanga responded by beheading him.
- Hannington was the first martyr of Uganda and his death is celebrated on every 29 th October by the Church of England.
- The dedication stone was erected (put up) in his memory together with Bishop Hannington memorial church in England.
REASONS FOR THE DEATH OF BISHOP HANNINGTON
A number of reasons have been put up by scholars explaining the possible reasons for the killing of Bishop Hannington as explained below.
- There was a rumour and a belief that Buganda's independence would be taken away by a foreigner coming from the East. Therefore when Hannington came from the East, he was mistaken to be a colonialist hence his death.
- The missionaries in Buganda had already annoyed and disappointed the king which made him to order for the death of bishop Hannington who was coming from Busoga.
- It is also possible that Mwanga ordered for the death of Bishop Hannington in order to scare away other missionaries from coming to Buganda.
- The strong belief in the Kiganda cultule forced Mwanga to order for James death so as to preserve the kiganda culture against foreign influence.
- The Baganda also suspected that the protestant missionaries were working with General Gordon a British colonialist to take away Buganda's independence hence killing Hannington.
- It's also believed that Mwanga was misadvised by his great chiefs and friends like Kalungi and Prime Minister Mukasa to kill Bishop Hannington.
- Mwanga at that time he was still a young man and a youth who lacked knowledge on how to make right decisions hence his decision to kill the Bishop.
- Mwanga's desire to become a catholic explains why he ordered for the killing of bishop Hannington who was a protestant.
- The dictatorship and autocracy of Buganda's kings of that time also led to the killing of Hannington i.e. in Buganda, killing people was as easy as eating and drinking.
- The disobedience of Alexander Mackay to Mwanga in January 1885 when he boastfully rejected the services of the customary royal yatch (boat) on his travel to Lake Victoria annoyed Mwanga hence killing the bishop.
- The conflicts and rivalries that existed between the Protestantsand catholic missionaries made Mwanga was tired of them hence ordering murder of the Bishop Hannington.
- Mwanga probably wanted to express his authority over all sections of people in his kingdom hence employing excessive force by killing Bishop to attract loyalty from his subjects.
- Mwanga's desire to strengthen himself in power forced him to kill the man who was coming in his power.
- There was a believe that some devotedMuslims influenced the king because Bishop was coming to convert Muslims to Christianity
Qn. Analyze the circumstances that surrounded the killing of James Hannington
Account for the death of Bishop James Hannington.
EFFECTS/IMPACTS OF HANNINGTON'S DEATH ON THE CHURCH
Positive effects
The death of Bishop Hannington in Buganda favoured the spread of Christianity as shown below:
- His death made the church popular and famous in East Africa thus attracting many people to join the church.
- It increased the determination of missionaries to come into East Africa to spread the Christian faith.
- The death of the Bishop was a confirmation that Christianity had taken route inBuganda hence the need for other people to join it.
- It led to increased funding of missionary work in East Africa by British government which led to rapid expansion of the church.
- It also increased the British protection towards missionaries in East Africa which made them spread the gospel everywhere without fear.
- The bishop's death became the basis for the death of the Uganda Martyrs whose blood is highly recognized for having made the church to grow.
- The killing of the bishop in Buganda made Buganda region a centre of Christianizing all other regions in Uganda.
- It become a confirmation to the missionaries that the spread of the gospel was a very hard task that needed endurance in order to be successful
- The killing of the Bishop partly led to the religious wars in Buganda that scattered Christians to different parts of Uganda leading to the spread of gospel.
- His death won the church a number of sympathizers who joined Christianity just to console themselves for losing their Bishops.
- His death also led to colonization by British in Buganda in particular and Uganda at Large which strengthened Christianity in the region.
Negative effects
The death of Bishop Hannington hindered the spread of Christianity as explained below.
- The death of James robbed the church leader who was bold and determined to push the church forward.
- The death of the Bishop scared other missionaries to come to East Africa fearing to die hence decline of the gospel spread.
- His death also scared some Baganda to join Christianity also fearing to be killed by the king, since the Bishop' death pointed to the king's dislike for Christianity.
- His death led the death of other Christians in East Africa e.g. Joseph Mukasa Balikuddembe hence reducing the number of Jesus' converts.
- His death partly was the basis for the religious wars in Buganda which brought insecurity in Buganda hence interfering with missionary work.
- His death father worsened the working relations between the kabaka and the missionaries which also disrupted the spread of the gospel in Buganda.
- His death negatively publicized the church which made people to have a lot of suspicion and stop others from joining Christianity.
- The missionaries who came to Buganda after James' death had to use distant routes other than Eastern routes which delayed the actual spreading of the gospel in Buganda.
- His death scared some missionaries who had already set off to Buganda to go back to the coast. E.g. William Jones one of the Bombay got scared and went back to Rabai mpya.
- The killing of the Bishop brought fear among the converted Christians who stopped spreading the good news for fear of losing their lives.
1. Assess the influence of Bishop Hannington's death on the spread of Christianity in East Africa
2. To what extent did Hannington's death contribute to the spread of Christianity in East African interior?
THE UGANDA MARTYRS
These are the Christians who were killed in 1886 under the orders of kabaka Mwanga of Buganda who had just come to power after the death of his father kabaka Mutesa I in 1884.
Many of the Uganda martyrs were young boys who had accepted Christianity and some were working at kabaka's palace as pages (messengers)
On 3 rd June 1886, 37 of them were killed and burnt at Namugongo which was Buganda's traditional sacrifice centre.
That's why every 3 rd of June all Christians in the world gather at Namugongo to remember the death of those Christians heroes.
REASONS FOR THE KILLING OF THE MARTYRS
- The belief that Buganda's independence would be taken away by Foreigners coming from the East led to the killing of Bishop Hannington and Joseph Mukasa Balikuddembe the first martyrs.
- Mwanga"s too much authority also led to the death of the Uganda martyrs because no one could oppose what the king had decided.
- It's believed that the killings were part of the annual traditional norm of sacrificing to the ancestors and the gods commonly known as "kiwendo" in Buganda at that time.
- They were killed due to Buganda's fight against the spread of European culture into the kingdom which was diluting the kiganda culture.
- The death of Mutesa I in 1884 who had peacefully handled the disagreement left behind a power vacuums which resulted into the killing of the martyrs.
- Kabaka Mwanga's immoral character and unethical behaviors put him into conflict with the pages hence killing them. I.e. it was reported that Mwanga was a homosexual who killed the pages because they had refused his demands.
- It was also believed that Mwanga was ill advised by his own traditional prime minister (katiikiro) to kill the martyrs.
- The influence of the foreign religious teachings that made the pages stop worshiping in the shrines made Mwanga annoyed forcing him to order for their death.
- Mwanga's desire to have control over all groups in the kingdom made him to order for the killing of those who opposed him and his authority.
- Suspicions that the CMS was working with General Gordon to come and take over Buganda independence made Mwanga to hate Christians hence killing them at Namugongo.
- Mwanga feared to become a mere subject to the missionaries and avoid such a satiation he had to scare them by killing some of them.
- The Christian teachings that emphasized equality made many Buganda to not respect the king seeing him as equal to them hence their being burnt at Namugongo.
- The influence of the Arab Muslims at the king's palace who always told the king that the missionaries were agents of European colonialism also made the king to kill the martyrs.
- It also believed that some martyrs died because of some grudges with theirseniors i.e. the senior pages got scared of the junior pages thinking that they would take over their positions hence influencing the king to kill them.
- The strong belief that Christian had in life after death and resurrection of their bodies forced many pages to accept death hoping to resurrect soon.
- The strong faith the Christian had in Jesus Christ made them not to denounce Christianity hence their death.
- The martyrs were proud of dying so that they could copy the example of Jesus Christ who was also killed as a sacrificial lamb.
1. Under what circumstances did the first (Uganda martyrs) Christian witnesses lose their lives in Buganda?
EFFECTS/IMPORTANCE OF THE DEATH OF UGANDA MARTYRS ON THE CHURCH The killing of the Uganda Martyrs had both positive and negative effects on the spread of the church/ Christianity as shown below.
Positive effects
Their death favored the spread of Christianity as shown below.
- When they were killed, it confirmed that Christianity was established in Buganda amidst other religions.
- The killing of Uganda Martyrs also helped to make Christianity popular and famous within and outside Buganda making people to know what Christianity was.
- The Christians who remained defended the death of the martyrs on grounds that they had not died but had joined Christ in heaven a teaching that attracted very many people in Christianity.
- The on-lookers and those who got news of the killings were inspired by the heroic acts of the martyrs who accepted to die for their faith.
- The acceptance of the victims to die made Mwanga believe that he couldn't stop the spread of Christianity by persecution. He therefore made peace with Christians hence spreading the gospel.
- The killings/massacres inspired and aroused many more Baganda like Apollo kivebulaya to take on missionary work both within and outside Buganda
- After killing of martyrs, Mwanga started befriending the Christians and appointed them in important positions in his palace which made Christianity to spread e.g. Apollo Kgagwa.
- The killings scared the Christians and made them scattered into different parts of Buganda and Uganda from where they spread the gospel.
- The massacres made the church to get many sympathizers which led to the expansion. E.g. the friends and relatives of the martyrs joined Christianity after seeing their beloved ones dying.
- The death of the martyrs helped to reduce tension between Catholics and Protestants and created a short term unity between the two groups leading to the spread of Christianity.
- Their death inspired other missionaries to come to Buganda to defend their counter parts in the spreading of the church.
- The determination of the martyrs to die for their faith made the surviving Christians to endure all sorts of persecution during the spread of the good news.
- It gave birth to future celebrations in remembrances of martyrs for example every 3 rd of June at Namugongo.
- It increased the determination to the missionaries to stay in Buganda and spread the church everywhere.
- It resulted into increased financial support to the missionaries from their home governments and they used this money to establish churches in different parts of East Africa.
- The massacres inspired the surviving Christians to name churches after the Uganda martyrs and this has kept the church strong e.g. Uganda Martyrs church Namugongo.
- Their death forced the British to come and declare Uganda a British protectorate and after, they gave protection to Christian missionaries which favoured the spread of the good news.
Negative effects
The death of the Uganda martyrs also hindered the spread of Christianity as shown below.
- The killings reduced the number of Christians because 37 of them were killed hence reducing the number.
- Some Baganda opted to join Islam because it had little conflicts with the kingdom hence hindering the spread of Christianity.
- When the martyrs didn't resurrect as expected, many Christians lost confidence and hope in Christianity thus backsliding
- Some Ugandans got scared of joining Christianity because they feared that Mwanga would kill them as he had killed the martyrs.
- The massacres laid a foundation for the religious wars in Buganda which brought insecurity and hindered the spread of the gospel.
- The killings scared some missionaries from coming to Buganda fearing that they would be killed by the kabaka.
- The killings increased conflicts between the missionaries and the kabaka which reduced the time of preaching the missionaries had hence hindering the spread of the church.
- Many Christians in Buganda got scared of spreading the gospel publically fearing to be killed by Mwanga hence affecting the church negatively.
Revision Questions:
1. How did the death of the Uganda Martyrs contribute to the expansion of the church in East Africa? (App. positive effects for the death of Uganda martyrs)
2. Assess the role of the death of the Uganda martyrs on the spread of the church in East Africa.25 marks (App. positive and negative)
3. How far did the killing of the Uganda martyrs lead to the spread of Christianity in East Africa? (App. To small extent positive effects and to a large extent other factors that led to the spread of Christianity in East African.)
4. Account for the martyrdom in Buganda in 1886.
THE RELIGIOUS-POLITICAL WARS IN BUGANDA
(1877-1900)(The Wanfransa-Wangeleza wars)
The religious wars were the unhealthy competition, rivalry and mistrust in Buganda among the Catholics, Protestants, Moslems and traditionalists. They are sometimes referred to as religious confusion/ conflicts at the court/ palace of the king
CAUSES OF THE RELIGIOUS WARS
To a large extent, KabakaMwanga was responsible for the outbreak of the religious wars in Buganda between 1888-1892 as explained below
- Kabakamwanga was young and inexperienced who could not handle well the issues at that time hence leading to the religious wars.
- The kabaka was inconsistent and had no clear religion i.e. He could become a catholic, protestant and the next day a Muslim. This .This led to confusion hence the religious wars
- Mwanga ordered for the killing of Bishop JamesHannington in Busoga which annoyed the Missionaries hence the religious wars'. The Protestants, Catholics and Muslims and when he did not get them, he hated them leading to the religious Wars.
- Mwanga's unethical behavior of being a homosexual also brought a lot of resistance in the Kingdom thus leading to the religious wars.
- Mwanga expected guns from the new religious groups.e.the Protestants, Catholics and Muslims and when he did not get them, hated them leading to the religious wars.
- KabakaMwanga also ordered for the killing of the Uganda martyrs which brought him into conflicts with the Christian Missionaries leading to the religious wars.
- KabakaMwanga was also a dictator and when the Missionaries opposed him, it resulted into religious wars.
- Mwanga's desire to protect the political independence of Buganda kingdom and maintain himself in power also led to the wars.
- Mwanga;s desire to preserve the traditional norms and culture of Buganda brought him into conflicts with the white Missionaries thus the wars.
- KabakaMwanga ordered for the expulsion of all foreigners from Buganda which made them combine to fight him in the religious wars.
- Mwanga aborted plan to abandon the Missionaries on the island of lake Victoria so that they could die of hunger also annoyed the Missionaries hence fighting Mwanga.
- KabakaMwanga blamed the Missionaries for the mysterious fire that caught his granary/food store hence leading to the religious wars.
- He further blamed the Missionaries for the death of his mother (Namasole) which also led to conflicts hence the wars.
- He over listened and believed the Muslims who told him that the Missionaries were agents of European colonization which made him to fight the Missionaries.
However, to a small extent, there were other factors that contributed to the outbreak of the religious wars as shown below.
- The desire for the religious denomination to win culminated into war.
- Each religious group also wanted to win in the favors of the Kabaka and as a result, they black mailed themselves leading to the religious wars.
- The influence of the Arab Muslims in Buganda also increased the Confusion because they kept on exerting pressure on the kawaka to expel the Christian Missionaries.
- The role of the traditionalistswho also criticized Christianityfor undermining the African values and culture also resulted into religious confusion in Buganda.
- Mother countries like Britain and France had longterm differences which were also transferred by the Christian Missionaries thus causing the religious wars.
- The untimely death of kabakaMuteesa I in 1884 created a political vacuum in Buganda leading to the appointment of Mwanga who could not control the religious groups.
- The struggle for political power in Buganda between the Protestants and Catholics so led to the wars.ie each of them wanted a prime minister (katikiro) to come from their side.
- The involvement of Captain Lugard in the political issues of Buganda also increased the tension.eg he gave 100 guns to the Protestants to fight the Catholics hence the war.
- Religious disagreements among various pages in the King's court led to the religious wars.ie they started questioning the authority of the king which forced him to kill them.
- The Islamisation policy in Buganda where the Muslims forced Christians to join Islam by destroying churches and Killing those who refused annoyed the Missionaries forcing them to fight the Muslims.
- It is also believed that the Muslims fueled the Conflicted caused the wars because they wanted to create market for their guns.
- Buganda's traditional belief that a foreigner from the East would come and take away their independence caused tension leading to the religious wars.
COURSE OF THE RELIGIOUS WARS
- The first missionary group to come to Buganda was the CMS that arrived at kabaka Mutesa I's palace in 1877.
- In 1879, a catholic missionaries also arrived and joined the protestant missionaries (CMS)
- Between 1879-80 the two groups started conflicting with each other especially their leaders i.e. Alexander Mackey of the protestants and father Loudel Simon of the Catholics.
- In 1884, Mutesa 1 died and he was succeeded by his son Mwanga who was only 18 years old.
- Meanwhile, Bishop Hannington came from the coast and he entered Buganda through Busoga. Mwanga ordered his men to arrest him and kill him and he was killed in 1885.
- Joseph Mukasa Balikuddembe who was by then a page at Mwanga's palace criticized Mwanga for killing the Bishop.
- The king responded by sentencing him to death and he was killed in November 1885.
- In 1886, there occurred the massive killing of Christians at Namugongo who had disobeyed Mwanga's orders of coming back to the traditional region.
- These became the Uganda Martyrs and they were real Christians because they were singing hymns as they were going to be killed, preached to their persecutors and strongly believed in life after death.
- The killing of the Uganda martyrs made the Christians to realize that they need protection from their home government to safe guard the future of Christianity in Buganda.
- Mwanga then started making peace with those religions and this gave a chance to the three religious groups to get arms and organized themselves into military groups.
- By 1888, the missionaries had well armed themselves and Mwanga got scared of the military strength.
- In April 1888, the united forces of the new religions attempted a coup against Mwanga.
- Mwanga fled from the catholic to coast south of lake in Sukuma land in order to safe guard himself.
- The united forces of the new religions divided themselves after the running away of Mwanga because they failed to agree on who should take over power.
- The Muslims who were powerful in terms of number and arms over powered the Christians who also fled to kabula on the borderwith Ankole.
- The Muslims enthroned Kiwewa as a Muslim king who refused to be circumcised. It is reported that he was killed and he was replaced by Kalema who embracedIslam.
- The Muslims therefore started Islamizing all people in Buganda and they did this by harassing the Christians through killing them, destroying churches and burning Bibles.
- Such events made Catholics and protestants to unite and come back to fight the Muslims.
- They fought and defeated the Muslims and brought back Mwanga as a king of Buganda in 1890.
- The unity between Catholics and Protestants was short lived as the two groups started fighting and quarreling for political offices where many had been given to the Catholics.
- The Protestants were helped by CaptainFredrik Lugard to fight the Catholics and this resulted into the religious wars between 1890-92 which was ended with the defeat of the Catholics.
- The climax of these wars on the 24 th Jan 1892 at the battle at Mengo when the two groups conflicted each other and the protestants won the battle
- After one month a true (an agreement) was signed where the Protestants under IBECO was recognized as the leaders of Buganda.
- After the agreement, the protestants on several occasions convinced the British government to take over Uganda and this came to pass in 1894 when the British remained in Buganda their protectorate
- In 1897, there was an attempt by kabaka Mwanga to regain his independence but he was defeated. He was removed from power and exiled Seychelles Islands
- In 1900 the Buganda agreement was signed and it consolidated British rule over Buganda and established a special relationship between the British and Buganda under a new king called Daudi Chw a and his prime minster Sir Apollo Kagwa
Qn. Describe the course of the religious wars in Buganda between 1877-1900 (25 marks)
EFFECTS OF THE RELIGIOUS WARS IN BUGANDA IN GENERAL
The wars had both positive and negative effects on the general social, political and economic life of people as shown below.
Positive effects
- The wars led to the end of absolute rule in Buganda because they brought in use of constitutional leadership by the king.
- The wars led to the recognition of the existence of Christianity in Buganda hence leading to its rapid spread in the religion.
- Conflicts led to competition for converts among the different foreign religions something that made them provide social services to Ugandans in order to convert them.
- During the wars, Catholics and protestants united and this has given way to the current ecumenical movement among different Christians groups to day
Negative effects
- Many people lost their lives during the wars and it's estimated that around 200 of them died.
- They also led to destruction of property characterized by burning of churches, Bibles, Christian homes etc.
- The wars led to imprisonment of people without trial as each religious group wanted to dominate the other.
- The wars led to political instability in Buganda which led many people to leave Buganda in order to safe guard their lives
- The conflicts led to division of Buganda on religious lines e.g. one county was for Muslims, 8counties were for Catholics and 11 counties were for protestants
- Conflicts caused family and clan disintegration and disagreement because people in the same clan and family belonged to different religions
- Religious wars led to exilesion of people to far places in order to bring order in Buganda e.g.kabaka Mwanga was exile to Sychelles Island.
- The wars led to the spread of foreign religions in Buganda and this led to the end of some traditional practices like that were still going on in Buganda e.g.polygamy, shrines, worshiping of small gods etc.
- The conflicts interfered the rapid spread of Christianity in Buganda as many people feared to join Christianity until the wars were over.
- Religious wars laid a plat form for the loss of Buganda's independence as the Protestants called upon the British government to come and take over Uganda after winning the wars.
- The wars disorganized Buganda's political, traditional order of monarchism because kings were now being enthroned by the different religious groups
- The wars led to British declaration of the protectorate over the rest f Buganda in 1894 after being advocated for by missionaries.
- The wars led to the signing of 1900 Buganda agreement which the powers of kabaka and intensified the British control over Buganda.
Qn. Assess/examine the impact of religious wars in Buganda and Uganda at large.
EFFECTS OF THE WARS ON THE CHURCH
Positive effects
- The wars made the church popular in Buganda and Uganda at large because people's attention was directly towards the Christian cause.
- The conflicts helped to recognize the presence of Christianity in Buganda hence its wide spread.
- They inspired religious competition among religious groups which made them to spread the gospel at all times all costs.
- The wars made Christians to scatter into different parts of Buganda and Uganda leading to spread of gospel in such areas.
- The wars produced committed Christian evangelists who were inspired by the mistreatment to spread the gospel e.g. Apollo Kivebulaya.
- The wars produced Christian martyrs who out of their heroic actions attracted many people to join Christianity.
- They ended the king's persecution of Christina's factor that easily led the spreading of Christianity in Buganda.
- They led to the division of Buganda's counties on religious lines which provided a peaceful and favorable environment for spreading the church.
- They also brought short term unity and co-operation among the Christians against the Muslims which also favorable of Christianity.
- The wars led to the British control over Buganda something that led to the recognition of the church as the state religion hence favouring its spread.
- They led to the over throw of Islam out of Buganda a factor that left Christianity as the only dominate religion in the region.
- They led to the British final takeover of Uganda and this brought security to the Christian teachers to spread the gospel everywhere.
- They attracted more Christian missionaries to come to Buganda to support their colleagues hence more man power to spread Christianity.
- The wars led to financial support towards the missionaries from their home government and they used this money to spread the gospel through putting up schools and churches.
Negative effect
- The wars led to death of some Christians hence reducing the church congregation.
- The wars scared away people from joining the church fearing to lose their lives hence hindering the expansion of the church.
- They brought instability/ insecurity that scared many Christian teachers from moving to preach the gospel.
- During the course of the wars, some Christian followers were imprisoned by the Muslims which threatened many people to join the church.
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They made many people to go into exile and this reduced the number of Christians in the region hence church expansion.
- The wars portrayed the missionaries as people fighting against the kiganda traditional culture which annoyed the Baganda and stopped them from joining Christianity.
- They also revealed the missionaries as colonial agents which also made many East Africans not to join Christianity
- The wars favoured the spread of Islam in Buganda especially when Kalema was the Muslim king and this hindered the progress of the church.
- They also resulted into destruction of church property such as Holy Bibles and church structures which were burnt by the Muslims.
- The wars scared some Christian missionaries in Europe from coming into Buganda to assist theirfellow missionaries in spreading Christianity. Questions:
1. Assess the impact of the religions wars on the spread of the church in East Africa. (Positive and negative effects on the church)
2. How did the religious wars hinder the expansion of the church in East Africa? (Negative effects)(13 marks)
3. How did the religious wars contribute to the expansion of the church?
4. To what extent did the religious wars contribute to the spread of Christianity in East Africa?
OUT STANDING CHURCH LEADERS IN EAST AFRICA
1. CANON APOLLO KIVEBULAYA (1864-1933)
- Kivebulaya was a Muganda who spent most of his early years at the court of Mutesa I and Mwanga.
- At the age of 13, he became interested in the whites and he so much admired Alexander Mackay's classes at Mengo.
- However before Alexander classes he had been influenced by Islam that had first reached the palace.
- Apollo kivebulaya picked courage and joined the classes and started learning how to read and write.
- From 1887, he was serving in Mwanga's army and in 1888; he was forced to join the revolt organized by the Moslems against Mwanga.
- During the religious wars, Apollo joined the Christians who had escaped to Ankole and when he came back to Kampala, he went for Bible study organized by the protestant missionaries.
- The protestant missionaries put him into police and he worked as a soldier until he was baptized at the age of 31 in 1895.
- After being baptized he requested to be sent as an evangelist to Toro where he was allowed to go and he served as a missionary of the CMS.
- He is reported to live walked on foot forever 300km and he passed through 75 papyrus swamps to reach Toro.
- While in Toro he preached Christianity to the local people and he is credited for having been the 1 st person to take Christianity to Toro.
- From Toro he went to Boga in Congo (Zaire) where he preached the gospel to the pygmies.
- When the Belgians occupied Boga, Apollo returned to Toro and worked there as a preacher for 15 years up to 1915.
- In 1915, he returned to Boga where he stayed until his death in 1933.
- Because of his work, he became the most famous of all African evangelists especially among the Protestants just as Adrian Atman of Tanganyika among the Catholics.
STRENGTH/ACHIEVEMENTS/IMPORTANCE OF KIVEBULAYA TO THE CHURCH
- He was a devoted Christian convert with a high level of spirituality whose ways of life attracted many people to Christianity.
- He surrendered his life to the service of the church by abandoning all other activities for the service of the church.
- He endured suffering for the sake of serving the church and his experience and suffering was a testimony that brought many people to Christianity.
- He was an African who was easily accepted by fellow Africans together with the Christian gospel he was preaching.
- Apollo was a friendly and social man who was loving and welcomed every one into the church withoutbasing on sex and his first convert in Toro was a woman.
- He was a forgiving and reconciling church leader who did not have grudges and hatred for any one e.g. he forgave the chief who had flogged him and he later converted him to Christianity.
- Kivebulaya trained fellow teachers such as sedulaka who assisted him in the work of spreading the gospel.
- Apollo condemned drunkardness, lustfulness and quarrelsome ways of people by telling them that God hates such acts. In doing so, he imparted a Christian culture to his followers.
- Kivebulaya labored to learn the pygmies'language which he learnt and became a comrade in the society which made his work easily accepted.
- He made some writings by translating the gospel of Mark into the pygmy's language hence making it easy to be read, interpreted and understood by the pygmies.
- He labored to teach pygmies how to read and write which ashamed the whites who thought that pygmies had no language. Their learning how to read and write led to the spread of Christianity in Congo.
- The missionary work of kivebulaya inspired other African evangelists such as Rachael SSebuliba who volunteered to evangelize on some Islands of Lake Victoria.
- Apollo spent most of his time in prayer for all his missionary work to become successful. Every morning he would pray for 1 or 2 hours such that he would have a successful day.
- He carried out charitable works to the church so as to make it grow and expand e.g. when he died; he left his two cows to the church of Boga.
- Apollo is credited for having created a Christian community among the pygmies which promoted the practice of Christian among them.
- He carried out catechism among the people of Toro and Bogo and he over saw/ supervised the activities of catechists and guided them
- He lived an exemplary life and condemned sorcery and other pagan practices which attracted many people to Christianity.
- He carried out missionary journeys and evangelism in many areas like Toro, Boga, Ituri etc where many people were converted to Christianity.
WEAKNESSES OF APOLLO KIVEBULAYA
- At the beginning, Apollo kivebulaya was a Muslim who strongly opposed his Christianity.
- Apollo lacked experience and knowledge to carry out the Christian work of preaching the gospel at the beginning
- He is blamed for having moved away from the royal palace in Buganda where he would have preached the gospel to many pages.
- He did not construct any church in his home area until the time of his death in 1933.
- He monopolized/ dominated the position of being a catechist in Toro and Bogo which even made his work very tiresome.
- He failed to learn the local languages of the people of Toro and Boga at the beginning which delayed the spread of Christianity among those people.
- He was a coward who feared Mwanga's execution of the Christians and that's why he ran away from Buganda.
- He didn't give himself a Christian name and this made many people to doubt his Christianity.
- He never wanted to consult his white missionaries on how to carry out some Christian activities. Qn. Assess the role of Canon Apollo Kivebulaya in the spread of Christianity in East Africans. (25marks) App. Achievements and failures.
PROBLEMS APOLLO FACED
- Mwanga's persecution of the Christians between 1885-86 threatened him so much and made him to run to the Island for some time hence affecting his work.
- Apollo at the beginning lacked experience in Christian missionary work because he joined missionary work only after 8 months of his baptism.
- The journey to Toro and Boga was too long for him to walk through though he endured. He is reported to have walked for 300km which was not easy.
- He was disturbed by poor roads through which he passed. It is reported he passed through 75 papyrus swamps to Boga which weakened him so much.
- He lacked resources to usebecause he had very few belongings in form of clothes which he wrapped in his sleeping mat and the bundle was carried on his head.
- The local leaders at the beginning rejected him and while Toro, he was arrested and told to go back to Buganda and when he went to Boga he was captured and flogged seriously.
- Apollo initially faced a problem of language barrier in Toro and Boga therefore he had to spend times studying the local languages that delayed his work.
- Apollo faced a problem of wild animals especially lions, leopards and hyenas especially in Boga and this threatened him and stopped him from moving to some areas.
- He suffered from poor health which was caused by flogging this mad him lose a lot of blood especially in Boga where he was thrown in a Jungle to be eaten by hyenas
- Apollo also had very few evangelists to assist him in his work. He had only four assistants who were not trained and lacked knowledge of carrying out missionary work.
- While at Boga, he was disrupted by 1899 Belgian occupation of the area. This made him to first leave the area and went back in 1915 when order had been restored.
- He was disturbed by old age. He would no longer walk for long distances and finally died in Boga in 1933 because of fatigue.
1. Examine the role played by Apollo kivebulaya in the spread of Christianity in East Africa. (25 marks) App. achievements. Failures and problems
2. Analyze the achievements of Apollo kivebulaya in the spread of church in East Africa (13 marks)
3. What were the obstacles/challenges in his ministry? (12marks)
CHRISTIAN IMPACT/ SERVICES IN EAST AFRICA
MISSIONARY/ CHURCH EDUCATION IN EAST AFRICA
- Education refers to the imparting of knowledge, skills and values into the learners. It can be both formal and informal.
- Informal education is the African Traditional type of education which was imparted by the elders with no classrooms; no trained teachers, no time table, no syllabus, no credentials, and no assignments at the end of it.
- Formal education is the western type of education involves reading and writing and learners are given academic credentials at the end of it
- Formal education was introduced in East Africa by missionaries and later it was offered by the colonial government to the people of East Africa.
CHARACTERISTICS OF MISSIONARY EDUCATION/ FORMAL EDUCATION
The missionary type of education is still going on in East Africa and it'scharacterized by the following:
- It is formal in that teachers teach learners how to read and write
- It is conducted in the established schools with good infrastructures like kings college Buddo, Gayaza high school etc.
- This type of education is carried out in classrooms and classes are classified according to the age of learners.
- Missionary education requires trained teachers to teach learners at different institutional levels.
- Learners in this education are given certificates/ academic credentials at the end of each level of education.
- It has a teaching time table which explains at a certain time when to teach and evaluate the learners.
- This education system is not compulsory to everybody but it is attained by those who are lucky and those who can afford in terms of paying school fees
- It's regarded as an investment because of being so expensive and people expect wealth after attaining it.
- Church type of education creates classes in the society based on the levels of education one has attained.
- Missionary type of education is characterized by formative evolution of learner termly or per semester to find out the academic achievements or failures of the learners.
- Learners in this type of education expect white color jobs after completing. They also expect being paid big salaries.
- This education involves awarding of academic credentials like certificates diplomas, degrees, masters etc to all those who have successfully undergo a given level.
- In this education system, there are teaching syllabi to cater for all those in different classes.
- It involves a lot of research in order to find out new things which motivate human learning and development.
- It is gender sensitive in that both boys and girls are taught together and it aims at bringing women at the same level with men in the society.
- This education is very theoretical and neo-colonial and its major graduates are mainly job seekers.
- The missionary type of education teaches against African culture and it emphasizes so much European culture and that's why its graduates so much want to go to Europe instead of serving Africa.
ROLES OF MISSIONARIES IN THE PROVISION OF EDUCATION IN EAST AFRICA
- They established academic schools from where they taught their education to Africans e.g. Alliance High school in Kenya established in 1926, Namilyango college in 1902, kings college Buddo.
- They set up technical farm schools for agriculture, carpentry and building. E.g. at Bagamoyo established by Catholics.
- They set up theological training colleges where religious education and theology were taught to learner'se.g. Limuru theological college.
- They set up medical centers from where they provided practical western education to the medical students.
E.g. Mengo medical school in Uganda established in 1917.
- They provided financial support for the smooth running of education in East Africa e.g. they paid the teaching staff and financed all academic programs.
- They provided scholastic materials such as books, pens and other stationary to the learners hence motivating them to love the education.
- They translated the English books into local languages a factor that facilitated easy learning of western education in East Africa
- Christian missionaries further provided the teaching staffs from among themselves who were good teachers who taught the east Africans. E.g. Alexander Mackey.
- They introduced and designed the curriculum and syllabi some of them are being used in primary and secondary schools of East Africa up to date.
- They introduced formative and summative examinations in order to evaluate the academic achievements and the failures of the learners.
- Missionaries also started the class best education that's why primary and secondary schools today are based on classes.
- They introduced academic credentials in form of certificates, diplomas, degreases etc and these motivated learners to learn to be awarded.
- Missionaries gave out white color jobs to people who had been taught as Bishops, catechists hence motivating more people to join the school.
- Missionaries taught some Africans as teachers and later recruited them to teach in their schools which motivated more Africans to start studying.
- They also decompaigned and taught against African informal education calling it useless and primitive. This made Africans to join formal education.
- Missionaries solicited for funds foreign nations which boosted their education to the extent that they were able to buy printing machines.
STRENGTH OF THE CHURCH/MISSIONARY EDUCATION
- Missionary education provides direct and indirect employment to professionals like teachers, doctors, secretaries etc.
- It equips workers withknowledge, skills and experience hence increasing the efficiency of labour.
- It is instrumental in supporting industrial development because it provides skilled labour with ideas necessary for industrial development.
- It reduces the need for expatriates and brain drain and at the same time leads to job creation.
- It helps in controlling population because people spend more years in school and when they start producing, they produce few children hence reducing population.
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Missionary education helps the people to do away with traditional beliefs like having extended families and producing food for home consumption hence leading to development.
- Missionary education has led to employment of many educated people which has reduced income in quality and increased savings.
- Missionary formal education has increased people's levels of income because educated people tend to have good jobs with good salaries.
- Attaining missionary education also gives self satisfaction to the people and therefore it makes them have confidence and high self esteem in life.
WEAKNESSES OF CHURCH/ MISSIONARY EDUCATION
- Many of the people who attain this education are white color job seekers who cannot create jobs for themselves hence leading to the high rate of unemployment.
- Missionary education is costly in terms of school fees and other scholastic materials and this has made many to drop out because they cannot afford.
- It encourages rural urban migration because its products want to live in urban areas which have good conditions hence leaving villages under developed
- This education is too theoretical and that's why there are few skilled people which has increased dependency on expatriates who are very expensive.
- Graduates of this education have a negative attitude towards agriculture and this has hindered agricultural production in many African countries.
- This education system is urban based i.e. it provides good education standards in urban areas neglecting the rural areas.
- Missionary education was not gender sensitive in that it was for only boys until recently when girls started equipping this type of education.
- Since it was not gender sensitive, it became a major factor for income inequalities in the society.
- Missionary education creates classes in the society i.e. the learned and the unlearned, the superior and the inferior and the rich and the poor hence leading to discrimination.
- Curriculum of this education is outward looking i.e. it produces graduates ready to work in European countries instead of Africa hence hindering African development.
- It has led to cultural imperialism because its converts are based on foreign curriculum thus making Africans abuse their own culture and praise European culture.
- This education teacher centered but not learner centered. Therefore it does not answer the needs of the learners to fit well in the society i.e. it does not give a chance to learners to think for themselves.
- At the beginning, it was denominationali.e. it was based on religions and this led to disunity in the society i.e. protestants went to protestant schools and Catholics went to catholic schools.
- It caters less for moral rehabilitation of the learners and instead it has increased in moral behaviors among learners in terms of words, thoughts and actions. This is because it emphasizes so much academics.
- It encourages individualism as it has killed social and mutual concern among which used to be among Africans. It's therefore blamed for present attitude like mind your business in the society today.
Questions:
1. Assess the impact of missionary formal education in East Africa. (25 marks)
2. Evaluate the effectiveness of church education in East Africa. (25 marks)
HOW MISSIONARY EDUCATION FACILITATED THE SPREAD OF CHRISTIANITY IN EAST AFRICA
- Missionary formal education greatly contributed to the spread of the gospel as shown below
- It has led to the creation of a literate society with people who could read and white Christian literature hence leading to the spread of the church.
- Missionary education produced African evangelists such as priests and catechists who spread the gospel to fellow Africans.
- The schools built by the missionaries attracted Africans to go for education from where they were converted to Christianity.
- Missionary schools also became evangelical centers where the gospel was preached to those who went for studies.
- Missionary schools also had church that served as worship centers for the purpose of strengthening people's faith in Christianity.
- Missionary schools further included CRE in their education system and this imparted Christian principles into the students making them to convert.
- In missionary school, education was only given to those converted to Christianity. This pushed many people to Christianity so as to attain education.
- In these schools, jobs to teachers, secretaries, cooks etc were only given to those converted to Christianity and this made people who wanted such jobs to get converted.
- In missionary schools catechism and confirmation lessons were offered to the learners who were later baptized and confirmed to Christianity leading to its spread.
- Missionary schools stressed Christian practices and doctrines to be practiced by the workers. E.g. they called upon workers to have monogamy marriages thus spreading Christianity among Africans.
- The Protestants and catholic missionaries put up very many schools because it was the only way to attain converts who went to attend such schools.
- Missionary formal education civilized the Africans and weakened theircultural beliefs hence easily accepting Christianity.
Questions:
1. How did missionary education facilitate the spread of the church in East Africa? (13 marks)
2. To what extent did missionary education contribute to the spread of Christianity in East Africa? (25 marks) REASONS WHY THE BRITISH GOVERNMENT TOOK CONTROL OVER EDUCATION AFTER 1920
- At the beginning, missionaries were in charge of providing education in the 3 East African countries. However when the colonialists came they realized a number of weaknesses in missionary education and thought of taking over.
- Before taking over, the colonial government ordered the Phelps stokes commission to re-examine the state of education in the 3 East African countries.
- The commission investigated and found out many weaknesses in missionary education and issued out report which influenced the British government to take over missionary education.
The following are the reasons why the British took over education from missionaries.
- Missionary education was too theoretical which made the government to take over control so as to provide practical education.
- The government wanted to check on the curriculum so as to produce graduates who were not against colonialism.
- The need to develop a uniform curriculum to be used by all those giving education led to government take over i.e. initially each denomination had its own curriculum.
- The need to provide uniform standards of assessing learners by all schools led to government take over. This is because each denomination used to set its exams.
- The need to develop and award similar standardized academic credential to all graduates to their schools led to government to take over.
- The government wanted to start funding missionary schools financially inorder to improve on service delivery.
- The government wanted to train and produce professional teachers of uniform standards to manage the schools and teach uniform content.
- The government wanted to use the schools to produce agents of colonialism who would co-operate with the colonialists to extend colonial policies among Africans.
- The government wanted to promote the use of English language in East Africa in order to promote British imperialism in their colonies.
- It also wanted to use formal education as a British tool of civilizing Africans and make them admire and take on British ways of life.
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With colonialism already established, Britain wanted to heal the divisions that had been created by denominational education among Africans
- There was need to develop high education training for the award of diploma and degree courses by the government, hence the university of East Africa.
- There was need for the government to permanently supervise and advise on the conduct and offer of education by the missionaries.
- Government wanted to improve on school infrastructures and expand education services to all interested Africans.
- Wanted to train African officers to work in remote areas where Europeans felt uncomfortable staying.
- The desire to produce cheap African labor to exploit and deploy in farms, industries, communication and promote colonial interests.
- By supporting missionaries in the offer of education, wanted to promote the rapid spread of the church among Africans
- They wanted to produce educated westernized Africans who would provide market to European produced goods.
MISSIONARY HEALTH SERVICES IN EAST AFRICA
- The Christian missionaries were the pioneers of health services of East Africa just as they were pioneers of education.
- It should be noted that the early missionaries in East Africa considered health services to be very necessary to them selves and to the people of East Africa in order to convert them to Christianity.
MISSIONARY EFFORTS IN THE PROVISION OF MEDICAL SERVICES IN EAST AFRICA
- Theyestablished health oriented organization in order to carry on their work e.g. sight by wings.
- They also put up health centers inform of clinics, dispensaries and hospitals from where they offered medical services to the East Africans e.g. Bagamoyo hospital, Mengo hospital etc.
- They provided the necessary technical personnel's inform of doctors and nurses who looked after the patients. E.g. Dr Albert cook at Mengo hospital and his wife nurse Timpson.
- Missionaries provided medical facilities in form of medicine, medical beds and other laboratory equipments that were used to offer quality services to the people. E.g. in 1897, Mengo hospital had 28 beds and by 1901 they had increased to 75 beds.
- They carried out missionary health journeys by visiting the sick people so as to treat them. E.g. Dr. Albert cook went to Ankole from Buganda for that purpose.
- They trained some Africans in medical services and put up medical schools for this purpose e.g. by 1958, there were 86 male and female nurses trained by missionaries in Tanganyika.
- They carried out research on African diseases such as malaria and leprosy and tried to find the appropriate vaccine to cure such diseases.
- Missionaries provided special needs education to the blind i.e.they treated the blind and at the same time taught them. E.g. in Kenya there was 5 primary and 7 secondary schools for the blind by 1972.
- The church had a special mobile all time health services for those needed them in East Africa and this has survived up to date. E.g. sight by wings has got a mobile air craft that serves Uganda, Kenya and Tanzania.
- They worked with their governments to offer health services in East Africa e.g. with the help of the government, they founded Kilimanjaro Christian medical centre near Moshi in Tanzania in 1971.
- Missionary doctors offered charity services to the needy by using their common private resources to save the sick from dying.
- They used the church to preach and teach against African herbal medicines some of which were actually dangerous and could cause health complications to the Africans.
- They provided western formal education with the major aim of changing the minds of Africans and convince them to start taking western medicine.
- Missionaries provided funds/money for the establishment and smooth running of the health services in East Africa.
- Today missionaries have established links with the Greek health centers abroad to assist East Africans e.g. sight by wings offers a useful link of obtaining flash eyes from the eye bank in Hayward centre in England.
PROBLEMS FACED BY MISSIONARIES IN PROVISION OF HEALTH SERVICES IN East AFRICA
- They faced a problem of inadequate finances to buy the healthy equipment needed for the provision of quality health services.
- They also had a problem of limited number of workers to work as doctors and nurses yet the number of patients was too big.
- They faced a challenge of inadequate medical facilities like laboratory equipments which were very few in their health institutions.
- They had shortage of medicine and delayed supply of medical facilities from Britain.
- They had a problem of Africans who strongly believed in their African medicine changing them to take western medicine was a big problem.
- Slave raids and its insecurity greatly affected the missionary work of treating sick in East Africa.
- They had a problem of tropical diseases like malaria which killed some of them while in East Africa. For example Dr. Albert cook died of malaria.
- There was lack of infrastructures inform of health centers like hospitals which also negatively affected the work of treating the sick.
- Many Africans had a negative attitude towards European medicine thinking that it was intended to cause more health problems to them.
- Poor roads in remote area were another problem. Missionaries could not reach out to the sick in some areas due to their remoteness.
- The strong African cultures, conservation and rigidities among Africans were all challenges to missionary doctors.
- The belief in the miraculous healing among African Christians also interfered with the missionary work of providing health services to Africans.
Questions:
1. Explain the role of the missionaries in trying to provide medical services to the people of East Africa. (13 marks)
2. Discuss the obstacles the missionaries faced in their effort to provide medical services. (12 marks)
CONTRIBUTIONS OF THE CHURCH TODAY IN PROVIDING MEDICAL SERVICES IN EAST AFRICA
- The church has established health centers in Uganda e.g. Bishop Kihangire medical centre at Biina.
- The church has also recruited professional medical personnel inform of doctors and nurses to treat the sick people in its hospitals.
- The church provides free drugs to the sick people e.g. it has given ARVs to the AIDs patients.
- The church has promoted immunization programs by calling upon people to immunize their children against the killer diseases.
- The church has sponsored many students to study medicine and other health medical courses both with in the country and abroad.
- The church has formed the Uganda Christian joint medical council with a major goal of promoting good health in Uganda.
- It has solicited for funds from developed countries to support health program in Uganda
- The church has jointly worked with government in providing health services in Uganda e.g. it has offered free HIV testing with the help of the government.
- The church institution has carried out health journeys in remote areas treating the people with different illnesses in villages.
- The church has constructed big hospitals in Uganda which treat complicated diseases e.g.Catholic Church has expanded lubaga and Nsambya hospitals and Mengo hospital has been expanded by the protestant church.
- The church provides free guidance and counseling services especially to people leaving with HIV/AIDS.
- The church has established medical schools to train more health workers especially nurse. E.g. Nsambya medical school and Mengo medical school in Uganda.
- Some of the church leaders work in the hospitals to supplement on the shortage of man power in hospitals e.g. Nuns in catholic hospitals.
PROBLEMS THE CHURCH IN EAST AFRICA HAS FACED IN THE PROVISION OF HEALTH SERVICES
- The church has faced a problem of in adequate funds to facilitate them of providing quality health services to the sick.
- It has also faced a problem of shortage of man power of doctors and nurses who are too few to treat the many patients.
- Insecurity in some areas with wars has also made it hard for the church to treat the sick in such areas.
- Hostile tribes in some parts of East Africa are against the provision of health services due to their conservatism hence limiting church work e.g. the karamajongs.
- The church has got limited land to build more health centers and expand the existing ones especially in urban areas like Kampala.
- The emergence of new and rare diseases like Ebola, Marburg etc have caused a big challenge to the church medical department.
- Some Africans are too confident of their traditional medicine/ herbs and this has interfered with the church provision of modern drugs.
- Poor roads in some remote areas have made it hard for the church to carry out its health missionary journeys.
- There is rampant corruption among some church leaders who at times misuse the health funds got from the donors.
- Some times the government interferes negatively with the church work of providing medical services to the patients
- Illiteracy among many people of East Africa is also a problem e.g. some people cannot follow the instructions of taking drugs because of illiteracy.
- Low levels of technology have hindered the church effort of providing quality health services to its clients.
- Inadequate medical facilities in form of medical machines like x-ray machines, ambulances etc is another obstacle to the church.
Questions:
1. Show the contribution made by the church in providing medical services in Uganda today. (13 marks)
2. What limitations has the church faced in this endeavor? (12 marks)
BASIC CHRISTIAN PRACTICES
1. BAPTISM
- Baptism is a Christian initiation rite /ritual as Muslims has circumcision.
- Baptism is one of the major sacraments in Christianity and it's considered to be the first practice in the life of a normal Christian.
CHARACTERISTICS/ FEAURES OF CHRISTIAN BAPTISM
- It is an out ward physical and visible sign of one's spiritually that confirms one's belief in Christ.
- In most churches, it is conducted when the person is still young. I.e. young babies are baptized especially among catholic and protestant churches.
- The young baptized babies are represented by mature Christians commonly known as God- parents.
- The young ones are mainly baptized in the churches of their biological parents and therefore they become members of such churches.
- The Pentecostal and Adventist churches, baptism is done on old Christians after they have accepted to get baptized.
- In the Anglican and catholic churches, baptism involves sprinkling of water on one's fore head to show his or her acceptance to follow Christ
- In the revival churches, baptism is done by physically dipping/ immersing the person in the stream of water to show his acceptance to die and resurrect with Christ. Roman 6
- Instructions are given verbally to the one being baptized to accept God and believe in Jesus asa Messiah. The young ones are represented by their God parents.
- Christian baptism is presided over by religious leaders such as priests, Reverends, Bishops etc.
- Baptism is a public ritual/ practice which is done in the presence of other Christians who act as witnesses.
- During baptism, the baptized person acquires a Christian name identifying him/her with Christ and there fore, celebrations follow welcoming that person into the church.
- It is practiced on both boys and girls using the same practice not like in Islam where boys are the only ones circumcised.
- Baptism is not compulsory to every one but any one who wants to show his commitment to Christ is called upon to be baptized.
- It is believed that those who get baptized would receive the Holy Spirit therefore they stand high chances of receiving spiritual gifts like speaking in tongues and performing miracles.
- In traditional churches, the baptized Christians usually put on white clothes to symbolize their commitment to live holy lives.
- In many churches today, baptism involves giving of baptism cards to those who have been baptized.
- In the catholic churches, there is burning of candles during baptism to symbolize receiving of spiritual light for those being baptized.
Qn. Explain the main features of the Christian initiation rite/ ritual.
RELEVANCE/ IMPORTANCE OF BAPTISM TO CHRISTIANS TO DAY
- It gives an individual a sense of belongingness to the kingdom of God because a person accepts Jesus as the lord and messiah.
- It also gives an individual a sense of belongingness to a given church where he is baptized from and he/she becomes a member of that church.
- It identifies a person as a believer and follower of Christ thereby breaking one's old life of paganism.
- It helps a person to fulfill God's command which Jesus gave to the disciples i.e. "go in the world and baptize people in the name of the father."
- It is a proof that a person believes and has faith in Christ and therefore or she has accepted to die and resurrect with Christ.
- Baptism gives guidance and protection to the baptized Christians against all evils and satanic forces.
- It makes a person to live an exemplary life i.e. a person lives like a Christ through being morally up right, obedient, humble, caring etc
- It provides a chance to the baptized Christians to receive other sacraments the church such as Holy Communion and holy matrimony.
- It provides a chance to the baptizedChristians to receive the gift sprit and serve God better. I.e. the baptized Christian can speak in to perform miracles.
- Baptism unites a person with Christ and fellow Christians hence unity with in the church.
- Christian baptism also strengthens one's faith in Christ hence him/her to start serving God through preaching the gospel.
- It enables a person to acquire a Christian name like saint Elizabeth etc hence becoming identified as Christians.
- It helps the baptized person to be washed or cleansed of sin of Adam and Eva hence purifying his/her life.
- It gives hope of resurrecting/ life after death to the baptized of being dipped and removes from the water.
- It enables the baptized person to receive a descent burial prayed for by religious leaders and members of the church.
Question:
1. Discuss the relevance (importance) of baptism as a Christian initiation rite.
CHRISTIAN MARRIAGE
- It is also known as church marriage or ecclesial marriage or wedding
- It is a form of marriage where an adult male and female make vows declaring themselves as husbands and wife.
CHARACTERISTICS OF CHRISTIAN MARRIAGE
- It is done in the presence of the church minister who may be a priest, Bishop, Reverend etc who officiates the occasion
- At least two witnesses must attend the function of the marriage.This can be the best man and the matron.
- It is a legally accepted form of marriage in courts of law that recognizes the couple as husband and wife who are free to enjoy all state privileges.
- It is a social function which is generally saluted or recognized by the general public and those who are married are given a lot of respect.
- It has a lot of publicity and it's usually witnessed by many people.
- It emphasizes monogamy so as to show true love companionship and mutual respect for one another.
- It usually comes after customary marriage after the parents of the bride have agreed.
- This marriage can continue with or with out children. This is because Christians take children as a mere blessing from God.
- It calls for equality between the husband and wife who under go counseling in order to treat each other with love and respect.
- This marriage is supposed to be permanent and the couple swears to stay together until death.
- It can take place with or with out paying bride price to the girl's parents.
- It is paid for in the church if it's to be conducted by the church leader and the amount paid varies for church to church.
- Christian marriage does not allow the divorced man and woman to remarry. This is adultery and Christians are called upon to reconcile with their partners.
- This marriage also allows producing of children if God allows in order to subdual and fill the earth.
- It is guided by mutual love and respect for one another i.e. husbands must love their wives and wives must respect their husbands
- Christian marriage emphasizes forgiveness and reconciliation in case of misunder standing.
- It emphasizes companionship between the man and the woman and it's seen as a gift from God i.e. man and woman are free to enjoy sex in marriage.
- It involves celebrations that congratulate the newly married couple for the achievement.
- It calls for proper up bringing of children by both parents i.e. children must be brought up in the Christian life.
- It involves exchange of marriage rings which signify endless love for one another.
- It also involves of making marriage vows to each other where the two promise to stay together for ever.
IMPORTANCE OF CHRISTIAN MARRIAGE/ WEDDING
- It helps the man to express his inner passion for the woman i.e. it shows his love for the wife through wedding her.
- Church marriage is also a fulfillment of the seven sacraments in Christianity
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It shows respect of God and allows the couple to enjoy sex and produce children.
- The couple is recognized as married since it's accepted in the courts of law as the legal form of marriage.
- It protects the couple against pagan cultural practices which are common in customary marriage e.g. having sex with the father in law as it used to be among the Bahima.
- Once entered into, it ensures the couple of permanent marriage which is a big security especially to the woman.
- It brings about public respect and recognition to the married family since marriage is a public affair.
- It reduces inheritance conflicts incase the husband dies i.e. the wife authority takes over ownership of property of the dead husband.
- It worns the general public not to interfere in the married life of the couple since they are husband and wife.
- It brings psychological and emotional satisfaction of the woman since she is not assured of any other woman by the man.
- It builds up a family on principles of the equality between the man and the woman hence bringing mutual consideration and respect.
- This marriage can exist with or with out children because children are seen as a blessing from God.
- It's sometimes cheaper because bride price is not necessarily condition for the wedding.
LIMITATION OF CHURCH MARRIAGE
- It is generally expensive since it involves buying very many costly items like food staffs, Paying church fee, cars, gowns etc.
- It insists on permanence of the marriage relationship amidst very hard problems like barrenness and impotence in one of the members.
- Many men don't want it because it calls for equality between man and woman and yet them they feel that they are above the women.
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Church weddings have turned out to be occasions of showing off one's economic abilities which even scares off some people who want to wed.
- Some people don't want church marriage because it involves a lot of publicity yet for them they want privacy in their marriage.
- This marriage is looked at as useless because it doesn't consider the importance of children yet in Africa, children are very important.
- Most men disperse church marriage because it calls for monogamy yet for them, they have extra desires for sex which can not be satisfied by only one woman.
- Some people consider church marriage as a foreign form of marriage which should not be brought in Africa.
- Some women after being wedded tend to be stubborn and disloyal to their husbands because they know that the husband can not get another woman.
- Church marriage under minds African traditional cultural beliefs and practices especially those concerning marriage e.g. it doesn't consider initiation rituals.
WHY MODREN MARRIAGES ARE BREAKING (CAUSES OF DIVORCE)
- Limited sex education provided by church leaders, uncles and aunts to the married couples has made couples to misbehave while in marriage hence divorce.
- The small period of courtship where people date for like one month and then get married has also led to
divorce because the couples cannot know themselves in a short period of time.
- Bad peer groups influence in marriage affairs has also brought about divorce i.e. some divorced women tend to misadvise their friends in marriage to also divorce.
- Increasing drug abuse and alcoholism especially among men make them beat their wives hence divorce.
- The high cost of living today combined with high levels of poverty has also led to divorce because men cannot meet their responsibilities.
- Collapsing African cultures today have made people not to value marriage hence breaking up very fast.
- The women liberation movement has also made women to demand for their right and try to be equal to men which has made men tired of their wives hence divorce them.
- Political instability/insecurity today has also separated married people leading to the final end of their marriage.
- Permissiveness where people to day are free to do whatever they want has made married partners to do things that annoy their partners hence divorce.
- Growing unfaithfulness/ adultery in marriage where women move out side marriage and have sex with other men has made their husbands annoyed hence divorce.
- Lack of sex satisfactions on both sides makes marriage meaningless and useless hence divorce.
- Decline in moral values in society to day has led to marriage breakages i.e. most woman lack discipline to the extent they cannot kneel for their husbands making marriage breaking up.
- Unemployment which is so common to day has made wives tired of their husbands hence looking for other men who are loaded.
- Too much individualism caused by too much work on both sides as many married people are tired of one another due to the limited time they give themselves hence divorce.
- Barrenness and impotence on the side of men and other abnormalities have made married people divorce because of lack of children.
- Diseases such as AIDS, cancer, Epilepsy have also made many married people to divorce fearing to be infected.
CHRISTIAN WORSHIP
- In Christian terms, worship is understood as attending church service. It also refers to giving reverence, respect and love to God.
CHARACTERISTICS OF CHRISTIAN WORSHIP
- In most churches worship is made on Sunday (Sabbath) though a few church worship on Saturday.
- Sabbath is considered a holy day and during worship, Christians are expected to repent their sins.
- Christian worship also involves celebration of sacraments especially baptism and Holy communion
- Christian worship is led by special ordained religious leaders who may be a Priest, Reverend, and Bishop etc who directs the congregation.
- It is taken as a social occasion where very many believers gather in worship centers to honor God.
- It usually takes place in worship building called a church with a cross on top as a symbol of Christ's death for our sins.
- There is free maxingof men and women during worship which symbolize equality of all in Christ Jesus.
- It involves prayer to God which prayers involves issues like thanks giving, asking for wisdom, protection etc.
- During worship, there is giving of offertory inform of money to help in facilitating God's work of spreading the gospel.
- Worship involves serious music dance and drama as away of giving praise to God. This is done indifferent languages.
- In some churches especially Pentecostal churches, worship involves performance of miracles like healing of the sick.
- During worship, scriptures are read from both the old and New Testament and there is preaching or giving of sermonizes.
- Worship today follows a uniform order like reading of scriptures, giving of sermonizes, giving of offertory etc.
- Today's worship is formal i.e. specific prayers and songs are written down and are read and sang during worship.
IMPROTANCE OF WORSHIP TO CHRISTIANS
- It brings the worshipers close to their God.
- It brings blessings to the worshipers from their God.
- Christians are able to take part in sacraments of baptism and Holy Communion.
- It strengthens the faith of worshiping Christians in Jesus Christ
- Worship promotes moral up rightness among Christians who live as role models.
- It promotes social interaction among Christians who go for worship hence bringing unity and love among themselves
- Worship inspires the worshipers to repent, renew their lives and live holy lives.
- Through worship, Christians express their gratitude to God in form of thanks giving, in form of tithe and offertory.
- Worship nurtures children in the Christian way making them God fearing people.
- It provides Christians with an opportunity to seek God's mercy, providence, guidance and protection.
- It creates equality of all worshipers in the image of God thus helping women to utilize their potential.
- It provides for Christian marriage inform of weddings some things that brings happiness among Christians because of sex and child bearing involved.
- Christians have received miracles e.g. some have been healed of the sicknesses by the power of the Holy Spirit.
- Through worship Christians have been entertained and their minds have been relaxed.
REVOLUTIONS/ CHANGES IN CHRISTIAN WORSHIP TODAY
Christian worship has experienced a number of changes and development as explained below.
- There is now a shouting form of worship and people praise God loudly especially the Pentecostals.
- There is strong emphasis on God during worship today than in the past
- Worship today has got preachers who preach along side an interpreter /translators for easy understanding of the gospel.
- These days, worship, is conducted through the media like over the radio and television.
- During worship today, women get actively involved in worship activities than ever before e.g. they preach, lead church choir etc.
- Performance of miracles is also very common during worship especially in Pentecostal churches.
- Worship today involves very expensive and show off wedding functions.
- There is a lot of baptism during worship today done by both immersions, sprinkling of water in all churches.
- Worshiping takes place any day and any time like in the morning, lunch hour, night fellowships etc.
- There is also public confession/ repenting of sin by worshiper's duringworship today than in the past.
- Most people to day go for worship smartly dressed and some especially women do it for showing off.
- These days worship is emotional in that some worships even cry during worship.
- Today's worship involves giving big sums of money as offertory and tithe by the Christian than before.
- Church leaders these days dresses in the unique way during worship e.g. some pastors put on long coasts.
- During worship today, there is use of loud speakers and modernmusic instruments for entertainment e.g. keyboards, guitars etc.
- Worship today is formal i.e. specific prayers are written down and they are read during worship. Question:
1. "Christian worship has under done a revolution" comment. (15 marks)
(b) Explain the causes of such a revolution. (10 marks)
CAUSES OF THE CHANGES OF WORSHIP TODAY
- Increased desire and search for God among Christians has made them worship God all the time.
- The need to be forgiven their sins has also made Christians to cry during worship
- The search for healing and cure of diseases has made Christians to emotional worship in order to attract the Holy Spirit.
- Competition for converts among churches has made most churches have loud speakers and modern music instruments to attract converts.
- The search for wealth by Christians has made most church leaders to donate a lot of offertory from Christians in order to prosper.
- The search for cheap popularity, respect and recognition by church leaders has also contributed to such changes in worship.
- Too much hypocrisy in the church has increased false testimonies and prophecies during worship.
- Permissiveness in the church where the church today doesn't have control from the government has also led to such changes.
- The need to appreciate and praise God for the good things he has done for the people also explains too much offertory given during worship today.
- The need to spread the gospel to many people at age has made worship to be done over the radios and tvs.
- The desire to entertain the worshippers and excite them partly explains the good music dance and drama in church today.
- Coming of literacy where there are many educated people in the church explains the formal kind of worship we have in the church today.
THE INDEPENDENT CHURCH MOVEMENT
- They are those African founded churches that emerged after breaking away from mission founded churches.
- They are also termed as separatist, splinter, break away or indigenous churches.
Like the East African Revival movement, it was partly out of the clash of the cultures, traditional, mission
- and western.
- Both movement occurred over the same period of time and were strongest in the same area of Buganda, Nyanza, Ukamba and N.W. Tanzania.
TYPES OF INPENDENT CHURCHES
- Independent churches have been categorized into three main groups. The nationalist, secessionist and spiritan church
Nationalist independent churches
- These churches started as a direct attempt to be free of missionary control, white control
- They also tended to extend their Nationalism to politics, being very critical of colonial activities, and inspiring African independence.
- They aimed at forming an alternative to the mission churches, a church for the whole African community not for a "chosen few".
- Cultural Nationalism was a major feature and in Kenya circumcision and polygamy were allowed in such churches.
- These churches were critical of white man's conduct with the understanding that "missionaries weren't any different from other Europeans"
- Major examples of these churches are the African National church- Tanganyika from 1935. The African independent Pentecostal church of Africa-Kenya and the African orthodox church of Kenya and Uganda
THE AFRICAN INDEPENDENT PENTCOSTAL CHURCH
- It sprang from the Anglican and Presbyterian mission churches in central Kenya.
- In 1925, it was started as a religious wing of the Kikuyu independent schools Association. (KISA)
- The main occasion for its founding was the female circumcision controversy.
- The church allows circumcision and polygamy among its followers.
- During the state of emergency in 1952, it was banned and re-emergency from 1963, causing a mass exodus from other churches.
- In 1964, it was given legal recognition by the government of Kenya and, it claimed nearly 500,000 members had spread to other parts of Kenya and had five dioceses.
The African Greek Orthodox church-Kenya
- One of the independent churches that emerged due to the Kikuyu circumcision controversy, in Kikuyu and Karinga areas 1929.
- In 1933, J Beecher, an Anglican Bishop of Mombasa was approached by two men for ordination from this body, refusing and guaranteeing independency of clergy.
- In 1937 Archbishop Daniel Alexander consented, (the leader of the Orthodox Church), and these men consequently declared their loyalty to Alexander, adopting the name, African Orthodox Church.
- In 1946, the movement was recognized by Alexandria and became the African Greek Orthodox Church.
- The movement encouraged tribal custom, supported polygamy and western education and gave special importance to the place of baptism.
- Anglican prayer book and hymns were used but emphasis was laid on Greek vestmentsi.e. the use of candles and the seven sacraments.
- In 1972, members numbered 2.1 million people.
- February 1973, Arthur Gathuna one of those ordained in 1937, was consecrated first African Bishop of the Orthodox Church in Kenya.
AFRICAN GREEK ORTHODOX CHURCH- UGANDA
- This was the only most forward looking independent church in Uganda founded by Reuben Mukasa spartas, an Anglican educated at Buddo.
- Reacting against missionary double standards, he in 1929 announced the establishment of an orthodox church, "for all right thinking Africans who wished to be free in their own house, not always being taught of as boys"
- In 1932 spartas was ordained and in 1943, his church linked up with the African Orthodox Church in Kenya.
- In 1946, the church was accepted into communion with the Greek Orthodox patriarchate of Alexandria.
- In the 1940's and 50's Spartas and the church were much involved in the polities of Buganda nationalism.
- Spartas was influenced by the pan-Africanism of the Jamaican Marcus Garvey through the Magazine of Negro-world, which called for African independence.
- By 1970, followers numbered 210,000; spartas was consecrated Bishop on 17 th December 1972, in Alexandria.
- On 22 nd December, 1970 another Uganda, Theodros, Nankyama was consecrated Bishop in Cairo and designated Bishop of Tanzania.
SECESSIONIST INDEPENDENT CHURCHES
- These are churches that broke away largely over doctrinal and leadership reasons.
- They have varied features including preservation of the doctrine and liturgy from which they separated.
- They are lead by both ordained and ordinary leader.
- They are deeply concerned with withdrawing from the world with its competition and evils.
- Major examples include the African Brother church, church of Christ in Africa, Legio Maria of Africa all in Kenya, and the Nomiya-luo church.
THE NOMIYO-LUO CHURCH 1914
- This was the first African independent church in East Africa, Kenya started by Johana Owalo, who was called by God to be a prophet.
- Owalo initially started as a catholic Seminarian before joining the CMS- mission from where he parted to form an own church.
- Male circumcision is practiced, and the five books of Moses in the Old Testament are followed strictly.
- Jesus is regarded as the greatest prophet the son of God.
- The church has had two prayer books, and has attempted to have them translated into other languages in order to attract non-Luo people into membership of the church.
THE CHURCH OF CHRIST IN AFRICA
- This is another splinter church from the Anglican Church in Nyanza province Kenya.
- It is led by an Anglican Deacon Rev. Mathew Ajuoga, he in 1957, together with 16.000 followers left the Anglican church out of leadership disagreements.
- The other major issue was doctrinal, emphasizing, "salvation through the blood of Jesus", and the "love of Jesus reaching out to all".
- By 1972, it had 75,000 members and 120.000 followers in eight dioceses.
- It had a home craft training center, a commercial school, and a Bible school.
- The presiding Bishop was Ajuogo, then a widely traveled leader, known on the four continents.
THE AFRICAN BROTHER HOOD CHURCH
- The largest independent church in Kenya was founded by Simeoni Mulandi kaasya, a former officer in the salvation Army.
- It was largely a break away from the Africa in land church and the gospel furthering fellowship.
- Kaasya had been dreaming for four years of an independent African led church free from white domination.
- Having moved to Nairobi in 1942, he shared his dream with groups of kamba Christians and formed the inter-denominational Akamba Christian brother hood.
- The Aim was to unite Akamba Christians divided by denominationalism but in actual facts, its formation was the first step to the founding of the new church.
- On 8 th April 1945, at Karioker market, the church was founded and dominated by the Akamba.
- The main issue was leadership. Kaasya hated the system of white domination in the mission churches.
- Where as he did not envisage a racial church, his focus was on an African led church.
- Successful in his undertaking, adherent of the church numbered 65.000 by 1972.
- The church allows baptism of polygamists, but is not allowed in position of leadership.
- Members are also not allowed to taking on a second wife after joining the church.
- THE HOLY-SPIRIT INDEPENDENT CHURCHES
- These emphasized the work of the Holy Spirit, and in many cases, the ministry of inspiration and healing.
- Examples are the chosen church of Kenya the Holy Spirit church of East Africa, and the African Israel church Nineveh.
- THE AFRICAN ISRAEL CHURCH NINEVEH
- Its first leader was the founder David Zakayo kivuli, who received an experience of the holy spirit in 1932, when he began preaching.
- He was born of polygamous parents in 1896 attended school becoming fluent not only in his native logoli but also Nandi, Luo and later Kiswahili.
- In Jan 1942 he founded his church then called "Huru salvation Nineveh", a breakaway from the Pentecostal Assemblies of Canada mission.
- Later the church adopted its present name, and Kivuli continued as the church's highest priest.
- Its head quarters were at Nineveh, 17 miles north of Kisumu with 03 priests devoted to prayers for the sick.
- Spreading to the other parts of Kenya its holy day of the week is Friday.
- By 1972 its members were 240,000 with up to the 700,000 adherents, some in Uganda and Tanzania.
- In 1970, the church was accepted as a probationary member of the National Christian council of Kenya.
- The church at Nineveh is called the "Ark" with a fish pond and over 350 coffee trees, which provide in come to the church.
GENERAL CHARACTERISTICS OF INDEPENDENT CHURCHES
- Independent churches have a sense of closeness to the spiritual world, emphasizing the gifts of the Holy Spirit through visions and dreams.
- Practice emotional worship, can pray loud on top of their voices, so low and deep in their hearts, including crying.
- They emphasized African forms of Christian expression in music, dance, movement, prayers etc.
- They believed in the unity of the soul and the body, emphasizing faith healing.
- They tend to relate Christianity to African forms of cultural initiation hence circumcision.
- Independent churches greatly respected African traditional family institution and structures and called upon their followers to practice polygamy.
- Many of them believe and practice adult hood baptism by immersion.
- Their leaders were not well educated hence the saying that it was a movement of common people.
- Most of these churches emphasized the teachings of the Old Testament especially the Nomiya-Luo church.
- They hard deep concern and respect for women position in the church and they allowed them to play an active roles in church affairs, compared the situation in mission churches.
- Their worship was more lively and enjoyable with lively musical and emotional teachings quite different to the some what dull situation in mission churches.
- Most of them tried to oppose anything foreign like western medicine, education, languages, hence a true African church.
- They were not strict on a membership as they could baptize any person even if he had not attended the catechism lessons.
- They emphasized high moral conduct among their follower and they were against the missionary quarrelsome ways of life.
- They had a certain degree of social concern for one another basing on the African spirit of socialism.
- Many of them were built on personality basis, i.e. their founders were at the same time their first leaders until they died e.g. Bamalaki church in 1929.
- They emphasized the belief in Jesus as a son of God especially the secessionist's churches
- They were started by Africans by Africans after breaking away from the main stream churches.
- They were colonial provided churches there4 they had a lot of aspects concerning Nationalism
- They emphasized and encouraged some African initiation practices among their members especially circumcision and dictoridectomy.
- They were headed by African leaders hence being true African churches.
Question:
1. Discuss the characteristics of the splinter churches in Africa.
REASONS FOR THE EMERGANCE OF NDEPENDENCE
* They were cultural conflicts between Africans and missionaries which made Africans to break a way to safe guard their cultures.
* The missionaries disliked to Africanize church leadership which made some Africans to establish their own church.
* The differences in doctrinal interpretations caused disagreement between missionaries and Africans hence breaking away some Africans.
* The translation of Bible scriptures into local languages enabled Africans to form their own churches.
* The coming of the colonialists and their offering of social service especially education and health made some Africans to neglect the mission churches.
* The use of foreign languages in mission churches such as English, French and LatinLimited African participation in church affairs leading to their breaking away.
* From 1920's, some Africans started offering some social service that the missionaries were offering e.g. education health hence making some Africans to break away.
* Missionary education was condemned by the Philips stokes commission as being theoretical which annoyed the Africans hence breaking away from mission churches.
* Missionary double standard of acting as Christians and at the same time as imperialists annoyed the Africans hence denouncing the mission churches.
* Missionary restricted life style, e.g. prayer life, catechism education, worship etc made some Africans form (make) their own churches in order to live a free life.
* Missionary conflicts among them selves like between Catholics and Protestants made some African doubt their faith hence the formation of African churches.
* Missionary disregarded women in their churches which made Africans to break away from missionary churches due to gender reasons e.g. Mengo Gospel church in Uganda.
* Some Africans claimed to have been inspired by the Holy Spirit which gave them morale to form their own churches.
* Some independent churches came up due to missionary segregation of Africans in church i.e. missionaries offered social services basing on colour and the blacks were usually under looked.
* The use of Nationalism in African led to the rise of independent churches. Africans wanted to be free from the white domination both in the church and the politics.
* The influence of PAM/pan Africanism spread by African nationalists in the Diaspora such as WEB Dubois, Marcus Garvey, George pad more etc. also inspired many Africans to break away from missionary churches.
* The search for unity under the African independent churches organizations and the desire to end denominational division led to the rise of independent churches.
Question:
1. Account for the emergence of the independent movement in East Africa.
IMPORTANCE OF INDEPENDENT CHURCHES
* Many of them helped to offer social services especially education e.g.the African independent Pentecostal church in Kenya.
* They helped in the preservation of African cultures from missionary European imperialism.
* They brought some Africans into positions of the church leadership which never happened in missionary churches e.g.Mabel Ensor.
* They helped to reduce racial segregation and strengthening African Nationalism because they condemned European exploitation of blacks.
* They helped to up lift the status of women because women were promoted to leadership positions in those churches.
* The made missionaries to start respect African interest in order to continue having Africans in missionary churches.
* They increased missionary charity works to Africans so as to reduce the rate at which Africans were mininga way from their churches.
* They tried to respect the rights of the Africans and they acted as avenues through which Africans enjoyed a common voice.
* They put pressure on thecolonialist especially in Kenya to quickly work on African complaints over land, labour and African representation in government.
* They called upon Africans to maintain African spirit of socialism and social concern for one another as it used to be in A.T.S.
WEAKNESS OF INDEPENDENT CHURCHES
* They divided up the people along churches because they were very many. I.e. members of one church could not mix freely with members of other churches.
* Due to their being many, they exposed the Christian doctrine in their misinterpretation hence misguiding the followers.
* Most of these churches died out when their founders died, therefore they didn't have strong leadership that could make them survive after the death of their founders.
* The lacked a strong financial base and therefore they could not help their followers who were in need as the missionary churches were doing.
* Many of them promoted African cultures like circumcision at the expansion of the Christian gospel.
* They caused confusion in Christianity because of always conflicting with the missionary churches over doctrine.
* Most of them were led by ordinary and untrained people which exposed the gospel to false interpretations.
* Independent church especially Nationalist churches over stressed the spirit of Nationalism at the expense of the gospel and that is why some of them were abolished.
* Independent church encouraged their members to practice polygamy yet the Bible strictly calls for monogamy.
Question:
1. Asses the importance/significance/ Achievements of independent churches in East Africa
WHY MANY AFRICANS JOINED THESE CHURCHES
* They were led and run by Africans them selves hence attracting many Africans to join them.
* They were founded and started by local people which also made very many blacks to join them.
* There was use of local languages in these churches making more people to be part of them.
* In these churches, there was respect of African worship practices in form of prayer, music dance and drama hence making many Africans to join them.
* These churches accepted and respected some of the African initiation rites like circumcision which missionary churches had refused.
* They also respected the African family practices such as polygamy kept married ones comfortable to join the church and also preserve their marriage.
* Women were respected in these churches and they were given position of leadership hence attracting more Africans to join.
* Translation of the scriptures into local languages made it easy for Africans to take on Bible study and understand scriptures.
* some independent churches offered social service like education to the Africans making them to join in big numbers
* Independent churches were not stick on the life style of the followers as the missionary churches which also made many people to join them.
* An umber of independent churches were established in different places giving an opportunity to Africans to join them.
* Independent churches were rural based and therefore they reached out to rural population where missionaries could not go with Christian gospel.
* They offered employment opportunities to the Africa converts which attracted many of them to join the churches.
* Independent churches built schools for the African children which made many Africans to join them.
* The preachers of independent churches had African based inspirational preaching which inspired many Africans to join.
* Many Africans joined independent churches because of the nationalistic spirit they used to impact into the Africans
Question
1. Account for the popularity of independent churches in East Africa.
2. To what extent did the independent churches contribute to the spread of Christianity in East Africa?
HOW THE CHURCH CAN BRING UNITY AND END DIVISION TO DAY.
* The church can bring by indigenizing/ Africanizing the church i.e. it should allow and accept some African cultural practices to be practiced by Christians.
* The church should emphasis equal treatment of all people in the church regardless of wealth, tribes, gender etc.
* It should encourage total ecumenism/ unity among churches through having uniform scriptures and translation of the gospel.
* The church should increase charity works in the main (mother) churches so that people with problems get help and settle in their churches.
* The church should be gender sensitive in that, it should allow women to take activity roles in church affairs.
* It should emphasize its teachings of equality and universality of the church under one body of the risen Christ.
* The church should be dynamic in that it should conduct service for different people like the young, adult, aged etc.
* It should put a standard church code for all churches so as to stop people from breaking away to form their own churches.
* The church should put up social services like schools and hospitals to be enjoyed by all people regardless of their religions in order to bring unity.
* The church should also strengthen the (UJCC) Uganda joint Christian council so as to bring unity among all Christian denomination.
* The church should work hard to solve the social problems that Christians face like sickness, poverty, unemployment etc.
* The church should work hard to solve the social problems that Christians face, pray for God's innervations to bring unity and togetherness among Christians.
* The church should address the issue of conflicts among Christians in times of trouble to avoid breaking away.
* Church leaders should always listen to the complaints forwarded by the church members and find appropriate solution for them.
* The church should call upon the government to put strict rule concerning the coming up of new churches that mislead people.
* It should set up valuable economic projects which can help people to meet their economicaspirations and demand.
THE CHURCH UNITED
THE ECUMENICAL MOVEMENT IN EAST AFRICA
* The word ecumenism refers to the efforts made by the church to bring the different Christian denominations together in order to archive great religious unity and co-operation.
* Generally, ecumenism calls for world wide religious unity among Christians of different denominations.
* In East Africa, each of the three countries has an inter faith/ ecumenical body that show a certain degree of unity and co-operation.
* In Uganda, there is the Uganda joint Christian council (UJCC). In Kenya, there is the National council of church in Kenya (NCCK), and in Tanzania, there is the Tanzania Episcopal conference (TEC).
* In the whole world, there is the world council of churches, (WCC) which is the biggest ecumenical body and its aim is to bring Christian unity in the world.
THE UGANDA JOINT CHRISTIAN COUNCIL (UJCC)
* This is an interfaith / an ecumenical body in Uganda which unites three major churches/ Christian denominationsi.e. the Roman Catholic, orthodox and the Anglican Church.
* It was established in 1963 after independence with the major aim of uniting Christians and improving the quality of life of Ugandans through harmonious co-existence.
ACHIEVEMENTS/ACTIVITIES OF UJCC
* It monitors and organizes joint fellowships at diocese and national levels.
* It promotes joint celebration of some important events among the members e.g. the joint celebration of the day of the cross on Good Friday and the Uganda martyrs day every 3 rd of June.
* It calls for inter faith collaboration and partnership which even includes Moslems hence a peaceful coexistence.
* It encourages frequent interaction among the three heads of Christians through prayer breakfast where they share expenses of their pastoral lives.
* The UJCC has fought moral degeneration through condemning pornography, prostitution in the country.
* The council also advocates for abstinence and being faithful (ABSTAIN) as the only ways of fighting against HIV/AIDS.
* It has fought for the rights of women by contributing to the domestic relations bill and condemning the beating and mistreatment of women by their husbands.
* It involved itself in the promotion of Teso-karamaja reconciliation as participated in the Teso animal's recovery Programme of two tribes.
* It has actively joined itself in providing social services to those in problems particularly to those in Northern Uganda i.e. the Kilyandongo refuges etc.
* It participates in ensuring in free and fair elections through supervising elections and condemning election malpractices using mass media like radios, TVs and newspapers.
* UJCC has taken part in training some of the religious leaders to get involved in the protection of human rights and good governance in the county.
* It has called for peace in the country and it called upon all dioceses to come together and pray for peace during the kony war in Northern Uganda.
* It has taken part in making of laws in parliament e.g. it contributed to the constitutional Amendment bill in 2005, referendum bill in 2004, homosexuality bill in 2015.
* Thisbody has also produced a joint Christian religions syllabus for secondary education.
* Through the council, the joint prayer book has been produced and it is being used during the public prayer functions.
* It has called upon government to avail the citizens with cheap health services to improve on their standards of living.
* The council condemned and opposed the removal of the presidential terms limit hence contributing to the country's democracy.
FAILURES OF THE UJCC
* The council has failed to end religious segregation and discrimination especial over employment in church founded institutions.
* Today there are still schools and health centers that offer services to people basing on their religious denominations and the council has failed to end this.
* The UJCCC has failed to stop sexual immorality in the society because there is a lot of prostitution, homosexuality and fornication etc among the Christians today.
* Today, there is continued violation of human rights inform of prolonged imprisonment of people with out trial and the council has done nothing to end this.
* Political unrest/ instability in Northern Uganda went on for over 20years with serious negative effects with out the intervention of the council.
* Rigging of elections and other electoral injustices like arresting and imprisoning candidates have to take place despite the presence of UJCCC.
* The council members themselves are divided in some issues e.g. the Catholic Church discourage the use of condoms ye the Anglican Church has no problem with condom use.
* The karamajongs and the Itesotes have remained hostile to each other despite the reconciliatory efforts of the council.
* The council has failed to fight corruption in parliament and in government which even contributed to the removal of the presidential terms limit and age limit.
* The council has done nothing to resettle the displaced people in Northern Uganda and most of them are still wondering with no help.
* It has failed to solve marriage conflicts and divorce among married couple. There are even disagreements in the church over gay marriages. Question:
1. To what extent has the UJCC achieved the aims and objectives of its foundation. (25 marks)
2. To what extent has the UJCC tried to bring about unity among Christians in Uganda. (25 marks)
CHALLENGES/PROBLEMS FACED BY THE COUNCIL
* Political instabilities in some parts of Uganda like the Kony war in Northern Uganda which went on over 20years so much affected the activities of the council.
* Some places are too remote with poor transport which has also limited the movement of the council officials to different places.
* There is lack genuine trust among the three interfaith churches i.e. they are united just for formality.
* It also faces political threats in some of there activities i.e. some times it is forced to stay away from politics.
* The long history of fighting violence between the karamojong and itesotes has made hard for the council to reconcile the two groups.
* Unemployment and poverty among the people has made it hard for the council to fight immoral practices like corruption and prostitution.
* cultural rigidities and conservatism among the karamojongs who look at cattle rustling as part of their culture and way of life has led to continued inter-tribal fighting
* It has faced a problem of commitment on the side of the rebels during the process of peace talks in the Northern Uganda war.
* Removing of small arms from the karamanjongs was sometimes done secretly by the government security organs which interfered with the council work.
THE RENEWAL OF THE CHURH THE EAST AFRICAN MOVEMENT (THE BALOKOLE MOVEMENT)
* The East African revival movement is part of the (18 th evangelical awakening that took place in Europe
* The revival movement is a means by which the gospel of Christ has been spread rapidly and radically and has entered people's hearts deeply and most people have accepted it then ever before.
* The East African revival movement mainly originated from the Anglican church of Uganda and the members of these movements are locally known as "Balokole" which means the saved people who received salivation from Jesus Christ.
* Many, who claim this, prefer to be known simply as "Abolugand," meaning brethren and sisters.
* The term 'balokole' has remained widely accepted as a convenient designation for the movement and is used far beyond Buganda.
* Similarly, the luganda chorus 'Tukutendereze Yesu'- we praise you Jesus, has become the theme song of the revivalists throughout East Africa.
* Thus, although the first large scale Revival occurred at Gahini- Rwanda at the end of 1933, the seed of this Revival must be traced in Buganda.
* The CMS mission hospital at Gahini, was out post of the Anglican diocese of Uganda with religious influence og the Uganda church.
* Most of the hospital staff at Gahini, and most leaders of the awakening were Baganda from Uganda.
* It is believed that East African revival movement originated from Buganda especially from the spiritual expenses that simeoni Nsibambi went through.
* Nsibambi left his job, sold his motorcycle and started a life of personal evangelism on the streets of Kampala and in people's homes with a lot of abuses and mockery.
* The revival movement spread to various countries like Rwanda, Tanganyika, Sudan and Kenya and it was strong among the Anglicans and the Presbyterians.
REASONS FOR THE EMEGANCY OF REVIVAL MOVEMENT IN EAST AFRICA
* The missionary work of two English men i.e.Stanley smith and Leonard sharp who worked as doctors at Rwanda mission hospital led to the emergency of Revival movement i.e. they caused deep religious conviction among the people.
* The early influence of the committed men who had leadership abilities such as PastorRobert Kayanja also attracted many people into the Balokole movement.
* The social problems especially famine at that time in Rwanda also favored the movement. This is because the suffering people were given food by the saved which attracted them to join the movement.
* The Balokole movement had deep concern, love, respect and care for one another which made most people to join it.
* The big population in Rwanda especially at Gahini, Uganda, areas of kigezi and Mbarara made it easy for the revivalists to convince people to join them.
*
The movement fought social evils and problems in the country e.g. the sick were given medical care, immorality was condemned etc and this gave people confidence to join in big numbers.
* The search for the Holy Spirit and eternal life which could be got through prayers and fasting also led to the raise of the revival movement.
* The movement emerged due to the boring warship in the mission churches where worship was not so much different from mourning.
* The movement came up to condemn some African traditional practices like polygamy which was still being practiced by some African Christians.
* Lack of moral discipline and Christians of that time characterized by theft, disobedience and mistrust also led to the emergence of the revival movement.
* The too much materialism that existed in the church especially among church leaders and some Christians led to the raise of the revival movement to end it.
* Biblical teachings that if one confence with one's mouth that Jesus is the lord and believes in his heart that God raised him from death, he will be saved also led to the raise of this movement.
* The world war with its negative effects in East Africa threatened the future of Christianity hence caring of the revival movement to strengthen Christianity.
* The annual meetings at kamosi in Kenya from 1926 and the ten years convention of kabale from 1935 strengthened the revival movement the more.
* There was a lot of rigidity during worship in mission churches which led to the coming of the revival movement to remove such rigidities.
* The need to fight and eliminate African belief in the small gods which was too much further led the coming up of the revival movement.
* The presence of miracles in the revival churches such as healing of the sick the lame made many people to join these churches in great numbers.
* The provision of social services such as education to the people of East Africa by the revivalists so much strengthened the Balokole movement.
CHARACTERISTICS OF THE REVIVAL MOVEMENT
* The balokole are strictly committed to their church and this is proved by their regular attendance to Sunday worship.
* The movement strictly calls for baptism of adults through immersion and it calls upon people to change their hearts after baptism.
* The movement emphasizes monogamy as the idle form of marriage so as to make married partners share equal love and respect.
* They call for church marriage as the only acceptable form of marriage where the couple can enjoy gift of sex and other benefits.
* The movement advocates for genuine and open confession of sin by the brethren or Christian during worship.
* There is high respect of the blood of Jesus poured on the cross. They believe that it's this blood that washed man's sin.
* During fellowship, the movement calls for open testimony of what the lord has done in the lives of Christians
* The balokole movement calls for social concern and care for one another. They seriously encourage bearing of one another burdens as a way of bring more people to Christianity.
* It emphasizes moral up rightness in the lives of the Christians in matters regarding dressing, drinking, and sexual relationship. etc.
* There is emotional worship in this movement i.e. Christians involve the heart, soul and body to the extent of crying during worship.
* The movement boasts the status of women in the church by giving them responsible positions in church and makesthem testify, preach and pray as men do.
* The movement discourages politics in church so as to allow the H.s to come and to avoid divisions in the church.
* The Balokole call for smartness of the believers during worship i.e. the church leaders and their subjects are expected to dress decently to avoid stumbling others.
* The movement condemns some traditional practices like taking local beer, alcohol, using traditional medicine and it calls for the use or western medicine and depending on prayer.
* The saved community respects the Bible as a source of all Christian doctrines. They believe that the Bible contains all solutions to all problems in the society.
* There is strict emphasizes on Bible study in this movement in order to make people understand the Biblical scriptures.
* The Balokole movement is characterized by performance of miracles in the church. A number of people have been healed of their sickness in the churches
STRENGTH OF THE REVIVAL MOVEMENT (ACHIEVEMENTS)
* Those who have joined the Balokole movement become special people who are assured of being forgiven their sins
* The movement has contributed to stable marriages and families with disciplined children because of emphasizing monogamy.
* It has promoted equality between men and women because even women are allowed to serve God through preaching the gospel just as men.
* The movement has enabled people to become born again hence enjoying leaving a new life in Jesus Christ.
* It has helped in the offering of education to many people in East Africa through the schools it has built hence fighting illiteracy and ignorance.
* It discourages individualism among Christians and it has called upon Christians to live the life of concern for one another.
* It has imparted good values into its members such as integrity, honor and hard work and this has enabled the Christians to get jobs hence improving their standards of living. (SOL)
* The movement has promoted Christian rural services like in Buganda were it provides literacy lessons, scientific agriculture, bee keeping etc to the people in rural areas.
* The movement has got a strong, entertaining and exiting church worship not like the cool and boring worship in traditional churches.
* It is credited for performing miracles using the power of the Holy Spirit and this has strengthened the faith of Christians in Jesus Christ.
* The movement has promoted indigenizationof Christianity through allowing African cultures in the church e.g. they play African music and drama and use African drams during worship.
* It has given comfort and company to the people with serious problems like widows and orphans hence regaining hope in life.
* The Balokole movement allows all groups of people topray active roles in church affairs i.e. men, women, children and the aged all get involved in church activities like worship prayer, testimony, church choir etc.
* The movement gives church leadership to Africans unlike in the traditional churches where leadership was given to the whites in the past.
* The movement is also credited for its mixed approach on culture i.e. it allows some cultural practices which are good and discourage those which are dangerous like polygamy.
*
The movement has uplifted the status and dignity of women by giving them respected positions in the church just as men.
* It has led to modernization and development in the country through putting up churches and schools in different areas.
*
Many Balokole churches have put up medicalcenters in various places that provide health services to the sick East Africans.
* The revival movement is also credited for its charitable works towards the needy. It is has collected a lot of items like clothes, food etc and taken them to the needy people in the camps.
WEAKNESSES OF THE REVIVAL MOVEMNET
* In many Pentecostal churches, people give insincere/false testimony to thepublic in order to bring more people to the church.
* There is also forced public convection/repentance of sins in order to get favour and sympathy from the Christians.
* Most leaders of the balokole are not trained in Bible interpretation especially in Uganda and this has led to wrong Bible interpretation.
* Therevival movement is against some African practices like polygamy, bride prices, African medicine etc which the independent churches had accepted.
* The movement has failed to bring about complete discipline among its fellowersi.e. most of the Balokole fornicate, steal, practice adultery etc.
* Between 1960s, and 1970s, there was a break away of the "Bazukufu" (Re-awake) from the balokole which weakened and discredited the balokole movement
* Christians in the revival movement have always been reported to have committed sexual sins during the fellowship meetings organized at night
* Church leaders of the balokole tend to involve themselves in politics by campaigning for political candidates during preaching. This has ended up dividing the church.
* The movement has a weakness of over condemning the bad behaviors of people likes drinking and smoking at the expense of emphasizing the positive goodness of God's love and grace.
* The movement advocates equality of all people in the society and this has threatened the authority of traditional leaders.
*
The colonial authorities also had negative attitudes towards this movement in Uganda because of emphasizing equality which threatened colonial rule.
* The movement is known for having unexamplary church leaders who practice adultery and take away husbands of their Christians which has promoted immorality.
* The movements aim at getting many followers which has brought all sorts of people with bad behaviours in the church like prostitutes, homosexuals etc and this has spoilt the image of the church.
* Some born again Christians have turned the church into a business were by they ask for money from the Christians to pray for them and perform miracles.
* The movement is also known for forging miracles by pastors in order to gain prestige and popularity.
* Some church leaders of the Balokole use magic/satanic powers (illuminatism) in their churches which has discredited the Balokole movement.
* There are a lot of conflicts and misunderstands among born again churches based on different bible interpretations, miracle performance etc e.g. pastor Ssempa and male one time accused pastor Kayanjaof homosexuality.
* Some pastors of born again churches tend to be proud of themselves. Actually some praise themselves and their powers other than praising God.
Question:
1. Comment on the strong and weak points of the revival movement in East Africa. (25 marks)
2. What has been the impact of the revival movement on the Christian in East Africa? (25 marks)
3. What are the strength and weakness of Balokole movement in Uganda?
4. Examine the success and failure of the revival movement in East Africa. (25 marks)
INDIGENISATION OF CHRISTIANITY IN EAST AFRICA
Indigenization is the same as Africanization.
It refers to the allowing and acceptance of some African cultural elements into church.
The church in East Africa has been indigenized/ Africanized/enculturised in a number of ways as shown below.
* There is a rapidly growing African population in the church compared to the small population of the whites.
* Africans have become church leaders replacing the white missionaries hence indigenizing the church. E.g. Arch Bishop Cyprian Kizito Lwanga of the Catholic Church in Uganda.
* There is use of local languages during worship in the church today like luganda, Kiswahili etc hence Africanizing the church.
* There is also playing of African music dance and drama and singing of African songs during church worship.
* Christians today worship from any place like from markets, on streets and play grounds thus indigenizing Christianity.
* Many Africans are serving as missionaries moving from one place to another spreading the gospel.
* During baptism, African names are given to those being baptized thereby Africanizing the church.
* Circumcision, an African practice is still being practiced by the Christians and it's allowed by the church.
* There is recognition of any day as a day of worship besides the Sabbath brought by the missionaries.
* African items such as chicken, goats, cows etc are offered to the church hence Africanizing the Christianity.
* The church in East Africa recognizes customary marriage to the extent that with out it the couple cannot be wedded in church.
* In the church today, there is still use of African music instruments such as drams, xylophones etc hence indigenizing Christianity.
* Christians also dress in African wears and go for church services e.g. they put on kanzus, gomesi, Mushnana etc hence Africanizing the church.
* Religious books like Bibles have been translated into local languages an evidence that the church has been indigenized.
HOW HE CHURCH IS NOT YET INDIGENIZED
* However, there are still some European elements in the church of East Africa as shown below.
* Many African Christians prefer to use European Christian name like Stephen, Getrude, Helen, James, Samuel, Simon, Richard etc.
* Many African Christians believe in one God instead of the gods.
* There is belief in Jesus Christ among Africans who is not an African.
* Most churches in East Africa use European music instruments like keyboards, Guitars etc during worship
* Africans believe in the resurrection of the dead which is a foreign idea.
* African Christian so much believes in the Bible which is a foreign book.
* Most African Christians believe and go to a specific house/building called a church for worship which is also foreign.
* Monogamous marriages are highly emphasized in church rather than the polygamous marriages.
* There is increased celebration of Christmas and Easter days by Christians an idea that came from Europe.
* There is taking of the Holy Communion i.e. sharing of the body and blood of Jesus by African Christians.
* There is giving of money as offertory in the church which is foreign.
* There is a lot of foreign church funding from European countries like America, Britain etc.
* Foreign languages are still being used during church services especially English.
* Church leaders like Reverends, priests, Bishops and Arch Bishops put on robes which originated from Europe.
* There is use of foreign objects like rosaries during worship by the Africans especially the Catholics.
* The world heads of Churches are whites and Africans Christians believe in them so much.eg the pope for the Catholic Church.
Question
1. To what extent has the church in East Africa been indigenized/ Africanized/ enculturised? 25 marks)
2. Howfar has the enculturisation of Christianity been realized in East Africa?
CHAPTER: TWO
AFRICAN RELIGIOUS EXPERIENCE
AFRICAN TRADITIONAL RELIGION
* Religion refers to the way of life of a given group of people in the society.
* According to Professor John. s. Mbiti, Africa traditional religion is the richest part of the African heritage that is found in all human life.
* Mbiti added that African traditional religion has dominated the thinking of African people to the extent it has shaped their social life, cultures and their political and economic activities.
* From the above, we can conclude that there no pagans in the traditional Africa. All Africans were religious, the living and the living dead.
WRONG AND DEROGATORY UNDERSTANDING OF AFRICAN RELIGION
* Many people including the educated and Christian missionaries have failed to understand this religion because of a number of confusing things written and said about it.
* Some people call it ancestral worship/ worship of the dead people which is only small part of it. Others call it superstition i.e. believing and fearing something without proper ground.
* It is called paganism a wrong word used to refers to Africans who were not Christians and Muslims.
* The religion is also called magic and witchcraft yet actually it is much more than that. Although witch craft features in the traditional way of life, it is not right to equate African traditional religion to witch craft.
* There all sorts of false names given to the African traditional religion by those who do not understand it.
* They misunderstood African initiation rituals as babyish yet to Africans it was means of worship.
* The religion is also wrongly called fetishism, meaning "charms" worn by Africans.
* The religion was termed as devilish and yet Africans worshipped gods as assistants to God.
* Missionaries looked at Africans as primitive and back word.
* They did not know that religion had penetrated into every department of African life, yet to Africans
religion was accurate way of life. Revision question
1. Comment on the different ways in which the early missionaries misunderstood African way of life.
CHARACTERISTICS OF AFRICAN TRADITIONAL RELIGION
* African traditional religion believed in God as the creator of heaven and earth and all creatures. That is why the Baganda call him katonda, basoga call him Kibumba etc.
* This religion also believed in the small gods as the assistants to God.eg the Baganda have different gods as the like Musoke the god of rain,Ddungu the god of hunting etc.
* The religion believed in the ancestors and their spirits. These are the people who die d and traditional Africans believe that they are not completely dead but they are living dead.
* African traditional religion believed in physical features like mountains, rocks, etc. as dwelling places for the gods and the spirits.
* The religion had Art pieces and symbols such as the drums,stools,skins, spears and others which have a lot of religious meaning.
* Traditional African believed in prayer and they usually prayed to the divine beings for help.
* The religion involved offerings of sacrifices to the gods. They were mainly in form of animals and chicken and they involved shedding of blood.
* In addition, African traditional religion involved giving of offerings to the gods and these were in form of food like grains, drinks like local beer etc.
* The religion involved African music dance and drama to the gods by the people in order to appease and entertain them.
* African traditional religion involved a lot of initiation rituals and practices especially for children at puberty stage.eg circumcision among the kikuyu in Kenya.
* It is a religion that emphasized morals and discipline among the children and all society members.eg children were to respect the elders in the society.
* African traditional religion involved carrying out of charitable works to the needy. The traditional Africans always
took care of strangers and the needy as a religious obligation.
* The religion involved putting up of shines as worshipping places of the gods. Almost every family in Africa had a shrine to show their being religious and these were locally called "Amasabo" in Buganda.
* The religion also had religious leaders in form of diviners, traditional healers, medicine men etc. who connected the people to the gods.
* It involved worshiping of the spirits and the gods by the people by drumming and dancing for them.
* African traditional religion had a number of rites of passage that were observed.eg Birth rites, Naming rites, funeral ritesetc.
* The religion involved a number of celebrations or ceremonies like after a great harvest coming of rains, winning a war etc. were all celebrated.
* African traditional religion was and is still not written down like other religion i.e. it has no written scriptures but it's found in people's minds and practices.
* The religion called for respect of traditional cultural norms and values and it discouraged marrying of close relatives.
* The religion called for keeping of one's virginity until marriage and sex before marriage was highly punishable. E.g. among the Karamajongs and the Bakiga girls who broke their virginity before marriage were killed.
* The religion had African riddles, poems and proverbs or wise sayings which were highly respected because they explained religious realities. These passed on to the young by the elders.
* African traditional religion involved dreams and visions which were seen as foretelling and explaining events that would happen in the society.
* The religion had prophets whose prophetic messages were highly respected because prophets were seen as being close to the spiritual word.
* Political leaders also worked as religious leaders and these presided over religious functions especially prayers and sacrifices.
* Of all divine beings in traditional Africa, Godheld the most respected position and he had special attributes like creatorHoly, Provider,protector etc.
* In traditional African religion, those who were morally upright received blessings from divine beings in form of producing many children, having good harvest etc.
Revision question:
1. Discuss the characteristics/main features of African Traditional Religion in the Pre-Christian era? (25 marks)
NATURE OF THE AFRICAN GOD
* God is the creator of the universe and is given namesthat describe him as the creator for example the Baganda call Him Katonda meaning the creator
* God sustains his creation; he keeps, cares and upholds his creation together.
* He provides for what was created, provides life sunshine, rains, water, good health, fertility of people, animals, plants, food and protection.
* God rules over the universe and has names like lord, Judge, ruler, distributor etc.
* In the human images, is considered father, mother and thus parent. Africans looked at themselves as children of God.
* God is also considered as a great friend, people feel at home with Him, believing that He is trustworthy, faithful, close to them and read to help.
* God is attributed to images of human bodily parts that god sees, hears and smells, tastes.
* There are also images of human activities said of God, such as eating, sleeping, playing, getting angry, speaking, remembering etc.
* God is considered very good towards all people and all things.
* God is merciful and kind, the God of pity, of blessings and this expression is often used "May the God mercy be with you."
* God is holy and pure, he cannot and does not do any thingswrong or evil. He has no faulty or failure.
* God is powerful and almighty, can do all things and there is nothing which God cannot do.
* God is all knowing, there is nothing hidden from him he is the wise one, whose wisdom, knowledge and understanding are without limit.
* He is present everywhere in the universe, at once yet not identical with anything or any place.
* God limitless, has no limit and is both very far and very near, both beyond and with in.
* God is self-existent, he has made all things, yet He is not made. He exists on his own.
* He is the first cause, the original source, and he beginning of all things.
* God is perceived to be spirit, invisible and everlasting.
* God never changes, is considered the same everyday.
* God is unknowable, cannot be precisely explained or fully known.
WHERE IS AFRICAN TRADITIONAL RELIGION FOUND?
Although African traditional religion has no scriptures, there are number of areas where the religion is found and these include the following:
* African traditional religion found in the shrines which are built in peoples' homes and they are believed to be houses of the ancestors.
* African traditional religion is found in the physical features like mountains, rocks, big trees and caves for example Mubende rocks, Nakayima tree etc where small gods are believed to be staying
* African traditional religion is found in music, dance and drama. This is because most religion go hand in hand with music.
* The religion is found in African rites of passages e.g. birth rites, naming rites, funeral rites and initiation rites.
* It is found in African proverbs, riddles and poems i.e. such stories contain a lot of religious information.
* The religion is found in African art and symbols like stones, sticks, pots, stools and calabashes.
* The religion is found in African names of people and places e.g. some names given to people are names of gods e.g. mukama, mukasa, musoke etc
* The religion is found in myths and legends, since the was no writing, religious truth was passed down by word of mouth.
* It is found in marriage e.g. getting married is away of making ancestors happy.
* It can be found in African ceremonies e.g. after a great harvest, successful hunting, victory in war.
* The religion is found in people'shearts, minds and practices since it has no written scriptures.
* It can be found in food taboos for example women were denied to eat certain foods as way of appeasing spirits for chicken pork raw groundnuts etc among the Baganda.
CHARACTERISTICS/ FORMS WORSHIP IN AFRICAN TRADITIONAL SOCIETY
* In traditional Africa, worship meant communicating to the divine beings such as God, gods and the ancestors.
* Africans worshipped God the creator whom they believed to be everywhere and the most powerful of all divine beings.
* They also worshipped the gods who were taken as assistants to God.
* African further worshipped the ancestors and the ancestral spirits who were taken to be living dead who continued to live among the Living.
* Worship took the form of giving sacrifices of animals to the divine beings in order to appease them and overcome calamities in the society.
* Worship took place in worship centre such as shrines on mountains, rocks and along river banks.
* They worshipped using objects such as local drums, spears, xylophones etc. to the divine beings.
* Worship took the form of prayer to the divine beings asking them for their wants and requesting for blessings in Life.
* It took place in form of offerings where material and physical things were offered to God and other divine beings.
* It also involved singing and dancing for the divine beings to please and appease them. This was in form of the African Music, dance and drama.
* Worship took the form of celebrating rites of passage such as birth, naming rites, marriage rites and funeral rites.
* It involved asking for forgiveness and reconciliation from the divine beings in order to have a harmonious living with the gods and people in the society.
* Africans worshipped basing on family, clan and community levels and their worship sessions involved few and many people.
* Worship was led by different religious leaders ranging from Kings, medicine men, rain makers, diviners etc. who connected people to the divine beings.
COMPARISON BETWEEN AFRICAN WORSHIP AND CHRISTIAN WORSHIP Similarities
* Both traditional Africans and Christians today worship God the creator of heaven and earth.
* Both offer to God in form of worship though Christians offer in form of money.
* Both Christians and traditional Africans worship from worship places which are well built.
* Both have worship objects in form of music instruments like drums which entertain the worshipers.
* Both pray to the divine beings during worship asking for blessings from them.
* In both, worship involves singing of songs and dancing to the divine beings in order to appease them.
* In both, worship involves asking for forgiveness from the divine beings and reconciling with one another.
* In both, people worship the divine beings in both small and big congregations.
* Both have religious leaders who lead people during worship and these connect people to the divine beings.
Differences:
* Christians worship only one God the creator while the traditional Africans worshipped God alongside the small gods.
* Christians during worship offer in form of money while the traditional Africans offered in form of sacrificing animals to the divine beings.
* Traditional Africans worshipped from shrines, rocks, along rivers etc. while Christians worship from churches and other holy places.
* Africans worshipped in form of celebrating rites of passage while Christians celebrate Christian events like Christmas Easter etc. during worship.
* Christians refer to those who died in Christian faith (saints) during worship while the traditional Africans worshiped the spirits of the dead/ancestors.
1. Examine the forms of worship in the African Traditional society (13 marks
(b) Compare African forms of worship with the Christian forms of worship today. (12 marks)
IMPORTANCE OF WORSHIP TO THE AFRICAN
* Worship helped the Africans to express their social and personal problems to the divine being who in turn solve them.
* It also helped the Africans renew their relationship and contacts with their departed ones, the ancestor. This is because the living communicated to their ancestors through worship.
* Worship enabled the worshippers to seek or search for divine blessings which make them to become happy and prosperous in life.
* Worship imparted good morals into the young generation, and any form of immorality was highly punishable by the divine beings.
* Through worship, Africans repented their sins and received forgiveness from the gods which made the live a happy life.
* Worship promoted unity among the people in the society. This was because they could worship together.
* It helped to instill culture into the young generation, who were always taught to respect the society norms as a religious obligation.
* Worship was also used by the African to celebrate human life from conception to death and every stage in, birth, naming, initiation and death was marked by worship practices.
* Worship enabled the living to receive guidance from the ancestors who were believed to know all.
* Through worship people socially interacted with others in society. They came to know one another and promoted relationship.
* It helped to solve society such as witchcraft, diseases, famine etc. this would done by the divine beings when pleased by the living.
* Worship helped to please, entertain and keep the ancestors happy in the spiritual world. This was done through sacrificing for them, and letting them eat from the living.
* It helped to maintain law and order in the society. This was because it spiritualbeings would be called upon to indentify the wrong does during worship.
* Worship promoted justice, peace and harmony in the society. This is because it promoted the spirit of friendship among the people who worshipped the same go
WEAKNESS OF AFRICAN WORSHIP
* African worship involved human sacrifice as away of appeasing the divine beings and get whatever the wanted.
* African worshiped at times involved the use of abusive and vulgar words when communicating to the gods for example during twin dancing rituals in Buganda.
* Worship lacked a uniform order as each family, clan and community worshipped different gods at different times.
* Worship at times involved inflicting pain to the people for example at times would punish severely the criminals.
* It lacked trained and ordained leaders and respected elders and any body with special quality such as political leaders, diviners and foretellers would lead worship.
* It promoted gender inequality because women were usually considered unclean to lead worship and to come near the spiritual beings.
* It also promoted revenge, as the people called upon the spirit to harm others through use of witchcraft.
Qn. Asses the importance of worship in the African traditional society (apply both positive and weakness of worship)
AFRICAN RITES OF PASSAGE
- Rites of passage were celebrations/rituals that Africans carried out following the different stage of human growth and development from conception to death.
- The rites of passage included conception rites, birth rites, naming rites, initiation rites, puberty rites and death rites.
BIRTH RITES AND THEIR IMPORTANCE
- When a woman was discovered to have conceived, there was great happiness in the family.
- When a child was born, it was seen as the greatest blessing of the life and the Africans reacted to such event with joy and satisfaction.
- If it was the first pregnancy, it brought assurance to everyone that a woman was due to bare children, an asset to the family.
- Once a woman gave birth, the marriage became secure, strong and stable than when she was discovered to be barren.
- The relatives and the entire family of the man would treat the woman with greater respect than before.
- Becoming pregnant and giving birth, assured the public of the god health of the woman and the man i.e. both were seen sexually normal.
- Giving birth strengthened the love feelings between man and the wife, the basis of a good family and marriage.
- It helped to transmit life from the parent to the new born babies and from one generation to another.
- It enabled the parents to get children who were future sources of labour, wealth and security of the family, clan and the society at large.
- It helped in expanding and enlarging the clan of the man to greater heights and respect.
- Delivering a child, brought respect and prestige to the family of the man and woman and they were recognized in the society.
- Through birth, the living communicated with the living dead, ancestors, through the blood shed by the mothers.
- Becoming pregnant and giving birth showed the willingness and readiness of the woman to make a home and a family.
- The birth of a child was seen as a reward for the man for much bride price that had been paid to the girl's side or family.
Question:
1. Explain the importance of giving birth in African traditional society.
NAMING CHILDREN AFRICAN TRADITIONAL SOCIETY
- There are many naming customs allover Africa, which however tend to vary from one society to another.
- In some cultures, the name is/ was chosen before the arrival of the baby.
- In other societies the name was chosen immediately upon arrive-birth of the baby and without any ritual or ceremony.
- In most cases, naming involved ceremony attended by members of the family, relatives, neighbours and friends.
- Naming involved giving of gifts to the new born baby, which varied from one culture to another e.g. the Banyankole of western Uganda gave cows and still.
- Names were Linguistic such as Mwesigwa among the Bantu and Okello and the Luo.
- Special meals were prepared during the ceremony. Millet food was prepared among the Banyoro.
- Naming involved or involves celebrations and beer partying that welcomed the baby into the family and the clan.
- Special herbs were smeared on the baby during naming ceremony in preparation for a successful future and cleanse away bad omen.
- The choice of the name was determined by the parents, elders and relatives.
- Some names were situational, given according to the circumstances surrounding the pregnancy and birth.
- Names were given in praise of the supreme creator as the overall provider and controller such as Byamukama among the Banyoro.
MEANING/ IMPORTANCE OF NAMING
- In African culture, names given to babies helped to bring back the departed members of the family i.e. names of the dead were given to new babies.
- Some names helped to show the feelings of the parents during pregnancy and child birth.
- Some names helped to show the religious feelings of the parents concerned, many times granting recognition to God's role e.g. Byakatonda, Byaruhanga- all referring to God as the one in charge.
- Names helped to show the clan in which some one belonged, e.g. 'Kababiito' among the Banyoro showed that the person belonged to the Biito clan.
- Naming rites were social functions which helped the child to be welcomed and integrated in the community.
- The naming occasions helped to create unity among the members of the community due to the many people that got involved.
- Since all names were cultural, naming helped to preserve culture and ensured its continuity hence Bantu names, Luo names etc.
- Through naming rituals, the child could get spiritual assistance and blessings from the ancestors, gods and God.
- Some names helped to educate and explain some past experience to the young generation hence guiding them in life.
- Naming rites helped the babies to receive gifts e.g. among the Banyankole babies were given cows.
- Names helped to show one's belongingness to a particular family because some families had specific family names.
- Some names reflected the state of and time of birth of the child e.g. thunder, rain, famine, harvest etc.
GROWTH AND INITIATION
- There was circumcision which involved removing of the foreskin on the male reproductive organ. It was very common among the Bagishu and kikuyu and it was important for hygiene and sexual satisfaction.
- Clitoridectomy was another initiation ritual which involved cutting off of parts of the clitoris on the female reproductive organ. It was very common among the Sabiny and it helped to control sexual immorality among the Sabiny women.
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Pulling/elongation of the Labias were also an initiation practice which involved elongating the Labias to a givenheight. It was so common among girls of Buganda,Toro,Ankole,Busogaetc and it helped to stimulate sexual appetite among girls in marriage.
- Another initiation ritual was detoothing which involved removing of the upper fore middle tooth from the initiates at puberty stage. It was done among the Karamajongs and it was for beauty and identification.
- Piercing of the face was a common ritual to the young people at puberty stage. It involved piecing the face following a pattern of lines as it was common among the Masai and karamajongs.It also increased the beauty of the initiates.
- There was also tattooing of the body where different parts of the body were decorated with tattoos. This was common among the Alur and it was for beauty and identification purposes.
- Ear piercing was an initiation ritual which involved piercing the ears and decorating them with ear rings mainly for beauty.eg among the Kikuyu, Masai etc.
IMPORTANCE OF INITIATIONS
- In African traditional society there were different initiations rituals performed on the young by different societies as explained below:
Positives:
- Initiation graduated the initiate from Childhood to adulthood. E.g. the circumcision ritual among the Kikuyu of Kenya.
- It also joined the initiates with the ancestors through shedding blood on the ground.
- It enabled the initiates to assume positions of responsibility like leadership in the society.
- Initiation rituals were moments of celebration and enjoyment with the society members through eating and drinking.
- It enabled the initiates to acquire wealth through the gifts they received e.g. among the Gishu of Eastern Uganda, the boys would receivecattle, goats, sheep, chickenetc. After circumcision.
- Some initiation rituals enabled the initiates to enjoy sex while in marriage e.g. the pulling of the Labias among the Baganda,Banyankole,Basoga,Batoro etc.
- Initiation promoted unity among the African societies because these rituals were attended by many people.
- It enabled the initiates to acquire sex education e.g. during the pulling of Labias, the Baganda girls were taught a lot about sex.
- It promoted permanent marriages due to sex education which was provided to the initiates.
- Through initiation rituals, African culture was preserved from one generation to another.eg piercing of the face by the Kramajongos.
- Through initiation, the initiates received spiritual blessings from the ancestorsfor future life and responsibilities.
- It provided the initiates with identification marks/scars which made it easy for them to be recognized in the society. E.g. piecing of the face among the ALUR.
- Some rituals made the initiates to be brave and fearless in the society e.g. circumcision anddetoothing among the Gishu andKaramojong's respectively.
- It promoted entertainment in society because some rituals like circumcision involved drumming, singing and dancing.
- Some rituals helped to control sexual immorality in the society.eg clitoridectomy among the sabiny reduced the sex Libido of the girls/women.
- Some rituals made the initiates beautiful and attractive. E.g.detoothing, face piercing and tattooing among the Karamajongs,Alur and Dinkas.
- Initiation enabled the initiates to get married because no one could get married before being initiated.
- Through initiation rituals, new relationships/friend ship were made among people who came together to celebrate.
- It enabled the people to identify future marriage partners. E.g. during the Kadodidance among the Gishu, the men would get attracted to girls who danced well.
Weakness
- The Negative roles of initiation rituals included the following:
- Some rituals caused a lot of pain to the initiates e.g. clitoridectomy, detoothing etc.
- Some of them caused a lot of bleeding to the initiates making them lose a lot of blood. E.g. circumcision among the Bagishu.
- Some initiation rituals caused death especially when they were not carried out properly e.g. clitoridectomy among the Sabiny of Eastern Uganda.
- They violated God's natural Law of creation of Man by cutting off some of God's created body parts.
- Some rituals deprived women of their right to enjoy sex by cutting off their clitoris which makes sex interesting.
- They deprived the initiates' right to privacy because they were circumcised when the whole public was seeing.
- Some rituals distanced the initiates from their family members because they were taken to secret places after the ritual.eg Kikuyu boys were taken to the forest after circumcision.
- Some rituals were done by force.ie they were done without the will of the initiates hence taking away their freedom and Liberty.eg Clitoridectomy.
a. Analyze the implications of initiation in the African traditional religious experience (15 marks) Approach:
The question wants the important /significance of the different initiations ritual that were performed on the young during the puberty stage. Rituals like circumcision, cliteridectomy,detoothing etc. A candidate should
b. Assess the role of initiation rituals in Traditional African Religious Experience. (25 marks)
Approach:
It is a two sided question which wants both the positive and Negative roles of the various initiation rituals in traditional Africa.
Givesome examples for the S.H marks
AFRICAN EDUCATION SYSTEM
- Education is a process of imparting knowledge, skills and attitudes by the teacher to the learners.
- Education is in two i.e. formal and informal educations.
- Formal education is the European type of education introduced in East Africa by the missionaries and it involves reading and writing while informal does not involve reading and writing.
CHARACTERISTICS OF INFORMAL EDUCATION (AFRICAN EDUCATION)
- It was conducted outside classroom and learners were taught together without grouping them in different classes.
- It was conduct in open places i.e. did not have schools but it was taught from home.
- It had no trained teachers, elders, parents or any knowledgeable relative conducted it.
- It had no teaching syllabus to be followed. The content taught was got from the environment and cultural norms.
- It lacked a formal time table to be followed, at any time the elder felt like teaching he or she would do it.
- It lacked formal or regular assessment and evaluation of learners.
- It lacked exams or tests to find out whether learners had understood or not.
- It was not literate i.e. did not involve reading and writing.
- It was cultural in nature i.e. it promoted preservation of cultural norms by the people.
- It was mainly practical since it involved practical skills for example cooking, digging andplanting.
- It emphasized promotion of morals among the children in order to live a successful life.
- It involved sexual education especially to the children at puberty.
- It emphasized respect for one another i.e. girls were taught to be low so as to respect their husbands.
- African education was free of charge i.e. did not involve paying of school fees like formal education.
- There were no educational credentials to the learners, but practical outcomes were got after attaining this education e.g. circumcision of boys was a credential and qualification for adulthood among the Kikuyu of Kenya.
- Content of this education system varied with the age of the learners. Sex education e.g. was exclusively for the adolescent and not the young.
STRENGTH/ ADVANTAGES OF AN INFORMAL EDUCATION
- Positively, it helped to produce morally upright people in the society. This is because morals were highly appreciated.
- It helped the young people to fit in the society in which they were born, however harsh it was.
- It promoted equality because it did not grade learners and separated them into classes.
- It made the youths to get to know why certain things in an area e.g. lightening, famine, earth quakes and the will get to know how to overcome them.
- It taught young ones their historical background and made them aware of past experiences such as origin, migration pattern, battles fought.
- It promoted unity because the content taught was the same and learners were allowed to interact with one another.
- It promoted the spirit of social concern for one another because the spirit of brotherhood was imparted into them.
- It equipped the young ones with practical skills for their own survival e.g. they were taught domestic work for example digging, hunting, fetching water and collecting fire wood.
- It also prepared the young people for social responsibilities in the society as some of them became leaders while others became medicine men and women.
- It helped youth for marriage relation, promoting stability of marriage, as every one well knew and performed required duties respectively.
- It served to respect and preserves the African cultural beliefs and practices, since the content was got from the cultures of the communities.
WEAKNESS OF AFRICAN INFORMAL EDUCATION
- It created inequality and classes in the society based on sex. This is because women were undermined and seen as inferior to men.
- Content taught was not universal but societal i.e. it varied from culture to culture which created disunityamong the people.
- It was not literate and therefore it produced people who never knew how to read and write.
- Since it lacked academic papers or credentials, it undermined the position of leaders since their education could not qualify them.
- Some forms of informal education like circumcision was unfair and painful to human life.
- It involved punishment that were unfair e.g. ex-communicating the girl who become pregnant before marriage or even killing them.
- Since it depended on the elders as teachers, these could become tired and sick hence making the children miss their lesson.
Questions:
1. Asses the African informal type of education. (give strength and weakness)
2. Compare the missionary education and the African traditional education.
SEX EDUCATION IN TRADITIONAL AFRICA
Sex education was that type of education that involved imparting of information about sex to the young people at puberty stage and were about to get married.
In African traditional society, different societies taught different things to their children concerning sex as seen below:
CONTENT OF SEX EDUCATION TAUGHT TO CHILDREN
- Sex education was that education that involved imparting of information about sex to the young people at puberty stage.
- It was mainly taught to the adolescent by the elders, parents, relatives and friends.
- Boys were usually taught by their uncles who gave them marriage roles and responsibilities.
- The girls were usually taught by their Aunties who also gave them tips on how to behave while in marriage.
- Sex education involved separation of the learners from the rest of the public to teach them.eg among the Kikuyu, the boys were taken to the forest.
- The adolescent boys and girls who were about to get married were taught the different sex techniques and styles which they were to use while in marriage.
- The children were taught to be morally upright and disciplined and respect all elders in the society.
- The girls were called upon to keep their virginity until marriage and heavy punishments were given to those who broke it before marriage.
- The Aunties always told the girls to show respect to their husbands by kneeling while greeting and giving them anything. This was common among the Baganda.
- In some societies, it involved mutilation of sex organs e.g. among the kikuyu of Kenya, circumcision was done in order to bring sexual satisfaction among thepartners in marriage.
- Life skills were also imparted into the young to prepare them for the future e.g. among the Baganda boys were taught how to hunt,Masai girls were taught how to build house etc.
- The boys were also taught by the uncles to be hardworking in life in order to able to take care of their wives and children.
- The girls in Buganda were told not to respond when their husbands were quarreling. They were told to put water in the mouth to prevent responding.
- Sex education also involved taking the girls to the bush schools where they were taught how to elongate their Labia. This was common among theBaganda, Basoga, Batoro etc.
- The girls were also taught not to fear sex while in marriage and to always give sex to their husbands any time they wanted
- The girls were made aware of their menstrual periods and they were taught how to handle/clean themselves during those periods.
- Girls were told to Love their husbands and always be clean at home through washing the clothes, utensils and cleaning the house and the compound.
- Both boys and girls were taught to produce as many children as possible while in marriage in order to expand the clan.
- Both boys and girls were taught to produce as many children as possible while in marriage in order to expand the clan.
- Girls and boys were taught to get married and not to fear getting married for their own good.
- Both boys and girls were a lot about their culture during sex education so as to be able to pass it on to their children.
- The children at puberty were taught to have sex as many times as they wanted while in marriage.
- In some societies, girls were also circumcised during sex education. This was to reduce their feelings sexually in marriage e.g. among the sabiny of Eastern Uganda.
1. Discuss the major elements/characteristics and contents of sex education in African Traditional society. (15 marks)
Approach:
It wants how sex education was carried out and what was actually taught to the young people at Puberty stage.
IMPORTANCE OF SEX EDUCATION IN AFRICAN TRADITIONAL SOCIETY
- Sex education referred to the Imparting of information about sex into the young people at puberty stage.
- It was important as shown below:
- It provided information which helped the young to develop into healthy and responsible adults.
- It also enabled the children to get married at the right time.ie not too early and not too late.
- It helped to prevent sexual abuses/ misuses in the society such as fornication, rape, homosexuality etc among the youth.
- It also helped to prevent early and unwanted pregnancies as well as sexually transmitted diseases like syphilis.
- Sex education promoted hygiene and sanitation because children especially girls had to be clean during their menstrual periods.
- Sex education helped the girls to keep their virginity until marriage hence attracting big bride price for their parents.
- It promoted hard work especially among the boys because they were taught by the uncles to be hardworking people.
- It also promoted culture because a lot of cultural norms and values were taught to the young during sex education.
- It enabled the parents to get a lot of bride price from their daughters during marriage.
- It brought satisfaction of both partners in marriage and made it possible for children to be produced.
- Sex education promoted permanent marriages because they young were taught to have permanent marriage during sex education.
- It promoted Love among married people due to the fact that the young were taught to Love their roles in case of marriage.
- It enabled the girls to know their biological changes of menstruation before it happened hence preparing for it.
- It promoted respect for elders in the society and respect for one another in marriage.
- Through sex education, children became morally upright and well disciplined.
1. Discuss the importance of sex education in the traditional African society. (13 marks) Approach:
It wants the good things that came out of teaching the young people about sex.
METHODS OF IMPARTING SEX EDUCATION IN TRADITIONAL AFRICAN SOCIETY
- It was imparted through punishing the sex offenders.eg killing of the fornicators among the Bakiga and the Karamajongs
- It was imparted through Age mates who taught their fellow peers about sex.
- It was passed on through African poems which revealed a lot of secrets regarding sex.
- Through African dances like Mbaga dances in Buganda, circumcision dance among the Bagishu,Mpango dance among the Batoro etc.
- The Aunties also taught the girls much about sex during the puberty stage e.g. the Sengas in Buganda.
- Through initiation rituals likecircumcision, pulling of the Labiasetc sex education was also imparted into the young people.
- The uncles especially in Buganda also gave the boys a lot of information about sex.
- Sex education was also passed on through elder brothers and sisters to their young siblings.
- It was imparted through telling stories to the young from the grandparents usually in the evening around the fire places.
- It was also taught through cultural taboos. E.g. the Kiganda taboos that discouraged sleeping of mature brothers and sister together.
- Through giving different kinds of work to girls and boys e.g. in Buganda, boys were to hunt while girls were to cook.
- Through composing and singing of songs to the young that contained information about sex.
- Through rewarding those who kept their virginity until marriage.
- Sex education was passed on through bush schools e.g. in Buganda girls were taken to the bush where they were told to pull their Labias.
- It was imparted through living exemplary lives sexually e.g. mothers being faithful to their husbands.
1. In what ways was sex education imparted among traditional Africans.(13 marks)
Approach:
The question wants the various methods used by the traditional Africans to teach the young people about sex.
WHY SEX EDUCATION IS COLLAPSING TODAY
- The Elders and the parents are too busy with their work hence have no time to impart sex education.
- The big gap between the youth and the elders has hindered free discussion about sex.
- Peer group influence has made youths to only listen to their own experiences and disregard the advice of the elders.
- Lack of appropriate Literature about sex education is another challenge faced in imparting sex education
- Sex education is commercialized today and this has made many poor people to miss out these wonderful Lectures.
- Influence of formal education which has made many educated people to look at sex education as something out dated and primitive.
- Emergence of nuclear families which have eroded extended families and their roles.
- There is high rate of permissiveness where youths have a lot of freedom to do whatever they want and refuse sex education.
- Some parents are too shy to impart sex education into their children.
- The influence of western culture which has eroded traditional cultures hence distorting the practice of sex education.
- The presence of mass media that are pornographic is another problem faced in trying to impart sex education today.
- Most parents think that teachers will impart sex education to their children at school and so, both sides end up missing out.
- Some parents look at sex education with suspicion i.e. they think that it will instead ignite sex urge among the youths.
- Family instabilities/disintegration in form of divorce and separation has also hindered the practice of sex education today.
- Political instability/unrest has made parents unsettled hence being unable to impart sex education.
- There is selfishness of some family members like step mothers who out of Jealous refuse to pass on sex education to their step daughters.
- Influence of boarding schools where most children stay have also limited the time parents have to teach their children about sex.
- Most parents today were not taught about sex in their youthful stage and so, they lack the real information to teach their children.
- Poverty has also made it hard to uncles and Aunties today to keep boys and girls in their homes teaching them about sex.
- The decline in African traditional beliefs has also made sex education useless as modern people consider it to be for long ago.
- The high cost of living today has made it impossible for the aunts and uncles to fear teaching their girls and boys at their home.
- The influence of religions like Christianity that do not emphasize culture has made it hard for sex education to go on today.
- The rapid growth of urbanization has also limited the practice of sex education. This because there are no secret places (bush) in towns where girls can be taken to teach them secrets.
1. Discuss the challenges your society is facing while trying to impart sex education. (12 marks)
Approach:
It wants reasons why sex education is rarely being carried out to the young people today.
HOW IS SEX EDUCATION IMPARTED TODAY
- Sex education is imparted through news papers, Novels and magazines like straight talk, Red peppers, Bukedde,Newspaper,Kamunye etc.
- It's imparted by teachers in schools during their Lessons especially C.R.E and Biology teachers, Senior Woman and senior man etc.
- Drama plays like Emboozizabagalana by alina talents,Obufumbobwabatoetc is another way of imparting sex education into the young.
- It's also imparted through television programmes like soaps, movies, films, "Akasale" on bukeddeTv etc.
- Through medical professionals like doctors and Nurses who teach their patients a lot about sex and family planning.
- It is taught through religious leaders like reverends, priests and pastors who teach those about to be wedded a lot about sex.
- Cultural organizations like "Kisakate of the Queen of Buganda is another way of imparting sex education today.
- It is taught by counselors to those who have challenges in marriage.
- Some courageous parents today still teach their children about sex.
- It is taught through fellow peers/friends e.g. most girls today get to know about pulling of the Labias from their Friends.
- It is imparted through cultural ceremonies like circumcision among the Bagishu.
- Through social media on the internet.eg face book, twitter, whatsup,Skype etc.
- It is imparted through government initiatives and programs like piassy.
- Some uncles and Aunties also teach their children about sex.
- Sex education is imparted through songs; both local and international contain a lot of information about sex.
REASONS WHY PARENTS ARE AGAINST THE USE OF MASS MEDIA TO IMPART SEX EDUCATION
- Mass media involves use of radios, Televisions and Newspapers to impart sex education, so the question wants reasons why parents today don't want sex education through the media to their children.
- Answers.
- Mass media involves a lot of permissiveness.ie it gives the youths a lot of freedom to do whatever they want.
- Mass media especially televisions show pornographic pictures which instead spoil the youths sexually.
- Some radio presenters and sex educators over the media speak sexual words directly to the public which also spoil the morals of the youths.
- Sex education is supposed to be private and secret affairs but mass media makes it a public affair.
- Mass media cannot be accessed by all youths in the country.ie not all youths can get Newspapers or afford radios and televisions.
- Traditionally, sex education was supposed to be imparted by the biological uncles and Aunties to the children but those of mass media are not.
- Mass media is aimed at making money but not improving the morals of the youths in the society.
- Traditionally, fathers were not supposed to be around when teaching their daughters about sex but mass media does not consider this.
- Mass media aims at arousing and inspiring the youths into sexual abuses instead of making them to have self-control sexually.
- Mass media teaches both boys and girls together yet traditionally, boys are supposed to be separated from girls during sex education.
- Using mass media to teach about sex originated from Europe and that is why most African parents today are against it.
1. Why are most parents today against the use of mass media as a method of sex education? (10 marks)
AFRICAN MARRIAGE SYSTEM
AFRICAN UNDERSTANDING OF MARRIAGE
- Before marriage, the couple was supposed to go through initiation ceremonies e.g. among the Bagishu and the kikuyu, the boys had to be circumcised before marriage.
- Marriage was for the production of children. The children produced sealed the marriage, acted as a link between the living, the dead and the future generation.
- Africans believed that from the very beginning of human life, god commanded people to get married and bear children; therefore marriage was seen as a gift from God.
- Marriage was seen as a sacred (holy) duty, which every normal person was of age was supposed to perform i.e. it was compulsory.
- In all societies, everything possible was done to prepare the young people for marriage and make them love the marriage institution.
- Women were considered inferior to their husbands and were expected to be submissive to their husbands.
- Having sex was only allowed in marriage and the married people were free to enjoy sex any time they wanted.
- Marriage was compulsory for every adult and those who did not were disrespected i.e. they were seen as children and were denied leadership roles.
- The unmarried were not even given descent burial e.g. in Buganda their dead bodies were passed through the back door and their names were not given to the new born babies.
- Divorce was not allowed in African traditional society except when one of the partners was a witch or a night dancer.
- Virginity was highly valued by most African traditional societies. A girl who was married when still a virgin would earn her parents and relatives a lot of respect, pride and special gifts were given.
- Marriage was between partners of the same tribes i.e. inter- marriage was forbidden and in case it happened the couple would be isolated by the community.
- Marriage was asocial affair built on a permanent basis i.e. Couples were expected to their agreement for ever until death.
- Polygamy was highly practiced i.e. man married as many wives to get enough wealth, labour and sexual satisfaction.
- Marriage was between people of the opposite sex i.e. between man and woman and marriage between people of the same sex was forbidden.
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Marriage was sealed by the payment of bride wealth i.e. marriage took place after full payment of bride wealth.
- Marriage was also across clans i.e. between people of different clans and marrying from the same clan was sinful because the two were brothers and sisters.
- Marriage was a communal affairs i.e. parents and relatives were actively involved in the affairs of the children through offering sex education, choice making.etc
IMPORTANCE/ VALUE OF MARRIAGE IN AFRICAN TRADITIONAL SOCIETY
- All Adults were expected to marry because marriage helped to fulfill the African cultural demands of every adult person to get married.
- Marriage enabled the adults to have sex for pleasure leisure and enjoyment.
- Marriage enabled the adult married people to share Love and intimate relations among themselves.
- It was a must to marry because marriage extended relationship and friendship with other families and clans.
- Marriage provided for the production of Children by the married couple hence expanding the family and the clan.
- It earned the married people respect and prestige in the community because they were seen as responsible
- All Adults were to marry because marriage enabled the Men to acquire Leadership positions in the society because of being able to lead their families.
- Marriage promoted unity and cooperation among the members of the society who intermarried.
- Marriage was compulsory because it enabled the married couple to receive gifts that congratulated them for that achievement.
- Getting married promoted sexual morality in the society as all adults had sexual relations in marriage.
- Marriage that involved producing children helped to show that the couple was in a good health status.
- It was a religious ritual that united the living with the ancestors hence providing blessings to the newly married couple.
- Marriage enabled leaders to get Loyalty in their Leadership because they married from several clans. This prevented leadership conflicts.
- Marriage provided for material wealth and property to the family to the girl through payment of bride price and that is why all adults were expected to marry.
1. "In traditional Africa, all adults were expected to marry. "Comment (13 marks)
Approach:
The question wants the importance of marriage in traditional Africa to the extent that all mature people were supposed to get married.
COMPARISON BETWEEN AFRICAN TRADITIONAL MARRIAGE AND CHRISTIAN MARRIAGE Similarities
- To a large extent, African traditional understanding of marriage is similar to that of Christianity as shown below:
- In both, bride wealth/price before marriage is emphasized.
- Both traditional Africa and Christianity call for permanence in marriage.
- Both call upon the married couples to have sex regularly while in marriage.
- In both, Virginity is emphasized before marriage.ie they both discourage fornication.
- Both Christianity and African tradition encourage sex education before marriage.
- Both believe that marriage is a scared institution.
- Both call for marriage between man and Women i.e. theyemphasis that marriage should be hetero but not homo.
- Both encourage pro-creation in marriage i.e. the encourage producing of children in marriage.
- In both forgiveness and reconciliation in marriage is emphasized.
- Both Christianity and traditional Africa call for proper upbringing of Children
- Both believed that marriage is a sacred institution which every normal person must perform.
- In both incest is condemned meaning that people should marry from another clan e.g. Paul condemned the man who slept with his step mother, to be ex-communicated.
- In both marriage is seen as uniting factor, and that is why in Genesis God said, that a man shall leave his parents and unit with his wife and the become one.
- In both marriages is seen as a fulfillment of God's command of companionship, love and procreation.
- In both, acts adultery and other unfaithful cases are punishable as a way of restoring the dignity of the marriage institution.
Differences
However, to a small extent there are differences between African and Christian understanding of marriage as shown below;
- In Christianity, man and woman are equal in marriage while in traditional Africa; man was superior to the woman in marriage.
- Christianity calls for monogamous marriage while African tradition called for polygamous marriages.
- In African traditional society, child bearing was compulsory while in Christianity, it is optional.
- Christianity calls for church marriage while African tradition calls for customary marriage.
- In African traditional society, inheritance of widow was allowed while in Christianity, it is condemned.
- In African tradition, sex was offered for hospitality in marriage while in Christianity, it is regarded as sexual immorality.
- In some African societies like among the ancient Bahima and Tutsi, marrying of close relatives was allowed while in Christianity, it is seen as incest and therefore a sin.
- In African tradition, divorce was allowed on grounds of adultery while in Christianity, reconciliation is called for instead of Divorce
- In African tradition, they believed that marriage had to be blessed by the ancestors to be stable while in Christianity,is blessed by God.
- In African traditional society, a wife wasregarded as a family/clan wife while in Christianity, she is a personal wife.
- In traditional Africa, the marriage partners were chosen by the parents/elders for their children while in Christianity, it is a personal choice.
- In Christianity, Baptism is a condition for one to attain church marriage while in traditional Africa, initiation rituals like circumcision was acondition for one to get married.
- In African traditional society, marriage was within their cultural tribal settings while in Christianity mixed marriages are encouraged.
- In African traditional society, marriage was compulsory while in Christianity, it is optional especially those who are to serve God whole heartedly.
1. To what extent is African traditional understanding of marriage similar to Christianity? (25 marks) Approach:
It is a two sided question. The large extent part needs the similarities between the Christian and traditional African understanding of marriage. The small extent part needs the differences.
THE UNMARRIED LIFE IN TRADITIONAL AFRICAN SOCIETY
- They were considered to be social misfits in the society for failure to get married.
- They were looked at as people who were cursed by the ancestors and therefore no need of respecting them.
- They were seen as people who were still young and therefore couldn't even hold any leadership position in the society.
- The unmarried were seen as a source of evils in the society. I.e. when the society was faced with problems, they were attributed to the unmarried ones.
- They could not be respected since they had no inheritance rights to property. I.e. they could not inherit their dead parents.
- They were looked at as people who were impotent and barren and therefore not worthy respecting.
- They were looked at as people who were against the natural Law of God i.e. Go and multiply and fill the earth.
- They were not respected because even upon their death no single funeral rite could be performed for such people.
- The unmarried were seen as people who were greedy and selfish and therefore could prepare their own meals.
- They were seen as a loss and a disgrace to the society because of not producing children who were very important.
- They were not respected because they could not enjoy the gift of sex since they did not have their own spouses.
- They were under looked because even when they died, they were not mourned.
- The unmarried were seen as people who were greedy and selfish and therefore could prepare their own meals.
- The unmarried were undermined because they were seen as people who feared responsibilities in life.
1. Why were the unmarried not respected in the traditional African society?
Approach:
It wants the reasons why people who were not married yet mature were under looked and despised.
REVISION QUESTION:
1. "Remaining unmarried was not acceptable in African Traditional society. "Comment (25 marks) It is one sided question which wants reasons why remaining unmarried was not allowed in Africa Traditional society. The question basically needs the disadvantages of being unmarried and the advantages of being married.
Answers:
1. Unmarried life in African culture was considered a curse and people ensured that they married to avoid being seen sources of curses.
2. The unmarried were also seen as a source of bad omen and they were avoided in society. The unmarried life was not accepted because even intiation rituals were organized to prepare people for marriage and rising of families.
3. The initiates were strongly commanded to live under a solemn obligation of getting married and they had to respect it.
4. Africans also believed that God commanded them to marry and bear children hence a reason why being unmarried was not acceptable.
5. Marriage was seen as a sacred duty for all Africans and therefore religious rites which all adults had to undergo.
6. Remaining unmarried was seen as stopping the flow of life which was seen as evil.
7. The unmarried were as rebels to culture and therefore Law breakers.
8. The unmarried were known to be abnormal and half human and thus not complete people in Life.
9. Refusing to marry was seen as a rejection of one's culture and society and the society in return also rejected such a person.
10. Marriage was considered a duty and an obligation for all with every one as an actor or participant
11. Marriage which resulted into child bearing acted as medicine against death.ie a person with children did not die completely.
12. Marriage was a religion for all and a source of blessings hence its being compulsory.
13. Remaining unmarried was seen as being selfish and self-centered without regard for others.
14. Elders took every concern to establish the causes of single life among adults to ensure that they married.
15. Getting married attracted gifts such as Land, animals etc. which motivated all people to marry and this encouraged the adults to marry and get married.
16. Sexual intercourse was strictly for the married and it was highly punishable among the unmarried and this encouraged the adults to marry.
17. The unmarried could not inherit property or own property because they were seen as young.eg among the Baganda of central Uganda.
18. They were seen as children however old or mature they were hence being called upon to marry in order to be seen as old.
19. The unmarried did not hold responsible or leadership positions in the society.
20. They were not also given respect or descent burials when they died and they were not mourned for.
21. Upon death, the unmarried were not inherited meaning that they died completely.
22. The names of the unmarried were not given to the new born babies in order to encourage people to get married.
23. Getting married created unity and relationship among people and families and that is why remaining unmarried was not acceptable.
24. Getting Married appeases the ancestors and that is why remaining unmarried was condemned in African Traditional society.
REASONS WHY MARRIAGES ARE BREAKING UP TODAY
- Limited sex education being given to these about to get married has made married couples to make mistakes in marriage hence divorce.
- Limited period of courtship where people do not get to know each other well before marriage has also led to marriage break ups.
- Increased drug abuse and alcoholism especially among men have annoyed their wives leading to marriage break ups.
- Poverty and the high cost of living have also made wives tired of their husbands hence divorcing them and looking for rich men.
- Declining African cultures today has made people not to value marriage hence breaking up very fast
- The women Liberation movement and their demand for their rights and equality has made men tired of their wives hence divorce.
- Permissiveness where people today are free to do whatever they want has made married tired of them hence divorce.
- Unfaithfulness/marital infidelity where the partners cheat on themselves sexually has also led to marriage breakups.
- Lack of sexual satisfaction among married partners has made marriage meaningless and unless leading to its breaking up.
- Lack of respect and trust for each other in marriage has made the partners suspicious of each other leading to marriage instabilities.
- Too much work where the partners 'don't give themselves enough time has contributed to marriage break ups.
- Barrenness on the side of women and impotence on the side of men have made marriage useless leading to divorce.
- Producing of single sex children and children with disabilities has made most men divorce their wives thus ending marriage.
- Political instabilities in the world today have made partners to run away for safety thus ending up a banding their marriages.
1. Give the reasons for the high levels of marriage break ups in the society today. (12 marks) Approach:
The question wants reasons for the high levels of divorce cases today.
COURTSHIP IN TRADITIONAL AFRICAN SOCIETY
- Courtship refers to close or intimate relationship between a man and woman who are mutually attracted to each other with the intention of getting married.
- Or It is the period which the couple spends studying one another before the get married/ before actual marriage.
In African traditional society, courtship was spent following a number of aspects, rules and regulations as seen below:
- After getting a girl of desirable qualities the man was supposed to inform the parents about the new catch he had got.
- The girl could also inform her parents about her love with the boy in order to seek for their advice and blessings.
- The parents of the boy would now meet the parents of the parents of the girl to allow the boy date their daughter.
- The man and his family were then expected to inform the whole community about their courtship intention with that girl.
- The couple intending to get married was not allowed to meet and talk directly to the each other but a middle man was got for this.
- Courtship was the time that those intending to get married went through initiation e.g. in Buganda the girl had to visit the bush at this time if she had not pulled.
- It was the time when those wanting to marry looked for marriage size to confirm whether the two really love themselves.
- During courtship, the boy and the girl would be sent for another round of serious sex education in preparation for actual marriage.
- It was during courtship that both families tried to find out the health of their children i.e. no family wished their child to marry a sick person.
- It was during courtship that the boy's family struggled to look for bride wealth demanded by the girl's family.
- It was time when the couple researched about each other in matters concerning hard work, cleanliness, obedience and general discipline.
- A number of rituals were also performed during courtship and this was aimed at preparing the couple for marriage e.g. cleansing ritual among the Banyoro.
- During courtship, wedding clothes for the girl were prepared e.g. a gomasi, ear rings bangles beads to wear around the neck and lower abdomen in order to look beautiful on the stage.
- It was the time when the boy would be assisted by the elders to plan for the future because he was no longer a child but an adult.
1. Explain the ways in which courtship was conducted in African traditional society
VALUES/ IMPORTANCE OF COURTSHIP INTRADITIONAL AFRICAN SOCIETY
- Courtship resulted into good choices of marriage partners which made marriage exist with less challenges.
- It also made marriage stable since the couple had due appreciation for each other before getting married.
- It bought joy of love and intimacy among the couples through exchange of gifts.
- Courtship enabled the couple to learn the behavior of one another before marriage.
- It provided for parental participation in determination of the marriage partners of their children.
- Courtship was used to shape the morals of the unmarried into good people.ie during courtship, the unmarried were counseled and guided-morally.
- It helped to promote virginity among girls because it was one of the qualities looked by the boy.
- The practice of courtship led to respect and promotion of African cultural values because a lot of cultural ideas were passed on to the unmarried.
- Courtship made marriage meaningful, respected and admired by many people in the society.
- It helped to reduce and prevent cases of incest among partners because they got to know each other thoroughly well.
- It enabled the two parties i.e. the family of the boy and that of the girl to negotiate andappreciate bride price.
- The courtship that took a long time enabled the couples to plan for their marriage in advance.
- It promoted permanence inmarriage since the couple got married when they knew themselves.
- It promoted trust and faithfulness among partners because of knowing themselves well.
- Due to courtship, the married partners respected one another and they were loyal to each other.
- It enabled the partners to know and appreciate each other's interests in life and personal weakness and strengths.
- Courtship was a public declaration that a person had moved from childhood to Adulthood.
- It enabled the couples to receive blessings from the parents because they would be involved in courtship process.
1. Discuss the values that were attached to courtship in African tradition. (13 marks) Approach:
The question wants the importance of courtship as it was carried out in African traditional society.
FACTORS THAT HAVE UNDERMINED COURTSHIP TODAY
- Influence of western cultures in Africa today which have no regard and respect for courtship.
- Limited and lack of sex education to the youths today has also deprived courtship of its importance.
- Declining respect for African cultures by the youths today has made many of them not to carry out courtship before marriage.
- Too Much selfishness and individualism among people today limits the practice of courtship.ie people do not want to exchange gifts during courtship.
- Influence of formal education which prevents some people from practicing their traditional practices like courtship.
- Influence of the women emancipation movement that gives women rights on their marriage relations.
- Presence of Killer diseases such as HIV/AIDS in Africa which undermines the value attached to marriage today as well as the practice of courtship.
- Negative peer influence where some people simply encourage each other to enter marriage on a rush.
- Rampant urbanization which tends to distance people from their traditional village obligations and practices such as courtship.
- Permissiveness where the youths have freedom to do all what to be delayed with issues of courtship.
- Increasing moral decay among people in the society today has made most youths to have little respect for cultural obligations like courtship.
- Poverty has also made it hard for people to sustain long periods of courtship due to the courtship gifts involved.
- The generation gap has also undermined courtship .i.e. the youths do not believe in the elder's advice at dating for a lot of time.
- The high sex libido/ urge among many youths have also made it hard for them to date for a long period of time before marriage.
- Staying unmarried for a long period of time has made such people to courtship for a short period and then get married.
1. Explain the factors that have undermined courtship in modern society. (12 marks) Approach:
It needs the reasons why people no longer courtship or study each other for a long period of time before marriage as it was in African traditional society.
BRIDE WEALTH
- Bride wealth refers to the gifts which are taken by the man's family to the girl's family who intends to marry.
- In African traditional society such gifts varied depending on the culture of the community, but what was common were heads of cattle, goats and sheep and local beer, foodstuff etc.
ADVANTAGES OF BRIDE WEALTH
- It was paid to compensate the family of the girl for the loss of service she transferred to her new home.
- It helped to indicate the wealthy ability of the man i.e. it was a sign that the girl wouldn't suffer material inadequacies when married.
- It helped the groom to extend/show gratitude and appreciation to the family of the bride for having taken care of their daughter well.
- It acted as a certificate of marriage declaring the boy and the girl as husband and wife.
- Paying bride price acted as a guard against sexual abuse.ie it helped the girls to keep their virginity until marriage because this attracted a lot of bride price.
- Bride price acted as shield against divorce.ie it made Men to take good care of their wives fearing to make losses if the girl divorced.
- Paying and accepting bride price helped to remind both families that there should be no hostility against each other but peace.
- Bride price brought great respect and prestige to both the bride and the groom as the two were seen as mature and responsible people.
- Paying bride price helped to uplift the economic status of the bride's family. Therefore, the more the girls the more the wealth.
- It helped to continue the process of marriage in that the Brothers of the girl could also use the bride price paid to their home to also marry their wives.
- It warned the village boys and stopped them from tempering with the girl since she was some one's wife.
- It encourages hard work as the boys had to work hard to get wealth demanded by the girls' family.
- It acted as a license for the couple to begin the process of reproduction since they had been fully initiated into adulthood.
- Bride price helped to express the man's intimate Love and feelings for the woman.
1. Comment on the significance of bride price in traditional African Society (13 marks)
The question wants the importance of paying bride price in African tradition or why bride price was always paid in traditional Africa
DISADVANTAGES OF BRIDE WEALTH
- It at times involved cheating of the boy' family by asking for too many animals.eg among the Masai and Turkana of Kenya.
- It at times frustrated the efforts of the boy to marry the girl of his choice due to many items that he could afford.
- It left some times girls unmarried and they turned out to be idlers because the boys couldn't afford what was demanded.
- It at times led to forced marriages where parents forced their daughters to get married so as to get wealth.
- Paying bride price also led to early marriages as parents gave their young daughters in order to get wealth.
- After paying bride price, men looked at their wives as personal property and mistreated them.
- It led to elopement.ie boys and girls ran away and got married secretly after failing to pay bride price.
- Some men also looked at their wives as sexual machines after paying bride price. I.e. they over worked them sexually against their will.
- Where too much bride price was demanded, some men ended up stealing, raiding and cattle rusting in order to get demanded items.
- Its payments at times left the boy and his family in a poor financial state after paying a lot to the girl's family.
- Those who contributed towards the payment of bride price usually interfered with the family of the newly married couple.
- Demanding for too much bride price often led to open disagreements and hatred between the family of the boy and that of the girl
DECLINE OF BRIDE WEALTH TODAY
- It at times involves cheating the family of the boy especially where a lot of animals are demanded e.g. Among the Banyankole of western Uganda.
- It frustrates the efforts of some boys to marry the girls of their choice especially where parents demand for impossibilities.
- It has left some girls unmarried and has turned into idlers because of demanding for a lot of bride price.
- The practice of paying bride price has declined because at times parents force their daughters into marriage in order to get wealth.
- In addition, the practice has led to early marriages where parents force their daughters into unwanted marriages in order to get wealth.
- After paying bride price, men tend to consider their wives as personal property hence mistreat and exploit them as they want.
- Demanding for high bride has led to elopement in society where the boy and the girl run away and secretly get married.
- After paying bride price, men tend to look at their wives as mere sexual objects or machines to satisfy their sexual Libido.
- It has corrupted some men into dubious means of acquiring the demanded items such as stealing, killing among others.
- Paying bride price has at times left the family of the boy in a poor financial state to the extent that the boy cannot sustain the family after the function.
- Negotiating for bride price has at times led to open disagreements and hatred between the two families hence leading to its decline.
- Rampant divorce cases today even after paying bride price have discouraged many people today to pay bride price fearing to incur losses.
- Too much poverty today has also led to the decline of the practice because people lack the money to purchase all the required items
1. Account for the decline of the practice of bride price today. (12 marks
POSITION OF WOMEN IN TRADITIONAL AFRICA
- Women were considered beasts of burdens whowere supposed to do all the domestic work as the men were enjoying beer with the friends.eg among the Karamojong.
- Women were denied chance to take up leadership positions in the society but only Men could be leaders.
- Women were prohibited to eat certain foods in some societies e.g. among the Baganda, they forbidden to eat eggs, pork, chicken etc. as they were for only Men.
- Women were denied chance to own property neither could they inherit property hence being inferior.
- There was more celebration when a baby boy was born than when a baby girl was born.
- When a woman died, mourning took a few days than when aman died.
- In some societies, women were seen as a source of curses.eg in Buganda, when a man met a woman first on the ways, he could just go back home.
- Women were blamed for any misfortune or catastrophe that occurred in the society .e.g. earth quakes, drought etc.
- They were also blamed for producing single sex children yet Men were responsible for this.
- A woman were denied chance to initiate divorce yet Men could send away their wives if they wanted.
- Women were seen as sex machines who were supposed to satisfy men sexually without them enjoying sex.
- Women were prohibited to take part in society meetings and they could not make any decision either at home or in the society.
- A woman had no right to choose for herself amarriage partner .Once a man admired her, she had to go with him.
- They were seen as factories for manufacturing children who did not belong to them but belonged to their husbands
- They were denied chance to decide the number of children to produce. It's only men who determined the number of children to produce.
- They were always beaten,slapped and kicked by their husbands and they had no right to fight back.
- Women were expected to keep their virginity until marriage and those who did not were severely punished but the issue of men being virgin was not highly emphasized.
- Women had no identity of their own but they could be known by either their fathers or husbands.
- They were supposed to respect Men and be submissive to them even when a man was younger to the Woman.eg in Buganda; Women were to kneel when greeting men.
- Women were blamed for any misfortune or catastrophe that occurred in the society e.g. earthquakes, drought famine etc
- There was no restriction on how many women a man could marry, but a woman was allowed only one man at time.
However, to a smaller extent, men paid some respect to women giving the special places in society.
- Women were the doctors and nurses of society, making syrups and medicine to cure diseases and illness.
- They would be saluted for helping to prepare the adolescent girls for marriage and other adulthood responsibilities, a unique and highly respected role.
- Women inculcated the correct morals values into the children, helping pass on a legacy to the future generation.
- Women were also applauded because, by producing children, they contributed to the expansion of the clan, making it strong and prosperous.
- They were considered important for, they and their children did bring respect to the men and his family in the society.
- Women were considered mothers of the society for it's them who fed the family even when the going had got tough.
1. "In African Traditional society, Women were considered inferior to Men. "Comment Approach:
The question wants the various ways in which Women were undermined or under looked in African Traditional society. The candidate should show examples of societies where Women were treated like that.
THE CHURCH'S EFFORT TO UPLIFT THE STATUS OF WOMEN TODAY
- To a large extent, Christianity has contributed to the rise of woman independence movement as shown below;
- Christianity advocates for monogamy which gives equal status of women to men.
- It discourages payment of bride price which traditionally made women subjects to men.
- Christianity has opened up schools allowing girls to study and uplift them socially, politically and economically.
- It has organized counseling and guidance sessions for women telling them how much they matter in society.
- The church has called upon government to consider women positions in government as a way of uplifting them.
- The church has formed women associations and other groups such as mothers unions, young women Christian associationsetc. to uplift them.
- Christianity teaches that Man and Woman are equal because they were created in God's image hence contributing to their independence movements.
- The church has given employment opportunities to women with some serving as reverends.
- The church has organized weddings which have helped women to have a say and share on family estates/ property of their husbands.
- Christianity calls upon husbands to respect, Love and take care of their wives thus giving them a special status.
- The church has also supported women projects that help them emancipate economically. Such projects include piggery, poultry etc.
- Leadership roles in church are also given to women e.g. reverends, pastors, nuns etc.
- The church has put up health centres in order to give special health attention to Women.eg Nsambya hospital,MengoHospital, Rubaga Hospital etc.
- It has established financial institutions like banks where women are employed as Managers,tellers,receptionists' etc.eg Centenary bank.
OTHER FACTORS
- However to a small extent, there are other factors that have contributed to the rise of women independence movement as shown below;
- The influence of eastern culture where women are seen playing an equal role to development just like Men.
- The influence of formal education that has equipped great skills and talents to Women.
- Influence of mass media that continue to expose women as potential contributors to development.
- The presence of women role models such as Winnie Byanyima, Rebecca Kadaga in Uganda has inspired young girls to exploit their abilities.
- Women groups and associations such as FIDA have helped many women realize their position in today's challenging world.
- Political will to uplift women to play equal role in society just like men. In Uganda, Women have been given political offices.
- Presence of women rights have also contributed greatly to the rise of women independence movement today.
1. To what extent has Christianity contributed to the rise of Women independence movement today (25 marks?)
- Approach:
Two sided question. The large extent part needs ways in which Christianity has uplifted the status of Women.
The small extent side needs other factors that have led to Women independence.
ACHIEVEMENT OF WOMEN EMANCIPATION MOVEMENT
Positive achievements:
- Women have acquired public employment and have a chance to earn a wage or salary. This has made them to become economically independent.
- Women today enjoy all types of food including fish, eggs and chicken. These were denied before the emancipation.
- Both men and women have a right over their children. The constitution emphasizes that a child must not leave the mother before its above 7 years.
- Women have the freedom to own property. This property is sometimes worked for or inherited e.g. buildings, land, cars etc.
- Religiously, women have enrolled in the church activities e.g. in the Anglican Church women are ordained as Reverends and the Catholic Church women are ordained as sisters.
- In political arena women have scored highly as they have the right to vote, voted for and make important decision in the society.
- Women today have the right to their marriage partners without the interference of the parents.
- Girls like boys have equal access to education. It's no wonder that girls' schools have been established and these are both private and government.
- In the cultural settings, women have been appointed as cultural leaders like princess, queens among others.
- Women now days have some sex rights for they can determine whether to engage in sex or not. In this way they are no longer regarded as sex objects.
- Today women have a say on bride wealth. Sometimes they even contribute bride wealth or they determine what should be brought by the husband to be.
- Women have successfully formed a recognized organizations to co-ordinate all women activities, e.g. National Association of women Organization (NAWOU) which was founded on 29 th January 1992.
- Culturally there has been abolition of oppressive cultural practices e.g. the sabiny cultural female genital mutilation has been stopped.
- Women have started income generating projects due to government financial support. Women have started up poultry, piggery in order to earn a living.
Negative
- It has increased cases of domestic violence as the educated women and tnose in working class have failed to respect their husbands and in the end their husbands have beaten them up.
- It has increased the rate of immorality in society as women have resorted to prostitution and others have resorted to cohabiting with young boys.
- It has resulted into child neglect since women have to go and work very early in the morning and come back late in the evening when the children are sleep.
- It has led to loss of cultures as women fight for equality with men in al aspects like women putting on trouser which culture does not accept.
- It has increased cases of divorce in families as women no longer respect their husbands because of the assumed freedom women have today.
- It has led husbands marry house girls as these girls do most of the work and wives are busy working to earn a living.
- Women have resorted to taking their husband's property using women emancipation eg many seek for divorce in order to share the property with their husbands.
Revision question:
What does Christianity teach about the status of Women? (10 marks)
- Christianity teaches the following about the status of Women.
- It teaches that male and female were created in the image of God.
- It also teaches that Man and Woman were created to be companions and to complement each other.
- Christianity strongly emphasizes the idea of equality between Man and Woman.
- Jesus himself says that the kingdom of God belongs to all people including Women
- It teaches that God's relationship is for all mankind hence including women.
- Christianity further shows that Jesus called both men and Women to witness his religious works.
- It teaches that women equally can bring about the good news to men.eg the Samaritan Woman.
- St Paul in his letter to the Corinthians says that husbands must Love their wives. Therefore, Christianity calls upon husbands to Love their wives.
- Christianity calls upon wives to fulfill their responsibility of submitting to their husbands. This is not a demotion but a responsibility.
- As seen in peter's first letter, Christianity calls upon husbands to have respect for their wives.
- Christianity teaches that women are a weaker sex and so men should take good care of them.
CHILDREN IN TRADITIONAL AFRICA
- They were the means by which success and failure of the family was gauged.
- Any family that never bore children was cursed, the redeem of which was in many cases polygamy.
- Many men married women so that by then, they would get as many as they could.
IMPORTANCE OF CHILDREN IN AFRICAN TRADITIONAL SOCIETY
- Children ensured the basic Survival of the community.ie through producing children; Life was preserved from one generation to another.
- Children made marriage complete. Marriage was incomplete until children were produced.
- In case of divorce or death of one of the partners, children became the source of company to the surviving parents.
- Many children attracted a lot of prestige and respect to the man. The person was seen more responsible because he had children.
- Children were the major source of cheap labour to the family e.g. children went to the garden, theyhunted, cooked food etc.
- They took care of their parents at old age. They served as insurance covers for their parents at old age.
- Children especially boys provided security to the families and the society at large during inter-tribal wars.
- Children inspired parents to work hard in order to be able to take care of the children in all aspects.
- Children ensured that their parents got descent burial and they performed the necessary rituals.
- They helped to avoid divorce.ie Husband and wife would stay together because of the desire to raise their children well.
- Through producing children, the family name was preserved from one generation to another.
- They took care of the grave yard of their parents by cleaning the bushes.
- Producing helped to expand the clan and make it recognized in the community.
- Children especially boys inherited their fathers and helped to take care of the property of their dead parents.
- Bearing children was a sign to prove that the partners were normal and in good health. Childlessness was considered an abnormality.
- Children were a source of company to wives who were always left at home as the fathers were always away on duties e.g. hunting.
- Children were a source of happiness to the family especially to the women since failure to produce was regarded as a curse and would lead to family instability.
- Children were a source of wealth to the family. The boys could bring wealth through cultivation of crops and the girls though bride wealth such as cattle and goats etc. For example among the Bahima when a girl was getting married, men expected pay dowry inform of cattle.
- Children acted as a source of blessings for the marriage. This meant that the partners were in good terms with their ancestral spirits and with their God.
1. Examine the importance of children in the traditional African society. (13 marks)
Approach:
It wants the roles children played in the African traditional society.
REASONS WHY PARTNERS PREFER FEWER CHILDREN TODAY
- Parents prefer fewer children because it is easy for the family head to meet the basic needs of the family members e.g. food, shelter, medical careetc
- It is easy to discipline the children since they are of the same parents and few to have discipline instilled.
- Parents prefer few children because dealing with few members, pressure on the family head is reduced due to less demand from the few children.
- Parents prefer fewer children because parents can save income since members are few and so call for a low expenditure.
- Parents are producing few children due to the nature of their jobs e.g. soldiers, who keep from home, always, produce few and models who want to maintain their shape and size.
- The availability of family planning methods which enable parents to have few children has helped so the parent to produce e.g. pills, condom, injectors etc.
- Disagreement between couples has also made parents to produce few children for fear of raising them as single parent.
- The increasing level of sex abuse e.g. homosexuality and lesbianism which has changed the attitude of people towards the opposite sex has contributed to the production of few children.
- Irresponsible parenthood has also made some parents to produce few children for fear of catering for them in terms of basic needs e.g. food, medical care, education etc.
- Health complications among the parents also tend to make them to produce few children e.g. fibroids, cancer etc for fear of them suffering in their absence.
- Today parents produce few children because of the freedom or permissive society i.e. they have right to the number of children they can manage.
- Poverty among the families which make it difficult to provide the basic needs to many children in the family has contributed to the preference of few children in the family.
- The education system which make people to take long time of studying and by the time they complete they are old makes them to produce few children.
POLYGAMY AS AN AFRICAN FORM OF MARRIAGE
- Polygamy refers to the practice of marrying two or more women by the man. It can be successive or cocurrent where a man marries more than one woman and stays with all in one or different locations.
- In successive, the man picks on an extra wife after a simple disagreement with the first and separating without any legal notification of the woman.
STRENGTH/ ADVANTAGES OF POLYGAMY
- Polygamy refers to the practice of marrying two or more women by the man. It can be successive or cocurrent. It had the following merits.
- It brought prestige and increased respect of the man in the society because of having many wives.
- It increased the chances of many women to get married hence reducing on the number of idle girls in the society.
- It enabled the man to produce children from another woman in case the first wife was barren.
- It helped to cool down the first wife in case she was too stubborn and very hard to stay with.
- Polygamy also increased the chances of producing children of different sexes and abilities from different women.
- Polygamy helped the widows to get help from the brothers of the deceased who took over their brothers' wives.
- In case of serious sickness or incapacitation of the first wife, polygamy enabled the men to continue enjoying Life.
- It helped the local leaders like chiefs and kings to gain loyalty and protection from different clans and families.
- It enabled a man to get society leadership because he was seen as more responsible than amonogamous man.
- A polygamous man could not suffer from sexual starvation because the different wives could compete to satisfy him sexually.
- Marrying many women helped to preserve African culture from one generation to another because monogamy came from western culture.
- It reduced on unfaithfulness, prostitution, adultery in society as men were sexually satisfied and all the women would at least be married.
- It was a sign of wealth and economic booster. Women were considered as part of the man's wealth and even daughters increased wealth through bride wealth e.g.in western Uganda, every daughter born meant a number of cows secured in the family.
- The members were able to defend themselves in case of any outside aggression because of many boys who were born out of the polygamous marriage.
DISADVANTAGES OF POLYGAMY
The demerits of polygamy included the following;
- It led to unnecessary competition among women that created hatred and disorganized the man so much.
- It was too expensive and disturbing to manage more than one home by the man and this hindered family investment and savings.
- It was characterized by abandoning of the children by one of the parents and this led to untold suffering of the children.
- Some women became unfaith full to their husbands because of the prolonged sexual starvation they experienced.
- It increased chances of contracting sexually transmitted disease especially syphilis and Gonorrhea which sometimes cause death to those involved.
- Polygamy influenced many women to involve themselves in witchcraft as a way of trying to win the Man's Love.
- It increased cases of child battering especially when the man divorced and married other Women.
- It was characterized with a lot of Chaos in form of quarrels, fights and blames among women thus leading to insecurity.
- Women were considered less human and men tried to mistreat the women by beating them since they had many of them.
- When a polygamous man died, he left behind a large number of dependents that bothered the relatives and the society at large.
- It was against god's original plan for marriage since and created one man and one woman thus monogamy was the ideal type of marriage by God.
- Polygamy made the man over worked sexually and reduced him to a mere robot and a sexual machine to satisfy the wives sexually.
- Decision making became difficult on the side of the family head. This was because of too many wives who might fail to agree on particular issues.
- Women lived in fear of expecting the husband to bring in a new wife thus leading to division of love between the wives.
1. Discuss the merits and demerits of Polygamous marriage in Traditional Africa. (25 marks) Approach:
The question wants the advantages and disadvantages of Polygamy in African Traditional society.
2. Why is the practice of polygamy dying out in the modern society?
Approach:
The question calls for the disadvantages of polygamy.
SEXUAL INTERCOURSE IN TRADITIONAL AFRICA
- Sex refers to the state of being either male or female. Or
- Sex refers to the union between male and the female reproductive organs to form a zygote.
AFRICAN UNDERSTANDING OF SEX
- Sex was supposed to be between people of the opposite sex i.e. between man and woman.
- Sex was supposed to take place between adults and in most African societies, adultswere people who had gone through initiations.
- Sexual intercourse was meant to take place in marriage relations i.e. sex before marriage especially by girls was punishable.
- In addition traditional African cultures valued virginity among the girls. They expected them break their virginity only in marriage.
- Sex was important for hospitality e.g. among the Bahima of western Uganda where a visitor would be allowed to sleep with some one's or daughter or sister as an expression of hospitality.
- Women were expected to satisfy their husband sexually and for this they to give for any time the man demanded.
- Sex intercourse was secret and that is why all people were expected to respect sex and conduct it deep in the night to ensure that children noticed nothing.
- It was a private game supposed to be played when other people were not aware or seeing.
- Sex abuse was highly punishable, people were expected to enjoy sexual intercourse in the right and acceptable ways e.g. among the Bakiga of western Uganda a pregnant girl before marriage would be thrown in a water fall by a brother.
- In traditional Africa, men shared women sexually e.g. among the Banyankole, a woman belonged to the clan and brother shared women at own leisure.
- Sex was played for companionship and company when men were disappointed; women were expected to provide them with sexual pleasure for recovery.
- Sex was important for ritual e.g. during last funeral rites and dancing of twins among the Baganda, cleansing a new house among the Banyankole and Batoro of western Uganda.
- Sex was a gate to life as it was important for pro-creation and expansion of the clan.
IMPORTANCE OF SEXUAL INTERCOURSE
- Sex provided satisfaction to the two parties that is to say the man and the woman.
- Sex provided enjoyment and pleasure to Africans without shame or guilt.
- Sex provided comfort and companionship to African i.e. sex was used to comfort the partners who had problems in marriages.
- Sex helped to contain sexual immorality in society for example adultery, prostitution etc.
- Sex was used for hospitality purposes e.g. among the Bahima of western Uganda a visitor was offered a wife or sister or daughter or the host to give company to the visitor.
- Sex helped in stabilizing marriages i.e. it was used to settle conflicts among married partners as the sex intercourse would restore love for one another. Besides reducing stress and tension among the partners.
- Sex helped in the production of children for the expansion of the clan and sources of labour to the family.
- Sex was used for reconciliation purposes i.e. when a woman was divorced the process of re-union involved having sexual intercourse.
- Sexual intercourse was used to gauge the ability and manhood of the man.
- Sex was used to establish the healthy and fertility of the partners involved.
- Sexual intercourse boasted intimacy and love between husband and wife.
- Sexual intercourse was a bond of unity between man and woman and families in society.
THE PRESENT POSITION OF SEXUAL INTERCOURSE
- Today sexual intercourse is disrespected and no longer secretly treated.
- There is casual sex relations done by any one, any where at anytime without any meaning attached.
- Sex before marriage is rampant and an aspect of courtship among couples. Curiosity is also a driver to these sex affairs.
- Unfaithfulness among married couples is rampant for wives and husbands alike, done out of varying reasons with negative consequences.
- Sex is a commodity sod in hotel and streets; one can have sexual intercourse with any woman as long as you can pay.
- Sex education that prepared the youth for marriage is declining and parents have left the job to schools and other forces.
- Several sexual deviations are on the rise, e.g. rape, lesbianism, homosexuality, defilement, anal sex, oral sex, quite funny and very negative.
- There exist protection and defense for some sexual deviations such as lesbianism and homosexuality by some human rights activists.
- Small and sometimes no punishments are effected on some sexual offenders of lesbianism and homosexuality.
- Sexual intercourse is becoming a public game well exposed on the internet and videos.
- There is rise of group sex where one man can share sexual relations with two or more women at a time.
- Some parents are impatient to let the children first sleep, go a head and have sex when children are hearing.
- Sexual satisfaction for women is suffering gaps with women theft, starving and demanding by their husband.
- Married partners have become so busy with business and work, that sexual intercourse is give limited time.
- Women have gadgets they use to have sex, the artificial sex, due to the lack of satisfaction from their husbands.
- a\Shared sex relations for hospitality and women sharing are dying out due to diseases like HIV/AIDS and women emancipation.
THE AFRICAN FAMILY INSTITUTION
- Most families in African tradition were extended in nature.ie they were made up of the father,mother,biological children, close and distant relatives.
- The discipline of the children in the family was for everyone but not only the biological parents.
- Children grew up caring about other people feelings, i.e. they considered the likes and dislikes of other people in the society and family.
- The father was the head of the family and he had a lot of authority and he was the decision maker.
- Culture was highly emphasized in the family i.e. children grew up knowing and practicing their cultural norms and practices.
- Traditional families loved and so much valued children and that is why families had a lot of children.
- In traditional families, the male children were more loved and valued than the female children because they were the heirs.
- The property of the family was in the hands of the husband/ father and the male children.
- Family work was done according to sex, for example, girls cooked food, cleaned the utensils etc while boys hunted, reared animals etc.
- Morals were highly emphasized among the children and the children highly respected their parents.
- The family was a religious institution that emphasized and imparted religious values into the children.
- The family also acted as an educational institution that imparted informal education into the young children including sex education.
- The wealthier and bigger the family was in traditional Africa, the more respect the father received.
- In traditional African families, the father was superior while the mother was inferior.
- In traditional families, parents usually chose marriage partners for their children and this partly led to stable families.
1. Explain the African set up of the family institution. (13 marks)
Approach:
The question wants the major features/characteristics of the African traditional family set up.
IMPORTANCE OF EXTENDED FAMILY PATTERN
- It was the traditional African family lifestyle highly valued for:
- The family helped in creating unity in the society especially where different families were related to one another.
- It promoted harmonious living especially among the children, who grew up together and thus well knowing each other.
- It promoted cooperation among family members as opposed to the individualism of the nuclear family.
- It broke aspects of superiority complex in the family as all members could freely accept their socialeconomic situation.
- Children in the family grew up with the desire and willingness to know and be with their relatives.
- Extended families broke the challenge of children knowing their mother tongue as emphasized in the family.
- They had labouir force for production and any other purpose and as a result, labour was not a problem in extended families.
- Such families promoted strict discipline of children because of the upbringing of the children in a collective responsibility.
- It helped in the transmission of culture to the children in society. This was done by grandparents who were always present at home.
- The elderly, sick could easily be taken care of by the family members. They could be given food, medical care and other needs.
- There was the aspect of love promoted among members of a family, the desire and acceptance of one another.
- Extended families had free will and ability to assist each other without any one depressed about it.
CHANGES IN FAMILY PATTERNS AND ROLES TODAY
- Todaynuclear families are replacing extended families i.e. most families today consist of parents and their biological children only.
- The discipline of the children is in the hands of the real parents only.ie relatives have little said over the children today.
- Children grow up considering their own feelings and wants without minding about other people's wants.
- There are many families today being headed by mothers/women.
- There are also single headed families' today.ie families with only one parent-either the father or the mother.
- There are many families today headed by the children especially after the death of their parents.
- African culture is eroded in today's families and European culture is emphasized.
- Most families today produce few children because many children are seen as a burden.
- In most families today, both sexes of children i.e. boys and girls are valued unlike in the past where boys were more valued than girls.
- In many families today, women and girls own property unlike in the past where property was only owned by the man.
- Men/boys in families today are doing the work of women/girls and women are doing the work of men for example cooking driving building etc.
- Formal/academic education is highly emphasized in today's families other than informal education of the past.
- Children today choose for themselves future marriage partners unlike in the past where parents chose for them.
- Women are no longer inferior and some of them are superior to their husbands.
- In most families today, there is equality of sexes.ie husbands and wives are equal and to have power to plan for the family.
- Child abuse is very common in today's families e.g. children are seriously beaten, burnt etc. on small issues.
- Children are too immoral together with their parents in families today. This is seen in their indecent dressing and sexual relationships.
- Monogamous marriages are becoming common in the modern families with many women left unmarried.
- Marriage breakages and instability is common in families today, caused by women emancipation and decling African culture.
- Sex education in families is collapsing due to the growing urbanization, formal education and threats of diseases like HIV/AIDS.
- Intermarriages are common in African families today. The members have the freedom to marry from any tribe or race
1. What are the changes that have taken place in the present family set up? (12 marks) Approach:
It wants the ways in which family today has changed from that of African traditional society.
REASONS WHY FAMILY PATTERNS ARE CHANGING TODAY (REASONS WHY EXTENDED FAMILIES ARE DYING)
- Modern education has had an impact on the size of the family. Children grow up in schools especially in boarding schools and so young people do not know their relatives and so are not close to them.
- It has become too much economically demanding to care for such families in terms of education and other basic needs of life.
- Increased migrations mainly rural- urban migration, this necessitates one to have a smaller portable family. People leave their relative in villages and go to urban areas for employment.
- Increased urbanization with the associated expenses to cater for distant relative has resulted into people neglecting their next of kins.
- Moral and cultural disintegrations, people no longer respect their cultural values due to inter-marriages.
- People have learnt to be self-sufficient/ support, meaning that there is no need to look for relatives for support.
- There is limited space for accommodation especially in towns and cities and not easy to house many people.
- Due to increase in population, there is limited space for housing and farming and so difficult to surround oneself with relatives.
- The existence of many contagious diseases tends to discourage free association of family members.
- The development of modern technology e.g. mobile phones, internet tend to keep people apart, they communicate instead of visiting each other.
- Globalization and search for jobs has led to great movement and leaving far from each other, hence loosening families.
- Some people have decided to leave single lives and so do not want to be bothered by family obligations and relatives.
- The increased indiscipline among many children makes many parents to try to isolate their children.
- The changing role of women such as formal employment which makes women stay away from home.
- The increased rate of inter-marriages. Some feels uncomfortable to attend to relatives.
- The existence of wars has led to the disappearance of extended families e.g. in northern Uganda, many were disorganized due to war between UPDF and the Lord's Resistance Army.
- The influence of the women liberation movement and the so called women's right.
DEATH IN TRADITIONAL AFRICA
- Death is the transformation of one's body into spirit. The loss of physical life to spiritual life.
- In traditional Africa, death for the very old was counted very normal and went with great celebrations because the person was joining another world, the ancestry world.
- It was treated abnormal for the young to die in society and thus such happenings were most often blamed on many other causes but not the normal death.
CAUSES OF DEATH IN TRADITIONAL AFRICA
- Most people in traditional Africa died of old age.At certain time people could wear out and God could choose to call them hence having natural death.
- Spiritual disrespect like insulting God and the gods was also a common cause of death in traditional Africa.
- Violation of Oaths like swearing to speak the truth and then tell lies could also cause death to people.
- Violation of Taboos/norms likehaving sex with close relative caused death to such people as punishment for the whole community to learn from.
- Breaking of blood pacts by those involved annoyed the ancestors killing such people.
- Disrespect of elders also caused death.ie the elders cursed those who undermined them which brought death.
- Immoral acts such as rape, fornication and others caused death.eg among the Karamojong's, girls could be killed if they had sex before marriage.
- Witch craft/sorcery/magic was a common cause of death. The wizards could bewitch others killing them.
- Natural calamities such as famine, floods and draught that hit people made many of themto die.
- Accidents like falling from trees, drowning in rivers also sometimes caused death.
- Diseases like malaria, sleeping sickness, syphilis and others caused a lot of death to people in traditional Africa.
- Wars/attacks by enemies could bring death.eg the tribal wars between Buganda and Bunyoro killed many people.
- Attacks from wild animals like hyenas, Lions, Leopards andSnake bites also poisoned the people leading to the death of some people.
- Failure to fulfill the customary rituals like getting married, sacrificing to spirits caused death among the traditional Africans.
- Curses especially by elders were believed to cause death. The elders were believed to be representatives of God and what they said could come to pass.
- Insulting of God and dishonoring the mighty places of God through words or deeds could cause death. In such places like shrines, God's holy messengers resided there and they were meant to be respected.
1. Discuss the causes of death in the African traditional society. (13 marks)
CAUSES OF DEATH TODAY
- Old age/ natural death.
- Disease and sickness e.g. AIDS, Cancer etc.
- Wars/ political instabilities.
- Domestic violence e.g. major Kazini.
- Poisoning of food.
- Suicide.
- Capital punishments.
- Natural calamities like floods, landslides earthquakes etc.
- Drug abuse e.g. Serena Nebanda.
- Abortion.
- Child birth.
- Mob justice.
- Armed robbery.
- Human sacrifice e.g. Kato Kajubi sacrificed Kasirye Joseph.
BURIAL RITUALS IN AFRICAN TRADITIONAL SOCIETY
(Treatment of the departed or dead)
- There were a number of ceremonies that were performed before and during burial and these included:
- Washing or bathing of the dead before burial with water or traditional medicine e.g. among the Baganda they used "Binyirikisi" so as the dead to go to next world while clean.
- They also shaved the bodily hair so as to begin a new life in the new world.
- They cut off the bodily nails so as to begin a new life in the new world.
- Putting oil or barter in the mouth, nostril or any other bodily opening.
- The demands of the dead were always honoured to avoid natural calamities e.g. the dead were buried with material things like hoes, saucepan, needles etc.
- In some cultures, they could sing and dance. The songs were intended to the people over come the sorrow and pain.
- There was lighting of fire in front of the house in the court yard especially elders and candles e.g. among the Banyoro and Batoro, they would light the candle for three days for a woman and four days for the man.
- In some cultures, when the partner died, one could sleep with the dead partner to show much respect for him or her.
- The dead were granted decent burial at home in the compound or the ancestral burial grounds and burial ceremonies were carried out especially for elders.
- The dead were wrapped in the traditional wears e.g. among the Baganda the dead were wrapped in bark cloth locally known as "lubugo."
- During burial the dead were treated with religious rituals of prayers from the priests.
- Those who committed suicide were caned or punished and they were buried indecently e.g. among the Baganda their dead body was not allowed to be touched.
- Immediately death occurred the dead was closed the eyes and the Jews were tied.
- The dead were kept in doors for some time before burial and once removed they could not take it back.
- Death of the young was treated with grief and sorrowfulness because it was unexpected.
- Death of an old person was treated to be normal because they were useless and went with great celebrations because the person was joining another world.
- Young ones were buried earlier to reach quickly in the next world.
- The death of the twins was treated with twin rituals of first announcing their death to fellow twins.
- They used to bury the dead facing specific direction e.g. the Baise of the Ngabi clan among the Basoga buried the dead facing the East because the dead had to return where he come from.
- They used to tie their waist firmly so as to become firm as they mourn e.g. in Buganda, the orphans were/are tied with banana fibers around the waist to be firm.
- There was celebrations of the last funeral rites to make the climax of the mourning and make the mourners for get their sorrows.`
TRADITIONAL AFRICAN UNDERSTANDING OF DEATH
- The dead were buried with material things to use them in the next world like food, saucepans etc.eg the Egyptians kings were buried with wives and slaves.
- The dead were buried near their homes like in the compounds to keep the communication with the living hence the proof that they were not dead. E.g. among the semia of Eastern Uganda.
- Names of the dead were given to the new born babies so that the dead would still be seen through the living.
- The grave yards of the dead were kept clean with flowers in order to keep them in a good environment as if they were alive.
- Special houses called shrines were built for the dead. This was very common in Buganda hence a proof that the dead were not dead.
- Funeral rites were organized for the dead and they were given heirs to keep their names going on.
- The dead were granted descent or respected burials as they had requested to stop them from punishing the living.
- Food was always given to the dead in the shrines for consumption and this also proved that the dead were not dead.
- The living always visited the burial grounds of the dead to check on them and hence the dead were not dead.
- Sacrifices of animals, chickenetc. were offered to the departed members of the society.
- In some societies, massages were whispered into the ears of the dead meaning that they were not completely dead.eg among the Bemba of Zambia.
- The dead were also consulted on sensitive family and clan matters before making any decision.
- In some societies, people sang and danced for the departed members in order to appease them.
- During ceremonies like weddings, the dead were always invited to attend and enjoy with the living.
- Children were prohibited from playing and shouting near the grave yards so as not to disturb the resting ancestors.
1. "To the Africans, the dead were not dead but they were living dead. "Justify the statement. (13 marks)
Approach:
The question wants the various ways in which the Africans in the past treated the dead people as if they were still alive.
HOW CHRISTIANS VENERATE/ REMEMBER THE DEAD
- Christians pray through the departed Christians e.g.they pray through the Uganda martyrs.
- They name and baptize young ones names of the dead Christians e.g. John Paul, Simon peter, Joseph Mukasa, Balikuddembe etc.
- They also pray for the dead Christians especially on all saints day.
- They have built schools and institutions and named them after the dead Christians .e.g. Uganda Martyrss.sNamugongost. Joseph s.sNsambya etc.
- The Church has influenced government to name streets after the dead Christians .e.g.LuwumStreet in Kampala.
- Departed Christians are sometimes buried near churches e.g.msgNsobya was buried near Kitovu cathedral.
- They make portraits or statues that resemble the dead Christians. E.g. the portraits of John the Baptists at Christ the King church in Kampala
- They have written many books about the dead Christians e.g. the book about the Uganda martyrs, saint.Paul's missionary journeys.
-
They have built churches and named them after the dead Christians .e.g.St. Paul's cathedralNamirembe,Uganda martyrs church Namugongo etc.
- They carry out ceremonies of canonation for the departed Christians where they are declared as saints.eg the late pope John Paul II
- Christians preserve the bodies of the dead Christians to prevent them from decaying for public viewing.eg the body of the late Arch Bishop Kiwanuka was kept in Rubaga Cathedral.
- During preaching in the church, the dead Christians aresometimes given as reference to Christians.
- Christians compose songs which praise the departed Christians.E.g. the Catholic Church song about the white fathers Amaasi and Mapeera.
1. In what ways do Christians remember the departed today? OR Show how the departed Christians are venerated today. (12 marks)
Approach:
Both questions are similar and they are calling for the different ways in which Christians/the church remembers those who died in Christianity.
HOW CHRISTIANS PREPARE FOR UNENDING LFE
- The church prepares people for unending life through praying for them all the time.
- It also calls upon people to fast for Jesus' sake as a way of making them ready for Life after death.
- By baptizing them in Jesus' name, the church also prepares people for life after here.
- The church preaches the good news to the people hence making them ready for unending Life.
- The church encourages people to repent off their sins and receive God's forgiveness.
- It prepares them, by encouraging them to believe in the death and resurrection of Jesus or believe in Life after death.
- The church also holds worship services with the people as a way of preparing them for life after her.
- By calling for monogamous marriages as well as permanent marriages among couples.
- By holding Bible study lessons among Christians where they are taught the meaning of scriptures.
- By holding counseling and guidance sessions among all Christians with social challenges.
- By encouraging Christians to help one another especially the needy people.
- The church also encourages Love and kindness among Christians as a way of preparing them for unending life.
- The church encourages Christians to have strong faith in Jesus Christ so as to have life after death.
- Through holding crusades, seminars and conferences, the church is preparing people for unending Life.
1. Show how the church prepares people for unending Life today. (12 marks)
Approach:
It wants the ways the church is helping people to go to heaven after death.
Revision question
1. How are the dead venerated/ remembered in the contemporary world today? (15 marks)
Approach:
It wants the various ways in which the dead people are remembered in the secular world today.
Answers:
- Through giving their names to the new born babies
- By building for the dead special houses called shrines where they are believed to continue staying.
- Through organizing for them funeral rites after some time and giving them heirs.
- They are venerated through praising their name and the works they did when they were still alive.
- Through visiting and cleaning the burial grounds of the departed members to keep them clean.
- By sacrificing for the dead members in form of slaughtering animals, chickenetc. For them.
- They are remembered through singing and dancing for the dead members in order to appease them.
- By naming streets or roads names of the dead e.g.Luwum street in Kampala, kafumbeMukasa road etc.
- Through building schools, commercial buildings and markets and name them names of the dead.eg MutaasaKafeero plaza in Kampala,Kakungulu memorial schools etc.
- By redoing their good works like re-singing their songs.eg the songs of the Late EllyWamala have been re-sung by various artists today.
- They are venerated through organizing memorial services for the dead every after a year.
- They are remembered through shooting films or videos showing Lives of the dead.eg the film about the Late President of Uganda Iddi Amin Dada.
- Through producing and wearing clothes/T-shirts containing the pictures and names of the dead.eg Tshirts of the Late Bob Marley,Lucky Dube etc.
- They are remembered by framing the photos of the dead and hanging them in houses and offices.eg Photos of the Late Kabaka of Buganda and First President of Uganda Muteesa II.
- In some societies, the dead are remembered through offering them food and drinks in the shrines.eg some Baganda.
ASIAN RELIGION IN EAST AFRICA
ISLAMIC RELIGIOUS FAITH
HINDUISM RELIGIOUS FAITH
JUDAISM RELIGIOUS FAITH
- Buddhism is a religion with a variety of traditions, beliefs and practices based on the teachings of Siddhartha Gautama the awakened one.
- Buddha lived and taught in northeastern India between 4 th century and 6 th century B.C.
- He is recognized by Buddhist as an awakened or enlightened teacher who shared his insights to help human beings end ignorance.
- This religion is most popular in Asia and is found throughout the world with around 350-500 million followers.
CHARACTERISTICS OF BUDDHISM RELIGIOUS FAITH
- It is common practice by the Buddhist followers to support monastic community.
- They practice meditation e.g. at the age of 35, Gautama meditated under a scared fig tree and vowed not to rise before achieving enlightenment.
-
Buddhist has scriptures which the followers read to achieve enlightenment.eg the Buddha texts.
- They have devotional practices which include bowing and offering to Buddha as a way of worship for blessings, thanksgiving.
- Worship involves invocation (call) of Buddha to take part in the daily activities of his followers.
- There is emphasis on renouncing the material world in order to become a holy man e.g. refraining from using high or luxurious seats and beddings.
- Buddhists call for the middle way, a path of moderation between the extremes of self-indulgence and self-mortification.
- Buddhism believes in fasting but it's against prolonged and painful fasting as it causes extreme suffering and pain, not a solution to worldly problems.
- In Buddhism, Karma; the actions of body, speech and mind should cultivate positive actions of ethical conduct.
- Liberation/salvation called Nirvana is the main goal of the Buddhist middle path which saves people from worldly suffering.
- Buddha is title given to those who have attained Nirvana/salvation and these qualify to serve as religious leaders.
- The Dharma is the teaching or law of nature as expounded by Gautama.
- The Dharma provides guidelines for the alleviation of suffering and attainment of Nirvana.
- It discourages its followers from eating at a wrongtime and it refrains taking of Alcohol as this may stop a person from attaining Nirvana.
- Buddhism further discourages eating of meat and it encourages vegetarianism.
- It is against worldly enjoyment in form of dancing to worldly Music and attending of shows and other performances.
- It refrains people from using performs, ointments and application of things that tend to beautify people like wearing of Jewelry and cosmetics.
- The Buddhist temples have religious objects symbols and status of different Buddha's.
- The religion has a number of hymns which are sang during worship such as the threefold refuge "and the four great vows."
- Pilgrimages are made to Mahabodhi temple in India where Gautama Buddha attained Nirvena
1. Examine the main features/characteristics of Buddhism (13 marks)
THE TEACHING OF BUDDHISM ABOUT SUFFERING
- Buddhism is a religion found mainly in Asian and it teaches the following about suffering:
- The Buddhist understanding of suffering originates from the writings and teachings of Gautama the Buddha.
- It teaches that suffering originates from human extremes of poverty and riches.
- It says that this makes life and everything in Life painful for humanity and thus suffering.
- Buddhism says that pain and suffering are caused by growing human lust and desires for worldly things
- It teaches that human life itself is painful because giving birth is a painful experience.
- That old age is equally painful and full of suffering as humans strive to continue existing.
- It teaches that in life, there is sickness and death which are equally painful and cause suffering.
- It therefore says that the vary desire for life or to stay alive will always cause future suffering to the individuals.
- Buddhism says that the only way to have good Life and avoid suffering is by giving up with worldly desires and Lust.
- It calls upon its followers to forsake and detach themselves from the things of the world to avoid suffering.
- That prolonged and painful fasting causes extreme suffering and pain.
1. Discuss the teaching of Buddhism about suffering (10 marks)
STRENGTH OF BUDDHISM
-
WHY BUDDHISM HAS FEW FOLLOWERS IN EAST AFRICA
- The strong African cultures that are embedded with in Africans beliefs make Africans look at Buddhism as a foreign religion and culture.
- The early dominance and influence of Christianity among Africans has made Buddhismthat came late to have few followers.
- The influence of Islam on East Africa that had been already spread earlier.
- Buddhism lacks commissioned evangelists that can spread it across East Africa.
- The religion lacks social services such as health facilities, schools etc. to attract e east Africans.
- The Colonization of East Africa by the western Christian nations over shadowed the spread and teaching of Buddhism.
- Food restrictions of the religion like prohibiting of drinks like Alcohol, eating of beefetc. Which most Africans enjoy has also limited its spread.
- The lack of belief in God by the Buddhist followers also scared many Africans from joining this religion.
- It was and is still being considered as a religious faith of the Asians in India, Japan and China hence being too foreign for Africans.
- It's being criticized by both Christianity and Islam as a religion of worshiping idols because Buddha is a human being.
- The religion is less indiginised.ie it has nothing in common with African culture hence being neglected by East Africans.
- Buddhism was introduced in East Africa very late especially in Uganda and Kenya hence having few followers.
- It has strict rules and regulations which Africans cannot follow.eg followers only eat from sunrise to noon.
- It discourages worldly entertainment inform of dancing to worldly music and attending of music concerts and shows.
1. Explain why Buddhism has not had an impact on the peoples of East Africa?
2. Why has Buddhism registered few followers in East Africa?
Approach:
It wants reasons why Buddhism as a religion has few followers in East Africa.
BAHAI FAITH
- 39a) Compare Islam with the Bahai faith (15 marks)
- Approach:
- It needs the similarities and differences between the Islamic religious faith and Bahai faith.
Similarities:
- Both are monotheistic religions faith.ie they believe in one God.
- Both believe in God's messengers.
- Both believe in Holy Scriptures.
- They both have holy places of worship.ie Muslims have mosques and Bahai has temples
- Both believe in Life after death i.e. resurrection of the spirit.
- Both believe in the Judgment day.
- Both emphasize justice in society
- Both religions fast during certain periods.
- Both discourages taking of alcoholic drinks and drugs
- Both emphasize unity in worshipping places.
- Both have religious symbols like stars; moonetc. for Muslims and Bahai have the ring stone symbol.
- Both religions discourage gambling and it can lead to disaster.
- Both discourage divorce and encourage gambling and it can lead o disaster.
- Both discourage divorce and encourage permanence in marriage.
- Both emphasis morality and discourage immorality like adultery and fornication.
- Both conduct pilgrimages to holy places e.g. Muslims to Mecca and Bahai to Israel.
Differences:
- Bahai faith emphasizes equality of man and woman where as in Islam,men are superior over women.
- Muslims fast for 30 days where as in Bahai they only fast for (19) nineteen days.
- Islam believes that Muhammad is the last prophet of all where as in Bahai faith is Bahaullah.
- Islam allows believer to participate in politics whereasBahai faith forbids its followers from engaging in partisan politics.
- Bhaiemphasismonogamy whileIslam tolerates polygamy
- Bahai followers worship in temples while Muslimsworship in mosques.
- Bahai is considered to be one of the youngest religionswhereas Islam is considered the oldest religion in the world.
- The Bahai faith believes in Al-Aqdas as their sacred book where Islam believes in the Quran.
- Bahai faith forbids women to wear hijab whereas Islamic faith encourages women to put on veils and Hijab.
- In Islamic faith, they pray five times a day whileBahai pray three times a day.
- In Bahai, they fast during the last month of their Calendar while Muslims fast during the month of Ramadhan.
- b) Explain the reasons why Bahai faith has few followers in East Africa.(10 arks)
- The strong African culture has made it hard for Africans to join the Bahai faith which is foreign.
- The influence of Christianity in East Africa that came earlier has also limited the followers of Bahai faith
- The influence of the Islamic faith on East Africa especially at the coast also explains why Bahai has few followers.
- Bahai faith lacks aggressive evangelist in East Africa to spread it hence having few followers.
- Limited offer of social services by the Bahaievangelists to the local people has also limited its followers.
- Bahai's strong stance against taking of alcohol which is enjoyed by many Africans also accounts for the few followers.
- Bhai faith has limited charity services for others especially the non Bahai followers which have limited its converts.
- Bahai respects all other religions as true and right in their own sense thus limiting its converts.
- The activities of Bahai were disrupted by PresidentIdd Amin Dada of Uganda when he banned the faith in 1977.
- Some people say that Bahai is a religion for the primitive people hence discouraging many people from joining it.
- The faith was introduced late in East African when Islam and Christianity had already spread.
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OFFICE OF THE PRIME MINISTER MINISTRY OF STATE FOR THE DEVELOPMENT OF NORTHERN KENYA AND OTHER ARID LANDS ARID LANDS RESOURCE MANAGEMENT PROJECT II
DROUGHT MONITORING BULLETIN, NOVEMBER 2009
Moyale District
Warning Stages
| Livelihood Zone | Stage | Trend |
|---|---|---|
| Pastoral Zones | Alarm | Slightly Improving |
| Agro-Pastoral Zones | Alarm | Slightly Improving |
| Casual Labour, Small Businesses | Alarm | Slightly Improving |
| District | Alarm | Slightly Improving |
Seasonal Calendar
Dec Jan Feb Mar Apr May Jun July Aug Sept Oct Nov
Situation overview
* Moyale and Sololo districts remained dry for most of the month of November. Rains that had stopped on4 th November restarted on 27 th November and the highest quantity was received along the border was 27.3 mm.
* The quality and quantity of pasture improved, with much of the browse recovering and improving but the grass layer was quite poor and may not improve till the next onset of rains.
* Water availability improved much and was available in large ponds and accessible to both livestock and humans. However, water trucking started in Amballo to the south of Sololo District.
* Most of the herds which migrated into Ethiopia in July and August returned and moved into southern part of the district.
* Livestock prices varied among the different species over the month. Cattle were sold at an average of Ksh5,000 compared to previous month's Ksh7,500 while goats sold at a higher price of Ksh1,350 compared to Ksh1,309 last month.
* The nutrition status of children below five years improved during the month under review, with the percentage of those rated at risk of malnutrition reduced to 28% from 35.1% the previous month.
Current interventions
* World Concern (CIFA) continued to give food rations to disadvantaged families.
* Only a few centres reported to have received food and children's supplement.
Recommendations to DSG and KFSM
* More food relief is required and distribution should include more people.
* Food supplements should be increased to reverse the worsening malnutrition status.
* The communities in the region, especially those in agro-pastoral area require a lot of capacity building in natural resource and environmental protection to improve their resource base.
* Destruction of catchments was rampant and needs to be discouraged as several streams and aquifers are getting dry.
* There is need to have contingency for expected long dry period between December 2009 and April 2010.
1.0 Environmental indicators (Stability)
1.1 Rainfall
Rains in the district stopped around 4 th November and restarted around 27 th November. Spatial distribution was not good and though it was adequate in some areas, others received rains during the last week of the month.
The rainfall was so far below normal despite prediction of El Nino rains earlier in the season.
1.2 Condition of natural vegetation and pasture
* The district was green with lush vegetation in the upper northern part. The lower part of the district improved only slightly due to below normal rains. The shrub layer improved far much better than the undergrowth, benefitting browser animals.
* The forage quality improved, with green and lash ephemeras which built up more nutritive values. Forage biomass increased in the northern part of the district with less improvement in southern part of the district.
1.2.1 Distances to grazing areas
Average distance to grazing areas reduced to 11.8Kms compared to last month's 13.1 Km. The trend was normal for the rainy period when pasture and water is available.
1.3 Water sources and availability
Most of the sample areas reported to be using water from pans and roof catchments by the end of the month. Average household distance to water sources was 3.7 km and time spent about 1.9 hours.
1.4 Emerging issues
1.4.1 Cases of malaria, coughs and bloody diarrhoea
Cases of malaria, coughs and pneumonia became common in children and the aged due to cold weather.
2.0 Rural economy indicators (Food availability)
2.1 Livestock production
2.1.1 Livestock body condition
Livestock body condition improved slightly due to availability of browse and pasture.
2.1.2 Livestock health
No livestock disease was reported to be a threat during the period under review.
2.1.3 Milk production
Milk yield improved with improved livestock body condition.
2.1.4 Crop production
All crops planted including maize, beans and sorghum got stunted in most parts of the district due to prolonged dry period. Harvest are expected to be below normal.
3.0 Access to food
3.1 Livestock marketing
3.1.1 Cattle prices
Prices of cattle decreased from Ksh7,500 in October to ksh5,000. This was attributed to decreased demand as the rains stopped for most of November. Most of the sales were to purchase cereal foodstuffs.
3.1.2 Goats prices
Goats' prices improved slightly when compared to the month of October 2009. The average price was Ksh1,350 compared to Ksh1,309 in October. The price increase was attributed to reduced demand. The price was also way above the mean average of 2001 to 2003.
3.1.3 Camel prices
Prices of the dromedaries continued to improve as buyers and exporters flooded the local border market. The average price was about Ksh17,500.
3.2 Food prices
3.2.1 Maize prices
Maize prices were slightly higher than last month. The average price was Ksh36 per kilo, up from Ksh35 in October. This was attributed to unavailability of relief food.
4.0 Human welfare indicators (Utilisation of food)
4.1 Nutrition status
* The nutrition status of children below five years improved during the month under review, with the percentage of those rated at risk of malnutrition reduced to 28% from 35.1% the previous month. This was attributed to availability of milk for children under five. The hard hit areas were Sololo Makutano in Obbu Division and Dabel in Golbo Division.
4.2 Human health
Cases of malaria, coughs and diarrhoea were reported in some centres. This was caused by increased breeding grounds for mosquitoes and drinking of pan water.
4.3 Flagged areas
Locations with high malnutrition levels such as Sololo Makutano and Dabel.
5.0 Current interventions
* Relief foods were distributed to several centres in the District. However, only few centres benefited from food supplements to children under five years.
* Vaccination against pleuropneumonia was ongoing.
5.1 Coping strategies
* Some of the herds were moved into the wet-season grazing areas by the Deedha elders in order to preserve the dry season zones.
* Petty trade.
* Casual jobs
6.0 Recommendations to DSG and KFSM
* More food relief is required and distribution should include more people.
* Food supplements should be increased to reverse the worsening malnutrition status.
* The communities in the region, especially those in agro-pastoral area require a lot of capacity building in natural resource and environmental protection to improve their resource base.
* Destruction of catchments was rampant and needs to be discouraged as several streams and aquifers are getting dry.
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Week 25
Games and Big Feelings
OBJECTIVES:
Apply learned concept of mindful actions to choosing, playing, and winning or losing games.
PREPARE:
Bell or chime, puppets
Opening: Hello everyone! Did anyone have a problem or a big feeling since we last met? Did you remember to use a strategy like muscle relaxation to help you calm down?
Call on all who want to share something about using a strategy to calm down.
> ASCA Standards:
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment
B-SMS 7. Demonstrate effective coping skills when faced with a problem
Mindfulness Practice
Say: We've been learning about strategies to help us calm down. Today we're going to practice our strategy of muscle relaxation again. Remember, we're going to relax our muscles by following some simple instructions. We will need to squeeze our bodies, and then let go. When I say "squeeze your body" it means to tighten up all your muscles.
B-SMS 10. Demonstrate the ability to manage transitions and ability to adapt to changing situations and responsibilities
Model closing your fists, bringing your arms in close to your body, and "squeezing" your muscles up tight while inhaling deeply. Then let go with a soft sigh. Have students practice once or twice so they know what to do.
Instruct students to get in their mindful bodies and take three deep breaths. Ring the bell to indicate the start of the Mindful Moment. After the sound stops, model placing your hands in your lap and closing your eyes.
Say: Now we'll smell our flowers as we squeeze in (pause), and blow our petals as we let go (pause). Breathe in and squeeze…..and breathe out and release…..Let's try it one more time. Breathe in and squeeze…..and breathe out and release….and now see what you notice about how your body feels. I'll be quiet so we can focus on our bodies right now for a few moments.
|
|
After a period of sustained quiet, ring the bell again. After hands raise and eyes open, invite students to share what they noticed about their bodies after the muscle relaxation exercise.
Lesson
Say: Today we are going to talk about a time when many kids (and sometimes even grownups) get really upset and forget to make mindful choices. We are going to think about and practice being mindful of our feelings and others when we are playing games.
Explain that games such as sports, board games, and recess games like tag are all for one purpose: having fun. When people forget this, their amygdala takes over and they get very focused on winning and losing. They "flip their lids" and forget that games are for having fun. There are also other parts of games people get big feelings about, too, besides just winning and losing.
Use Paco and Brainy to model four scenarios that often occur during a game. Create your own dialogue for the following situations.
TEACHING TIP: If you have been using a puppet as indicated up to now, you are likely feeling more confident and can tackle having a puppet on each hand AND create your own dialogue as you do so. This means you are voicing three different characters: your own as the teacher and those of your two puppets. If it feels too confusing to use both Paco and Brainy at the same time, you can take on the role of one character yourself and talk back and forth with one puppet, using the examples that follow.
1. Choosing a game -- One wants to play Sweet City (like Candyland) and the other wants to play Hide and Seek.
Puppet: My favorite game is Hide and Seek, so that's what we're going to play!
Brainy: No way! MY favorite game is Sweet City, and that's what we're going to play!
Both insist on their way. If using Brainy, "flip its lid" to show getting angry.
Ask the class: Are they having fun yet? Do you think they forgot that games are for having fun? [No, they are not having fun and yes, they forgot that games are all about having fun!]
Then show Paco remembering that games are about fun, so he agrees to play Sweet City since it's a fun game, too and suggests that they can play Hide and Seek later. Brainy agrees.
2. Which color to use -- Once the puppets agree to play Sweet City, they have to decide which color game piece to use. Both want to use the same color, arguing that it's their favorite color so they must have it. In this example, both characters "flip their lids," and start yelling and crying about having to use their preferred color.
Puppet: I let you choose the game so I should get to choose my favorite color, red!
Brainy: But my favorite color is red, too, and I ALWAYS use the red in any game I play!
Ask the class: Is it really important to use your favorite color in a game every time you play? Are you more likely to win if you use that color? Is the game more or less fun depending on which color you use?
Point out that this is not necessarily using our PFC to make the best choice, since the color game piece used really doesn't change the game at all. Take some deep, mindful breaths, and think aloud about how having that color must be really important to the other puppet, and it would be a kind choice to let him have it.
Then have Brainy agree to give the desired color to Paco and choose a different color.
TEACHING TIP: Anytime the puppets or other characters you create are arguing, be sure to switch the roles so that both characters get to model "flipping their lids" and making a more mindful choice. That way, one character doesn't become the "bad one" while the other is the "good one." In reality, we all flip our lids sometimes!
3. Going first -- Now that the puppets have decided which game to play, and which color each will use, they must decide who will go first in the game.
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Ask the puppets: Who will go first? Both puppets say Me!, Me! and begin to argue over who will get to go first.
Ask the class: Are these puppets having any fun yet? Remember, games are for having fun, but Paco and Brainy aren't able to have fun because they are only thinking about what they each want, and not about playing the game and having fun together.
Ask for suggestions on how children decide who goes first. (Eenie meenie miney moe, hip skip sky blue, and so on)
Say: Those are all good ways to decide who goes first, but they can take a little time to do. I know a way that's even faster because it only takes two seconds to do. Then you can get started playing a game and having fun more quickly! My way is only two words long: "You can!" That's it.
Have the children repeat the words "you can." Point out how much shorter that is than the rhymes or other ways of deciding. The longer it takes to decide who goes first, the less time there is for playing and having fun. If the game is played a second time, someone else should go first the next time.
Have Paco or Brainy model saying "You can!" and then the other puppet says "Thank you, next time you can!"
Remind the students that often the person who goes first is NOT the winner, and that going first does not mean you will win.
4. Winning and losing -- Pretend that Paco and Brainy have been playing Sweet City for a while now, and Paco is getting close to the end.
Paco says: If I get double purple next time, I'll win. Oh wow, I got double purple!! Yes, I won! I'm the best! Whoo-hoo! Brainy flips his lid and Amygdala screams how it didn't want to lose, it hates losing, never wants to play that game again, and so on. Talk with the children about how both puppets are not being mindful of their feelings or each other. Paco is bragging about winning, while Brainy is flipping its lid about losing.
Say: When we come to the end of a game, whether we win or lose, the kind way to respond is just by saying "Good game!"
After Brainy calms down (use a strategy!), ask Paco if he wants to play again. Paco says "No way!" because Brainy gets too stuck on losing and it's no fun to
play. Brainy points out how Paco was bragging about winning and that didn't help him feel better about losing, either.
Remind the puppets to just say "Good game." Re-do the scene:
Puppet says: If I get double purple next time, I'll win. Oh wow, I got double purple!!
Brainy takes a deep mindful breath and thinks aloud: I don't like to lose, but I know it's just a game, and I can squeeze and release my muscles to stay calm. If I stay calm, Paco will want to play with me again. Maybe I'll win next time!
Brainy says: Good game, Paco! Would you like to play again?
Puppet says: Good game, Brainy! Sure, it's fun to play with you!
Review all the choices we have when playing a game, and how we can be mindful of our own and others' feelings to make the best choice possible when: choosing which game to play, choosing which color to use, choosing who goes first, and choosing how to react when we win or lose. When we remember that games are fun, and we think about how others feel, we can have more fun playing games together!
Thank the puppets, put them away, and move on to Kindness Pals.
Kindness Pals
Explain that students will practice these skills with their Kindness Pals today while playing a simple game of Rock, Paper, Scissors.
Review these simple rules: Both children say "Rock, paper, scissors, go" and make their hands into a rock, a paper, or scissors at the word "go." Explain that rock beats scissors, paper beats rock, and scissors beat paper. Most children will likely be familiar with the game, although some may add in other symbols. Explain that they will only use those three symbols during play today. If there are students who do not know the game, be sure to pair them with a student who indicates they do know the game.
Pair up Kindness Pals, accounting for any absences, and give the following directions:
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1. Sit with your pal in the listening position we've practiced: legs crossed, knees almost touching, shoulders pointing at each other.
2. Exchange friendly greetings.
3. When the teacher asks "who will go first?" both partners will say "You can!" In fact, in this game they will both go at the same time but it's good to prac tice saying the words "You can."
4. They will both say "rock, paper, scissors, go" and when they say "go," put their hands into one of the shapes. Changing their shape or waiting until they see their partner's shape is cheating and taking away the fun of the game. Remind them that losing is okay, it's just a game, and it's fun to play.
5. Both partners say "good game!" after determining who won, and then play again.
6. Repeat several times, until the signal is given that time is up.
7. Tell your pal goodbye and return to seats.
Closing: The next time you play a game, try to use some of these kind choices you practiced today, and to remember that games are all about having fun. We'll tell about our games next time. See you then!
Optional Lesson Extensions:
Books about Playing Games – Extend the concepts learned in class by reading stories about children playing games and dealing with losing, such as Howard B. Wigglebottom Learns About Sportsmanship: Winning Isn't Everything by Howard Binkow, or Sally the Sore Loser: A Story About Winning and Losing by Frank J. Sileo.
Class Call and Response – Use the "You can!" phrase as a call and response between teacher and students when a volunteer is needed for something that is not already assigned as a class job. For example, when the teacher wants a volunteer to show his work to the class, the teachers says "Class, who will show us your work first?" and the class says in unison "You can!" The teacher then picks someone. This eliminates everyone vying to be first and feeling disap pointed when they are not chosen, by giving them a positive response and role to play. Remember, the more students practice desired skills, the more habitforming they are likely to become! | <urn:uuid:d1e05187-8b5d-4879-bd21-a2e4095f4229> | CC-MAIN-2021-39 | https://teachpeaceofmind.org/site/wp-content/uploads/2015/10/prek-k_sample-lesson2.pdf | 2021-09-19T04:25:15+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00715.warc.gz | 600,505,398 | 2,688 | eng_Latn | eng_Latn | 0.998878 | eng_Latn | 0.999085 | [
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The Relationship between Physical and Mental Health in Black Teenage Girls
Tyliah Austin Kathryn Hardy Humanities Senior Seminar Spring 2021
Introduction
Across the United States, Americans are having more physical health problems over time. Obesity rates have risen in the last twenty years in the US. Among children aged 2-19, the obesity rate has risen to 18.5% in 2016 from 13.9% in 2000 (Sanyaolu et al p.2). Although this has impacted all Americans, this rate is significantly higher among black girls. In 2016, 25% of black girls in the US were identified as being obese (Sanyaolu et al p.2). However, the rising rates of obesity are not just concerning for people's physical health, but also for their mental health. Rates of depression have also increased significantly among people in the U.S. from 2005 to 2015, from 6.6 percent to 7.3 percent (Columbia University 2017). Notably, the rise was the largest among those children and teens ages 12 to 17, increasing from 8.7 percent in 2005 to 12.7 percent in 2015 (Columbia University 2017). This is concerning because these two things, a decline in physical health and mental health, are connected to each other.
Obesity, a sign of poor physical health, can lead to low self-esteem, a sign of poor mental health. Although schools have attempted to treat obesity among their students, these programs have not helped, and in some cases have even harmed students' mental well being. However, there are steps that can be taken that can help improve all students, and especially black girls', physical and mental health. Improving doctor patient relationships in order to build more trust, promoting mindfulness of following celebrities who display body positivity on social media, and investing in more sports opportunities for girls are positive first steps in improving overall wellness for young women.
The first section of this paper will outline the impact poor physical health has on a person's mental health. It will also talk about how obesity has especially affected young children and adolescents. Next, the paper will describe how obesity has a particularly negative affect on black girls due to a lack of access to quality healthcare, healthy foods, and opportunities for physical activity. It will argue that schools have not come up with helpful ways to help stop obesity in girls, despite some efforts. Finally, the paper will advocate for other programs that will be helpful for improving the overall wellness for girls.
Impacts of Poor Physical Health on Mental Health
It has been known among researchers that obesity has a poor impact on mental health. Even as early as 1985, the National Institute of Health called obesity, "an enormous psychological burden" (Wardle & Cook, p. 421). Obesity is known to lower people's self-esteem, which can lead to poor mental health. This can be especially harmful for younger people. Wardle and Cook argue that teasing a person about their weight can lead to depression (Wardle & Cook, p. 421). Teasing is common over the internet, which most young people are using today, and therefore they are exposed to these messages. Girls in particular are vulnerable, as many are on social media sites where they post pictures of themselves. As they see negative statements about obesity, this leads to lower body image and emotional wellbeing (Wardle & Cook, p. 423). Wardle and Cook believe that this is especially harmful to girls because the ideal vision of a girl is skinny, while the ideal version of boys is often muscular (Wardle & Cook, p. 424). Therefore, obesity not only leads to physical health problems, but also mental health challenges.
Negative messages about obesity are not just spread to adolescents, but also to children. Wang et al.'s longitudinal study found that obesity leads to lower self-esteem among 10-12 year olds (Wang et al., p. 25). The researchers used a four-item self-esteem assessment to measure children's self-esteem. During the assessments, kids were given statements and had to rate them as false, mostly false, sometimes false/sometimes true, mostly true, or true. Some of the statements included were, "In general, I like the way I am," "Overall I have a lot to be proud of," "A lot of things about me are good," and, "When I do something, I do it well." (Wang et al., p. 21). Through these statements, Wang et al. attempted to measure the children's self-esteem. They found that overweight children reported significantly lower self-esteem than their peers (Wang et al. p. 23). This is important because self-esteem impacts, "children's social, emotional, behavioral, and mental development" (Wang et al., p. 21). Having a good sense of self-esteem is important because it is how one views themselves, and if they do not have a strong self-esteem, children may start to view themselves as worthless and treat themselves as such. Because obesity seems to be linked to poor self-esteem, it appears that if people improve their physical health, it could have great impacts on their mental health as well.
Positive self-esteem is important because it gives a person a positive mindset to accomplish other goals in their lives. Without that mindset, people may tend to view themselves as weak. It is important to build positive self-esteem in children because it sets a pattern for the rest of their lives. Wang et al. found that kids aged 10-12 who reported low self-esteem were over three times as likely to report low self-esteem 2-4 years later compared to their peers who reported normal or high levels of self-esteem (Wang et al., p. 23). If kids have low self-esteem, it tends to build and grow over the years, causing other negative effects in their lives. Low self-esteem can lead to underachievement in school, drug and alcohol abuse, and destructive behaviors in adolescence and young adulthood (Wang et al., p. 25). Therefore, low self-esteem in childhood could be linked to that person's success professionally and that person's overall physical health in adulthood.
One building block of self-esteem is a person's perception of their own health. Self-perception of health is a little different than other health measures; someone can be relatively healthy, and still believe that they are not. It is important for a person's self-esteem to perceive themselves as being in good health. Students who perceive their health as good are more likely to achieve in school and less likely to stress out about their school work and progress (Piko, p. 2). During this period, adolescents aged 14-21 reported higher levels of stress than other age groups, and some of this stress may be due to a poor perception of their health (Piko, p. 2). Teenage girls in particular are more likely to report low self-esteem and self-perception of health (Piko, p. 1; Wang et al., p. 21). Boys are more likely to report high self-perceptions of their health. This may be because participating in sports is linked to positively perceiving one's own health, and according to Piko, Jackson, and Wang et al., boys will be more likely to participate in sports when they are stressed because it is a coping mechanism for them (Piko, p. 2). Wang et al. found that kids who participated in physical activity 5-7 times per week reported higher self-esteem than those who participated less than two times per week (Wang et al., p. 23). Encouraging more physical activity among teenage girls, especially through sports, may help increase their self-perception of their health, and therefore boost their self-esteem.
There are other factors that can also impact self-perception about weight. In a study by Wardle and Cook, they found that African American girls reported a higher ideal weight than white girls did (Wardle & Cook, p. 425). This may be because of the role models and images that girls see through the media. In movies, magazines, and toys, images of white women and girls tend to idealize extremely skinny women. In part because black women have been excluded from popular media, black girls are more likely to look towards real life women like their mothers or sisters to look up to for guidance. In part because of the range of black female role models, black girls have higher self-esteem surrounding weight than similarly aged white girls (Wardle & Cook, p. 426).
Causes of High Obesity Rates Among Black Girls
Obesity is a national issue, however, it impacts some groups of people more than others. In the years 2015-16, 25.1% of black girls in the United States were obese according to CDC standards (See Image 1) (Hales et al p.4). This is a higher percentage than girls from all other racial backgrounds. For example, among white girls aged 2-19, 13.5% were considered obese (Hales et al p.4). Black girls also had a disproportionately high rate of obesity when compared to black boys; 19% of black boys were labeled obese in the same year. The high rate of obesity
among black girls could be because of distrust of medical doctors, unhealthy coping strategies for chronic stress, lack of participation in sports, and a lack of access to healthy foods.
Even though doctors have to take an oath called the Hippocratic Oath while becoming a doctor, many doctors still have implicit bias when it comes to their patients. The Hippocratic Oath is that physicians are supposed to treat their patients equally and respectfully. In the oath physicians also promise to treat them to the best of their ability (Chapman et al. p. 1504). However, many physicians do not know that they have implicit biases. Multiple studies found that medical residents had a pro-White bias (Chapman et al. p. 1505). This can have negative impacts on Black girls in particular. Chapman et al. found that black female patients who went to a doctor with a pro-White bias reported being less happy with their visits, and they were less likely to go back to the doctor (p. 1506). This is important because they feel that doctors will not give them their proper check up or diagnostics. This idea has some truth behind it. Studies have shown that doctors prescribe less pain medication to black patients because they assume black people are overreacting their pain, so they will under-diagnose them (Chapman et al.). If black women do not feel comfortable going to their doctor, they may not get treatment for preventable diseases. This means that they could get sicker when they did not have to. It is especially important that black women and girls feel comfortable going to a doctor because they may have more physical problems due to chronic stress.
Chronic stress has a disproportionate impact on black girls. Jackson et al. found that although Black Americans face more stress on average than White Americans, they do not have higher reported rates of depression (p. 933). However, adolescent females did self-report higher rates of depression than teenage boys (Piko, p. 7). Jackson et al. hypothesized that this was because Black Americans, especially Black women, cope with their stress using unhealthy behaviors. Black women have the highest rates of obesity at young ages. Jackson et al. believe that this is because Black boys are more likely to cope with stress by playing sports, while girls do not have as many opportunities to play sports (p. 937).
Another factor that may lead Black Americans to have higher obesity rates is a lack of access to healthy foods. Walker et al. stated that, "people tend to make food choices based on the food outlets that are available in their immediate neighborhood" (p. 877). Low-income neighborhoods have more fast-food restaurants and corner stores, which do not offer as many fresh produce or healthy options (Walker et a., p. 877). Additionally, large supermarkets that carry a wide variety of healthy options have done most of their expansion in suburbs (Walker et al., p. 876). These are available to people living in the suburbs, who are disproportionately white. If not, cars are needed to access them, which could limit people living in urban areas, who are disproportionately black (Walker et al., p. 877). Even when there are supermarkets selling healthy food in urban areas, the food is generally more expensive. One reason for this is an increase in theft and crime, which causes stores to raise their prices (Walker et al., p. 880). Another is because there is a high demand for healthy food, but not a lot of supply, which means there's not much competition for the stores. If supermarkets know that they are people's only option, they can increase their prices (Walker et al., p. 881).
What Has Been Done to Address Obesity Among Kids and Adolescents
Schools have taken some steps to address obesity, however, these efforts have generally not been successful. One example of this is school-mandated Body Mass index screenings. Body Mass Index (BMI) is a way that some schools measure whether a child is a healthy weight or not. To get a person's BMI score, doctors simply compare a child's height to their weight, and categorize them as being underweight, healthy, overweight, or obese. Seven states require that schools send home BMI screenings for all students (Kaczmarski et al., p. 797). In Florida, these are required as early as first grade (Kaczmarski et al., p. 798). The
purpose of BMI screenings is to be a call-to-action for parents to help their kids maintain a healthy weight. However, BMI screenings have not worked out the way school officials planned them to.
A study by Kaczmarski et al. explored whether or not these screenings had positive effects. They argued that the screenings turned out to be a really bad idea because the children's parents ended up overreacting to the results. Parents of normal weight children were more likely to take their child to the doctor to monitor their weight, which caused some kids to think negatively about their own weight which could affect their self-esteem (Kaczmarski et al., p. 800). Additionally, the screenings caused parents of overweight children to push their kids to start dieting, restrict their children's diets, or negatively comment on their child's weight. These things can cause children to have poor relationships with food and their bodies, and lowers children's self-esteem (Kaczmarski et al., p. 800). Finally, it has not been proven that these
notifications do anything to lower obesity rates among children (Kaczmarski et al., p. 798). Instead, the screenings seem to just lower children's self-esteem. Teenagers in particular record lower self-esteem when presented with their BMIs than adults do (Wardle & Cook, p. 425). This is true even among kids who fall into a normal weight category (Wardle & Cook, p. 426). This indicates that teenagers' mental health is impacted by BMI screenings . Finally, BMI is not a good measure of whether or not a person is healthy. It is not good because a muscular person's BMI may say that they are overweight simply because of their muscle mass, not because they are overweight (Brodwin p.3).
Recommended Programs to Promote Positive Physical and Mental Health
In order to promote healthier children and teenagers, it is important that communities consider the ways in which mental and physical health are related to one another. There are promising steps that everyone in communities can take to improve both the physical and mental health of all kids, and especially black girls.
One way to improve black girls' physical health is to address implicit bias in the medical system. Doctor and patient relationships are important because if a doctor has a rude opinion about their patient, that said patient will be reluctant to go back to the doctor because of how they were being treated. An implicit bias is when a doctor may hold an opinion of a patient without actually recognizing that they have. This disproportionately hurts black patients. Patients feel more anxious and confused if they see evidence of doctors' implicit biases (DeAngelis, 2019). To help address this, medical schools should require diversity training (DeAngelis, 2019). People are also trying to make medical students aware of how common racial biases are, and try to combat their own biases by making them less important. Doctors should also focus on seeing patients as individuals rather than stereotypical members of a group (DeAngelis, 2019). Doing all of these things are important because if a doctor can a patient feel welcome when they are coming in for a check up, or a medical problem, they will feel more comfortable and not feel like they are being targeted because of their race, which may lead them to receiving more routine check-ups.
In addition to improving medical care, it is also important that teenage girls develop a healthy idea of what normal, strong bodies look like. Body positivity is so important because it gives people confidence in themselves and keeps them from believing in negative things others have to say. One way that girls form ideas about their bodies is through famous influencers who give people motivation, which can be positive or negative. More celebrities and models are trying to show people what normal looks like, and this gives a new hope that society is leaning away from solely embracing skinny girls (Baker 1). Especially on social media, it is important that girls see body diversity and what a range of healthy and normal can look like (Baker 2). Baker argues that, "repeated exposure to images of larger bodies can help break our fixation on the singular skinny idea. A UK study found that showing participants a "visual diet" with more images of larger figures made them view these bodies more favorably" (Baker 2). This means that simply seeing more images of diverse body types makes young people feel better about a wide range of bodies (Baker 2).
Some people may say that obesity should not be celebrated because it is viewed as an unhealthy lifestyle. However, obesity does not always mean unhealthy. BMI is a flawed way of measuring health, and those labeled obese may simply be more muscular or built in a different way. Additionally, by showing a wide variety of body types, girls can have a more realistic vision of what healthy looks like. This could have a positive impact and reduce eating disorders, which are harmful for a person's body and mind. In a study by Wardle and Cook, they highlighted that black girls actually already have some more diverse examples of bodies in their social media pages than white girls tend to have. Black girls were more likely to follow celebrities and athletes with larger bodies, and some who would be considered plus-size, whereas many white girls followed exclusively skinny models or celebrities (Wardle & Cook). Seeing different role models impacted their ideas on what their ideal weight should be (Wardle & Cook). Finally, shaming people does not make them healthier, and in fact hurts their mental health. If people have better self-perception of their health, they actually end up with better mental health and physical health (Walker).
Another way that the community could help improve the physical and mental health of black girls and teens is by making athletic opportunities more available to them. Girls and women of color have less access to organized sports than others do. 51% of African American parents and 49% of Hispanic parents report that they see more opportunities for boys to be involved in sports than girls (Women's Sports Foundation). Consequences of not getting the proper amount of exercise include greater rates of chronic illnesses, higher prevalence of heart attack, high blood pressure, stroke, and finally, higher chance of obesity and diabetes. One reason that girls may not have as much access to sports as boys is because of unsupportive neighborhood environments. This could be because of families who do not encourage their girls to play sports, but studies have also shown that girls in urban environments may be more likely to take on caretaking roles for younger family members or get jobs to supplement their family's income (Slater 1). This would limit girls' ability to play sports themselves. Unsupportive neighborhoods for girls' sports could also refer to unsafe neighborhoods (Slater 1). Girls may
not want to go out and be active because they are scared of their neighborhood not being safe enough for them. In these environments, boys were more likely to participate in physical activities than girls were (Slater).
Black women like Serena Williams becoming more prominent in the sports world helps show that girls can be anything, especially great athletes. Black female athletes can also be a good role model for girls to look up to; they show that healthy bodies can look different from each other. It is critical that there are more options for black girls to get involved in sports at a young age. This could be at the neighborhood level so that kids have easy access to facilities by them being close to their homes. Neighborhoods could also invest in staffed or patrolled community centers, which may make girls feel safer than outdoor, open courts. Schools, where all students attend, can also help promote physical education. For example gym class should have some kind of activity where girls will feel comfortable playing and get their exercise done at the same time.
Conclusion
Poor physical health can lead to poor mental health, and this can have particularly negative impacts on teenage girls. Having poor physical health is likely to lead to lower self-esteem, and this low self-esteem not only negatively impacts mental health, but also leads to even worse physical health outcomes. Black girls and teens are particularly at-risk for poor physical health for several reasons. This could be due to multiple reasons, including engaging in unhealthy coping mechanisms to address chronic stress they face, a lack of participation in organized sports, and less access to health insurance and therefore less access to quality medical care. Schools have unsuccessfully tried to address physical problems through BMI screenings, but they need to change their strategies in order to promote both better physical and mental health. Instead, a community effort is needed. Providing better sports options for girls in all neighborhoods, promoting body positivity, and improving doctor patient relationships are all positive steps that could benefit the overall health of teenage girls.
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Wang, F., T.C. Wild, W. Kipp, S. Kuhle, and P.J. Veugelers. 2009. "The influence of childhood obesity on the development of self-esteem." Health Reports 20, no. 2 (June): 21-27.
Wardle, Jane, and Lucy Cooke. 2005. "The impact of obesity on psychological well-being." Best Practice and Research Clinical Endocrinology and Metabolism 19 (3): 421-440. 10.1016/j.beem2005.04.006.
Women's Sports Foundation. n.d. "Her Life Depends on It, Women of Color." The Women's Sports Foundation Report, 1-4. Accessed March 29, 2021. https://www.womenssportsfoundation.org/wp-content/uploads/2016/08/her-life-dependson-it-women-of-color-brief-full-citations-final.pdf. | <urn:uuid:d0063bd7-a577-4b5b-81e1-2e424c1bb3cb> | CC-MAIN-2021-39 | https://www.theneighborhoodacademy.org/editoruploads/files/Tyliah_Austin_-_Physical_and_Mental_Health_in_Black_Teenage_Girls.pdf | 2021-09-19T04:04:34+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00716.warc.gz | 1,036,335,479 | 5,627 | eng_Latn | eng_Latn | 0.958343 | eng_Latn | 0.998 | [
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Is Initiation a Two-Step Process in the New Testament?
Mass Plus
Series on Sacraments 4
St. Veronica Church
E. Besl
A. MIDDLE AGES: TWO STEPS – BAPTISM FIRST, CONFIRMATION LATER
1. Centuries after the New Testament is written, Christians will look back at it and see evidence supporting their experience of confirmation as separate from baptism
2. The experience of the church in the Middle Ages was that baptism and confirmation took place separately, in two stages:
* First baptism (usually in infancy), usually by a priest
* Then, in a separate rite, at a later time (age 7 by 13 th c.), confirmation by a bishop
3. In two passages from Acts of the Apostles (ch. 8 and 19) baptism is followed later by a separate ritual of laying on of hands for the gift of the Holy Spirit
* The 2-step process of initiation in these Bible passages seemed to support the practice of having baptism followed years later by confirmation for the gift of the Holy Spirit
B. TWO UNUSUAL CASES
1. Only two passages from Acts of the Apostles describe initiation as a two-step process
* With a first step of baptism
* then later a second step of laying on of hands for the gift of the Holy Spirit
2. These two accounts seem to be special, unusual, unique cases -- NOT the norm
* Acts 8: issue here is relating Philip's ministry in Samaria to the apostles in Jerusalem
* Acts 19: issue here is that John the Baptist's baptism was not Christian baptism
* There is no second step in other accounts of baptism, such as Acts 2:38 Pentecost
"Now when the apostles in Jerusalem heard that Samaria had accepted the word of God, they sent them Peter and John, who went down and prayed for them, that they might receive the holy Spirit, for it had not yet fallen upon any of them; they had only been baptized in the name of the Lord Jesus.
Then they laid hands on them and they received the holy Spirit."
Acts 8:14-17
"While Apollos was in Corinth, Paul traveled through the interior of the country and came to Ephesus where he found some disciples. He said to them, 'Did you receive the holy Spirit when you became believers?' They answered him, 'We have never even heard that there is a holy Spirit.'
He said, 'How were you baptized?' They replied, 'With the baptism of John.' Paul then said, 'John baptized with a baptism of repentance, telling the people to believe in the one who was to come after him, that is, in Jesus.'
When they heard this, they were baptized in the name of the Lord Jesus. And when Paul laid hands on them, the holy Spirit came upon them, and they spoke in tongues and prophesied."
Acts 19:1-6
C. SOME PASSAGES: HOLY SPIRIT GIVEN BEFORE BAPTISM
1. Acts of the Apostles also contains accounts of the opposite, of the Holy Spirit being given BEFORE baptism
"While Peter was still speaking these things, the holy Spirit fell upon all who were listening to the word. The circumcised believers who had accompanied Peter were astounded that the gift of the holy Spirit should have been poured out on the Gentiles also, for they could hear them speaking in tongues and glorifying God. Then Peter responded, 'Can anyone withhold the water for baptizing these people, who have received the holy Spirit even as we have?'
He ordered them to be baptized in the name of Jesus Christ."
Acts 10:44-48
D. SOME PASSAGES: NO SPECIAL RITE FOR HOLY SPIRIT
1. In the account of Pentecost below, no special ritual gesture is mentioned
2. Gift of the Holy Spirit is given is baptism
"Now when they heard this, they were cut to the heart, and they asked Peter and the other apostles, 'What are we to do, my brothers?' Peter said to them, 'Repent and be baptized, every one of you, in the name of Jesus Christ for the forgiveness of your sins; and you will receive the gift of the holy Spirit.' … Those who accepted his message were baptized, and about three thousand persons were added that day." Acts 2:37-38,41
E. CONCLUDED FROM ACTS 8: MINISTER IS BISHOP
1. Church leaders also found support in Acts of the Apostles for the Roman custom that the minister must be a bishop, not a priest or deacon
2. In Acts 8, the ones who lay hands on the already baptized for the Holy Spirit are apostles
3. Bishops are successors of the apostles
F. BAPTISM & HOLY SPIRIT IN NEW TESTAMENT
1. No one pattern appears in New Testament
* In some texts: there is no separate ritual for receiving Holy Spirit; Spirit is given in baptism
* In some: people receive the Holy Spirit with laying on of hands after baptism
* In some: people receive the Holy Spirit with laying on of hands before baptism
2. but baptism and Holy Spirit are interrelated, closely united, in New Testament | <urn:uuid:8845e29c-3df5-40a8-a081-e33ee11d371a> | CC-MAIN-2021-39 | https://d2y1pz2y630308.cloudfront.net/22409/documents/2021/1/Is%20Initiation%20a%20Two-Step%20Process%20in%20NT-1.pdf | 2021-09-19T06:06:03+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00716.warc.gz | 243,278,881 | 1,116 | eng_Latn | eng_Latn | 0.997427 | eng_Latn | 0.997857 | [
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Green Eggs and Ham
Kids will love making these eggs 'green'. This recipe can be served as a snack, or as part of a healthy breakfast, lunch or dinner.
Ingredients:
6 large
Directions:
1. Place the eggs in a medium saucepan. Cover with water and bring to a boil. Cover, remove from heat and let stand 15 minutes. Drain and rinse with cold water until cool.
3. Meanwhile, heat the oil in a saucepan set over medium heat and sauté the ham for a minute. Add the spinach and cook for another minute, until wilted.
2. Peel and slice eggs in half lengthwise. Remove yolks and set 3 aside for another use.
4. In a medium bowl, mash the 3 yolks with the mayonnaise and Parmesan cheese until smooth. Add the spinach mixture and stir until well blended.
5. Stuff egg white halves with filling and serve immediately.
Makes 3 servings (4 egg halves/ 115 g)
Source: developed by Julie Van Rosendaal for Apple, Alberta Health Services' health and wellness magazine. Photo credit: Apple magazine/ AHS.
Green Eggs and Ham
| Nutrient Claim | Amount per serving |
|---|---|
| Source of calcium | 88 mg |
| Source of magnesium | 19 mg |
| Very high in folate | 58 mcg |
| Canada’s Food Guide Food Group | Food Guide servings per recipe serving |
|---|---|
| Vegetables and Fruit | ¼ |
| Grain Products | 0 |
| Milk and Alternatives | 0 |
| Meat and Alternatives | 1 |
This is a Choose Sometimes recipe (Meat and Alternatives) according to the Alberta Nutrition Guidelines. | <urn:uuid:f230263d-9405-4bb0-861f-ebacdd047c09> | CC-MAIN-2021-39 | https://www.albertahealthservices.ca/assets/info/nutrition/if-nfs-green-eggs-and-ham.pdf | 2021-09-19T06:03:43+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00716.warc.gz | 660,151,623 | 375 | eng_Latn | eng_Latn | 0.979919 | eng_Latn | 0.997252 | [
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Action Research and Differentiating Reading Instruction in Mississippi: Fourth-Grade Students' Reading Success
Wyn Mims, M. Ed.
Educator
Elementary School located in the Southeastern Region of Mississippi
Jeannie Lockley, Ph. D. Professor School of Education William Carey University Hattiesburg, Mississippi
January 2017
Introduction
Wyn Mims was a student of Jeannie Lockley's when Lockley was teaching an introductory research class for a master's degree program in the School of Education at William Carey University (WCU) located in south Mississippi. At that time Mims was working towards obtaining her master's degree in reading. Students in that introductory research class at WCU were required to develop a research proposal and were asked to choose a question they really wanted to explore. Mims was teaching fourth grade and found reading was still an issue for far too many of her students. Mims decided to research a reading intervention and write a proposal based on her literature review. Students at WCU who are at the master's level in education are not expected to actually collect data and write results. WCU is on a trimester system, and the time allotted in a trimester is simply too limited to actually collect data and write results. It was a surprise for Lockley when Mims actually implemented the reading intervention Mims discovered during the literature review process, and that Author1 actually had collected data.
Logically, having a belief in action research is the first step to actually beginning implementing action research in a general education classroom. Action research is one topic covered in the research course taught at the master's level at WCU. Students who work on their specialist degrees at WCU actually conduct research, collect data, and write results, but master's level students are required to write only a proposal. Mims, even though she was a master's level student, went beyond what was academically required for the master's level research course. Mims believed in the action research process taught in the course and acted on it.
The overall purpose for Mims was to examine the effects of differentiating reading instruction on reading comprehension for her fourth-grade students. By writing about how a master-level student who was also a fourth-grade teacher actually believed in and utilized action research, an overt and positive example is provided in support of teachers using action research in a general education classroom. By writing about Mims' utilization of making data-driven decisions and utilizing differentiated reading interventions in working with her students on reading, a specific example is provided that action research is doable for teachers in the classroom. Teachers engaging in action research can be quite useful to not only teachers, but to those people really most important, the students in the classrooms.
Stringer (2008) wrote, "When teachers are asked to do action research in their classrooms, their response is likely to be a combination of surprise, disbelief, and/or wariness" (p. 1). Action research is a way for teachers to examine their practices in the classroom as being effective or not (Gay, Mills & Airasian, 2012). Utilizing action research is "feedback" for teachers. Johnson (2008) supported that action research helps teachers to be better decision makers. Action research can be used to support continuing along a certain path if what the teacher is doing is effective. Action research can be used to support that what a teacher is doing in the classroom may be ineffective and that another avenue should be considered. Teachers should be making data-driven decisions in the classroom. Making data-driven decisions provides evidence of best practice. Action research is a type of research teachers can use to provide evidence to support or refute interventions utilized in the classroom in order for teachers to engage in best practices, with an end result of improved student learning.
McNiff and Whitehead (2010) provided a list of characteristics of action research and explained how action research is different from traditional research (p. 17). An important distinction between action research and traditional research is the fact that action research is practice based in order to help teachers improve their decision-making skills in the classroom while working with their students in order to improve student learning. Action research is a way teachers can collaborate with one another in order to hold each other accountable in their profession. This accountability will hopefully "…contribute to social and cultural transformation" (McNiff & Whitehead, 2010, p. 17), a transformation that will hopefully lead to long-term improvements for students.
Mims' Fourth-Grade Differentiating Reading Method Mims' Purpose, Fourth Grade Setting, and Students
The purpose of Mims' action research was to examine the effect of differentiating reading instruction on reading levels for her fourth-grade students. Data were obtained from an elementary school in the southeastern area of Mississippi. All pertinent permissions were obtained. The school at that time was comprised of 3,872 third and fourth grade students. The demographics of the entire district at the time intervention was implemented and data collected were as follows: 48% female and 52% male, 13% African American, 85% Caucasian, 1.5% Hispanic, 0.59% Asian, 0.08% Native American, and approximately 35.7% of the district's students were eligible to receive free lunch. The district had received a Level 5 (Superior Performing – the top rating) from 2002 up to when data were collected.
The students were fourth graders and the demographics for the classrooms were similar to the district-wide population demographics. Data were collected in two heterogeneously mixed classrooms. Class 1 had 26 participants (15 girls and 11 boys) with 21 Caucasian students, 4 African American students and 1 Asian student. This was a general education classroom with no children in a response-to-intervention (RtI) model or who had individualized education programs (IEPs) who were in special education.
Class 2 had 25 participants (14 boys and 11 girls) with 18 Caucasian students, 4 African American students, 2 Hispanic students and 1 Native-American student. This class was an
inclusion classroom. There were students who were in the RtI model who required additional interventions and students who had IEPs because they were in special education. There were also children in this classroom who were neither in RtI or in special education.
Intervention: Differentiated teaching/Guided Reading
Students in the inclusion classroom were preassessed for learning preferences and content knowledge. Based on those results, individualized and grouped plans were developed for students. Instruction was differentiated based on those results. Some students worked in groups, alone, or one-on-one with the teacher. Students were consistently monitored by the teacher and instruction adjusted based on monitoring.
Fourth Grade Assessment
An assessment that was used was the STAR Reading Assessment. Results (group means only) from STAR Reading Growth Assessment were used for analysis. Norm-referenced scores were used. STAR Reading Assessments were developed by Renaissance Learning, Inc. (Renaissance Learning, Inc., 2007). STAR Reading Assessment is used to examine comprehension in order to examine students' reading growth. There were 25 multiple-choice questions per assessment. Students read grade specific paragraphs that were developed from children's literature. For fourth grade, split-half reliability is .90, test-retest reliability was .85, and alternate-forms reliability was .87. Average concurrent validity for fourth grade was .80 (Renaissance Learning, Inc., 2007).
Procedure and Findings
Mims found that after assessing each of her students using STAR Reading pretest scores for comprehension levels and teacher one-on-one oral reading fluency words read correctly per minute (WRCPM) using a beginning fourth-grade level passage at the beginning of the year that she had students who were reading with comprehension issues and below the beginning of the fourth grade level. In Class 1, 32% of those students read below the required 100 words correctly read per minute (WCRPM) and comprehended at least one grade below fourth-grade level. There were 84% students in Class 2, which was an inclusion classroom. Six of the students in Class 2 were receiving special educational services. Five had reading disabilities and one was eligible based on a physical exceptionality.
Mims set a goal for each of the students to be reading on grade level by the end of the year and acknowledged that this goal would require much effort from her and her students. In order for the students to make large strides in reading comprehension, she had to focus on reading fluency in every lesson (Brand & Brand, 2006). Because of this immense need, Mims immediately began implementing reading fluency strategies into her teaching because she felt from her research that fluency was key to reading comprehension (Brand & Brand, 2006).
It was in Class 2 where Mims heavily focused on implementing reading fluency into every lesson, but students who met criteria for differentiation in Class 1 and Class 2 received differentiated instruction (DI). As part of differentiating reading interventions, Mims assessed monthly, tracked student reading fluency progress, and had students monitor their progress by coloring in graphs, and then those students would set a goal for the next month. Students were to read with an adult from their household each night of the school week. Those adults were asked to initial the student's reading. Those adults were also asked to provide Mims with feedback about any struggles or successes they witnessed when working with their child. Struggling readers practiced learning unfamiliar words, and any struggles adults in the home witnessed were individually addressed by Mims at school when the students were in class.
Mims began to keep a running record of monthly assessments for all students' reading
fluency by using an on-grade level passage. Charting with students was done in order to provide feedback for student involvement in their reading journey (Bailey & Heritage, 2008). As the students colored in their graphs, the students began to challenge themselves to improve for the next month.
The students reading below the required CWRPM were responsible for reading a fluency passage to an adult in their household for the rest of the week (Elish-Piper, 2010). On Fridays, an additional fluency assessment was given to students who were lower than others in the class to show those students that if they practiced unfamiliar words that they could make reading easier for themselves and increase their comprehension (Bailey & Heritage, 2008).
Each Monday for the rest of the month, the students with lower fluency scores took a reading passage home to practice reading nightly with their parents (Elish-Piper, 2010). Reading fluency scores were based on questions asked after reading a 100-word passage as part of the data collection process. The parents were asked to initial the reading passage after listening to their child read, and the parents were asked to comment on any struggles or successes their child experienced while reading to the parent. At the beginning of the next month, another on-grade level passage was administered to all students in the classroom and scored.
After only three months, all students had more than doubled STAR test results for comprehending on or almost on grade level text. Class 2, the inclusion classroom, grade level in reading comprehension grew from 2.3 to 3.6 (grade equivalency), and the other class improved from 4.3 to 5.2.
The students' fluency had also improved with less than half the student's requiring additional weekly assessments. Once a student was caught up with the rest of the class in terms of reading level, the specific reading intervention for that child was stopped and that student was then moved back into the general reading instruction for the class. General reading instruction for the class was also differentiated, but not to the same extent as for those who needed more individualized attention (O'Meara, 2011; Tomlinson & McTighe, 2007; Tomlinson, 2001). The school where data were collected utilized a RtI process, and the school utilized a Teacher Support Team (TST) to implement and monitor the RtI process that is comprised of three tiers of instruction. On the first level of instruction, teachers were expected to utilize DI in general classroom practices, but teachers were also expected to provide additional help to students who were struggling academically by providing individualized attention (O'Meara, 2011; Tomlinson & McTighe, 2007; Tomlinson, 2001). Mims went above and beyond what was expected from the RtI process and folded in interventions she had learned about in her master's level courses.
Discussion
Students' results provided the students with the empirical support the notion that the more one reads, the better one reads (Elish-Piper, 2010; Bailey & Heritage, 2008; Brand & Brand, 2006). The students were able to visually follow their increased progress in both reading level (CWRPM) and comprehension based on correct answers to comprehension questions from 100-word passages (Yildiz, Yildirim, Ates, & Centinkaya, 2009; Brand & Brand, 2006). These students learned that if they put forth the effort to read, they would continue to read even better.
There is no better reinforcement for teaching when students listen to what a teacher has to say and students actually do the work and succeed! Mims' students did what she asked of them. They worked hard, and she worked hard for them and with them. Mims listened to what Lockley had to say about action research when Mims was in class. Mims implemented what was taught about action research in relation to what Lockley believed teachers should be doing in their classrooms. Mims believed in what Lockley presented about action research. Mims saw an
issue in her class and found a potential solution, implemented that solution, and monitored to examine if interventions were actually working (Gay, Mills & Airasian, 2012). Mims' students were positively reinforced to work on their reading skills. Mims reinforced for herself in finding potential solutions to issues and monitor for effectiveness. Lockley was reinforced in continuing to teach the usefulness of action research. There were positive outcomes for Mims, Lockley, and most importantly, Mims' fourth-grade students.
References
Bailey, A. L., & Heritage, M. (2008). Formative assessment for literacy: Grades k-6. Thousand Oaks, CA: Corwin Press.
Brand, M., & Brand, G. (2006). Practical fluency. Portland, ME: Stenhouse Publishers.
Elish-Piper, L. (2010). Parent involvement in reading: Information and ideas for parents about fluency and vocabulary. Illinois Reading Council Journal, 38(2), 48-51.
Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and application (10 th Ed.). Boston, MA: Pearson.
Hale, A. D., Skinner, C. H., Williams, J., Hawkins, R., Neddenriep, C. E., & Dizer, J. (2007). Comparing comprehension following silent and aloud reading across elementary and secondary students: Implications for curriculum-based measurement. Behavior Analyst Today, 8(1), 9-23.
O'Meara, J. (2011). RTI with differentiated instruction, grades k-5: A classroom teacher's guide. Thousand Oaks, CA: Corwin Press.
Renaissance Learning, Inc. (2007). Understanding STAR Assessments. Wisconsin Rapids, WI: Renaissance Learning, Inc. Retrieved from http://www.wpsok.org/BurchamWeb/Assessment%20Benchmarks%202011/Understandi ng%20Star%20Assessments.pdf
Stringer, E. (2008). Action research in education (2 nd Ed.). Upper Saddle River, NJ: Pearson.
Tomlinson, C. A. (2001). How to differentiate in instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.
Yildiz, M., Yildirim, K., Ates, S., & Centinkaya, C. (2009). An evaluation of the oral reading fluency of 4 th graders with respect to prosodic characteristic. International Journal of Human Sciences, 6(1), 353-360. | <urn:uuid:4c051fa6-9c3c-4635-87e6-4a44793e1394> | CC-MAIN-2021-39 | https://files.eric.ed.gov/fulltext/ED571755.pdf | 2021-09-19T05:29:42+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00718.warc.gz | 303,554,936 | 3,522 | eng_Latn | eng_Latn | 0.907366 | eng_Latn | 0.997991 | [
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Lincoln Options
Opus
A community dedicated to learning, kindness & celebration!
Calendar
March
10-‐14 – Observation Week
11 – OCC Meeting 6:30 p.m.
8:40 a.m. – Noon
14 – Early Release (district-‐wide)
Day Kindergarten
12:32 pm dismissal, No Half
14 – Lottery registrations due by 3:00 p.m.
20 – Books, Bears + Blankets @ 6:30 p.m. in the Library
16 – Lottery
22 –Auction
25 – OCC Meeting 6:30 p.m.
25-‐28 – Conference Week, 12:32 p.m. dismissal, No Half Day Kindergarten
April
2 -‐ District Late Start, No AM bus 7-‐11 –Spring Break
19 – Full-‐Day Kind Lottery
15– OCC Meeting 6:30 p.m.
25 – Early Release, 12:32 dismissal
29– OCC Meeting 6:30 p.m.
March 2014
Highlights In This Issue:
Observation Week is March 10 - March 14 from 8:40 to noon!
All classrooms are open to the community during Observation Week. New families will get a firsthand glimpse of how the Options classrooms operate, and current families can preview the curriculum for their child's upcoming school year. Observations are not intended to be made for class placement purposes. All observers are required to check in at the office.
2
Lincoln Options Opus
Samba practice in the gym, preparing for the Procession!
Greetings from the Options Community Council President
Hi Lincoln Community,
It was great to see so many families at the recent Lincoln Science Fair. The projects were creative, meticulous and informative, and all were great examples of the quality work our students produce every day. I am always amazed by the support that our families provide for our children and for each other. The "Compliment Pages" at each exhibit were full of thoughtful, encouraging words and observations. Hats off to Paul Rocks and to all of our budding scientists!
Even though there are still several big community events in store for this spring, like the Auction, our Culminating Movers & Shakers Event and Camp Elderberry, it has come time to start thinking about next year. We are looking ahead to the parents or family members interested in supporting students, teachers and staff as a member of the Lincoln Options Community Council next year (our version of a PTA or PTO). A list of all open positions is included in this edition of the Opus on page 3. If you are interested or just curious about these positions the names of the current position holder and a link to the description of the position are included as well. Please consider helping out our community as a member of the 2014-2015 Options Community Council.
Cheers, Rob Campbell OCC President
Open Council Positions for 2014-2015 School Year:
- President (currently Rob Campbell), duties found in handbook at Section VI. E. 1.
- Treasurer (currently Brian Crain and Angel de Jesus), duties found in handbook at Section VI. E. 3.
- Communications Chair (currently Melissa Minjares and Beth Wilson), duties found in handbook at Section VI. E. 6.
- Resource Committee Chair (currently Bradley Naragon), duties found in handbook at Section VI. E. 8.
- External Issues Committee Chair (currently James Schneider), duties found in handbook at Section VI. E. 10.
- Garden Chair (currently Aaron Coby), duties found in handbook at Section VI. E. 18.
Your Council Needs You!
What is the Options Community Council? The Options Community Council (OCC) is the governing body of the Options Program at Lincoln School. The Council also acts as the board of directors of the Options organization. Options is the non-profit organization created to support the education of children in accordance with the Options philosophy, overview, goals and curriculum. Everyone is invited to participate in and to support the council. Council meetings occur on the 2nd and 4th Tuesday of each month at 6:30 p.m. in the Lincoln library.
We have several open positions for the 2014-2015 school year, including President, Treasurer, Communications Chair, Resource Committee Chair, External Issues Chair and Garden Chair. The descriptions for each of these positions can be found in the Lincoln Options Handbook. You can also contact the parent currently in a role for more info, or contact Rob Campbell for info on any of the positions. In addition to these positions we also need a new Opus Editor and someone to manage the lincolnoptions.org site.
There will be a nomination box in the school office if individuals want to nominate themselves or others, or interest can be expressed directly to Rob, Marcela or any other council member. Most of these jobs can be shared. The Treasurer position does require some background with accounting, and the Opus Editor and lincolnoptions.org management position would be best filled by someone with some experience in editing or publishing, however all interested parties should certainly inquire and all volunteers are welcomed. Having these positions filled before the end of this school year will allow for a smoother transition into next year.
Thank you! This is a nice way to support the school community even if you are unable to volunteer during the school day.
3
4
Key Dates for 5th Graders
- Washington Middle School will hold their 5th Grade parent night on March 25th at 6:00 p.m. in the WMS gym.
- Washington Middle School will visit Lincoln's 5th Grade students on March 28 at 10:30 to present information about the Washington program and 6 th Grade transition. WMS registration forms will be sent home with students to be completed and returned to the Lincoln office.
- Reeves Middle School will visit Lincoln students on March 21 at 1:00 to present information about the Reeves program and 6th Grade transition. RMS registration forms will be sent home with students to be completed and returned to the Lincoln office.
On May 1, from 6-7:30 RMS will host a parent night; and on June 10 at 10:00 Lincoln 5th Grade students are invited to tour RMS. Lincoln families are responsible for providing transportation to and from RMS for this visit.
- Jefferson Middle School Parent Night on April 15 at 6:00 p.m. at JMS. Enrollment form due April 22 (return to Lincoln office).
- Student visitation to Jefferson on June 3 during the regular school day at 1:45. (Parents are responsible for providing transportation to Jefferson on this day.)
The Lincoln Options Auction is on March 22!
The Lincoln Options Auction is Saturday, March 22!
This is a great opportunity for you to join in and help raise money for the programs that make Lincoln so special. The money from the auction funds the Spanish program, the organic gardens, field trips and classroom budgets! Here are several ways you can help...
1. Consider a donation of artwork/handcrafts you may have in your home or a service you can provide (babysitting, cooking, etc). Call Jeannine Kempees for more info.
2. Talk with a business you frequent and ask for a donation (many businesses have already donated; you can find a list of them at lincolnoptions.org on the auction page).
3. Sign up outside your classroom to help at the auction.
4. Help your teacher with a classroom project.
5. COME TO THE AUCTION! Find amazing donations to buy and support our school.
If you want a sneak peek at the wonderful offerings check out the draft catalog at www.lincolnoptions.org.
The auction starts at 4:00 p.m. with a family-style dinner for $6 each. There is childcare available in the school during the auction.
The silent auction in the gym closes in two sections, at 5:45 and 6:15. The live auction begins at 6:30.
See you there! The Auction Committee
The Science Fair and the Development of a Self-Directed Learner by Paul Rocks
The gym is clean, projects are home, and families have their weekends free, all good signs of another successful science fair at Lincoln Options.
Each year I find myself reflecting about the science fair. This year we had just about one hundred students participate, and a very good turnout from the community. Because the projects were set up Wednesday morning, most of the classes were able to view the wide variety of experiments, models and demonstrations.
This is the second year that all the 5th grade students completed a project. To assess their projects the 5th grade students were given a self-evaluation to complete. After reading through the evaluations, I am beginning to see a pattern, one that I also see as a parent of an Options' alumnus. Our students know themselves as learners. Below are some comments students made about their projects. When it came to thinking about their science fair project some students said:
I could have explained it with more detail.
I learned how to test and evaluate, compare and contrast. I also learned that sticking our fingers in water for 45 minutes is not that bad if you have a friend with you.
There is always room for improving.
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Self-Directed Learner, continued
The students were also asked to think about how the experience with the science fair will prepare them for their "Mover & Shaker" project:
Try to improve in being clear and specific.
I'll research a lot more and focus to get the job done.
I will be more enthusiastic! I will look at other projects.
Be more precise, work slowly and include detail.
I want to do more writing about my project.
I will work very, very hard and take more time to do a project of my "mover and shaker."
I will approach it way better in quality and time put into it.
I will approach the project with not rushing it so. It will be neat and organized.
Always check with my parents first before I glue stuff on.
As a parent of an eight grader (please don't let her know I writing this) I reflect on how the Options program shaped her life as a learner and community member. I believe there are many tangible and intangible ways the program supported her development as a human being. One gift she received from Options is a way of knowing herself as a learner, to know what her strengths and weaknesses are, to set goals, to self-reflect and to have a sense of what it means to do quality work. I see this trait in many of our alumni: when given meaningful experiences, and a structure of
inquiry, they develop into self-directed learners.
Links for More Info on StandardsBased Testing
* K-12 Learning Standards: http://www.k12.wa.us/Curri culumInstruct/learningstan dards.aspx
* State Testing Overview: http://www.k12.wa.us/a ssessment/StateTesting/def ault.aspx
* OSD Assessment Services: http://osd.wednet.edu/depar tments/assessment
* Common Core Standards: http://www.corestandards.o rg/the-standards
* Smarter Balanced Assessment: http://www.smarterbalance d.org/smarter-balancedassessments/
* No Child Left Behind Overview: http://febp.newamerica.net/ background-analysis/nochild-left-behind-overview
* OSPI Testing FAQ: http://www.k12.wa.us/asses sment/StateTesting/FAQ.as px
* Options Handbook: http://www.lincolnoptions.o rg/wpcontent/uploads/2010/12/Op tions_Handbook_2012.pdf - II.
Lincoln Options + Testing: A Community Café Discussion
On March 13 th from 6:30-8:30pm, the Options Community Council will host a school-wide community café discussion on the topic of standards-based testing in the Lincoln Gym.
The practice of standards-based testing, and the debate around it, has been happening for decades. It came to the forefront of the discussion with "No Child Left Behind" legislation, which tied state assessments to federal accountability. In 2011, Washington joined 44 other states in adopting the Common Core State Standards. This shift has renewed the debate again.
The OCC Assessment Workgroup has begun to evaluate the role of standards-based testing for students at Lincoln. We also want to examine the role of alternative education at a time when the effectiveness of public schooling is increasingly being judged by students' performance on these tests. This is especially true in the context of the Options Program philosophy, which states as one of its goals that children will be guided to achieve their full potential without pressure to compete or to measure up to imposed criteria. We need input from the Lincoln community to help guide us as we examine these questions.
In order to provide you with some background information prior to our community meeting, we have included links to several sources of information so that you can familiarize yourself with the issue.
We hope that you will come to discuss this topic with the rest of the Lincoln Community at the community café on Thursday, March 13 th at 6:30 p.m. In the meantime, contact the Assessment Workgroup through Annie Maclay at firstname.lastname@example.org with your thoughts or questions.
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From the Lincoln Library
by Donna Dannenmiller, Teacher-Librarian and Michelle Anthony PhD
Parents Can Help With… Reading Comprehension and Decoding Strategies!
In the primary grades (K-3) a child learns to "really read." Parents have a tremendous role in supporting their developing reader. Here are some tips to help your reader grow.
TRYING TO FIND A "JUST RIGHT BOOK" FOR YOUR DEVELOPING READER: There are two reading levels...the independent reading level (the level of books they can successfully read and comprehend completely on their own) and their instructional reading level (the level books they can read with support with guidance from you or a teacher). One way for a child to find their "just right book"/ independent reading level book, is to read a full page of text. If they miss/don't know 4-5 words on the page, they should choose an easier book. This is often referred to as "The Five Finger Rule." If your child tries to read at their frustration level (missing five or more words on a page) minimal or new learning is not likely to happen. Remember, confidence-building comes with reading with fluency, and ease!
PLAY SOME SIGHT WORD/PHONICS GAMES/STRATEGIES TO BUILD DECODING SKILLS: DOES IT LOOK RIGHT… SOUND RIGHT… MAKE SENSE? When a child comes across a word that they do not recognize the best strategy to teach is the READ-ON STRATEGY. In other words, read on to the end of the sentence, using the context of the sentence to figure out what would make sense. Then go back and see if that guess makes sense and has the same phonetic match. (For example: "The ra---n comes out at night to look for food." The child skips the unknown word and reads to the end of the sentence. From the context, the child guesses that the word is "raccoon." Going back to the word, itself, the child checks the letter sounds (phonics) to see that the guess was correct.
I Spy Games - After reading a page of words, have your child count all the "the" words on the page or "and" words. Challenge them to: "Find the word that is the opposite of happy." "Find a number or color word." "Find a feeling word." These strategies help them focus on the print.
If your child misreads a word: Ask yourself... Does it matter? If saying "house" instead of "home" or misreading a character's name won't change the meaning of the story, let it go.
STUDENTS THAT ARE READING WORD-BY WORD SHOULD BE FINGER POINTING UNDER EACH WORD AS THEY READ, TO EMPHASIZE ONE-TO-ONE WORD CORRESPONDENCE:
Beginning readers use their finger to focus on reading one word at a time by putting their finger under each word, as they are reading it. As your child's fluency develops, and they start reading in word "chunks" (several words in chunk groupings), finger pointing is no longer needed.
From the Lincoln Library, continued Reading Comprehension + Decoding Strategies
SOMETIMES MY CHILD HAS A GREAT INTEREST IN READING A BOOK A LITTLE ABOVE THEIR READING LEVEL:
"Great interest" is a big motivator. There are many benefits to children choosing their own books, even those above their ideal reading level. However, for beginning or take-off readers, I never give them a book "cold-turkey" to read independently, for the first time. First I take them through a picture walk through the book, with much discussion about what is happening in the illustrations. Then, I read it to them once, twice, three times, etc. until they get the big picture of what the book is all about, and become familiar with the new vocabulary. They, usually, can't totally memorize it in one or even several readings (although "memorization" IS one of the important beginning stages of learning to read). They can gain great confidence in learning to read a challenging, beloved book, if you provide the scaffolding.
Instead of Simply Telling Your Child to "Sound it Out":
Say nothing: Give your child a chance to figure it out.
Say: "Look at the picture for a clue."
Say: "Skip the word and read to the end of the sentence. Make a guess...what makes sense? Go back and get the first sound to see if your guess matches the letter sound of the word."
Say: "The author chose a different word. Look at the first letter and see if you can get it now."
Say: "Chunk it." Are there smaller words in the bigger ones (e.g. 'going' has the word 'go' in it)?
Say: "Let's reread." Before you tell your child the word, see if he/she can re-read the sentence and get it with a "running start."
Say: "Close your eyes. Now look again." Have them close their eyes, open them and see if their brain can just 'get' the word as a sight word without trying to sound it out.
Look at word families: If your child knows 'at,' they will more easily be able to identify 'hat.'
Tell them the word: You do not want to hinder the comprehension of a story by belaboring a single word. Instead, give your child the word and have them re-read the sentence so that the word sticks in their mind for the next time they encounter it.
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Pete Seeger (1919-2014) by Michael Dempster
Pete Seeger is connected to your children. At two assemblies recently, we shared together our appreciation of this precious and unique human being, a real mover and shaker.
What was it that connects him to us at our school? I think the key is that he held uncompromising respect for life. Speaking up for respect for workers, joining in the movement for civil rights in our land, campaigning for peace, promoting respect for the Earth… He was passionate about people and the planet, and he spread this passion far and wide with great energy in song.
Pete didn't write a lot of songs himself, but he brought us hundreds of songs from near and far, many of which we sing with your children at assemblies. We Shall Overcome, This Land is Your Land, Magic Penny, Last
Night I Had the Strangest Dream, Guantanamera, Keep Your Eyes on the Prize, Fox Went Out on a Chilly Night, Well May the World Go, The Garden Song, Wonderful Friends… They are songs about love, justice, respect, peace, nature and beauty. For us at this school, we believe that these things are every bit as appropriate to promote in the education of children as academic study, so we sing about and celebrate them on a regular basis.
Pete said recently, "I feel like an old grandpa, with thousands of musical children all over the country." We told children at our recent tribute to Pete Seeger that he was referring to us all. We are all, in a way, heirs of this loving man. Thank you, sir, and rest in peace Pete Seeger.
News to Note:
- A Camp Fire Club for K-3rd grade children is up and running at Lincoln! For the 2014-2015 school year, the club will be for youth 3 years old through 5th grade! This Club meets weekly to explore the outdoors, exercise creativity, learn about community service, and gain a sense of belonging while having fun.
Come to an informational meeting and Club visit, and learn about Camp Fire and the Club Program. Bring the kids! There will be an activity for the children while families get to know one another, and discuss opportunities to volunteer and specific interest areas. After the informational portion, youth may participate in a shortened Club meeting.
Lincoln Cafeteria
March 19th 6:00-7:00 p.m., April 16th 6:00-7:00 p.m., and May 21st 6:00-7:00 p.m. Please RSVP to Christa at email@example.com or 360-870-5514 v/txt.
If you cannot make one of the scheduled meetings, please contact Christa or Camp Fire to request the information. Camp Fire Orca - 253-597-6234 or firstname.lastname@example.org. Also visit us at www.campfireorca.org and on Facebook: Camp Fire Orca.
- Please note the NEW DATE for Books, Bears and Blankets… Lincoln's Family Literacy Night! Mark your calendar for Thursday, March 20th 6:30-8 p.m. in the Lincoln library. Kids can wear their pajamas and bring a small, soft toy to cuddle. Parents bring a cozy blanket to sit on and/or pillows to lean against while reading with their children. Timberland Regional Library staff will give a brief presentation on the importance of family literacy. A few parents can volunteer to be part of an impromptu reader's theater entertainment. WHOO HOO! EVERY CHILD GOES HOME WITH A FREE BOOK!
- If you have an item for the Opus please forward it to email@example.com. The deadline for submissions is the 15 th of each month for the next month's issue. Questions? Feedback? Suggestions for improvement? Contact us via email. Thanks!
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News to Note, continued:
- We're looking for a new Opus Editor for the 2014-2015 school year. We also need a new lincolnoptions.org manager. (This can be the same person.) If you have interest in helping your school community outside of school hours, this might be the volunteer job for you! Our website is hosted via Wordpress, and the newsletter can be done with simple publishing tools on your home computer. Contact Beth Wilson for more info: firstname.lastname@example.org.
- Quick POLL: This year we offer the Opus in PDF format (emailed to families and posted on the lincolnoptions.org site). A hard copy version is also printed for each family household and for school staff. Additional "costs" for a hard copy include approximately two reams of paper/month and two additional hours of volunteer time. Our Communications Committee wants to know: Do you like the addition of a hard copy Opus each month or do you prefer an all-digital format?
We'd also like your constructive feedback about the format, types of information included in the Opus, etc. Your feedback will help shape the format of this primary communication tool for our school in the 2014-2015 school year. Please jot your notes below and return to Wendy in the school office, or take our online poll on the lincolnoptions.org site (right sidebar link). Thank you!
Opus Feedback: Digital and/or Hard Copy?
1. Do you have a preference for a digital or hard copy version of the Opus?
2. Is the Opus a communication tool you use to learn more about what's happening at Lincoln? Why or why not?
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Play with letters, words, and sounds! Having fun with language helps your child learn to crack the code of reading.
* Say silly tongue twisters.
Sing songs, read rhyming books, and say silly tongue twisters. These help kids become sensitive to the sounds in words.
* Play with puppets.
Play language games with puppets. Have the puppet say something like, "My name is Mark. I like words that rhyme with my name. I am going to say some words and I want you to tell me if they rhyme with Mark. Ready? Does park rhyme with Mark ? (Stress the words park and Mark ). Does ball rhyme with Mark ? Does shark rhyme with Mark ?" Wait for your child to answer each question, yes or no. When your child answers yes to the word shark, the puppet could then pretend to be a very energetic shark who, of course, wants to tickle your child.
* Play sound games.
Give your child practice blending individual sounds into words. For example, ask, "Can you guess what this word is? m - o - p ." Say the sound each letter makes rather than the name of the letter. Hold each sound longer than you normally would. This will help your child recognize the different letter sounds.
* Use the sounds and letters in your child's name.
Draw your child's attention to the letters in his or her name. Point out the link between letters and sounds. Say things like, "John, the word jump begins with the same sound as your name does. John, jump. And they both begin with the same letter, J ."
* Trace and say letters.
One way to help your child learn letter sounds is to have him or her use a finger to trace a letter while saying the letter's sound at the same time. You can do this on paper or in a sandbox or on a plate filled with sugar. Involving touch, sight, and speech in this way has a powerful effect on learning. Another option is for you to draw the outlines of a letter using dots and then have your child connect the dots while also saying the letter sound out loud.
* Watch my lips.
This may feel odd at first, but encourage your child to watch your lips and mouth while you make certain sounds. Have your child think about how his or her own lips and tongue move. You can say something like, "Can you feel how your mouth moves the same way at the beginning of the words mouse, mom, and man ? Watch my mouth while I say them. Now you say the words and feel your lips make the mmm sound." Remember to make just one m sound that you hold for longer than you normally would.
* Read it and experience it.
Help your child make the connection between what he or she reads in books and what happens in life. If you're reading a book about animals, for example, relate it to last month's trip to the zoo.
* Let your child choose.
Give your child the chance to pick his or her own books, even if the reading seems too easy. Easier books build confidence and letting children choose their own books nurtures independence and their own interests.
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Wikipedia: Friend, Not Foe
A teacher educator and middle school teacher collaborate on successful ways to build Wikipedia assignments into English classes.
For more great articles like this one, visit www.ncte.org!
Wikipedia is blocked on all computers in the Warren Hills Regional School District. Some teachers at Easton Area High School discourage its use, as do offi cials at Centenary College and Lehigh University.
—"School Offi cials Unite in Banning Wikipedia," Times-Express (Easton, PA), Nov. 21, 2007
about writing for a real audience, meeting genre expectations, establishing credibility, revising for clarity and purpose, and entering public discussions about the nature of truth, accuracy, and neutrality.
Some Background: Concepts and Criticism
Launched in 2001, Wikipedia represents a radical step in information access and availability. As writer and educator Will Richardson has noted, Wikipedia's goal is nothing less than "collecting the sum of human knowledge" in a vast, constantly growing digital repository (60). Such an enormous mission is made at least partly possible by allowing anyone in the world to edit the site's entries and thus make their own contribution to the overall pool of knowledge (the site derives its name partly from "wiki," a term for any website that allows multiple users to easily add or change content). Wikipedia currently features active encyclopedias in more than 90 languages with plans for the development of many more ("Wikipedia: Embassy").
s online research has become an increasingly standard activity for middle school and high school students, Wikipedia (http://www.wikipedia .org) has simultaneously emerged as the bane of many teachers who include research-focused assignments in their courses. An online encyclopedia that allows anyone to edit its entries, Wikipedia has educators fed up with students using the site as a primary resource and citing its content in their essays. For some the site seems to represent the worst of how the Internet has dumbed down the research process, with its easily accessible but unsubstantiated (if not downright false) information on almost any topic, a student's citation of which amounts to a mockery of legitimate inquiry. After all, how can a site that allows anyone to add, change, or remove information be credible? While extreme, the reaction described in the news article above—which mentions a school librarian who has created posters encouraging students to "Just Say 'No' to Wikipedia"—is not rare. Better to make such a site off-limits to students, goes the reasoning, if it will get them to rely on more authentic research sources for their writing. A
Are there ways, however, that teachers can address the Wikipedia phenomenon that don't include banning students from using the site? Seen in a different light, Wikipedia provides a unique opportunity to get students involved in ongoing conversations
As in conventional encyclopedias, Wikipedia's English language encyclopedia contains articles about topics traditionally considered important, but it also includes entries on all manner of contemporary popular culture and current events. New articles are created daily, often as topics become
Copyright © 2009 by the National Council of Teachers of English. All rights reserved.
newsworthy; existing articles are improved on by thousands of volunteer contributors (known as "Wikipedians") to refl ect the most up-to-date and accurate knowledge ("Wikipedia: About"). Its constantly evolving nature has allowed Wikipedia to function in ways that print-based, expert-written reference sources cannot, such as establishing an instantaneous record of events as they happen. A good example is the entry detailing the Virginia Tech tragedy of 2007. The initial article was created at 10:16 a.m. EST on the day of the shootings and was composed of only two sentences: "The Virigina [sic] Tech shooting incident occurred on April 16th, 2007. One person has been reported to be slain" ("Virginia"). As more information became available the entry grew more detailed, cross-referenced, documented, and fact-checked; as of this writing, the article runs to more than 5,000 words and contains 127 cited sources. (A fascinating time-lapse video of the initial changes made to this entry is available on YouTube at http://youtube.com/watch?v=zr CQ9dUsfqU.)
Critics of Wikipedia point to the site's universal editorial access as its most egregious fl aw. For many, that no mechanism exists to prevent someone from posting bogus material either intentionally or through ignorance dooms Wikipedia as a credible and useful information source. Several highly publicized cases of incorrect information,
Wikipedia's transparent and participatory nature invites visitors to question what they're reading in ways that static, expert-driven reference texts do not.
such as satirist Stephen Colbert's call to falsify entries to exploit their "wikiality," have added to the sense of unreliability ("Wikipedia: Criticism"). By way of response, Wikipedia administrators note this potential drawback of the open access policy—users may indeed fi nd articles "in a bad state," incomplete, un-sourced, or recently vandalized—but in general most articles are in a process of improvement toward an ideal that is "balanced, neutral, and encyclopedic, containing notable verifi able knowledge" ("Wikipedia: Researching with Wikipedia"). In "Creating, Destroying, and Restoring Value in Wikipedia," researchers suggest that despite the site's open editing policy, "there is an intense, ongoing review of articles" by "a community of deeply committed edi-
tors" whose work is aided by built-in features that allow vandalism and abuse to be quickly corrected (Reid et al. 259). Our experience is that Wikipedia is less an unregulated free-for-all of misinformation than an open collaborative in various stages of development, depth, and sophistication depending on where one looks. Tutorials instruct prospective editors on structure, format, and style; discussion forums for each article encourage debate about editorial choices; a complete history of all edits accompanies articles; and thousands of Wikipedians monitor additions and changes for accuracy and appropriateness.
None of these elements, however, guarantees the sort of unquestioned credibility that traditional encyclopedias enjoy, as the site freely admits. Consider this analogy from the onsite article "Researching with Wikipedia":
Wikipedia is more like a library (or like the World Wide Web itself) than like a typical reference work. The mere fact that a book is in the library is no guarantee against bias or misinformation. The same can be said of Wikipedia articles. This does not make them useless, it just means that they should be approached differently than one approaches a typical reference work.
The article elaborates on what is meant by "approached differently." Articles should be examined for their documentation, and these sources should in turn be scrutinized; readers should review the discussion page and the history of changes to the article to gain insight into recent edits; related topics can be explored via hyperlinks within the article; questions or concerns can be posed to Wikipedians on the talk page. Above all, visitors should recognize the malleable nature of the site and so exercise critical judgment about the information they encounter—a skill we know most English teachers want their students to develop. Wikipedia's transparent and participatory nature invites visitors to question what they're reading in ways that static, expert-driven reference texts do not.
We recommend that any classroom use of Wikipedia be fi rst grounded in this kind of "metaawareness" of the site regarding its strengths and limitations. Talking with students about how the site operates is essential in helping them move from passive acceptors of information to practicing analyzers and evaluators. In what follows we explore several possible approaches for using Wikipedia and suggest others, but all are dependent on students developing and applying a critical consciousness toward the information they encounter in any context.
Wikipedia as a Platform for Research
After introducing students to Wikipedia, teachers might begin by using the site as an entry point into deeper and more creative research than typical assignments require. In working with both middle school students and experienced English teachers, Scott begins this process with a well-known subject as a focus: Abraham Lincoln. He fi rst asks the class to call out everything they know about Lincoln; as they do so, he records these details on the board. It soon becomes apparent that as a group, most people (students included) know more than they think they do about the 16th president. The board quickly fi lls with assorted facts and historical tidbits: born in Kentucky, "Honest Abe," freed the slaves, Civil War president, assassinated by John Wilkes Booth, on the penny, and so on. Next, Scott asks students to browse through the rather lengthy Wikipedia entry on Lincoln, including sections detailing his childhood, his election as president in 1860, his leadership during the Civil War, the Emancipation Proclamation, and his assassination, among others. These are topics that most people have encountered in some form before—as the class brainstorming session has just demonstrated—and they are the minimum of what we might expect in an overview of Lincoln. In the sense that they supply basic information about a particular well-established topic, these kinds of Wikipedia entries are quite similar to the static encyclopedia articles of yore.
At this point, Scott asks students to think about what legitimate research entails. Since we've just seen from our brainstorming session that most of us already have a basic understanding of Lincoln and his life, there's little value in writing a redundant "report" that restates these same topics. Instead, the point of real research is the same as it was in pre-Internet days—to explore something new about a subject that we don't already know (or that we don't have easy access to), or to seek answers to puzzling questions. With this understanding, a prospective student researcher might start by look- ing for gaps in an encyclopedia entry where fresh research might be possible.
For example, in reading through the current (as of this writing) Wikipedia entry on Lincoln, we fi nd a gap in the account of Lincoln's dealings with a lead general, George McClellan. We read that McClellan was insubordinate, that Lincoln's view of strategy differed from the general's thinking, and that after two years Lincoln fi nally removed McClellan from command ("Abraham"). But why did Lincoln wait so long to fi re the general? In the midst of war, why did Lincoln delay his decision for so long? The article gives no hints. There is an allusion to letters by both men about each other, but these documents are not quoted. Suddenly we have questions that we can't easily answer, and we've uncovered a possible space for follow-up research. In locating and reviewing primary and secondary documents, a student might seek to provide an informed argument as to Lincoln's rationale in dealing with McClellan, having used the Wikipedia entry not as a source of truth but as a springboard to further inquiry. The site becomes a "stepping stone" for deeper research, as Wikipedia founder Jimmy Wales has argued it should be used (Coleman).
Reviewing the life story of Lincoln on Wikipedia, Scott's classes of students and teachers have derived research questions based on what is not in the entry. How did a self-taught prairie outsider learn to be an effective leader (and for that matter, did he indeed lead effectively)? Was he well-respected during his presidency? How did he handle the stress of his position in a time of civil war? What personal convictions led him to oppose slavery, and were these taught to him or learned through experience? Simply recognizing that there is room for such questions is a major achievement for students in the research process. Typical research writing assignments often do not expect much more of students than fact-reporting, and so questions of Why? or So what? or How could this relate to my own experience? do not become part of the research picture.
Because Wikipedia is constantly evolving, its entries often include unconventional sections that might never have been included in a traditional encyclopedia. Such topics—often hyperlinked to outside websites and sources—offer further potential for student investigation and personal engagement.
Lincoln's religious beliefs, the evolution of his image from his era to the present, his poetry, and even his presence in several video games are some of the options available to readers ("Abraham"). (For the purpose of this article, Scott accessed Wikipedia on November 19, 2007. Naturally, the entry may have changed by the time you read this.)
In a broader sense, the Wikipedia article on Lincoln—like many similar entries on established topics on the site—models other essential practices
Because Wikipedia is constantly evolving, its entries often include unconventional sections that might never have been included in a traditional encyclopedia.
of responsible research often obscured in traditional encyclopedias. Hyperlinked footnotes after each quotation and each debatable point provide for instant reference. Many of the footnotes provide contextual commentary along with citations; sometimes they provide a link to an opposing view. In certain cases, state- ments in need of further verifi cation are followed by the hyperlinked phrase "citation needed," which leads to the following explanation:
The "citation needed" link you just followed is there because another editor felt that the preceding statement was dubious or suffi ciently controversial as to demand citation. If you can provide a source to back up the statement, please add it. If not, please exercise extra caution when using the fl agged information. If the statement is about a living person, delete the statement. ("Wikipedia: Citation")
These editorial elements model real-world expectations for scholarship and directly challenge students to meet authentic, public needs. With a little effort, students can locate needed documentation and edit the entry to refl ect their research, thus increasing the credibility of the site while directly improving a resource accessible to billions of people. A more immediate, global audience for a student's writing and research is hard to imagine.
Lincoln's Wikipedia entry, like others on the site, is not fl awless. At times it reads like what it is: an article written by committee, inconsistent in focus, structure, and elaboration. Certainly a single scholar with a professional editor could craft a more unifi ed piece. But even in their faults, such entries
January 2009
offer possibilities for student projects. Clicking the "Discussion" tab at the top of the page, we fi nd that the Lincoln article "was a good article nominee, but did not meet the good article criteria at the time" ("Talk: Abraham"). Hyperlinks connect readers to "good article" criteria and examples of such articles. (Even more superlative entries can be nominated as featured articles, the site's highest honor—less than 2,000 articles currently carry this status.) Questions naturally arise: What qualities in the Lincoln article prevent it from meeting the good article criteria? What differentiates it from articles currently in this category? Students might propose necessary changes to a specifi c good article (as current entries for "Graphic Novel," "Banquo," and "J. D. Salinger" are currently classifi ed) to move it to the featured article level. Such topics speak to the socially constructed and often unsettled nature of information that, on fi rst glance, may seem fi rmly established and thus above critique. Evaluating entries based on criteria naturally leads students to a new challenge: actually contributing content to Wikipedia to improve existing entries or add new ones.
Editing Wikipedia: Assignment Advice
The ease with which one can edit a Wikipedia entry (by simply clicking "edit this page" at the top of any article) tends to deemphasize the underlying protocols for making effective contributions. Making basic edits to an article can be quite simple, but making comprehensive changes or creating an entirely new article from scratch is more of a challenge. There's a learning curve to working with the site, and with this in mind, we offer several suggestions for secondary teachers interested in including Wikipedia-integrated assignments in their classrooms. Much of the following is derived from our personal experiences implementing such projects with a variety of students and is adaptable for many different classroom contexts.
1. Familiarize Yourself with the Site
Firsthand knowledge about Wikipedia's content, structure, contributor guidelines, and editing protocol is essential. We recommend that interested teachers begin by reading the "Wikipedia: About" page, which functions as both a site overview and a
link hub for related topics. From here, teachers can move directly into the Tutorial, a step-by-step guide for editing procedures that includes many "sandbox" areas for experimentation ("Wikipedia: Tutorial"). Editing requires basic text codes to achieve certain effects (boldface, headings, etc.), and the site provides a cheat sheet for easy reference. Finally, teachers should experiment with the process of changing a "live" article. Browsing entries of personal interest will inevitably turn up opportunities for correction or improvement, and going through this process oneself will make guiding students much easier.
2. Discuss the Wiki Concept with Students
One of the most intriguing concepts raised by Wikipedia (and wikis in general) is the transformation of reader/writer roles and responsibilities. By their nature, traditional encyclopedias imply ultimate authority and a fi xed sense of knowledge; communication is unidirectional, privileging an expert writer over a reader needing to be informed. Such texts generally do not invite questions, alternative perspectives, critique, or debate. Wikis, meanwhile, often invoke a more synthesized relationship. Readers (who may also be writers) are expected to act critically by evaluating assumptions, evidence, and context in order to measure worth and (possibly) respond. Writers (who are likewise readers) must in turn expect to justify, support, and document their statements, as well as to engage with the questions and critique of readers.
To this end, we recommend that teachers engage in frequent and in-depth discussion with students about the roles of readers and writers in digital environments. Do students believe everything they come across online? How do they know the difference between legitimate and bogus information on the Internet? What criteria do they use? How does one establish credibility in everyday and professional contexts? In what subject areas might students themselves serve as credible sources? Certainly many will already be familiar with wikis—some may have even edited Wikipedia entries previously. Just as many students, however, are likely to be unfamiliar with the active responsibilities that face readers engaging such texts. Before editing or improving a text, students must know how to evaluate ideas, di- agnose problems, articulate a strategy for improvement, and then be prepared to justify their work in an ongoing conversation.
3. Start Small
Just as teachers do, students need time to get familiar with Wikipedia as a site, including the editing process. We recommend that teachers introduce Wikipedia in a class forum that invites general opinions and insight before proceeding to a particular entry to demonstrate the ease of simple edits. Bud Hunt has described an exercise in which student groups revise (on paper) a subpar entry, eventually leading to a teacher-assisted consensus on an overhead transparency before an offi cial edit is made (Hunt and Hunt 91). For more formal projects, suffi cient time can be built into assignment plans for students to complete the editing tutorial.
What assignments might students tackle? Wikipedia itself provides a substantial list—including specifi c entries in need of attention—that can help get teachers started. Students can "wikify" existing articles by adding relevant hyperlinks to other entries; verify information by researching and adding links to credible sources; make updates on or expand existing articles; or simply copyedit for grammar and punctuation ("Wikipedia: Contributing"). Teachers might begin by asking student groups to seek out and improve a specifi c entry of interest; documenting their progress can be a simple matter of providing "before" and "after" screenshots. As students become more confi dent with the process, more substantial projects are possible. For example, Darren's classes of preservice English teachers have improved on entries
Do students believe everything they come across online? How do they know the difference between legitimate and bogus information on the Internet?
for Sharon Draper, Katherine Paterson, Chris Crutcher's young adult novel Ironman, and the National Council of Teachers of English, and created two entirely new entries from scratch (for Kurt Vonnegut's short story "EPICAC" and the Bentley Rare Book Gallery). Secondary students might investigate entries for authors they've encountered in their coursework or through personal reading (such
as Christopher Paul Curtis, Lois Lowry, Gordon Korman, and so on), looking for areas in which they might contribute. In processing information from a primary source and deciding as a group about how and what data should be included in an encyclopedic entry, students practice the kind of procedures that real researchers must undertake in the gathering and presentation of ideas. Similar assignments—in which students improve on or create entries about characters, concepts, or important places in their community—are easily adaptable for the secondary classroom. Not surprisingly, Wikipedia also features a page providing specifi c project guidance and suggestions for teachers ("Wikipedia: School").
4. Prepare for Challenges
Aside from learning the conventions of editing, other trickier challenges await students, beginning with genre conventions and content expectations. Students accustomed to personal or persuasive writing may have trouble adopting the more formal, neutral voice appropriate for an encyclopedia (i.e., objective, expository, and nonpromotional). Modeling the style and structure of other entries can help students practice this genre-specifi c trait.
What "counts" as appropriate information for inclusion in Wikipedia may also present a challenge. Contrary to common perception, new edits
What makes Wikipedia seem so dangerous to some teachers—its inherent malleability—is also what makes the site a dynamic and authentic demonstration of the research process itself.
and entries usually undergo immediate scrutiny by more experienced Wikipedians, who may challenge students to revise or re-envision information that advocates or argues rather than informs. We've found that emphasizing the "What Wikipedia Is Not" guidelines helps to address these issues ("Wikipedia: What"). Similarly, student work may quickly be fl agged by Wikipedians as needing revision for citation of sources, bias, and "wikifi cation" (i.e., including embedded links to other relevant Wikipedia entries). We ask students to view these instances as possibilities rather than obstacles. Using the "talk" function atop every entry, students can enter into a dialogue with readers who may disagree with content, structure, or presentation. In
January 2009
these cases, notions of accurate paraphrasing, genre appropriateness, and communication etiquette— sometimes dealt with in abstract or rote form in the classroom—become real issues to be grappled with as students make their case.
Conclusion
What makes Wikipedia seem so dangerous to some teachers—its inherent malleability—is also what makes the site a dynamic and authentic demonstration of the research process itself. Granted, if students use Wikipedia as just another reference source (or their only source), then they will get no more from it (and possibly less) than a traditional encyclopedia in the school's library. But if they can learn about how entries on the site change and how each change is debated in arguments open to anyone's inspection, then Wikipedia can demonstrate to students the process, importance, and excitement of real scholarship. Here is an authentic demonstration that knowledge isn't settled, that there are always more questions to ask and always differing perspectives on the answers. Students can see that opinions and facts aren't always easily differentiated and that uncontested facts can be used to support opposing conclusions. And they can learn that no piece of knowledge can be understood separate from its connections to other topics in a multifaceted web that, on Wikipedia, is accessible at the click of a mouse.
As is probably obvious, we've used Wikipedia as a primary source in various ways throughout the evolution of this article. In what may strike some as a gross violation of conventional research procedures, we've cited a number of Wikipedia's pages directly in our discussion of the sites policies, criticisms, and strengths. These reference pages in turn helped guide us to other useful sources, often through the documented information in their "Notes" sections. How do we know the information on any of these pages was and is now accurate? In short, we assumed the responsibility of active readers by following the same process of textual evaluation we describe above, examining the information for its sourcing and considering its validity so as not to harm our credibility or do our readers a disservice.
Any teacher interested in exploring Wikipedia as a potential base for assignments—rather than summarily rejecting the site as a slough of misinformation—must likewise become familiar with the site's guidelines, structure, strengths, and drawbacks. We invite readers to investigate the Wikipedia pages referenced in this article as a means of reaching their own conclusions about the site's potential in their classrooms.
Works Cited
"Abraham Lincoln." Wikipedia, The Free Encyclopedia. 19 Nov 2007, 03:01 UTC. Wikimedia Foundation, Inc. 27 Jan. 2008 <http://en.wikipedia.org/w/index.php? title=Abraham_Lincoln&oldid=172412753>.
Coleman, Alistair. "Students 'Should Use Wikipedia.'" BBC News. 7 Dec. 2007. 28 Dec. 2007 <http://news.bbc .co.uk/2/hi/technology/7130325.stm>.
Hunt, Bud, and Tiffany J. Hunt. "Research and Authority in an Online World: Who Knows? Who Decides?" English Journal 95.4 (March 2006): 89–92.
Olanoff, Lynn. "School Offi cials Unite in Banning Wikipedia." Express-Times (Easton, PA). 21 Nov. 2007. Online. 27 Dec. 2007 <http://seattletimes.nwsource .com/html/living/2004025648_wikipedia21.html>.
Priedhorsky, Reid, Jilin Chen, Shyong (Tony) K. Lam, Katherine Panciera, Loren Terveen, and John Riedl. "Creating, Destroying, and Restoring Value in Wikipedia." GROUP '07: Proceedings of the 2007 International ACM Conference on Supporting Group Work. New York: ACM, 2007. 259–68. 12 Nov. 2008. <http:// www-users.cs.umn.edu/~reid/papers/group282priedhorsky.pdf>.
Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks: Corwin, 2006.
"Virginia Tech Massacre." Wikipedia, The Free Encyclopedia. 16 Apr. 2007, 15:16 UTC. Wikimedia Foundation, Inc. 22 Jan. 2008. <http://en.wikipedia.org/wiki/ Virginia_Tech_massacre>.
"Wikipedia: About." Wikipedia, The Free Encyclopedia. 27 Jan. 2008. Wikimedia Foundation, Inc. <http://en .wikipedia.org/w/index.php?title=Wikipedia:About &oldid=186970430>.
"Wikipedia: Citation Needed." Wikipedia, The Free Encyclopedia. 27 Jan. 2008. Wikimedia Foundation, Inc. <http://en.wikipedia.org/wiki/Wikipedia:Citation_ needed>.
"Wikipedia: Contributing to Wikipedia." Wikipedia, The Free Encyclopedia. 27 Jan. 2008. Wikimedia Foundation, Inc. <http://en.wikipedia.org/wiki/Wikipedia: Contributing_to_Wikipedia>.
"Wikipedia: Criticism of Wikipedia." Wikipedia, The Free Encyclopedia. 17 Jan. 2008. Wikimedia Foundation, Inc. <http://en.wikipedia.org/wiki/Criticism_ of_wikipedia>.
"Wikipedia: Embassy." Wikipedia, The Free Encyclopedia. 27 Jan. 2008. Wikimedia Foundation, Inc. <http:// en.wikipedia.org/w/index.php?title=Wikipedia:Em bassy&oldid=187021755>.
"Wikipedia: Researching with Wikipedia." Wikipedia, The Free Encyclopedia. 12 Jan. 2008. Wikimedia Foundation, Inc. <http://en.wikipedia.org/wiki/Wikipedia: Researching_with_Wikipedia>.
"Wikipedia: School and University Projects." Wikipedia, The Free Encyclopedia. 12 Jan. 2008. Wikimedia Foundation, Inc. <http://en.wikipedia.org/wiki/Wikipedia: School_and_university_projects>.
"Wikipedia: Tutorial." Wikipedia, The Free Encyclopedia. 12 Jan. 2008. Wikimedia Foundation, Inc. <http://en .wikipedia.org/wiki/Wikipedia:Tutorial>.
"Talk: Abraham Lincoln." Wikipedia, The Free Encyclopedia. 17 Jan 2008. Wikimedia Foundation, Inc. <http:// en.wikipedia.org/wiki/Talk:Abraham_Lincoln>.
"Wikipedia: What Wikipedia Is Not." Wikipedia, The Free Encyclopedia. 27 Jan. 2008. Wikimedia Foundation, Inc. <http://en.wikipedia.org/wiki/Wikipedia:What_ Wikipedia_is_not>.
Darren Crovitz teaches in the English education program at Kennesaw State University in Kennesaw, Georgia. Email him at email@example.com. W. Scott Smoot teaches middle school history at The Walker School in suburban Atlanta. He earned his Masters in Professional Writing at Kennesaw State University in 2000, where he joined the National Writing Project as a Teacher Consultant. His personal website is at http://www.smootpage.com, and he may be reached at firstname.lastname@example.org.
READWRITETHINK CONNECTION
Traci Gardner, RWT
Build on Wikipedia's ability to serve as a "stepping stone" to further research with "Connecting Past and Present: A Local Research Project." Students become active archivists, gathering photos, artifacts, and stories for a museum exhibit that highlights one decade in their school's history, but don't stop with that exhibit. Have students use their local knowledge to revise and add relevant information to Wikipedia entries. http://www.readwritethink.org/ lessons/lesson_view.asp?id=1027 | <urn:uuid:8ee8b6a2-4014-44cd-894c-9227233b6350> | CC-MAIN-2021-39 | https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1116&context=facpubs | 2021-09-19T05:36:24+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00719.warc.gz | 253,390,265 | 6,200 | eng_Latn | eng_Latn | 0.909256 | eng_Latn | 0.994634 | [
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1st Grade Reading
Quarter 1 Standards
1. 1.R.RF.01a: The Highly Proficient student can consistently write correct sentences with a capital at the beginning and correct punctuation at the end.
2. 1.R.RF.02b: The Highly Proficient student can blend sounds together to say a multi-syllable word and decode a list of above-grade-level words using blending.
3. 1.R.RF.02c: The Highly Proficient student can identify and say the beginning, middle, and ending sounds in a spoken, multi-syllable word.
4. 1.R.RF.02d: The Highly Proficient student can segment a word when given a multi-syllable word.
5. 1.R.RF.03a: The Highly Proficient student can generate and correctly spell a list of words containing various consonant digraphs and read them aloud.
6. 1.R.RF.03c: The Highly Proficient student can determine that every syllable must have a vowel sound to determine the number of syllables in a printed word.
7. 1.R.RF.04c: The Highly Proficient student can use context to confirm or self-correct word recognition and understanding, rereading as necessary.
8. G1.1R.C1.PO1: The Highly Proficient student can alphabetize a list of words to the second letter.
Quarter 2 Standards
1. 1.R.RF.02a: The Highly Proficient student can identify the vowel sounds and distinguish whether each is long or short when given a set of multisyllable spoken words.
2. 1.R.RF.02e: The Highly Proficient student can write a list of rhyming words using a variety of phonograms and consonant blends.
3. 1.R.RF.02f: The Highly Proficient student can manipulate phonemes in multi-syllable words to make new multi-syllable words.
4. 1.R.RF.03d: The Highly Proficient student can list an example for each of the six syllable types.
5. 1.R.RF.03e: The Highly Proficient student can choose a root word and add an inflectional ending to create a new word using regular ending rules consistently.
Quarter 3 Standards
1. 1.R.RI.05: The Highly Proficient student can list the features of an expository text and illustrate examples of each.
2. 1.R.RL.01: The Highly Proficient student can independently read a narrative and create and answer questions about the text. (who, what, where, when, why and how)
3. 1.R.RL.02: The Highly Proficient student can write their own narrative that includes a lesson or central message.
4. 1.R.RL.03: The Highly Proficient student can write detailed sentences that describe the characters, setting and major events in a story with a moral.
5. 1.R.RL.04: The Highly Proficient student can identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
6. 1.R.RL.06: The Highly Proficient student can identify who is telling the story at various points in a text.
7. 1.R.RL.07: The Highly Proficient student can independently read a literary selection, without illustrations, and describe the characters, setting, and sequences of events using illustrations.
8. 1.R.RL.09: The Highly Proficient student can compare and contrast themselves to a character in a literary selection and describe how they are alike and/or different using examples from the story.
9. 1.R.RL.10: With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.
10. 1.R.RL.10: With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1.
Quarter 4 Standards
1. 1.R.RI.01: The Highly Proficient student can create questions about a topic and answer each one. (who, what, where, when, why, and how)
2. 1.R.RI.02: The Highly Proficient student can identify and summarize the main topic and supporting details in an informational text.
3. 1.R.RI.03: The Highly Proficient student can compare and contrast two or more informational pieces of text including individuals, events, ideas, and pieces of information.
4. 1.R.RI.04: The Highly Proficient student can independently decode and comprehend a text with unknown words.
5. 1.R.RI.06: The Highly Proficient student can distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
6. 1.R.RI.07: The Highly Proficient student can independently read an informational selection without illustrations, and describe key ideas using illustrations.
7. 1.R.RI.08: The Highly Proficient student can compare and contrast the details from two informational texts on the same topic using a graphic organizer, such as a Venn diagram.
8. 1.R.RI.09: The Highly Proficient student can identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
9. 1.R.RL.05: The Highly Proficient student can write a short story and label if it is fiction or nonfiction.
Yearly Standards (taught throughout the school year)
1. 1.R.RF.03d: The Highly Proficient student can list an example for each of the six syllable types.
2. 1.R.RF.03bf: The Highly Proficient student can read a list of regularly spelled multi-syllable words. The Highly Proficient student can read the first and second grade Dolch list with 100% accuracy.
3. 1.R.RF.04a: The Highly Proficient student can read 61+ words per minute on a text.
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Name :
Surface Area of Prisms & Cylinders
Find the surface area of each shape. Round your answer to two decimal places.
Printable Worksheets @www.mathworksheets4kids.com
Surface Area of Prisms & Cylinders
Decimals: L2S3
Find the surface area of each shape. Round your answer to two decimal places.
Printable Worksheets @www.mathworksheets4kids.com | <urn:uuid:6ec24ed2-d8a0-4afb-9557-425ed6765c36> | CC-MAIN-2021-39 | https://www.mathworksheets4kids.com/surface-area/prisms-cylinders/customary/level-2-decimals-3.pdf | 2021-09-19T07:08:38+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00002.warc.gz | 916,676,298 | 85 | eng_Latn | eng_Latn | 0.956993 | eng_Latn | 0.951569 | [
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CORNERSTONE 2018 RESOURCE
Best Monster Movie Ever Evening Experience
created for Foundation for Jewish Camp for educational use
CORNERSTONE 2018 RESOURCE
SESSION TIMELINE & OUTLINE:
Before the session:
- Prepare monster music playlist and set out popcorn and a monster juice station (with all kinds of juice and soda that participants can mix)
- Facilitators should set the stage for the program by creating a space to create the puppets, a space to film short movies, a place to watch the films, and a snack bar. Imagine a monster movie film festival!
- Create a sample of backdrop set (Forest, City, etc…) or create a puppet theatre with a large cardboard box or with a tension set shower curtain rod and some fabric in a doorway
How To Make Sock Puppets: Sock puppet materials can vary. It's really up to you what you want to use. Just use your imagination!
1. Find a suitable sock. Longer socks work better, one that goes up the child's arm.
2. Insert hand and locate where the mouth would be. Push the sock in to make the mouth.
Cut a circle or oblong shape of felt for the mouth. Add a tongue with pink felt. Glue tongue at one end only so that it can be moved up and down by the speech therapist and patient.
3. Glue mouth piece in place. You can do this with the hand inserted. Take the hand out gently, let the glue set for a few minutes.
4. Time to place on the eyes. You can glue the googly eyes on the pom poms first, then glue the pom poms on top of the sock. It's easier to place hand inside the sock to get proper placement.
5. Glue or sew on nose, hair, clothing, jewelry, and whatever embellishments you'd like, to give your puppet personality!
CORNERSTONE 2018 RESOURCE
Making Your Puppet (45 min):
Invite participants to:
- Help themselves to some pop/soda to make monster potion juice for inspiration
- Design and craft their sock monster puppets
Planning Your Movie (30 Min):
Join a group of 4-6. Create your monster movie starring your monster puppets. Create a script for your monster. One great way to get started is to take a classic fairy tale and re-tell it with your own monster spin. Superhero style stories are also amazing, as are tales of everyday life at Monster Camp.
The theme for your movie is "We may look different yet we are all the same..." Try to find ways in which your monster's unique personality, traits, or talents are strengths and assets to the whole group.
The following text is a great Jewish take on differences. Use it as an introduction, or after the conclusion of the program. You can use it wherever it feels like the right fit for your participants.
ולהגיד גדלתו של הקדוש ברוך הוא, שאדם טובע כמה מטבעות בחותם אחד וכלן דומין זה לזה, ומלך מלכי המלכים הקדוש ברוך הוא טבע כל אדם בחותמו של אדם הראשון ואין אחד מהן דומה.לחברו
When a person makes some coins with the same mold we know that each one has the same value because each of them is identical. How amazing is it that when God creates all people from the mold of the first human that each of us has the same value, but not one of us looks the same as another?
Some reflection questions:
- What does it mean to be created from a common mold and yet be unique?
- What features are common to all people?
- What are the features of our differences?
Filming Your Video:
You can create a set using the backdrop and your talent or film outside using nature as your set.
Think of a fun way to tell a short story that we could show for campers in camp.
Use your smartphone or a portable camera and create a short film. (Not longer than 2 min).
CORNERSTONE 2018 RESOURCE
ADDITIONAL NOTES FOR BRINGING IT BACK TO CAMP:
This program can be adapted to be light or very deep. The theme of "differences being a source of strength" is meaningful for all ages. Older campers might even want to make short films about how they are unique and about how that makes them special and valuable.
There are a few cute stories that support the teaching about difference and self-esteem. These are always great additions to a program as a reflection or extension activity.
I'm Gonna Like Me: Letting Off a Little Self-Esteem by Jamie Lee Curtis and Laura Cornell
Don't Laugh at Me by Steve Seskin, Allen Shamblin Illustrated by Glin Dibley
The Woman Who Outshon the Sun by Alejandro Cruz Martinez
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Man-in-the-Middle Attacks
What are they, and how can we prevent them?
When using the Internet, we expect that our communications are confidential and have not been changed or tampered with in transit. When you enter your password for online banking, you rely on the assumption that a) your password matches the banks records, b) the bank receives the password in its correct form, and c) third parties cannot see, intercept or change your password as it is sent to the bank. This is a simple example, but in essence a "man-in-the-middle attack" (MITM) works by breaking the second and/or third of those assumptions.
A MITM attack can not only disrupt communications between humans, but also affect machine-to-machine communications that are vital to trusted communications on the Internet. For example, an IoT device like a virtual assistant typically shares information with a central server hosting content.
If you cannot trust the connections you make to websites and online services, you could be vulnerable to security risks such as fraud, impersonation, malware, and others. If your connected devices and objects cannot communicate securely and reliably, they may put you and your household at risk.
What is a man-in-the-middle attack?
A MITM attack is one in which a third-party intercepts a communication between users (or machines). Usually this is done covertly, but sometimes the user may be aware. MITM attacks usually take two forms: the first is where an adversary may want to read the contents of a message; the second would involve the adversary changing the contents of the message or otherwise modifying the communication, like infecting a victim with malware. The first is an attack on the confidentiality of the message, the second an attack on its integrity.
While some MITM attacks are done without the knowledge of communications service providers, others are designed into the infrastructure of communication services.
In 2013, media reported that some governments had implemented significant data collection regimes on the Internet using MITM techniques. Adding MITM capabilities to parts of Internet infrastructure, sometimes with the aid of Internet service providers, allowed national security agencies to intercept and read bulk Internet traffic. If all traffic had been encrypted, it would have been more difficult for those agencies to access the content. After learning about these surveillance activities, major service providers took steps to encrypt their services, add end-to-end encryption, and turn on encryption by default.
internetsociety.org
@internetsociety
MITM attacks are a real threat to the Internet, regardless of what entity is using them. MITM attacks threaten communication confidentiality and reduce user confidence that their communication has not been altered in transit. MITM attacks undermine the trust underpinning the Internet's core functions and reliability. 1
Encryption helps protect against MITM attacks
Encryption is one way people can protect themselves against a MITM attack. It can help prevent the contents of their communications from being read or modified by third parties.
For instance, if you send an unencrypted email the contents are visible to every intermediary and network node through which the traffic passes. Unencrypted email is like sending a postcard: the postman, anyone at the sorting office, and anyone with access to the recipient's doormat can, if they choose, read the contents. 2
Encrypting the message protects its confidentiality: it may not prevent an adversary from seeing the contents, but what they read will be incomprehensible, because it has been scrambled.
Using encryption to digitally sign data, a document or a communication, helps ensure that if an adversary manages to modify the content, the tampering will be evident. With most encryption algorithms, changing any piece of the initial message results in a completely different encrypted version of the message. This property can be used to help the recipient make sure the original message has not been tampered with, similar to a broken seal on an envelope.
Transport Layer Security 1.3 (TLS 1.3) is an important Internet security protocol that provides an added layer of defense against MITM attacks. TLS 1.3 creates mandatory forward secrecy for Internet traffic, ensuring that intercepted traffic cannot be decrypted even if an attacker got a hold of a private key in the future. This is because each session is encrypted with a new session key. It means that an adversary has to discover the encryption keys for every session, vastly increasing the difficulty of MITM attacks.
MITM attacks to obtain access to encrypted content
Governments around the world have proposed, or implemented, various measures to provide access to encrypted communications or devices for national security or law enforcements purposes. One category of such methods is MITM attacks.
Example: A MITM attack on HTTPS traffic
According to Zdnet 3 , in 2019 users of Kazakh mobile operators trying to access the Internet received text messages indicating that they need to install government-issued root certificates on their mobile and desktop devices. Requiring Internet users to install root certificates that belong to the government could give the government the ability to intercept encrypted HTTPS traffic and perform a MITM attack to break secure communication. This means that the government could see, monitor, record, and even block interactions between Kazakh users and any website, including banks, email providers, social networks – and critical public services like electricity, elections, hospitals, and transportation. Once these certificates are installed, users have no way of knowing if their communications are no longer secure. Browsers will still show a lock symbol or other indicator that the traffic is "encrypted and secure", but traffic that appears secure is not. Introducing this weakness undermines the security of the Internet and erodes trust in the global public key infrastructure.
1 https://datatracker.ietf.org/doc/rfc7258/
3 https://www.zdnet.com/article/kazakhstan-government-is-now-intercepting-all-https-traffic/
2 https://www.internetsociety.org/resources/doc/2018/encryption-brief/
CC BY-NC-SA 4.0
internetsociety.org
@internetsociety
MITM attacks not only break confidentiality and integrity – they can also disrupt Internet access. For instance, in 2012 a security agency's attempted MITM attack in Syria broke a core part of the country's Internet infrastructure, leaving Syrians without access to the global Internet. 4
Conclusion
Governments must refrain from using man-in-the-middle attacks to enable law enforcement access to private communications. Creating these capabilities greatly undermines security for all users and the infrastructure of the Internet. Bad actors could use the same methods created for law enforcement to perform their own attacks. 5 MITM attacks present a real threat not only to the trust users have in the confidentiality and integrity of online communications, but to the security and reliability of the global Internet.
References to learn more:
"Keys Under Doo r m a ts" – Technical Report, MIT Computer Science and Artificial Intelligence Laboratory, 2015
4 https://www.wired.com/2014/08/edward-snowden/
5 https://www.lawfareblog.com/open-letter-gchq-threats-posed-ghost-proposal
internetsociety.org
@internetsociety
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HISTORICAL REFERENCES
NATIONAL REGISTER
Created in 1966 by the National Historic Preservation Act, the National Register is a national listing of significant points of interest from our nation's history. The mission is to, "protect and provide access to our Nation's natural and cultural heritage and honor our trust responsibilities to tribes." The program is a coalition between the National Conference of State Historic Preservation Officers and the United States Department of the Interior. The National Register of Historic Places includes significant properties, classified as buildings, sites, districts, structures, or objects (National Register).
By the register's standards' buildings, sites, districts, structures, and objects are defined by the following (Historic Preservation):
- Building – any structure created to shelter human activity; examples would include houses, barns, schools, railroad stations, theaters, factories
- Structure – any construction other than a building; examples would include bridges, lighthouses, water towers, tunnels, and civil engineering structures such as a canal
- Object – a construction of functional aesthetic, cultural, historical, or scientific value that may be moveable but is also generally related to a specific setting or environment; examples would include boats, locomotives, monuments, sculptures
- Site – The location of a significant event, prehistoric or historic activity, or remnant of a building or structure such as a battlefield, landscape, or the ruins of a building or structure
- District – a geographically definable area containing buildings, structures, objects and/or sites that are linked historically or aesthetically by plans or physical development and acknowledged to posses collective importance
NEW JERSEY REGISTER
In 1970, New Jersey Legislation passed the New Jersey Register of Historical Places Act which established the state's list of historical resources. The list is modeled after the National Register and uses the same criteria and forms for nominating properties (Historic Preservation).
REGISTER EVALUATION
For both the State and National levels of registers, the following criteria is used to define a significance in Federal/State History (Historical Preservation):
- It is associated with events that have made a significant contribution to the broad patterns of history
- It is associated with the lives of persons significant in our past
- Embodying the distinctive characteristics of a type, period, or method of construction, or representing the work of a master or possess high artistic values, or representing a significant or distinguishable entity whose components may lack individual distinction
- Have yielded or may be likely to yield information important in prehistory or history
HAWTHORNE HISTORICAL SITES
Founded in 2006, Hawthorne's Historical Society is dedicated towards preserving its history. Currently, the society is not a commission; however, the Borough of Hawthorne has been very supportive towards helping the Hawthorne Historical Society preserve the town's history.
The Hawthorne Historical Society has deemed many sites to be of historical importance to the Borough of Hawthorne. The following is a list of some sites and an explanation of its history (MacDonald Ditko, per. com. 2010).
Goffle Brook Park (National Register and State Register)
Goffle Brook Park was designed by the sons of New York Central Park architect Frederick Law Olmsted and their partner Percival Gallagher, and commissioned by the Passaic County Park Commission in 1927. The 115-acre park required the purchase or condemnation of 99 acres of private property. Included were three historically significant brown sandstone houses on Goffle Road: the John W. Rea House (1840); the Vreeland House (1760); and the John George Ryerson House (1750), also called Lafayette's Headquarters. Only the Rea House still stands today. The original Olmsted design was actually arranged around these historical houses. The design also included several foot bridges and bridal paths to ride horses, as Hawthorne used to have several horse farms. Today Goffle Brook Park is largely located off of Goffle Road and runs along much of the borough. It is still maintained by Passaic County.
Rea Mansion (National Register and State Register)
Originally, this Dutch brown sandstone house on Goffle Road was called the Doremus House and was built in 1840. In 1857, a well-known minstrel comedian bought the house on Goffle Road for his family. John W. Rea, whose stage name was Jack Raynor, toured across North America and Europe. While in Europe he bought the house unseen, which was then called a "farm." It was in an area called North Paterson, which was then part of the Manchester Township. It included 150 acres and cost $10,000. Rea retired from performing in 1875 and was elected Justice of the Peace of Manchester, and from then
on was called "Squire Rea," and settled small disputes. He also served as Superintendent of Manchester schools. He later died in 1900 and was buried in Ridgewood in a place called "God's Acre."
Sometime after Rea's death, the house was sold to the Knapik family who operated the Knapik Inn and/or Goffle Inn starting in 1920. It was a tavern and hotel that was relatively short-lived, since only a decade later, they were forced to sell it for the creation of Goffle Brook Park. It was deemed historic then, and was preserved as part of the park. At one time it served as the Boys and Girls Club, and then as Senior Citizen offices. Today it houses Passaic County offices.
House of Johannes Ryerson/Ryerson House Monument 367 Goffle Road
The grandfather of the builder of this house was Martin Ryerszen, who emigrated from Amsterdam about 1646 and settled at Breukelen, where on May 14, 1663 he married Annetje, daughter of Joris Jansen de Rapalje. Their son Joris Martinse Ryerse, bap. Sept 19, 1666, died about 1749-50, married August 11 1691 Anneken Schouten, widow of Theunis Dey. At the time of his marriage he lived at the Wallabocht on Long Island. In 1695 he joined Arent Schuyler and others in buying extensive tracts of land on both sides of the Pequannock River. He settled at Pacquanac (near Mountain View) about 1710. He was a judge and a very prominent man. He had 3 step children and 11 children. Of these, Dirck Dey built the mansion at Lower Preakness, Marten Ryerson built on the south branch of the Raritan River near Flemington, and Johannes Ryerson built at the Goffle.
On November 11, 1706 Joris Ryerse of Pompton joined with Ryer and Frans Ryerse of New York in buying a tract north of the Passaic River along the Wagaraw or Goffle Brook from Blandina Bayard of New York; this tract was surveyed and divided between the owners on June 7, 1721. In his will of 1744 Joris Ryerse devised his plantation at Wagaraw, on which his son Johannes lived, to this Johannes. The settlement of Wagaraw was on the north bank of the Passaic River at the bend north of Paterson. From here a road led northward along the Goffle Brook to the house and mill of Cornelis Lozier at the present Midland Park. As farms were opened up along the brook, this settlement became known as the Goffle. Johannes Ryerse was living here in 1744, and may have removed here shortly after the survey of 1721. He probably built an earlier house no longer existing as well as the present house, if it was built in 1750 as claimed.
Johannes Ryerse, also called John G. Ryerson, bap August 8, 1694, died between 1779-82, married October 27, 1716 Maritie Janse Spier and later married Geertje Hessels, and had 9 children in all. He was a Justice of the Peace. He lived at the Goffle on a farm left him by his father, and in 1779 willed 1/3 of the estate upon which he dwelt to his grandson John, eldest son of his son George. Joris or George I. Ryerson left all his lands in 1801 to his only son John. This John G. Ryerson, born July 3, 1769 died 1835, married July 21, 1793 Leah, daughter of Cornelius Westervelt, died 1861 aged 87 years. He lived on his father's and grandfather's place on the east side of the Goffle Road in the house still standing (1936). After the marriage of his only child, he gave him the farm of 180 a cres, and removed to his wife's farm. This son, George I. Ryerson, born December 17, 1793, died December 16, 1875, married September 19, 1813 Hillegont, daughter of Gerrebrant Van Houten; after her death June 23, 1847, he married Mrs. Eliza Burtsell of New York, and thirdly Margaret Hanson. He lived on the place occupied by his grandfather on the Goffle Road. His son Henry Garrison Ryerson, born December 3, 1822, died 1879, married Martha, daughter Adam Dater. He was an auctioneer, and continued to reside in the ancestral home. It later passed to his two children, George who died in 1887 and Elizabeth who married John Ackerman of HoHoKus. The Ackerman estate owned it until recently. It is presently unoccupied (1936).
It is claimed that the house was erected in 1750. This date could only apply to the wing by the road, as the main house is probably post-revolutionary. The wing is built of roughly cut stone and the main of dressed stone, whitewashed; the rear of both units is of stone rubble, and both sections are covered by gable roofs, extending to form an overhang on the south front. (The photograph shows the rear view.) An unusual feature is the string course of carefully cut and finished sandstone at the floor level of the main story of the house and also the rare type of fanlight. The double Dutch doors and solid shutters have typical panelling. The house stands on the east side of Goffle Road by the Goffle Brook, about one mile north of the Passaic River.
During the Revolutionary War, the Ryerson homestead, a house that once stood in what is now Goffle Brook Park, served as an outpost for General Lafayette. The house was owned by John George Ryerson. It was here Lafayette stationed his Light Infantry Corps in the fall of 1780. Located off of Goffle Road, the encampment was called Lafayette's "Light Camp," where patrols were sent to guard the flank of Washington's main army. Why Lafayette did not commandeer the house is not known. But that he did not is additional proof that the only the small unit was then in existance. As his host Johannes Ryerse had nine children, some of whom were married, the house was undoubtedly full, and Lafayette may not have wished to disturb them.
The Ryerson homestead stood for many years in disrepair after Goffle Brook Park was created (see Goffle Brook Park above), and burnt down mysteriously in 1950. A bronze plaque and memorial plaza now stand in Goffle Brook Park where the house once stood. They were erected in 1952.
Vreeland House Goffle Road (Opinion eligibility of State SHPO)
Edo Van Marselis, a fourth-generation resident of the American Colonies and prominent landowner, allegedly built what became known as the Vreeland House in 1760. The house no longer exists, but was originally deemed to become part of Goffle Brook Park. Passaic County planners decided to remove the Vreeland House in 1934 during the height of the Great Depression, however there were no funds to either demolish or maintain it. In 1939, the Vreeland House was again set to be demolished but the community protested enough to halt the work. It is not clear exactly when, but this house was razed anyway.
There is a house on the opposite side of Goffle Road that is commonly called the Vreeland VanDenBerg house. It has historical significance and now houses the offices of the Van Dyk Park Place retirement home.
Bottagra Restaurant 80 Wagaraw Road
One of the earliest homesteads constructed in Hawthorne (formerly Manchester Township) around 1730 by John Francis Ryerson. Ryerson also built a grist mill, potash works, sawmill and a store in the area. The home was confiscated by the State of New Jersey in 1779 as Ryerson was a loyalist. General Lafayette's infantry encamped here briefly during the Revolutionary War.
Richard Dirrick DeGray owned a farm, grist and saw mill, potash works, and a store, and fought in the Revolutionary War. He purchased the house (then located at 40 Wagaraw Road and now 80 Wagaraw Road) in May 1800. Its previous owner was his uncle John Francis Ryerson, who was a loyalist with the British Army and was stripped of his possessions. His uncle fled to Nova Scotia. About 140 acres were included Richard DeGray's purchase of the house. DeGray later added an east wing. Wagaraw Road was also once called Ryerson Lane. A De Gray descendant lived in the house until the 1960's. The house later on became Scordato's Restaurant starting in 1970 and then Alexus Steakhouse & Tavern, and now currently houses the Bottagra restaurant.
Bottagra Restaurant has great historical significance as the place where a Revolutionary War soldier lived, and is possibly the oldest building in Hawthorne. Although it has been altered, the restaurant retains some of the features of the original DeGray house built in the 1730s.
Hawthorne Library 345 Lafayette Avenue
The original Hawthorne Library was just a one-room building on Lafayette Avenue, which now houses the administrative offices of the library and old periodicals and newspapers in the basement. It was built in 1931.
The library changed its name to the Louis Bay 2 nd Library to honor longtime mayor Louis Bay. An addition to the library, which is now the main library and the Children's Wing, was designed by local architect Larry Tromeur. He had been part of firm Neil Greydanus in Hawthorne, and later Jim Pipens, and opened his own firm, Associated Architects, in Paterson. Tromeur was inspired by the designs of Frank Lloyd Wright and Ludwig Meis van der Rohe. He also designed the municipal building in Hawthorne and the Wachovia Bank building.
Hawthorne Theater 300 Lafayette Avenue
"Our borough has a modern and attractive motion picture theatre, the HAWTHORNE THEATRE."
In the late '20's, a group of Hawthorne citizens decided that Hawthorne needed a theatre and they formed the Community Theatre Corporation. The theatre was built and leased to Mark Block who opened the doors of the Hawthorne Theatre on January 14,1928. A capacity audience that night came to admire the new theatre and to see the picture "Topsy and Eva" with the Duncan Sisters.
A few years later the operation of the theatre was taken over by William C. Herman. Bill, together with his wife, Jessie, and son, Howard, reopened the theatre on October 30,
1930, with "Common Clay" starring Constance Bennett and Lew Ayres. In 1930, the theatre changed hands to the Herman family, who operated the theatre for 50 years over two generations. Under the Hermans' guidance, the theatre was remodeled in 1950 by John Eberson, a noted theatre architect of the time and was one of the first theatres in the State to have air conditioning. In 1980, the cinema was sold to Lee and Moe Sayegh who renamed it CJM Cinemas. The Sayeghs revamped the theatre in 2009, restoring the front of the building to show old seascape motifs, and added Dolby digital equipment with 3-D capabilities.
The Hawthorne Theatre was among the first theatres in the State to be air-conditioned. It also pioneered in the policy of special shows for children on Saturday matinees. A series of "Great Opera Nights" the past few years has proved very popular.
During the last war the Hawthorne Theatre helped in the sale of War Bonds and in 1950 helped in t he Korean Orphan Clothing Drive. Throughout the years, the theatre has helped raise funds for the Red Cross, March of Dimes, and many other charities.
The Hermans have always taken great care in the quality of movies shown at the Hawthorne Theatre and they will strive to continue the policy of bringing the best motion picture entertainment to Hawthorne in comfortable and attractive surroundings."
Masonic Temple Lafayette Avenue
On the night of May 25, 1918, the Hawthorne Masonic Lodge, No. 212, F. & A.M. was instituted. Meetings for the first five years were held at Lafayette Hall at Fire Company No. 1 on Lafayette Avenue. Membership swelled and the group created the Hawthorne Masonic Building Association for the purpose of erecting a building where they could hold meetings and other activities. A plot was purchased on Lafayette Avenue and on November 7, 1925, a cornerstone for the Masonic Temple was laid. The first regular meeting of the Lodge was held in the finished building on September 16, 1926. By 1948, there were 200 members of the Hawthorne Masonic Lodge.
Today, the Masonic Temple building has been converted into offices.
Hawthorne (Diamond Bridge Avenue) Train Station (SHPO)
The first station to serve Hawthorne in the early 1870's via the New Jersey Midland Railway was located on Wagaraw Road. Midland trains terminated here and passengers descended stairs to transfer to trains run by the Erie Railroad for points east of Hawthorne. By the early-1890's Hawthorne's population began to steadily increase. New residents began to settle and develop in area slightly west of the Wagaraw Road station. The New York Susquehanna & Western Railroad (successor to the New Jersey
Midland) constructed a new station in 1894 and called it "Hawthorne" to meet the needs of the residents in the downtown area. This small station continued to serve the borough's commuter's needs until June 30, 1966 when the Susquehanna ceased passenger operations.
The railroad leased the building for many years, most notably to a local newspaper dealer and more recently to Volunteer Railroaders Association. The Volunteer Railroaders Association through various fund raising activities was able on September 17, 2010 to move the station 75 feet north from its original location. This was done to protect the building from structural damage resulting from tractor trailers turning from Royal Avenue onto Diamond Bridge Avenue. A small park is planned for the former station site.
This was not the first time residents were interested in moving the station. Hawthorne wanted to make a transit center in the early 1940s, which required the relocation of the station. The original plan was to move the station to sit across from Ashley Avenue on Royal Avenue. The last set of blueprints were drawn up in 1941, and the project was abandoned when the U.S. entered World War II in December of that year.
Dutch Cemetery Brockhuizen Lane
Holland Cemetery, or Vermeulen Cemetery, was used by local Dutch reformed churches in the 1800s off Brockhuizen Lane. Abraham Vermeulen and John Holster established this land as a cemetery in 1868. Vermeulen later sold a plot that would become the Ahavath Joseph cemetery. Today, there are just a few gravestones remaining of the Dutch cemetery. Most of the bodies and stones were exhumed in the 1920s and moved to Fair Lawn Memorial Cemetery on Maple Avenue, which was also owned by the Vermeulen family. Those gravesites remaining give a chilling glimpse of life two centuries ago. A child only 1 year 9months old has a tiny gravestone. Others are entirely in Dutch with names such as Van Adrianis and Veeneman.
Ahavath Joseph Jewish Cemetery Brockhuizen Lane
The Ahavath Joseph Cemetery, located on Brockhuizen Lane, was purchased by a group of people originally from Slutsk, Lithuania (now Belarus) from Abraham Vermeulen (see above section on Holland Cemetery). They moved to Paterson in the 1890s and formed a Jewish congregation on Godwin Street in Paterson. Many of the gravestones reveal people succumbed to the Influenza epidemic of 1918 and the Diphtheria epidemic of the 1920s. Many stillborn and very young babies were also buried at that time without gravestones, following Jewish tradition. Records no longer exist on where these children were buried in the cemetery. Other people buried in the cemetery include members of the Spira family, who founded Spira's Department Store in Paterson in 1898. The gates of the cemetery were donated by Dina Solte Webster, one time owner of the Junior Shop in Paterson. The Ahavath Joseph congregation eventually merged with Congregation B'nai Israel in Paterson, adopting the B'nai Israel/Ahavath Joseph name. That congregation is still alive today in Paterson and cares for the cemetery.
Thomas Road/DeGray-Ryerson Cemetery
Now located on the Kohler property off Thomas Road, the ancient DeGray-Ryerson cemetery stands in a fenced-in area and is in very poor condition and missing some of the original gravestones. In 1748, John DeGray married Lena Ryerson. She was 18 years old he was 20. They settled on the Goffle Brook on what is now Goffle Road. They had three children: John, Richard, and Jenneke. According to old records, only sons
John and Revolutionary War hero Richard (please see Bottagra Restaurant above) were buried in the DeGray-Ryerson cemetery.
Others buried in the original cemetery included Lena Ryerson's father Frans Ryerson. Ties can be seen in old family trees between the DeGray family and former graves with the names Berry, Doremus, Westervelt, and VanWinkle. John DeGray married Mary Berry. His sister, Jenneke, married John Berry. The Berry's relative, Catherine Berry, married Hassel Doremus (who was widowed and then married Gasiah Westervelt, who was interred in the cemetery). Lena's brothers and sisters married into the VanWinkle, Doremus, and VanBlarcom families, which were names once found in the cemetery. Like many families in small towns, intermarriage was common.
House of John Van Winkle 868 Goffle Road
The ancestor of the family was Jacob Walingen, who emigrated to this country by 1639, probably from the village of Winkel in North Holland. He died in the summer of 1657, and his widow Tryntje Jacobs married three times before she died May 11, 1677. Their son Symon Jacobse Van Winckel, bap. Aug. 24, 1653 at New York died 1728-32 married at Bergen Dec 15, 1675, Annatje Sip of New York, sister of Jan Adriaensen Sip, owner of the house at Bergen. He was allotted two tracts in the Acquackanonk patent of 1685, and settled on the west side of the Passaic River in the present Passaic, near the Van Wagenings to the north and the Sips to the south. His son Simeon Van Winkle, bap. August 6, 1686, died 1775, lived several miles further north near the ford at the Bogt at the west side of the Passaic River (now the easter part of Paterson). His house of white washed stone was often referred to in deeds as the White House; it was torn down in 1828. He had 20 children by his two wives.
John S. Van Winkle, born 1723, was a son by the first wife, Prientje Van Giesen, daughter of Abraham Van Giesen, probable owner of the house at Third River in Essex County. On February 9, 1730 Richard Ashfield sold a tract at Wagaraw to Gerrit Gerritse, who on June 8, 1743 sold 212.5 acres to Simeon Van Winkle of Essex County; on October 26, 1774 Simeon Van Winkle, shortly before he died, deeded to his son John the 212.5 acre tract where John was then living at Wagaraw. Wagaraw was the name of the region above the most northerly bend of the Passaic River, north of the present Paters on. The settlement in the northern part of Wagaraw along the Wagaraw or Goffle Brook came to be called the Goffle. It was here that John S. Van Winkle settled some time between 1743 and 1774. The old part of the present house is said to have been built by him in 1761. On December 5, 1746 at Acquackanonk he married Janneke Ryerson of New York, and had two sons. He deeded the Wagaraw tract to his son Simeon on May 24, 1783, but lived many years longer, and probably continue to occupy his home until he died in January 1816. His son Simeon J. Van Winkle born December 12, 1749, died November 4, 1828, aged 78 years, 10 months and 22 days, married Claesje, daughter of Cornelis Gerritse. Although his father deeded him the Wagaraw homestead, he did not reside here; he was known as Simeon of the Bogt, and lived at Riverside in a stone house destroyed about 1880.
Simeon's son Judge John S. Van Winkle, born November 13, 1784, lived on his grandfather's place at the Goffle and built the main part of the present house in 1811. He ran a grist mill here. On March 24, 1805 he married Jannetje, daughter of Pieter Kip, born January 14, 1788. He and his wife were foully murdered the night of January 9, 1850 by John Johnson, an English farmhand whom Judge Van Winkle sympathetically released from jail, where he had been lodged on some complaint. This murder is still the theme of conversation in the district. Their surviving son Cornelius Van Winkle, born September 9, 1806 died May 26, 1873, married May 31, 1826, Catrina Leah Van Dean, born March 4, 1809. They lived at the Goffle, at Riverside, and later in Paterson. The place at the Goffle was inherited by their only son Simon Peter Van Winkle, born July 6, 1831, married October 10, 1852 Maria Ackerman; they lived however, at Paterson. Their daughter Jennie Van Winkle married Aaron Van Houton of Passaic, and the property at the Goffle was sold by her estate about 1901. It was purchased by Thomas Arnold whose son Ivan Arnold is the present owner (1936). Until the Arnolds purchased it, the house had been occupied for many years by farmhands, tenants of the Van Winkles. In 1942, Dr. Claude Van Stone purchased the house in an auction and passed it down to his daughter, Jean Brennan, who sold it in 2002.
It has been stated that Judge Van Winkle replaced his grandfather's old house in 1811 by a larger stone dwelling. But the present wing certainly dates from his grandfather's time, and it is probable that the wing formed the whole of the early house, and that Judge Van Winkle greatly enlarged it rather than tearing down some of it. The old wing was built by John Van Winkle at some time after his marriage in 1746 and before 1774; the date 1761 has been ascribed to it. The old house is built of rough stone laid in irregular courses, and is covered by a steep gable roof extending in front to form an overhang. The main house has a cornerstone dated 1811; it is characteristic of the period, built of well-dressed stone, and covered by a gambrel roof which has a beautiful curving slope. The main house contains unusually beautiful specimens of carved woodwork of the period and a panelled over-mantel. The house is on the northwest side of the Goffle Road, on the opposite side of which runs the Goffle Brook. It stands at the foot the Goffle Hill Road leading to Sicomac and the Ponds settlements, and is less than 2 miles north of the north bend of the Passaic River.
33 Forest Avenue – Forest Mills Apartments
In the early 1900s, Excello Hosiery Mill was built. This large 3-story brick structure served for many years as the Prospect Park Furniture retail store, and later the Valley Furniture retail store. In 2004, Joseph and Anthony Dello Buono purchased the old factory and converted the building into 21 high-end apartments in 2006. The façade is original to the Excello Hosiery Mill and still appears etched in the top of the facade. The condos retain the high ceilings of the three-story old factory and new windows were
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Apple Class Newsletter
Spring 2 22nd March 2021
News / Information
Phonics
Thank you for your bean photos, keep them coming in as I am displaying with pride in our classroom. Sue, Jon and I are so impressed with the levels of enthusiasm for this topic. The children are really interested in how plants grow, how we can look after our environment and what plants provide for us.
The children are also really enjoying revisiting the Phase 3 phonemes. Having heard all the children read over the past two weeks, I have been really impressed with their progress. My overriding suggestion now is to keep practising the sight recognition of all Phase 3 digraphs and trigraphs and the tricky words. This will help your child to move on from a reliance on decoding to being able to recognise/read words and therefore increasing their pace and fluency.
Over the next two weeks, Jon and I will be teaching the children about the origins of Easter within the Christian calendar. We will of course be looking at the popular traditions associated with this festival and so therefore remember the Easter Bonnet competition that FOBS have organised and also the special lunch Yvonne and the team are putting together on Wednesday 31 st March, which is when your child can show off their Easter Bonnet!
Teacher Awards
Bobby and
Thorin
This term we will be revisiting all Phase 3 digraphs and trigraphs, with lots of practical opportunities to apply skills in their reading and writing.
Phase 3 – This week the letter-sounds we are revisiting ee, or, ai, ar and the Tricky words: he, she, me, we, be, my, are, was, they, all, her, you
What are we learning this week:
We are finishing our work on Jasper's Beanstalk. The children will use their innovations from last week to re-write part of the story in their own words, substituting key elements such as the main character. The children have really enjoyed unpicking this story and having a go at inventing their own version. In maths I am going to introduce the class to money! We will focus on 1p, 2p, 5p and 10p. The children will learn about what we need and use money for and how we can put coins together to make a total. Please take the time to introduce the concept of money at home, maybe look at what is in their piggy banks, or go to the shops and use coins to buy something. We will be using this concept as a way to consolidate number bonds such as 2p and 3p together will make 5p.
On Friday we will be taking a closer look at flowering plants. We will look at the different parts of a flower and their function. The class will draw flowers and label their parts. Sue is also hoping to get some frog spawn from our pond so the children can see and learn about the life cycle of a frog! | <urn:uuid:d74f4670-06ff-4e3e-b4c5-3a7797d92a2c> | CC-MAIN-2021-39 | https://www.batheastonprimary.co.uk/sites/default/files/Spring2%20wk5%202021.pdf | 2021-09-19T08:17:13+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00003.warc.gz | 710,075,877 | 615 | eng_Latn | eng_Latn | 0.998941 | eng_Latn | 0.998941 | [
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ELEMENTS OF PORTRAYAL
Definitions
Facial Expression: The look or perceived movement of muscles on someone's face. The facial expression can help identify the sitter's emotion(s) and provide us with clues about their thoughts and feelings.
provide information about the sitter. They can help us understand the sitter's profession, their accomplishments, or highlight other aspects of the sitter's story.
Pose: The way a body is positioned. In a portrait, the pose can help us understand what the artist is trying to say about the sitter, or how the sitter wants to be viewed or perceived.
Clothing: The items a sitter wears on their body. In a portrait, the clothing might tell us about the sitter, their occupation, personality, economic or social status, or the era in which they lived.
Hairstyle: The way a person wears their hair, including the color and style. The hairstyle can offer hints about the sitter's age and when they might have lived.
Setting: The surroundings or the place in which a portrait is located. Real or imagined, the setting can help provide context (or additional clues) about the sitter's story.
Objects: Objects often function as symbols that
Color: The various hues that often set the tone, mood, or overall feeling. Color can help the artist convey their message about the sitter.
Medium: The material used to create a piece of art. Some popular media for portraiture include painting, charcoal, clay, wood, marble, photog raphy, and video.
Scale: The relative size or extent of something. The size of the portrait or the size of the sitter within the portrait (how much space they take up)
can often influence the way in which we perceive the sitter.
Artistic Style: The personal technique(s) and medium (or media) that an artist uses to create a portrait. Often, the artist's style can give us clues about who the sitter is or when the portrait was created.
Key Terms
* ● Portrait: A likeness or image of a person that is created by an artist
* ● Image: A picture of something or someone
* ● Sitter/Subject: The person or people in a portrait
* ● Symbol: Something representing something else by association; objects, characters, or other concrete representations of abstract ideas, concepts, or events
* ● Museum label: A written explanation of an artwork (installed next to the artwork)
* ● Commission: To request and fund the creation of a portrait
* ● Drawing: A type of artwork made with dry materials, such as pencil, pen, charcoal, or oil pastels (a type of crayon)
* ● Painting: A type of artwork made with wet materials, such as paint or watercolors
* ● Print: A type of artwork in which ink is placed on a stamp or a plate and is then transferred to paper or another material
* ● Photograph: An image, especially a positive print, recorded by a camera and reproduced on a photosensitive surface
* ● Sculpture: The art of carving, modeling, welding, or otherwise producing figurative or abstract works of art in three dimensions
Art Vocabulary
Elements of Art
* ● Color: Hue
- Primary Colors: red, yellow, blue
- Secondary Colors: orange, green, purple
- Intermediate Colors: red orange, yellow orange, yellow green, blue green, blue purple, red purple
- Warm Colors: red purple, red, red orange, orange, yellow orange, yellow, yellow green
- Cool Colors: yellow green, green, blue green, blue, blue purple, purple, red purple
- Analogous Colors: color families
- Complementary Colors: colors across the color wheel; ex: red and green, blue and orange, yellow and purple
- Monochromatic/Intensity of Colors: a value of 1 (one) color
* ● Value: An element of art that refers to the darkness or lightness of a surface. Value depends on how much light a surface reflects.
* ● Tints: Light values of pure color
* ● Shades: Dark values of pure color
* ● Line: "A Line is a dot that went for a walk."–Paul Klee. A line is a mark with length and direction created by a point that moves across a surface. A line can vary in length, width, direction, curve, and color.
* ● Shape: A shape is a flat figure created when actual or implied lines meet to surround a space. Shapes are 2D.
- Geometric Shapes: math shapes
- Organic Shapes: free formed
* ● Form: Any 3D object that can be measured from top to bottom (height), side to side (width), and front to back (depth)
* ● Texture: The way a surface feels (Actual Texture) or how a surface may look (Simulated/Visual Texture)
* ● Space: The empty or open area between, around, above, below, or within objects. Positive space is filled in. Negative space is empty. Space can also be defined by different grounds: foreground (front), middle ground (middle), background (behind/back).
Art Vocabulary
Principles of Design
* ● Balance: Describes the arrangement of parts of an artwork. Artwork that is balanced has equal visual weight or interest in all areas and is subtle.
* ● Symmetrical Balance: Both sides are exactly the same
* ● Asymmetrical Balance: Both sides are equal without being the same
* ● Radial Balance: Where lines or shapes spread out from the center point
* ● Contrast: A large difference between two things. Contrast adds excite ment, drama and interest to the artwork. Ex. Rough and smooth, yellow and purple, light and dark
* ● Emphasis: Area in a work of art that catches and holds the viewer's atten tion. Examples are contrasting sizes, shapes, colors, or other distinctive features
* ● Movement: A way of combining visual elements to produce a sense of action. This helps the viewer's eye to sweep over the work in a definite manner
* ● Pattern: A choice of lines, colors, or shapes repeated over and over in a planned way
* ● Rhythm: A type of visual or actual movement in an artwork. It is created by repeating visual elements. Rhythms are often described as regular, alternating, flowing, progressive, or jazzy
* ● Unity: A feeling that all parts of the design are working together | <urn:uuid:da744973-5a68-4119-bca3-5913e83268b3> | CC-MAIN-2023-23 | https://mseffie.com/assignments/invisible_man/NPG%20Reference%20Sheets.pdf | 2023-06-02T22:56:13+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00399.warc.gz | 442,821,170 | 1,347 | eng_Latn | eng_Latn | 0.994775 | eng_Latn | 0.997115 | [
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Suggested Summer Reading Lists
Rising 2nd Graders
Choose 3 books from the suggested list and have fun reading them over the summer. Be ready to take an AR Test on each book when you return to school in August.
Any of the following types of books:
I Can Read Book (Level 3)
Ready Readers (Stages 2 and 3)
Step into Reading (Steps 2 and 3)
Ready to Read (Levels 2 and 3)
Hello Reader (Levels 2 and 3)
Road to Reading
Easy Reader
You may also enjoy other books by these authors:
Amelia Bedelia Books by Peggy Parrish Arthur Chapter Books by Marc Brown Nate the Great Series by Mitchell Sharmat Pee Wee Scouts Series by Judy Delton Junie B. Jones Series by Barbara Pack Cam Jansen Series by David Adler Horrible Harry Series by Suzy Kline Harry and Mudge Series by Cynthia Rylant
Rising 3 rd Graders
Arthur Chapter Books: Marc Brown
Clifford Books: Norman Bridwell
Bailey School Kids Adventure Books: Debbie Dadey
Amelia Bedelia Books: Peggy Parish
Amber Brown Series: Paula Danziger
Cam Jansen Books: David A. Adler
Curious George Books: H.A. Rey
Henry and Mudge Books: Cynthia Rylant
Junie B. Jones Books: Barbara Pack
Magic Tree House Books: Mary Pope Osborne
Nate the Great Books: Sharmat
Pee Wee Scouts Books: Judy Delton
The Boxcar Children: Warner
Buffalo Bill and the Pony Express: Coerr
Chang's Paper Pony: Coerr
The Dog That Stole Home: Christopher
Herbie Jones and the Birthday Showdown: Kline
Mary Marony Books: Kline
Twin Surprises: Pheffer
Ramona Quimby: Beverly Cleary
Henry Huggins: Beverly Cleary
Muggie Maggie: Beverly Cleary
Chrysanthemum: Kevin Henkes
How to be Cool in the Third Grade: Betsy Duffey
Julian's Glorious Summer: Ann Cameron
The Girl Who Loved Wild Horses: Paul Goble
Cloudy With a Chance of Meatballs: Judi Barett
The Keeping Quilt: Patricia Palacco
The Beast in Ms. Ronney's Room: Patricia Giff
Rising 4 th Graders
Dear Parents and Students,
Becoming a good reader is one of the most powerful tools to ensure success in academics and in life. Students who read are consistently better performers in the classroom. For this reason, the teachers at Williamsburg Academy have made it a top priority to stress READING throughout the SUMMER!
As always, you are the best judge of what is appropriate for your child. However, to assist you and your child in selecting books for Summer Reading, we have prepared a list of suggested books. The most important thing to remember is that learning is FUN! Books are wonderful companions. They can provide adventures, excitement, and moments of quiet joy.
Students are asked to read at least three books from the suggested list below or books that you, the parent, feel appropriate for your child. Three is a minimum! Students can read as many books as they want! Keep a log of the books read this summer. Include TITLE and AUTHOR only. No summary is required. Students should be prepared to take an AR test over one of their summer reading choices.
Suggested Book List (these are all series) for Rising 4 th Graders
Rising 5th Grade
Summer is a great time for your child to practice what he/she has learned throughout the school year. There is no better activity for your child than to engage in reading for enjoyment. Not only will your child discover the joy of being lost in a book, he/she will practice the many skills and strategies he/she has learned all year.
Numerous studies have shown that the best way for students to become better readers is to READ! Many times students return to school in the fall and are assessed far below their spring reading levels. This is most likely due to the fact that students are simply not spending time reading over the summer. Just 20 minutes a day can make a world of difference!
Students need to read at least two books from the suggested list below. No summary is required, but students should be prepared to take an AR test on both of their summer reading choices.
Suggested Book List for Rising 5th Graders
Rising Sixth Grade: Hatchet by Gary Paulsen
Rising Seventh Grade: The Lion, the Witch, and the Wardrobe by C.S. Lewis
Rising Eighth Grade: The Outsiders by S.E. Hinton
Rising Ninth Grade: The Hunger Games by Suzanne Collins
Rising Tenth Grade: The Red Badge of Courage by Stephen Crane
Rising Eleventh Grade: The Eagle Has Landed by Jack Higgins
Rising Twelfth Grade: The Broken Horses by Jeanette Wall
Please answer the following questions and bring them to school when you return in August.
Summer Reading questions:
1. What is the Title of the book?
2. Who is the author?
3. Summarize the plot of the novel briefly.
4. Describe the main characters in the book.
5. How does each character change from the beginning to the end of the book? What causes the changes?
6. Describe the setting of the novel, giving the specific time and place.
7. Briefly discuss the theme or major problem dealt with in the book.
8. What is your opinion or reaction to the book?
9. Are there any connections between the book and your own life? Explain
10. What do you know now that you did not know before reading the book? | <urn:uuid:efac5022-bb9d-44fd-aa8e-a9b44914288a> | CC-MAIN-2021-39 | https://williamsburgacademy.com/wp-content/uploads/2021/06/Suggested-Summer-Reading-2021-2022.pdf | 2021-09-19T09:18:37+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00003.warc.gz | 662,157,759 | 1,209 | eng_Latn | eng_Latn | 0.949406 | eng_Latn | 0.998076 | [
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or
Notes:
This activity will help develop basic online security skills.
Explain to your child that creating a strong password that other people can't guess is useful to keep their online information safe. Encourage your child to use a mix of random letters and numbers, but remind them overcomplicated passwords can be tricky to remember.
Activities:
1. With your child, use alphabet/number pasta (either dry or cooked) to have fun making up different passwords of up to 8 characters. If you don't have any pasta, help your child to cut out colourful letters and numbers from old magazines/newspapers/catalogues instead or write the letters and numbers on paper and cut them out.
2. Remind your child that remembering their password and keeping it to themselves is important to be safe online. You can also practice number skills with your child by identifying the numbers and counting how many characters are in your password.
Tip: Don't use the name of a favourite toy or pet as it'll be too easy for other people to guess.
Further challenge:
Cadernid Digidol
mewn Addysg
Digital Resilience
in Education
Create a secret password song/rhyme/sentence to help you remember your password.
Writing a password down isn't a good idea as someone could read it. Encourage your child to make a secret song or rhyme in their head to help them remember their password.
E.g. My 2 dogs like eating bones every morning = M2dlebem | <urn:uuid:792e5919-8fd8-4e50-bc88-fa12cabb2a7b> | CC-MAIN-2021-39 | https://d6vsczyu1rky0.cloudfront.net/32573_b/wp-content/uploads/2020/06/Online-Safety-Foundation-Phase-Sheet-2.pdf | 2021-09-19T08:26:22+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00003.warc.gz | 263,690,032 | 306 | eng_Latn | eng_Latn | 0.997128 | eng_Latn | 0.997128 | [
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1) Pascal wants to plot the coordinate (11,8) but is unsure how to do it. Write an explanation for Pascal to help him learn how to plot and read coordinates. Remember to use mathematical vocabulary.
2) Jenni has started to plot the vertices of a square. What are the coordinates of the vertices she has plotted?
Vertex A ( , )
Vertex B ( , )
Now plot the other two vertices, label them C and D and record the coordinates.
Vertex C ( , )
Vertex D ( , )
1) Taylor and Samira have put a red dot on the grid to plot the final vertex of a parallelogram.
The coordinates of the vertex we have plotted are (3,5).
The coordinates of the vertex we have plotted are (5,3).
Taylor
Who do you agree with? Circle Taylor or Samira. Explain the mistake that the other person has made.
2) Philip has plot ed two vertices of an isosceles triangle. Complete the following sentences about the coordinates of the third vertex.
a) The coordinates of the third vertex could be ( , ).
b) The coordinates of the third vertex can’t be ( , )
because
Here is one vertex of a parallelogram. Find five possible parallelograms that can be drawn using this vertex. Write the coordinates of the missing vertices of each parallelogram. | <urn:uuid:7c45e3d8-6702-47a4-a4fc-f931626a2e37> | CC-MAIN-2021-39 | https://corshamregis.wilts.sch.uk/wp-content/uploads/2021/02/Tuesday-first-quadrant-mastery-worksheet.pdf | 2021-09-19T07:46:21+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00003.warc.gz | 253,297,436 | 301 | eng_Latn | eng_Latn | 0.995397 | eng_Latn | 0.996296 | [
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Forest Elephant:
Bringing Harmony Between Elephants and People
Mount Kenya and the Aberdare Range are adjacent mountain forests roughly 12 kilometres apart at their closest points. Between them, they host an estimated 5,465 elephants, an endangered species. Historically, on both mountains, elephants exit the forest frequently as they seasonally migrate between their traditional dispersal areas.
During their migrations elephants raid adjacent farms, threatening the lives and livelihoods of farmers. Loss of human lives has sometimes led to retaliatory killings of elephants. In Mount Kenya's Imenti Forest, for example, 11 community members were tragically killed by elephants over a two-year period, with 11 elephants killed in retaliation. The Aberdare/Mount Kenya elephants, coupled with a population of 951 elephants in South Western Mau (where Rhino Ark also supports conservation) make up nearly 18% of Kenya's elephant population.
To address the escalating crisis of human/wildlife conflict arising from a burgeoning human population in traditional elephant dispersal areas, Rhino Ark continues to spearhead the development and implementation a mix of innovative, longterm solutions. We completed construction and now maintain a 400-kilometer game-proof electric around the Aberdare Range, and are currently building a similar 450-kilometre-long fence around Mount Kenya. Other innovations include the design and construction elephant grids at vulnerable points where our fences cross public roads.
Securing the safe movement of elephants from these mountain forests to other dispersal areas is also a key priority for Rhino Ark. Solutions implemented to date with partners include fenced elephant corridors, wildlife underpasses and one-way automatic elephant gates. | <urn:uuid:3e265eb4-34be-4e10-a5ab-53ae0777c699> | CC-MAIN-2023-23 | https://www.rhinoark.org/download/9004/?tmstv=1683263755 | 2023-06-02T22:30:01+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00399.warc.gz | 1,051,554,394 | 333 | eng_Latn | eng_Latn | 0.997363 | eng_Latn | 0.997363 | [
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Chapter 17 International Trade Section 3
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International Trade
International Business and Trade: Chapter 6 - The Standard Trade Model - Part 1 video 5 chapter 17 1177 BC: The Year Civilization Collapsed (Eric Cline, PhD) Chapter 17 Exchange rates and International Capital Flows macro video Chapter 17 - Emergence of Swarajist, Socialistic Ideas \u0026 Revolutionary Activities economics- chapter- 17 international trade Chapter 17 CFA Institute Investment Foundations Chapter 17. Oligopoly. Principles of Economics. Gregory Mankiw Chapter 17: Freedom's Boundaries at Home and Abroad 1890-1900- Part 4 Intl Econ - Chapter 01: International Economy \u0026 Globalization Introduction to counterparty risk (QRM Chapter 17) International Trade Explained | World101My miss
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Today 16 December Regional Trade Agreements and the Trading System What is free trade?
International trade: Absolute and comparative advantage
International Trade AnimationWhat is International Trade?
Chapter 17. Exercises 6-9. Oligopoly. Principles of Economics. G. MankiwGroup 7 Chapter 17 Presentation 12 Macroeconomics 11/28 Ch 16, Ch 17 Part 2
Barron's AP Economics Chapter 17: Fiscal Policy
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EDUMAGNET |EDU MAGNET Chapter 17
International Trade Section
Chapter 17 International Trade Start Up: Trade Winds Rapid increases in the flow of goods and services between vastly different nations and cultures have changed what people eat, how they dress, and even how they communicate with one another. For you, increased trade has meant greater choice of what to buy and often lower prices.
Chapter 17 International Trade - GitHub Pages International Trade CHAPTER 17. 17CHAPTERInternational Trade. SECTION 1WHYNATIONSTRADE. Natural resources, human
capital, and physical capital are unevenly distributed from country to country. Because coun- tries differ so much in resources, they also differ in their ability to pro- duce different goods and services.
International Trade CHAPTER 17 CHAPTER 17 KEY CONCEPT Economic interdependenceinvolves producers in one nation that depend on producers in other nations to supply them with certain goods and services. WHY THE CONCEPT MATTERS Japan is a world-class producer of automobiles, in spite of the fact that it has few mineral resources.
CHAPTER 17 International Trade
Chapter 17 focuses on the topic of international trade and the role it plays in our lives. Barriers to trade and the international payments system are also explained. Section 1 examines the basis for trade that is rooted in the concept of comparative advantage and the uneven distribution of resources among nations.
Chapter Overviews
ECON - Chapter 17.1 - International Trade - Section 1 - Benefits and Issues of International Trade. Terms in this set (11) Specialization. is a situation that occurs when individuals or businesses produce a narrow range of products. Economic interdependence.
ECON - Chapter 17.1 - International Trade - Section 1 ...
Chapter 17: International Trade Web Activity Lesson Plans "The World Trade Organization" Introduction Students have already learned that international trade Page 3/12
is important to all nations, even a country as large as the United States. ... The "FAQs" is an especially useful section that provides a wealth of information on the WTO and its purposes. ...
Web Activity Lesson Plans Chapter 17 International Trade. 24 terms. erraberra1854. CH. 16 vocab. 25 terms. lizzlms. Economics Chapter 16. 24 terms. Africanprince_ OTHER SETS BY THIS CREATOR. Chapter 7 Market Structures Vocab. 25 terms. bigbang4. Chapter 6 Prices and Decision Making Vocab. 15 terms. bigbang4. Chapter 5 Supply Econ Test. 31 terms. bigbang4. Ch.5 Supply ...
Chapter 17 International Trade Vocab Flashcards | Quizlet
Start studying Economics Chapter 17: International Trade. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Economics Chapter 17: International Trade Flashcards | Quizlet
ECON - Chapter 17.2 - International Trade - Section 2 - Trade Barriers. Terms in this set (16) Trade barrier. is any law that limits free trade between nations. Quota. is the limit on the amount of a product that can be imported. Dumping.
ECON - Chapter 17.2 - International Trade - Section 2
...
Start studying Chapter 17 Section 2 Trade Barriers and Agreements. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Page 4/12
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Chapter 17: International Trade Section 1 Chapter 17, Section 3 Copyright Pearson Education, Inc. Slide 11. Foreign Exchange Market. •International trade is made possible by the foreign exchange market, which consists of about 2,000 banks and other financial institutions that facilitate the buying and selling of foreign currencies.
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Chapter 17 Section 2 Trade In Renaissance Europe Answers
Chapter 17: International Trade Section 1. Objectives. Evaluate. the impact of the unequal distribution of resources. Apply. the concepts of specialization and comparative advantage to explain why countries trade. Summarize. the position of the United States on world trade. Describe.
Slide 1
Chapter 17 Section Main Menu Resource Distribution and Trade •Each country of the world possesses different types and quantities of land, labor, and capital resources. •By specializing in the production of certain goods and services, nations can use their resources more efficiently.
How does resource distribution affect trade? What are the ...
Chapter 17 International Trade Vocab Flashcards | Quizlet ECON - Chapter 17.2 - International Trade Section 2 - Trade Barriers. Terms in this set (16) Trade barrier. is any law that limits free trade between nations. Quota. is the limit on the amount of a product that can be imported. Dumping. ECON - Chapter 17.2 International Trade ...
Chapter 17 International Trade Section 3 DECEPTIVE TRADE PRACTICES SUBCHAPTER A. GENERAL PROVISIONS Sec.A17.01.AADEFINITIONS. In this chapter, unless the context requires a different Page 6/12
definition, (1)AA"container" includes bale, barrel, bottle, box, cask, keg, and package; and (2)AA"proprietary mark" includes word, name, symbol, device, and any combination of them in any form or arrangement, used by a person to identify his tangible personal property and distinguish it from the tangible personal property of another.
Mandated standards used for vehicle airbags, International Organization for Standards (ISO) standards adopted for photographic film, de facto standards for computer software--however they arise, standards play a fundamental role in the global marketplace. Standards, Conformity Assessment, and Trade provides a comprehensive, up-to-date analysis of the link between standards, product testing and certification, and U.S. economic performance. The book includes recommendations for streamlining standards development, increasing the efficiency of product testing and certification, and promoting the success of U.S. exports in world markets. The volume offers a critical examination of organizations involved in standards and identifies the urgent improvements needed in the U.S. system for conformity assessment, in which adherence to standards is assessed and certified. Among other key issues, the book explores the role of government regulation, laboratory accreditation, and the overlapping of multiple quality standards in product development and manufacturing. In one of the first treatments of this subject, Standards, Conformity Assessment, and Trade offers a unique and highly valuable analysis of the impact of standards and Page 7/12
conformity assessment on global trade.
International trade has grown rapidly over the past half century, accommodated by the transportation industry through concomitant growth and technological change. But while the connection between transport and trade flows is clear, the academic literature often looks at these two issues separately. This Handbook is unique in pulling together the key insights of each field while highlighting what we know about their intersection and ideas for future research in this relatively unexamined but growing area of study.
This chapter introduces environmental challenges associated with global trade. It analyzes some impacts of European standards of life on ecosystem services in developing countries. It presents eight case studies (agro-fuels, fishing, flower, palm oil, shrimp and fish farming, soybean, tourism, and tropical timber). For each of these cases, global importance and fluxes are described. The European Union's imports or its contributions to global trade are evaluated. The impacts of the production of these food and other agricultural products on ecosystems and biodiversity are assessed in the production countries. The chapter identifies research priorities and suggests policy options for reducing the impacts of global trade on biodiversity and ecosystem services. The possibility of using technical trade barriers based on environmental criteria is explored. The role of a World Environment Organization in implementing an International Environmental Governance is discussed as well as more specific policy options.
Representing the combined work of more than forty leading compliance attorneys, Corporate Compliance Answer Book helps you develop, implement, and enforce compliance programs that detect and prevent wrongdoing. You'll learn how to: Use risk assessment to pinpoint and reduce your company's areas of legal exposureApply gap analysis to detect and eliminate flaws in your compliance programConduct internal investigations that prevent legal problems from becoming major crisesDevelop records management programs that prepare you for the e-discovery involved in investigations and litigationSatisfy labor and employment mandates, environmental rules, lobbying and campaign finance laws, export control regulations, and FCPA anti-bribery standardsMake voluntary disclosures and cooperate with government agencies in ways that mitigate the legal, financial and reputational damages caused by violationsFeaturing dozens of realworld case studies, charts, tables, compliance checklists, and best practice tips, Corporate Compliance Answer Book pays for itself over and over again by helping you avoid major legal and financial burdens.
The Handbook on the EU and International Trade presents a multidisciplinary overview of the major perspectives, actors and issues in contemporary EU trade relations. Changes in institutional dynamics, Brexit, the politicisation of trade, competing foreign policy agendas, and adaptation to trade patterns of value chains and the digital and knowledge economy are reshaping the European Union's trade policy. The authors tackle how these challenges frame the aims, processes and effectiveness of trade policy making in the context of the EU's trade relations with developed, Page 9/12
developing and emerging states in the global economy.
Provides a state-of-the-art overview of international trade policy research The Handbook of Global Trade Policy offers readers a comprehensive resource for the study of international trade policy, governance, and financing. This timely and authoritative work presents contributions from a team of prominent experts that assess the policy implications of recent academic research on the subject. Discussions of contemporary research in fields such as economics, international business, international relations, law, and global politics help readers develop an expansive, interdisciplinary knowledge of 21st century foreign trade. Accessible for students, yet relevant for practitioners and researchers, this book expertly guides readers through essential literature in the field while highlighting new connections between social science research and global policy-making. Authoritative chapters address new realities of the global trade environment, global governance and international institutions, multilateral trade agreements, regional trade in developing countries, value chains in the Pacific Rim, and more. Designed to provide a well-rounded survey of the subject, this book covers financing trade such as export credit arrangements in developing economies, export insurance markets, climate finance, and recent initiatives of the World Trade Organization (WTO). This state-of-the-art overview: Integrates new data and up-to-date research in the field Offers an interdisciplinary approach to examining global trade policy Introduces fundamental concepts of global trade in an understandable style Combines contemporary economic, legal, financial, and policy topics Presents a Page 10/12
wide range of perspectives on current issues surrounding trade practices and policies The Handbook of Global Trade Policy is a valuable resource for students, professionals, academics, researchers, and policy-makers in all areas of international trade, economics, business, and finance.
Since the beginning of the 21st century, there has been an unprecedented move towards 'rethinking economics'. This book contributes to this worldwide discussion by providing readers at all levels with thoughtful contributions on a range of economic topics. The book includes chapters on rethinking fiscal and monetary policies, international trade, the role of the state, money, growth, the environment, development policies, energy, healthcare and more. Written by top experts in their respective fields, this book will be useful to students and faculty who want to not only rethink economics, but also to offer an alternative and coherent economic analysis to the orthodoxy.
This text explores the field of international trade with an emphasis on its implications for development. It provides a brief review of the main theoretical approaches and an overview of the global trading system, different trading arrangements and policy issues.
This publication provides an overview of the importing process and contains general information about import requirements. This edition contains much new and revised material brought about because of changes in the law, particularly the Customs Modernization Act. The Customs modernization provisions has Page 11/12
Copyright : newbernsunjournal.com
Read Online Chapter 17 International Trade Section 3
fundamentally altered the process by shifting to the importer the legal responsibility for declaring the value, classification, and rate of duty applicable to entered merchandise.Chapters cover entry of goods, informed compliance, invoices, assessment of duty, classification and value, marking, special requirements for alcoholic beverages, motor vehicles and boats, import quotas, fraud, and foreign trade zones.In addition to the material provided by the U. S. Customs Service, the private commercial publisher of this book has provided a bonus chapter on how to build a tax-free importexport business.
Krugman and Obstfeld provide a unified model of openeconomy macroeconomics based upon an asset-market approach to exchange rate determination with a central role for expectations. This ninth edition integrates research, data and policy in hot topics such as outsourcing, geographic geography and financial derivatives.
Copyright code : 8db70eb15e255ba3aba98c5d4c0f8b4d | <urn:uuid:8e578c73-6e48-4ca6-839c-0fd2ae99a2e0> | CC-MAIN-2021-39 | http://newbernsunjournal.com/cgi-bin/content/view.php?data=chapter_17_international_trade_section_3&filetype=pdf&id=8db70eb15e255ba3aba98c5d4c0f8b4d | 2021-09-19T07:12:43+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00004.warc.gz | 43,836,759 | 3,403 | eng_Latn | eng_Latn | 0.965314 | eng_Latn | 0.986516 | [
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Making Sticks
Work with a partner, you are going to make some sticks using cubes.
You have to make blue sticks, 2 cubes long.
Your partner has to make red sticks, 3 cubes long.
Make a lot of sticks!
Put your blue sticks end to end in a long line. Now your partner has to put the red sticks end to end in a line underneath yours.
Can you make your lines the same length?
How many sticks could you use? How many would your partner put down? How long is the line altogether?
Can you make any other lines?
nrich.maths.org/roadshow | <urn:uuid:3f5efd65-c74d-4798-a732-9afe9caeb090> | CC-MAIN-2021-39 | https://nrich.maths.org/content/02/10/letme1/RS%20Making%20Sticks.pdf | 2021-09-19T07:35:54+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00003.warc.gz | 487,368,090 | 126 | eng_Latn | eng_Latn | 0.999771 | eng_Latn | 0.999771 | [
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In preparation for year one, you have some work to do over the summer.
T A S K :
Digitally design an eye catching poster aimed at raising awareness of an unreported or hidden crime in the UK.
Your poster needs to include:
* Information about the tell-tale signs of this crime and what the public and/or victims of the crime need to look out for.
* An explanation of why the activity is criminal and/or how it is harmful.
* How/where to report this crime.
* It must be presented in A4 size.
* It must be digital i.e. designed on the computer
* Make it as eye-catching and thought provoking as possible.
* Think about your audience, and your use of colour and images.
* Make sure it is clear which crime you are informing the public about.
These will need to be handed in on paper (e.g. printed) to your criminology teacher during your first week in JLC. If you do not have a colour printer at home, then it could be printed off in college when you join us on campus. | <urn:uuid:84dc6de6-b462-476a-a8de-f24bb79eae6f> | CC-MAIN-2021-39 | https://www.leggott.ac.uk/wp-content/uploads/2021/07/Criminology-2021.pdf | 2021-09-19T08:54:16+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056752.16/warc/CC-MAIN-20210919065755-20210919095755-00003.warc.gz | 898,099,316 | 222 | eng_Latn | eng_Latn | 0.999534 | eng_Latn | 0.999534 | [
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Discussion Questions for Invisible Man
1. What makes Ellison's narrator invisible? What is the relationship between his invisibility and other people around him? Is the protagonist's invisibility due solely to his skin color? Is it only the novel's white characters who refuse to see him? What other factors contribute to his invisibility?
2. What are the narrator's dreams and goals? How are these variously fulfilled or thwarted in the course of the book? What are the particular difficulties—race, class, gender, or others—that block his success? Does he overcome these difficulties? What motivation does he have to overcome them?
3. What is the significance of the grandfather's deathbed speech? Whom or what has he betrayed? How does the narrator deal with this betrayal? What other characters in this book resort to the same strategy of smiling betrayal?
4. What cultural tendencies or phenomena does Ellison hold up for satire in this novel? What are the real-life models for the Founder, the Brotherhood, and Ras the Exhorter? What types of ideas do they represent? How does the author convey the failures and shortcomings of these people and movements?
5. Why might Tod Clifton have left the Brotherhood to peddle demeaning dancing Sambo dolls? What does the narrator mean when he says: "It was as though he [Clifton] had chosen . . . to fall outside of history"? How would you describe Ellison's vision of history and the role that African-Americans play within it?
6. More than fifty years after it was first published, Invisible Man is still one of the most widely read and taught books in the African-American literary canon. Why do you think this is so? How true is this novel to the lives of black Americans in the twenty-first century? How true is it to the life of every one of us?
7. In spite of its vast success, Ellison's novel—and the author himself—have been fiercely criticized in some circles for insufficiencies in representing the African American community or for representing it in a negative light. Do you think this is true? Do you think Ellison makes artistic compromises in order to make the novel accessible to all readers?
8. How does Ellison describe the South and New York? What do these places mean to the different characters? What role does New York play in the formation of the invisible man's identity? How much has he learned from living in the urban setting? How is the urban setting compared and contrasted with the rural South?
9. What makes Invisible Man a Great Book? Explore this question from both the literary point of view and the common theme we are focusing on in this course.
10. In spite of the fact that the protagonist is black, the novel deals with universal issues that are not just limited to blacks or other minority groups. What universal themes has the author explored? Are there any that are relevant or important for us today? How do they help us to understand the human condition and identity? | <urn:uuid:3f9bfb5f-2171-4643-8b04-6f451220ee56> | CC-MAIN-2023-23 | https://mseffie.com/assignments/invisible_man/DQ.pdf | 2023-06-02T21:22:58+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00402.warc.gz | 451,362,896 | 600 | eng_Latn | eng_Latn | 0.999447 | eng_Latn | 0.999447 | [
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The Cross and It's Shadow Study Guides Based on Stephen N Haskell's book
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Lesson 13 – The Passover
Read Exodus 12:1-14
1) What does the New Testament tell us about Jesus? 1Corinthians 5:7 Purge out therefore the old leaven, that ye may be a new lump, as ye
are unleavened. For even Christ our ______________ is sacrificed for us:
The Passover was the opening feast of the yearly round of religious services. It was both commemorative and typical,— commemorative of the deliverance of the children of Israel from the bondage of Egypt, and typical of the deliverance from the thralldom of sin of every individual who claims Christ as his Passover Lamb, and accepts His blood as a covering for past sins.
2) How often were the children of Israel to present themselves before the Lord? Deuteronomy 16:16 _____________ times in a year shall all thy males appear before the LORD thy God in the place which he shall choose; in the feast of unleavened bread, and in the feast of weeks, and in the feast of tabernacles: and they shall not appear before the LORD empty:
The Feast of Unleavened Bread here mentioned is the Passover. The Passover began the weeklong Feast of Unleavened Bread.
The Passover was celebrated in the early springtime when the opening buds and flowers proclaimed that winter was passed. As the time drew near for this feast, every road leading toward Jerusalem was thronged with devout Jews wending their way toward the holy city; for every man of the children of Israel had to appear before the Lord at the time of this feast.
All classes mingled together in these traveling companies, which were constantly increasing as they neared the city. Shepherds, farmers, priests, and Levites, men from all walks in life, joined the throngs which entered Jerusalem from all directions. The homes in the city were thrown open to entertain them, and tents were pitched upon the house-tops and in the streets to shelter those attending the feast, and to provide rooms whereas families and groups they might gather to eat the Passover.
3) Just before God delivered the Children of Israel from Egypt, they were to celebrate the Passover, what else did God change? Exodus 12:2 This month shall be unto you the beginning of __________: it shall be the first month of the year to you.
God gave them a new beginning as they were to leave Egypt, literally and figuratively, and with that, He reoriented the calendar around their deliverance.
The Cross and It's Shadow Study Guides Based on Stephen N Haskell's book
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Prior to the deliverance of the children of Israel from Egypt, the new year began in the autumn; but when the Lord brought the Israelites out from Egyptian bondage, in the month Abib, or Nisan, He said, "This month shall be unto you the beginning of months: it shall be the first month of the year to you." The month Abib corresponds with the last of March and the first of April.
4) What was selected and kept separate on the 10 th day of Abib?
Exodus 12:3 Speak ye unto all the congregation of Israel, saying, In the tenth day of this month they shall take to them every man a ____________, according to the house of their fathers, a lamb for an house:
On the tenth day of the month Abib, the Passover lamb was selected and was kept separate from the rest of the flock until the fourteenth day of the month, when it was slain.
5) What time of day was the lamb to be sacrificed on the 14 th day? Exodus 12:6 And ye shall keep it up until the fourteenth day of the same month: and the whole assembly of the congregation of Israel shall kill it in the _____________.
The lamb was roasted entire, not one bone being broken. If the family was small, several families could join together in the feast. Unleavened bread and bitter herbs were eaten with the lamb. The unleavened bread commemorated the rapid flight from Egypt when the children of Israel took their dough before it was leavened, "their kneading-troughs being bound up in their clothes upon their shoulders." The unleavened bread also typified the condition of the one who is covered by the blood of Christ, the antitypical Lamb.
6) Communion and the Passover are celebrated at the same time. Jesus instituted the Communion while keeping the Passover with His disciples. What did Paul say about this?
1 Corinthians 5:8 Therefore let us keep the feast, not with old ___________, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.
Not only was unleavened bread used in the feast, but no leaven was allowed in the homes during the entire week following the day of the Passover. This is a very beautiful emblem of the Christian, who, while herbs were a reminder of their cruel bondage in Egypt. The lamb was to be eaten on the night of the fourteenth day of the month. If any of the flesh remained until the morning, it was burned by fire.
7) What were the Children of Israel to do with some of the blood of the lamb that was sacrificed?
Exodus 12:7 And they shall take of the blood, and strike it on the two side _______ and on the upper door post of the houses, wherein they shall eat it.
Note: doing this formed a cross in the doorway.
The Cross and It's Shadow Study Guides Based on Stephen N Haskell's book
---------------------------------------------------------------------------
When the lamb was slain, a sprig of hyssop was dipped in the blood, and with it, they were to strike the two side posts and the lintel of the door of the house where the lamb was eaten. This commemorated that wonderful deliverance of the first born of Israel when all the first born of Egypt were slain. The Lord said, "The blood shall be to you a token upon the houses where ye are: and when I see the blood, I will pass over you, and the plague shall not be upon you to destroy you, when I smite the land of Egypt." (Exodus 12:13)
8) What does Jesus, our PassoverLamb, protect us from?
Revelation 20:14,15 And ______ and ________ were cast into the lake of fire. This is the second death. And whosoever was not found written in the book of life was cast into the lake of _________.
Dwelling upon the commemorative side of the Passover feast strengthens our faith. Remembering how the Lord wrought for His afflicted people, how he heard their cries and worked miracles for their deliverance, brings a blessing to the soul; but there is also salvation for the one who dwells upon the typical part of the Passover feast, and claims the blessings there shadowed forth by type and symbol. Every Passover lamb, from the one slain on the night of the deliverance from Egypt to the time of Christ, was a type of the Saviour in a special sense. “Christ our Passover is sacrificed for us.”
9) What did the Sanhedrin do just a few days before Jesus went to the cross? John 11:53,54 Then from that day forth they took counsel together for to put him to __________. Jesus therefore walked no more openly among the Jews; but went thence unto a country near to the wilderness, into a city called Ephraim, and there continued with his disciples.
Just as the Passover lamb had for centuries been taken from the flocks a few days before it was to be slain, and had been kept separate, a lamb marked for death; so a few days before Christ was crucified, the Sanhedrin condemned Him to death. From that day forth, as they looked upon Him, they knew that His death was determined. As the lamb was kept apart, so "Jesus therefore walked no more openly among the Jews." This was only a few days before Jesus was seized by the cruel mob and condemned by false witnesses. Read the whole story in John 11:47-45
On the morning after that awful night of torture and agony, the Saviour was brought to Pilate's judgment hall. All night the Jews had followed Christ while He had been in the presence of their high priest; but now, when He was taken into the Roman hall of justice, the Jews "went not into the judgment hall, lest they should be defiled; but that they might eat the Passover." According to their ceremonial laws of defilement, they would not be permitted to eat the Passover if they entered this place. This was the morning of the day the Saviour was crucified. It was the preparation day for the Jewish Passover, the day upon which, "between the two evenings," the lamb was to be slain; or, in other words, it was the fourteenth day of the
The Cross and It's Shadow Study Guides Based on Stephen N Haskell's book ---------------------------------------------------------------------------
month Abib, which in the year the Saviour was crucified fell upon Friday, for the day following was the Sabbath day, according to the commandment, the seventh day of the week.
It was not by chance that the Saviour was crucified upon Friday, the sixth day of the week. For centuries God had ordained that the day following the Passover, the fifteenth day of the month Abib, should be kept as a ceremonial Sabbath, thus typifying the fact that Christ, the real Passover, would be offered the day before the Sabbath. The Passover lamb was slain between the two evenings, or about the ninth hour of the day.
10) What did Jesus say just beforeHe died on the cross of Calvary?
John 19:30 …It is ______________: and he bowed his head, and gave up the ghost.
The great antitypical Lamb, as He hung between heaven and earth an offering for sinful man, about the ninth hour, cried, “It is finished,” and yielded up His life an offering for sin. At this hour the priests were preparing to slay the lamb at the temple, but they were arrested in their work. All nature responded to that cry of agony from the Son of God.
11) What happened inside the Temple at the moment Jesus died?
Matthew 27:50-51 Jesus, when he had cried again with a loud voice, yielded up the ghost. And, behold, the _______ of the temple was rent in twain from the top to the bottom; and the earth did quake, and the rocks rent;
The earth reeled to and fro, and unseen hands rent the veil from the top to the bottom, showing by an unmistakable sign that type had met antitype. The shadow had met the substance which cast the shadow. No longer was man to approach God by means of offerings of animals.
12) How do we approach God now?
Hebrews 4:16 Let us therefore come __________ unto the throne of grace, that we may obtain mercy, and find grace to help in time of need.
The veil that was between the Holy and Most Holy Place tore in half. The division between God and Man was taken away. We, because of Jesus' Atonement can come boldly to our Father in Heaven.
It was at midnight that the destroying angel passed throughout Egypt, and manifested his power in delivering the people of God from bondage; so it will be at midnight that God will manifest His power for the final deliverance of His people.
Those partaking of the Passover feast were to leave nothing of it until the morning. The morning was to bring a new experience—freedom from bondage. The soul that accepts Christ as his Passover and partakes of Him by faith, enters upon a new experience—freedom from the condemnation of the old life. When God manifests His power at midnight for the final
The Cross and It's Shadow Study Guides Based on Stephen N Haskell's book
--------------------------------------------------------------------------- deliverance of His people, the morning will leave none in bondage. Prison walls are rent asunder, and God's people who have been held in bondage for their faith are set free, nevermore to feel the oppressive power of the enemy.
Can you see how Jesus in the Passover? __________
Are you interested in seeing what else He will do for you? ___________
Will you now ask Him now to help you reach out in faith for His deliverance? _________ | <urn:uuid:99a3f74b-10db-4c80-8933-84b0aeb15b8d> | CC-MAIN-2023-23 | http://lessons.te4j.org/Lesson13ThePassover.pdf | 2023-06-02T22:18:49+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00402.warc.gz | 26,439,033 | 2,676 | eng_Latn | eng_Latn | 0.999298 | eng_Latn | 0.999333 | [
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ABSTRACT
Emphasizing the value of hearing children's voices, this study combined drawings, photo preferences, and interviews to understand the perspectives and experiences of four- to five-year-old children. Children were enrolled in a preschool with diverse manufactured, mixed, and natural settings. After identifying and illustrating their preferred spaces, children were asked about their favorite play spaces, kinds of play they enjoy, and the reasons for drawing or selecting certain photos. The data was coded for different settings (natural, mixed, manufactured) and cognitive play behaviors (functional, constructive, exploratory, dramatic, and games with rules). Children mainly preferred settings that offered challenging, diverse experiences, and learning opportunities, such as the trees, sand, or hill. They enjoyed height alterations, hideouts, complexity, adaptability, and changeable qualities in mixed settings that were composed of natural and manufactured features. Children emphasized how mixed settings provide opportunities for functional, constructive, dramatic, and games with rules play behaviors. In addition, children expressed their interest for exploring creatures and natural cycles in natural settings. Natural loose parts expanded the ranges of cognitive play in mixed and natural settings. The findings suggest landscape architects incorporate natural and mixed settings for encouraging a diverse spectrum of cognitive play, as well as exciting hands-on learning opportunities for young children. | <urn:uuid:933d8aee-6261-448e-aef5-a77727a17d69> | CC-MAIN-2023-23 | https://thecela.org/wp-content/uploads/Abstract_Zamani.pdf | 2023-06-02T22:09:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00401.warc.gz | 630,001,377 | 259 | eng_Latn | eng_Latn | 0.993675 | eng_Latn | 0.993675 | [
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Self Defense Workshop – July 27, 2002
By Mark Davis
Boston Martial Arts Center 161 Harvard Avenue, Boston Ma 02134 617-789-5524
Today's central theme is: awareness, personal control and safety.
Safety is an essential theme in self-protection. That's why they call it self-defense. If we were teaching a class to military (or special tactics and weapons teams) this would also include selfoffense, team-offense, and self-defense.
When thinking about self-defense, understand that you are dealing with predatory behavior. In the animal kingdom you have a resource chain and in this resource chain you have the predators and the prey. The predators will exhibit a certain behavior as will the prey.
Predatory behavior exhibits aggressive, stalking traits.
Prey behavior shows evasive traits.
In the world of human behavior - predatory behavior closely mirrors that of the animal kingdom.
Examples of criminal intent and behavior:
The human predator stalks the prey for:
* Money
* Personal property
* Sex
* Vengeance
* Envy
When a human predator is stalking a victim DO NOT look at the predator as a rational or sensible person. They are driven by need and control.
Therefore, the first most basic element of self-protection is to eliminate their desire and maintain control.
What is stalking behavior?
Stalking behavior can be broken down into several categories, but today we will only look at two. The first type is the stalking of 'being followed'.
Here is where awareness is very important.
* Where are you are going?
* Who is in your immediate area - from all different directions?
* Where are you are coming from?
* What time of day is it?
* What is the general layout of the neighborhood or location where you are?
A predator will try to get you into a position of disadvantage by manipulating these elements. For example, if you're getting in and out of your car - these are moments when a predator could strike.
When you are walking down the street a predator could attack by:
* Pulling or pushing you into bushes
* Pushing you down a hill or into a doorway (to take advantage of you from an unseen position.)
* Remember: you are not dealing with a rational, logical thinking human being - do not try to rationalize with them.
The other type of behavior is the simple but common 'up close' approach of asking questions. The predator may look innocent as they approach asking very gentle questions like:
* What time is it?
* Is there a payphone around here?
* Do you know how to get to McDonald's?
Examples of evasive actions and techniques of self-defense
The best and most effective technique against an attack is not to get into the situation to begin with, which involves being aware of your surroundings and not allowing yourself to become distracted by a potential aggressor.
Your goal is to take evasive action and get to a safe place. Evasive action could include:
* Running
* Screaming
* Shouting the word FIRE! (Studies show people do not respond to the word HELP!)
* Using physical defense techniques.
* Running to a lit area.
It is very important to put a personal wall up between you and the predator to control your personal environment.
* Raise your hands in front of you
* Order them in a strong, firm tone that they are getting too close (as you yourself take two steps back – controlling your environment)
* Ask them to stop
Physical technique
If all other alternatives fail (using verbal and distance control) and the assault starts to happen you want to protect using your physical wall and from this physical wall you will use various:
* Palm strikes
* Eye gauging
* Strategic positioning
* Spitting
* Kicks to the groin
* Stomping feet
* Kicking shins
* Smashing and breaking fingers
* Using available objects as weapons such as keys, umbrellas, pens and whatever you may have with you.
Performing some of these techniques will help facilitate a moment of escape.
Always remember that you are dealing with an aggressive predator and the only way to stop them is to physically disable them.
PLEASE REMEMBER WHAT WE HAVE ALL LEARNED AS CHILDREN DO NOT TALK TO STRANGERS.
Thank you for attending today's seminar. Please be safe.
Sincerely,
Mark Davis | <urn:uuid:d270eb97-744a-4bdc-b785-59f7a635b120> | CC-MAIN-2023-23 | http://boston-ninpo.com/Articles/SDW.pdf | 2023-06-02T21:51:30+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00401.warc.gz | 5,730,317 | 891 | eng_Latn | eng_Latn | 0.998418 | eng_Latn | 0.998743 | [
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UPF Pavlodar City, Kazakhstan - 30 at Tolerance as the Path to Peace seminar
Samat Zinullin September 23, 2016
The 30 participants of the seminar "Tolerance as the Path to Peace" role-played life situations, listed the best qualities of a volunteer peacemaker and wrote "letters of goodness." The initiators of the event were the Scout Center and the Children's Peace Center. The main goal was the education of young peacemakers.
The program consisted of several sections: presentation of a true volunteer, analyzing different situations, practical actions, and a flash-mob for peace. The result of this activity was a final action: "Letters of Goodness," aimed at promoting the International Day of Peace.
Similar to the 17 Sustainable Development Goals, such actions will help the children to contribute to the life of Pavlodar region and Kazakhstan as a whole.
Pavlodar City is famous for its volunteering and for the environmental movement. In November 2015, the city confirmed its unofficial title of "City of Goodness" when it was awarded the social premium "Do Goodness." The Regional Children's Peace Center teaches children the purest motives: helping others, and peace and harmony between the peoples of our independent and tolerant country.
Recently the Regional Children's Peace Center received a letter from the Russian city of Vladimir. That city's House of Peace, which has 58 branches in many countries, invited the Pavlodar Center to work together in cooperation. This proves that goodness and peace have no boundaries.
Further evidence of this was the Peace Center's participation in the wonderful UPF contest of projects related to the Day of Peace.
—Samal S. Suleimenova, teacher, head of the Regional Children's Peace Center
Related Links: dshk.kz/index.php/ru/novosti/metodicheskij-otdel/1053-pismo-dobra-napisali-dlyabudushchego-pokoleniya-skauty-i-yunye-posly-mira-dvortsa-shkolnikov www,youtube,com/watch?v=9-7IlTm0168 | <urn:uuid:aefef7bf-72c1-4a23-a190-d923fede2a48> | CC-MAIN-2023-23 | https://www.tparents.org/Library/Unification/Talks3/Zinullin/Zinullin-160923a.pdf | 2023-06-02T21:19:37+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00400.warc.gz | 1,132,290,750 | 444 | eng_Latn | eng_Latn | 0.989679 | eng_Latn | 0.989679 | [
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Nicholas Konz (UNC Chapel Hill Physics Student) and Michael J. Ruiz, "Amplitude, Frequency, and Timbre with the French Horn,”
Physics Education 53, 045004 (July 2018).
Amplitude, frequency, and timbre with the French horn
Nicholas Konz
1
and Michael J Ruiz
2
1
Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill,
North Carolina, 27514, United States of America
2
28804, United States of America
Department of Physics, University of North Carolina at Asheville, Asheville, North Carolina,
E-mail: email@example.com and firstname.lastname@example.org
Abstract
The French horn is used to introduce the three basic properties of periodic waves: amplitude, frequency, and waveform. These features relate to the perceptual characteristics of loudness,
pitch, and timbre encountered in everyday language. Visualizations are provided in the form of oscilloscope screenshots, spectrograms, and Fourier spectra to illustrate the physics.
Introductory students will find the musical relevance interesting as they experience a real-world application of physics. Demonstrations playing the French horn are provided in an
accompanying video (Ruiz 2018
Video: Amplitude, frequency, and timbre with the French horn http://mjtruiz.com/ped/horn/
).
Background
Students in introductory physics courses learn about amplitude, frequency, and harmonics of periodic waves on strings and pipes [1, 2]. On an oscilloscope, the amplitude is the maximum
vertical measure, typically defined in physics texts as the height of the wave measured from equilibrium. The horizontal measure of one cycle is the period since the horizontal axis is the time axis. The frequency is the reciprocal of the period.
The timbre of a periodic wave is due to the various amounts of harmonics superimposed to form the shape of the repeating waveform pattern. Harmonics arise naturally as modes of vibration on strings and pipes. The timbre allows one to perceive the difference between a flute and violin when each instrument plays at the same loudness and pitch. Neglecting the fact that some frequencies sound louder than others [3], amplitude, frequency, and waveform are respectively correlated with loudness, pitch, and timbre [4].
The French horn
The French horn, often just called 'the horn', is a member of the brass family of wind instruments. It is made out of long, coiled up brass tubing that 'flares out' into a bell at the end. Therefore, the entire instrument ultimately has a quasi-conical shape to it. In contrast to a closed cylindrical pipe, which only has odd harmonics, a conical structure closed at one end produces both even and odd harmonics [5, 6].
The most commonly used variety of the horn, the double horn, is essentially two instruments in one, which can be easily switched using a trigger. One 'side' of the double horn is in the key of F, while the other is in the key of B-flat. The total tubing of the horn while playing on the B-flat side is shorter than when the performer is using the F side. The B-flat (B b ) side is pitched a perfect fourth above the F side, which corresponds to a frequency ratio of B b :F = 4:3. An interval of a fourth spans five semitones.
As will be discussed, the player produces pitches by pressing rotors (valves) and exciting the resonance tube into higher modes in the harmonic series with lip technique. Higher adjacent pitches in the harmonic series are closer in frequency to one another, which makes it more difficult for the horn player to excite the intended resonance pitch. However, with the two sides of the horn, the performer can switch to the shorter B-flat side to more easily reach higher pitches. Since the B-flat side is pitched a perfect fourth above the F side, all of the frequencies in the harmonic series are shifted upward by a fourth. Therefore, if the performer wants to play a high note, the pitch will be lower in the harmonic series of the B-flat side compared to the F side.
To play the horn, a conical mouthpiece is attached to the front end of the tubing. The front end of the tubing is called the leadpipe. The player then blows air into the horn while 'buzzing' (vibrating) the lips against the mouthpiece so that the tube acts as a resonator. With a high level of approximation, the horn can therefore be treated as an air column with one end closed, producing different harmonics depending on the total length of the tubing. There are also rotors (valves) attached to the horn that can extend the tubing by different amounts so that the horn can access the full musical chromatic series of semitones. In this paper however, we will deal with the harmonic series produced by B-flat horn with no rotors pressed in order to simplify matters. This simplification is especially important because we desire to measure the harmonic frequencies produced by the natural resonances in the pipe. These frequencies satisfy the formula
where 1 f is the frequency of the first mode of vibration (called the fundamental) and 1, 2, 3, ... n . The horn player in practice will tweak things when necessary to make these frequencies better match the frequencies of equal-tempered tuning, i.e. concert pitches.
Dynamics and air
The volume of the sound produced by the horn player, also known as the 'dynamics', is primarily dependent on the amount of air flow into the horn. The lower the air flow, the softer the tone. Conversely, to achieve louder notes, more air is required. This feature holds true for both a prolonged note and short (staccato) note. While the former is played by a sustained flow of air and 'buzzing' of the player's lips (the 'embouchure'), the latter is created by a quick burst of air (assisted by the player's diaphragm) and a fast buzz of the lips. The higher the pitch, the more difficult it is to sustain the note due to higher frequencies requiring more pressure of the lip muscles on the mouthpiece. Similarly, the higher notes are more difficult to play softly.
See figure 1 for an oscilloscope screenshot of a soft tone (left) next to one for a loud tone (right). The amplitude (measure from equilibrium to maximum) is less than 0.2 for the soft tone and about 1.0 for the loud tone. Units for a real oscilloscope are in volts. See LoPresto [7] for similar waveforms of the trombone and trumpet, relatives of the French horn in the brass family.
Frequency and pitch
Manipulating the pitch of the horn is primarily dependent on two things: the player's embouchure and the rotors (valves) which can be pressed down. The player tightens the lips to increase the frequency of the vibration in order to raise the pitch of the horn, rising to the next tone in the relevant harmonic series. The opposite is done to lower the pitch. To achieve frequencies along the entire musical chromatic scale, not just a harmonic series, the player can press down any or all of the three rotor keys. Manipulating the rotors opens up or closes off small lengths of piping to slightly increase or decrease the full effective length of the horn. See figure 2 for coauthor Konz illustrating the use of the rotors where he is pressing on two of the three rotors and his forefinger is held above one rotor to avoid pressing it. A short sequence of rising semitones using the rotors is demonstrated in our video [8].
See figure 3 for a lower pitch (left) and higher pitch (right) on the oscilloscope. As mentioned earlier, the visual 'wavelength' is actually the period since the horizontal axis is the time axis. Students can be asked to give a measure of the time for one picture pattern. For the left wave, the first tallest peak is near 4 ms and the next similar peak is near 9 ms. Therefore, an estimate of the period is 9 4 5 ms T . The corresponding estimate of the frequency is
The harmonic series
A harmonic series can be produced on either the B-flat or the F side of the horn, with any configuration of valves pressed. To simplify things, we will only consider each harmonic series with no valves pressed. The F side, the lower side of the horn, has a lower pitched harmonic series, with the pitch of the fundamental frequency being a 'pedal' 1 43.7 Hz F in concert pitch (i.e. the first F on the piano). The letters on the piano start with the first three white keys 0 27.5 Hz A , 0 B , 1 C , proceeding to 1 G and then repeating. A black key to the right of a white is designated with the white key name and the sharp symbol # such as # 4 C (for the black key to the right of 4 C ). A black key to the left of a white key is labeled with the flat symbol b such as
4 b D , which is the same note as # 4 C . The concert reference pitch of 440 Hz is 4 A . In this paper, we avoid the complication that the French horn is usually written a fifth higher (seven semitones higher) in orchestral scores. All notes in this paper are referenced to the piano.
The 1 43.7 Hz F fundamental is extremely difficult to play. The B-flat side in turn has a higher fundamental pitch of B-flat, concert 1 58.3 Hz b B . If your students are interested in calculating this frequency, start with 4 440 Hz A and divide by 2 three times to reach the note three octaves below at 1 440 440 = = 55 Hz 2 2 2 8 A . Then multiply your result by the twelfth root of 2 to rise by a semitone to # 1 1 58.3 Hz b A B . The twelfth root of 2 ensures that rising 12 semitones, an octave higher, doubles the frequency.
The 1 43.7 Hz F and 1 58.3 Hz b B fundamentals are hard to play since it is difficult to manipulate and maintain the embouchure at these very low pitches. The embouchure required for these low pitches must be both relaxed and precise in order for the player's lips to buzz at the needed lower, 'slower' frequencies. The lower the desired note, the harder it is to synergize the embouchure and horn properly to achieve the desired low harmonic. The horn player usually plays in the vicinity of the third harmonics or higher. In the video, the first 12 pitches of the harmonic series for the B-flat side of the horn (no rotors held down) are played. These tones span from concert 1 58.3 Hz b B to 5 698 Hz F , but note that the harmonic frequencies are not always a close match to concert pitches [9]. Concert pitches are based on the rule using the twelfth root of 2 described earlier, while harmonics are related by the integers of equation (1).
The frequencies measured with Audacity [10] are plotted in figure 4. The two red harmonics indicate that these harmonics do not fall close to their nearest concert pitches, but they fall extremely well on the straight line predicted by the physics of equation (1) for a conical pipe closed on one end [5, 6]. The experimental value is 1 58 Hz b B from the slope of the excellent linear fit in figure 4. This experimental result is in agreement with the concert pitch 1 58.3 Hz b B to two significant figures. Figure 5 is a spectrogram plot of the harmonics as they are played. The spectrogram shows the individual sine waves that are present in each harmonic. Fourier's theorem states that any periodic tone can be represented by its spectrum of harmonics (also called partials) where the fundamental pitch coincides with the pitch of the tone played. Note how the spacing of the partials increases with the rising pitches.
Timbre
The timbre can be affected by placing the hand or a device referred to as a mute into the bell opening. See figure 6 for a photo of a mute inserted into the bell and the right hand partially inside the conical bell section. Inserting the hand into the open end of the horn also adjusts the pitch to some degree. For normal playing, the right hand is slightly cupped and inserted into the bell to only barely affect the pitch. But if desired, the hand can be inserted further into the bell until the palm covers the majority of the opening, lowering the pitch by as much as a half step. This technique is called playing 'stopped horn' and it also dramatically alters the timbre of the tone.
The timbre can be dramatically adjusted using a mute, a cone-shaped device usually constructed of wood and cork. The mute is inserted directly into the horn's bell to cover the entire airway, which does not affect the pitch like stopping the horn does, but makes the horn sound much more muffled. Figure 7 shows both the spectrogram and oscilloscope waveform for regular playing (left, 0-2 s) and when the hand is inserted far into the bell (right, 2-4 s).
Figure 7. Spectrogram and oscilloscope waveform for normal playing (left) and playing with the right hand deeply inserted into the bell (right). Note the drastic change in timbre (waveform) appearing on the oscilloscope and the addition of many partials for the richer wave on the right.
Figure 8 is a plot of the strength of each partial against harmonic for the two timbres in figure 7, using the software Audacity. The richness of the tone with the inserted hand is prominent in both figures 7 and 8. There are many additional higher partials that appear when the hand is inserted into the bell. Note the higher frequency ripples modifying the basic waveform in the oscilloscope display of figure 7 for the tone with strong higher partials.
Figure 8. Strengths of partials against their harmonic frequencies for the normal tone of the French horn (top) and the sound produced when the right hand is inserted significantly into the bell.
Conclusion
This interdisciplinary paper illustrates how principles of physics are realized in the real world of music, using the French horn. The discussion includes examples of the three basic properties of periodic waves: amplitude, frequency, and waveform. These three characteristics correlate with corresponding perceptual terms used in everyday language: loudness, pitch, and timbre [4].
Introductory students will be familiar with these descriptions of musical tones, which will enable them to more easily master the physics. The paper includes three main ways to visualize
wave properties: the oscilloscope display, the spectrogram, and the Fourier spectrum. The last visualization plots the strength of each partial against its harmonic frequency or number.
Students learn that periodic waves are superpositions of sine waves from the harmonic series.
The harmonic series emerges naturally as the standing waves in a conical pipe with one end closed and the other open [5, 6]. Finally, a short video is provided that demonstrates all the
features of this paper [8].
Received 16 March 2018, in final form 1 April 2018 Accepted for publication 5 April 2018 https://iopscience.iop.org/article/10.1088/1361-6552/aabbc1
References
[1] Crundell M, Goodwin G and Mee C 2014 Cambridge International AS and A Level Physics 2nd edn (London: Hodder Education) pp 101-25
[2] Freedman R A, Ruskell T G, Kesten P R and Tauck D L 2018 College Physics 2nd edn (New York: W H Freeman) pp 521-54
[3] Fletcher H and Munson W A 1933 Loudness, its definition, measurement and calculation J. Acoust. Soc. Am. 5 82-108
[4] Berg R E and Stork D G 2005 The Physics of Sound 3rd edn (Upper Saddle River, NJ: Pearson) pp 8-9
[5] Ayers R D, Eliason L J and Mahgerefteh D 1985 The conical bore in musical acoustics Am. J. Phys. 53 528–37
[6] Ruiz M J 2017 Hearing the transformation of conical to closed-pipe resonances Phys. Educ. 52 035012
[7] LoPresto M C 2003 Experimenting with brass musical instruments Phys. Educ. 38 300-8
[8] Ruiz M J 2018 Video: Amplitude, Frequency, and Timbre with the French horn http://mjtruiz.com/ped/horn/
[9] Holmes B and Ruiz M J 2017 Twenty-four tuba harmonics using a single pipe length Phys. Educ. 52 025005
[10] Audacity at SourceForge 2016 https://sourceforge.net/projects/audacity/ or the Audacity website at http://www.audacityteam.org (Accessed: 1 April 2018)
Nicholas (Nick) Konz is an undergraduate sophomore astrophysics major with a second major in mathematics at the University of North Carolina (UNC) at Chapel Hill, USA. He currently plays with the UNC Symphony Orchestra. He has played the French horn for seven years, beginning when he was 12.
Michael J Ruiz is professor of physics at the University of North Carolina at Asheville (UNCA), USA. He received his PhD in theoretical physics from the University of Maryland, USA. His innovative courses with a strong online component aimed at general students have been featured on CNN. | <urn:uuid:1dd98503-9086-4082-90dd-44c02a6fabd6> | CC-MAIN-2023-23 | https://www.mjtruiz.com/publications/2018_07_horn.pdf | 2023-06-02T22:16:27+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00405.warc.gz | 1,001,062,699 | 3,810 | eng_Latn | eng_Latn | 0.958705 | eng_Latn | 0.997867 | [
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Angel Kindergarten Language Policy
Our Mission
We nurture students to take on challenges, care for and collaborate with others
Our Vision
We strive to create a community which promotes lifelong learning and knowledgeable international minded people. Our children will grow into adults who are kindhearted and take on challenges.
Rationale
The language policy is the way that language is implemented within the school. It is how communication is advanced within the school and requires all facilitators to be instructors of language. All the facilitators helped develop the policy for implementation. By aligning to it, teaching will not differ thus giving the students the same opportunity for growth. The policy will also give the students the opportunity to come together towards a common goal to further develop language, as well as giving the opportunity for understanding.
Our definition of language
Angel Kindergarten believes that the purpose of language is to communicate with others; to express feelings, ideas and opinions. Because we are different from each other, we also recognize through language that our ideas and opinions aren't always the same. It is important to respect every person's different values, and by communicating these thoughts, we can create relationships and understanding. We then recognize that there is both commonality and diversity in language, and that they are essential parts of our lives.
Language comes in many forms: speaking, listening, reading, writing, singing, drawing, playing instruments, and body language. These, and others, are parts of how we communicate. By developing meaning across the various forms, the students have the opportunity to communicate in different ways. Considering the students' wellbeing, it is important for students to have the opportunity to use a form of language which they can feel comfortable using when communicating their thoughts. It is equally necessary to develop skills that help us interpret the language as it is a requirement for us to create a mutual understanding.
Japanese language
The Japanese language is the main language used at Angel Kindergarten. The promotion of the Japanese language is an important part of our curriculum. At Angel Kindergarten, we are developing the Japanese language by, (but not limited to) the following methods:
* Collaboration, circle time, and conversations
* Events
* Arts
* Reading and writing
* Japanese as second language (JSL) classes
* ICT
Collaboration
As students have opportunities to collaborate in big or small groups, they learn how to use their spoken language as open-minded communicators as they listen and speak to each other. During these opportunities, they might pose and answer questions, present and exchange ideas, thoughts, preferences, emotions, and feelings as reflective thinkers and inquirers. During circle time, students become knowledgeable and are encouraged to speak and present to their peers. Students also develop language through daily conversations between peers, teachers, and the local community.
Events
Through events, students have the opportunity to learn language and expressions which might not reveal themselves during other types of learning experiences. For example, we learn about Japanese cultural events, or invite local experts such as police and fire departments to extend students' knowledge in social studies and services. Through these experiences, students learn values and language we believe are important for our community to become open-minded and principled.
Art
We believe that students develop the Japanese language through the arts as well. We become thinkers and reflective when we use art to reflect on different experiences such as collaboration, events, and stories. It allows students to express their understanding of the language in multiple ways, including a combination of art and written Japanese.
Music
We also think that songs are an important aspect of our lives. At Angel Kindergarten, we combine traditional songs and new songs. Our aim is for students to learn new expressions and words, and understand the meaning of the songs and why we sing them. The lyrics give context to the songs, which supports students in their language development to become thinking communicators.
Books
At Angel Kindergarten, we put emphasis on books. Students can inquire about their units by using books in the classroom or the library for research. They can also read books for leisure. Books are read by students, or aloud together with the teachers. We believe it is important to read books as we can extend both our reading and writing skills (characters, numbers, and symbols), as well as speaking and listening skills. Students also become inquirers and knowledgeable by reading books.
ICT
We use ICT to further inform our inquiry, and at the same time our language as well. Students learn about iconography, and language used in relation to ICT.
Mother tongue
Angel Kindergarten believes in the importance of acknowledging a child's mother tongue. This will be achieved through different means such as books, songs and genuine interest by the community. It is essential to have an inclusive programme therefore we support non-Japanese speakers by creating a natural learning environment, in which we encourage the use of both Japanese and the mother tongue. The learning community can interact through the different types of languages which are previously stated. We can also adapt our spoken language to support comprehension by natural comprehensible input.
If a child does not understand Japanese, a natural approach will be taken for both languages while supporting the mother tongue. As Angel Kindergarten is a Japanese kindergarten, the main language is Japanese. Therefore, the child will be mainly exposed to Japanese, but also English. Non-Japanese speakers are also supported through extra Japanese as Second Language (JSL) classes. The community will make use, in addition to previously stated language forms, pictures, actions, labels, repetition and emphasization. We believe it is important to nurture the child's motivation towards language.
It is our belief that international mindedness is essential for us. We support our students to become people who strive to make our world a better place. Therefore language, and the relationships and understanding that comes with it, are important stepping stones towards our mission and vision.
English language at Angel Kindergarten
Angel Kindergarten believes that it is important to join the global community as open-minded communicators, therefore English is a part of our community. We recognize that thinking in different languages helps us enhance our cognitive functions and linguistic skills. We teach English in English while recognizing the use of the Japanese language for clarification when needed. Although Japanese is the main language used throughout the school, we also support all students in their transdisciplinary learning in English. English will be used regularly, not only in the classroom but outside of the classroom as well to make authentic conversations to support the students in their language acquisition. Our goal is to have reasonable expectations of our students, while challenging them to further develop their communication skills.
We offer an optional extracurricular English program to further support the English language acquisition, English for Speakers of Other Languages (ESOL). ESOL is used to support English language acquisition beyond what can be done within regular kindergarten hours. This program continues for elementary students once they have graduated kindergarten. This provides more opportunities for students to advance language skills in English.
Involving all stakeholders
It is our belief that the involvement of all stakeholders are integral to the students' learning. Stakeholders are notified through various means of communication of what the students are learning and their progression. The stakeholders will then understand what language to use and to look for when communicating with the students. This will help the community as a whole because both students and guardians will have the opportunity to further develop.
This concludes Angel Kindergarten's language policy. | <urn:uuid:5fdcc697-df02-41ae-8a08-63e6b96ad3f6> | CC-MAIN-2023-23 | https://s6feedae406e9ff7d.jimcontent.com/download/version/1682830911/module/11397887791/name/Language%20policy%202023-04-25.pdf | 2023-06-02T22:58:42+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00410.warc.gz | 547,596,798 | 1,492 | eng_Latn | eng_Latn | 0.998486 | eng_Latn | 0.998496 | [
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Illinois Learning Standards (ILS) for English Language Arts (ELA)
DT+ is highly aligned to the Reading: Literature 9-10 and Reading: Literature 11-12 sections of the Illinois Learning Standards for ELA. While we have content and resources for the other strands and standards, this is the primary area we are designed to support
GRADES 9-10
Key Ideas and Details
Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
CCSS.ELA-LITERACY.CCRA.R.8 - Delineate and evaluate the argument and specifi c claims in a text, including the validity of the reasoning as well as the relevance and suffi ciency of the evidence.
CCSS.ELA-LITERACY.CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Anchor Strand
Range of Reading and Level of Text Complexity
CCSS.ELA-LITERACY.CCRA.R.10 - Read and comprehend complex literary and informational texts independently and profi ciently.
GRADES 11-12
Anchor Strand
Key Ideas and Details
CCSS.ELA-LITERACY.CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifi c textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.3 - Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Standards
CCSS.ELA-LITERACY.RL.9-10.7 - Analyze the representation of a subject or a key scene in two diff erent artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
CCSS.ELA-LITERACY.RL.9-10.8 - (RL.9-10.8 not applicable to literature)
CCSS.ELA-LITERACY.RL.9-10.9 - Analyze how an author draws on and transforms source material in a specifi c work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Standards
CCSS.ELA-LITERACY.RL.9-10.10 - By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band profi ciently, with scaff olding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and profi ciently.
Standards
CCSS.ELA-LITERACY.RL.11-12.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3 - Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
High
N/A
High
Strength
Medium
Strength
High
High
High
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Anchor Strand
CCSS.ELA-LITERACY.CCRA.R.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and fi gurative meanings, and analyze how specifi c word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.5 - Analyze the structure of texts, including how specifi c sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCSS.ELA-LITERACY.CCRA.R.6 - Assess how point of view or purpose shapes the content and style of a text.
Anchor Strand
CCSS.ELA-LITERACY.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
CCSS.ELA-LITERACY.CCRA.R.8 - Delineate and evaluate the argument and specifi c claims in a text, including the validity of the reasoning as well as the relevance and suffi ciency of the evidence.
CCSS.ELA-LITERACY.CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Anchor Strand
CCSS.ELA-LITERACY.CCRA.R.10 - Read and comprehend complex literary and informational texts independently and profi ciently.
Standards
CCSS.ELA-LITERACY.RL.11-12.4 - Determine the meaning of words and phrases as they are used in the text, including fi gurative and connotative meanings; analyze the impact of specifi c word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5 - Analyze how an author's choices concerning how to structure specifi c parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-LITERACY.RL.11-12.6 - Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Standards
CCSS.ELA-LITERACY.RL.11-12.7 - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
CCSS.ELA-LITERACY.RL.11-12.8 - (RL.11-12.8 not applicable to literature)
CCSS.ELA-LITERACY.RL.11-12.9 - Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Standards
CCSS.ELA-LITERACY.RL.11-12.10 - By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band profi ciently, with scaff olding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and profi ciently
High
High
Medium
Strength
High
N/A
Low
Strength
Medium | <urn:uuid:51e272d4-a409-4a62-8833-ebc6b88fa911> | CC-MAIN-2023-23 | https://cdn2.hubspot.net/hubfs/4771810/US%20State%20Standards%20-%20ELA/Illinois.pdf | 2023-06-02T21:27:20+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00410.warc.gz | 193,719,266 | 1,743 | eng_Latn | eng_Latn | 0.975643 | eng_Latn | 0.974372 | [
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ENGLISH
The children will explore explanation texts, identifying the key features to use this knowledge to write their own. They will use a range of different skills such as writing an introduction and summary, paragraphing and using tenses correctly. After this unit, the children will focus on oracy. The children will develop their speaking and listening skills in preparation for the Christmas performance. They will practice to project their voice with clarity and perform in front of an audience.
SCIENCE
In our 'States of Matter' unit, pupils will compare the properties of solids, liquids and gases and then apply this understanding to the water cycle. They will enhance their ability to make thoughtful predictions and careful observations recording results accurately.
PE
Swimming will continue into this half-term for 4Y and 4T. Gymnastics will focus on an increased range of body shapes and sequence. During outdoor PE lessons, children will learn how to use defensive skills in football.
PSHE
MATHEMATICS
This half-term the focus in maths will be on applying skills to further consolidate the children's knowledge of addition and subtraction and applying this in problem-solving contexts. The children will use the column method as well as using bar models to help visualise calculations. In addition to this, they will use concrete (e.g. place value discs) objects and pictorial drawings to support their understanding. Attention will also be focused on recalling multiplication facts and corresponding division facts.
COMPUTING
GODWIN JUNIOR SCHOOL
YEAR 4 AUTUMN 2 2022 CURRICULUM NEWSLETTER
MUSIC
In computing, children will be learning how to code for a purpose, including evaluating their own code and debugging mistakes. They will be introduced to more efficient functions such as looping repetitive actions in an algorithm.
RE
Children will be learning about Hindu worship at home and at the temple. Pupils will be encouraged to ask thoughtful questions about Hinduism and learn about the significance of religious objects and practices.
ART
In Year 4 we are planning to highlight the importance of chords and melodies as fundamental complements to singing. At the same time we will be emphasising the importance of the diatonic scale (C major) upon which most musical structures are based on.
. The PSHE piece we will be looking at this half term is 'Celebrating Difference'. Children will learn about what 'difference' means and will be encouraged to reflect on diversity on many different levels such as viewpoints, gender, race as well as discussions around mutual respect and rights.
HISTORY
Colour mixing and composition will be the main focus of the skills that the children will be looking at this halfterm. They will be looking at Kalighat art and making links to their RE unit on Hinduism. Pupils will learn about the significance of the subjects of the paintings.
FRENCH
Clothes will be the focus of French this half-term, learning vocabulary to describe items of clothing, along with the different forms of the indefinite
A local history topic on the Royal Docks will be studied. Starting by learning about how the River Thames and the Royal Docks connected east London to the rest of the world, as well as the goods which arrived there, the children will learn about the docks as a centre for immigration and employment. We will examine working conditions as well as how the Docks evolved over time. | <urn:uuid:343a46eb-50eb-4655-a6ba-887f82849e1f> | CC-MAIN-2023-23 | https://www.godwin.newham.sch.uk/_files/ugd/6f1a35_a2fd28a1884a473e8a1d459672ccbf84.pdf | 2023-06-02T20:58:15+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00409.warc.gz | 860,369,202 | 686 | eng_Latn | eng_Latn | 0.998514 | eng_Latn | 0.998514 | [
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ARIZONA-SONORA DESERT MUSEUM PLANT CARE INFORMATION
Pine-leaf Milkweed or Hierba del Cuervo
Asclepias linaria
DESCRIPTION: This is an unusual looking small sub-shrub that attracts Queen and Monarch butterflies. Their caterpillars feed on its foliage. It grows fairly fast to 3'' tall and as wide. Evergreen foliage has the airy and attractive appearance of pine needles. It is often in bloom, from late March through December. The white flowers occur in clusters on the ends of stems. This species can be found in Arizona and Sonora, Mexico, on dry, rocky slopes and in canyons. Cultivated variety 'Monarch Magnet' is a more compact form.
RECOMMENDED USE: Flowers, rock garden, enhanced desert revegetation, containers.
CULTURE:
Hardiness
Sun tolerance: It does well in full or half-day sun, or light all-day shade.
: Pine-leaf Milkweed is hardy to at least 20 o F.
Watering and feeding: Water use in containers is moderate, perhaps 2-5 times a week in hot weather. In the ground water use is much less. Feeding is not necessary in the ground, with the exception of iron and magnesium if chlorosis is a problem. Keeping soil drier may prevent this problem.
Soil requirements: Most soils are acceptable, but avoid heavy clay.
Pruning -Hardiness: Pruning is not usually necessary, and severe pruning may kill the plant. | <urn:uuid:8ff2c73b-09a1-46b5-b527-488d8797511f> | CC-MAIN-2023-23 | http://desertmuseum.org/visit/sheets/Asclin.pdf | 2023-06-02T21:27:32+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00410.warc.gz | 13,183,323 | 317 | eng_Latn | eng_Latn | 0.9925 | eng_Latn | 0.9925 | [
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Letters-upper case and lower case
Name:
Tracing letter M
Mm
Class: | <urn:uuid:9813c6a2-8842-4d7a-9276-6724634be0bd> | CC-MAIN-2021-43 | https://www.studiesforkids.com/sites/default/files/files/worksheets%20for%20tracing%20letters%2C%20Letter%20M.pdf | 2021-10-17T19:48:32+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00588.warc.gz | 1,205,041,495 | 20 | eng_Latn | eng_Latn | 0.993389 | eng_Latn | 0.993389 | [
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Learning Outcomes
* Global awareness:
Students will connect with wildlife through animal interactions and discover
Mandai's conservation and climate-positive initiatives
* Inventive thinking, collaboration and communication: Students will work in teams through a unique hands-on activity
* Critical thinking:
Students will synthesize learnings and reflect on their roles as global citizens
Cost
| | Without 8% GST |
|---|---|
| Student participant (Primary School) | $242.59 |
| Teacher/Parent volunteer (within 10:1 ratio) | $54.63 |
| Teacher/Parent volunteer (outside 10:1 ratio) | $110.19 |
* Prices indicated are inclusive of admission charges to Singapore Zoo and Night Safari, programme fees, all meals and sleeping arrangement
* Minimum number of student participants: 30, Maximum: 80
If the number of student participants falls below 30, school is still required to pay for 30 student participant.
* "Within 10:1 ratio" refers to "For every 10 student participants, 1 adult will be charged at $59.00 with GST.
Camp programme
| Time | | Activity |
|---|---|---|
| | Day 1 | |
| 10.00am | | Arrival at Singapore Zoo |
| 10.10am | | Welcome, Animal Song and Context Setting |
| 10.25am | | Getting ready for the outdoors |
| 10.40am | | Create an Eco-Journal + Visit group animals |
| 12.00pm | | Lunch |
| 1.15pm | | Orangutan and Fragile Forest tours |
| 3.15pm | | Tram ride to Pavilion by the Lake |
| 3.35pm | | Break |
| 3.45pm | | Exhibit Designing Workshop |
| 4.15pm | | Tent Pitching and Showers |
| 6.00pm | | Dinner |
| 7.20pm | | Night Safari – Creatures of the Night Presentation |
| 8.00pm | | Tram ride at Night Safari |
| 8.45pm | | Return to Zoo |
| 9.15pm | | Proceed to Campsite |
| 10.30pm | | Lights Off |
| | Day 2 | |
| 7.30am | | Rise and Shine |
| 8.45am | | Breakfast |
| 9.45am | | Debrief Eco-Journal + Visit another group animal |
| 10.30am | | Splash Safari Show |
| 11.15am | | Reflections and Closing Activity |
*Camp programme is subject to change depending on weather condition and availability of teaching resources required in any part of the camp programme | <urn:uuid:4ec6fd77-4e39-4503-9404-171bbef50614> | CC-MAIN-2023-23 | https://www.mandai.com/content/dam/wrs/singapore-zoo/schools-and-groups/school-camps/SAMPLE-2D1N-SingaporeZoo-NightSafari-Camp-Programme.pdf | 2023-06-02T21:18:32+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00409.warc.gz | 956,207,007 | 617 | eng_Latn | eng_Latn | 0.996917 | eng_Latn | 0.996375 | [
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Axonometric 3.4
Making an extruded plan
This is a plan that has been rotated so we can extrude 3D shapes from it. Each of the blocks outlined in the plan has a number that indicates it's height in floors.
Place a piece of trace over the grid and stick it down using masking tape. Using a pencil, project the shapes up from the plan drawing the tallest (5) first, then blocks that are numbered with a 3, then 2, then 1.
Fill in the ground spaces between blocks with a black pen and on completion erase the pencil construction lines. | <urn:uuid:e6810629-0523-4de4-9e8b-002b768b9846> | CC-MAIN-2023-23 | https://www.ucl.ac.uk/drawing-gym/wp-content/uploads/2013/09/UCLDG_Axo3.4.pdf | 2023-06-02T22:30:11+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00410.warc.gz | 1,148,750,729 | 127 | eng_Latn | eng_Latn | 0.998941 | eng_Latn | 0.998941 | [
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Move More
Been inactive for a while?
Start out slowly •
Choose moderate-intensity activities you enjoy •
Build up time spent doing the activity gradually •
Vary your activities, for interest and range of benefits •
Explore new physical activities •
Reward and acknowledge your efforts •
Remember:
Drink lots of water before, during and after physical activity.
Wear sunscreen and sunglasses even in the wintertime. | <urn:uuid:2d065d94-f419-4119-8c51-7f2b9ac20989> | CC-MAIN-2021-43 | https://www.tn.gov/content/dam/tn/wfhtn/images/posters/health-tips/poster_bike_let_2.pdf | 2021-10-17T18:38:33+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00590.warc.gz | 1,239,323,569 | 85 | eng_Latn | eng_Latn | 0.982605 | eng_Latn | 0.982605 | [
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Welcome to Year 3!
Year 3 is a big step for the children as they are moving from Key Stage 1 to Key Stage 2 and Mrs Basu and myself are really looking forward to taking them on this journey. The children are encouraged from an early stage to gain independence by organising themselves and taking responsibility for their own learning, for some this is a very difficult task. The way that you can help your child to do this is by allowing them to take more responsibility with their homework, their reading books etc.
PE & FOREST SCHOOL - It is important that the children have a full PE & Forest School kit. Children can wear their PE kits into school on their PE days (they need to bring their uniforms with them in a bag to change into). PE kits can then be kept in school and I will send them home with the children the night before. The class will be split in half for Forest School sessions and they will have their session on alternate Wednesday afternoons with our Forest School leader Mrs Simons. On the weeks that they do not have Forest School the children will have Music with Mr Lee & RE with Miss Nolan. PE will be with Mrs Finlay and these lessons will take place on Tuesday & Thursday mornings (please see the topic web for further information).
READING: Children should be heard to read at least 3 times a week at home, for about 10/15 minutes, recording the page number in their reading record. Parents are asked to sign the reading record after each session. We will be listening to the children read regularly in school so it is important that the children have their reading book and reading record everyday. We will also be having weekly visits to the school library so the children can access a wide range of books. I will be choosing a class text each half term to read to the children at the end of the day.
HOMEWORK: Children will be set homework every Friday which must be returned by Wednesday the following week, at the latest. This will take the format of a homework grid and they will be given a learning log (very similar to what they had in Year 2) to complete their homework in. A copy of the grid will be available on the class page of the school website should you need it. Towards the end of the year we will be getting the children familiar with using Google Classroom to submit their homework in preparation for moving into Year 4.
SPELLINGS: These are set every week and children are expected to practise these at home, as well as working on them in their class spelling sessions. These spellings will be reviewed in school every week to check the children's understanding. This may take place in different ways . Each child has a blue spelling book which will contain their spellings. To begin with we will be assessing and reviewing the Year 2 spelling words then moving onto the Year 3/4 spelling words after Christmas.
TIMES TABLES: We will be using Times Table Rockstars in class to reinforce our learning of multiplication tables. The children will be given a login and time on the class ipad to practice their times tables. We will also be having focused sessions 3 times a week in class. It is very important that these tables are worked on at home as they are essential for Maths.
I hope that your child has a brilliant year this year and I am looking forward to working with you!
Siobhan Nolan | <urn:uuid:fbd61900-7391-4e01-a45f-4bff109262f4> | CC-MAIN-2021-43 | http://www.longcrendon.bucks.sch.uk/wp-content/uploads/2021/09/Y3-Parent-letter.pdf | 2021-10-17T19:02:35+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00591.warc.gz | 125,702,674 | 687 | eng_Latn | eng_Latn | 0.999195 | eng_Latn | 0.999195 | [
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Interpersonal Relationship Coaching "live the life you choose"
By
John Kenny
John Kenny Coaching
Relationship Cycles
The exercise is used to identify patterns in relationships and to help determine if any current relationship issues have their origins in earlier relationships.
This tool can also be used to see how, when and where relationships ended or broke down and to help identify any patterns.
Draw up a blank piece of paper with 4 columns:
If you wish to examine potential patterns in Male Relationships, start with your most significant early male relationship – usually your Father, or Father figure - and proceed from there.
If dealing with Female Relationships start with your most significant early female relationship – usually your Mother and proceed from there – to Grandmothers, Aunts, etc.
Under the Name column write their name. If a parent or relative use their name and under relationship denote their relationship to you. e.g. Patricia – Mother.
List them in chronological order, from the earliest relationship to the latest – from your parent to your own child for example.
Under Relationships column write their relationship to you.
Under Significant Features write your associations about the relationship. You need to feel here and try and work from the heart not the head.
o Under Patterns - are there any patterns between the relationships – similarities or opposites?
o Does anything stand out?
o Are there any significant associations between relationships and people?
Interpersonal Relationship Coaching "live the life you choose"
This is an example of what yours could look like (this chart is fictitious and we apologise if there are any similarities to anyone).
This Example suggests that this person
* has chosen a partner that is emotionally unavailable like their mother
* has chosen a partner that is the opposite of their mothers very quiet nature, and
* that they may be reacting to their daughters free-spending ways as a result of their mothers' similar behaviour.
We learn how to relate when we are young because of the relationships we experience.
We put things in place then in order to manage these relationships depending on how healthy they are. What we then choose in relationships will depend on what we are holding onto from that time and if we have not resolved any issues then our adult relationships can be unhealthy and very painful. | <urn:uuid:11b3a6ef-5bb2-4ceb-a3cc-460e3e91e1d7> | CC-MAIN-2021-43 | https://www.johnkennycoaching.com/wp-content/uploads/2020/04/Relationship-Cycles.pdf | 2021-10-17T19:42:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00590.warc.gz | 1,017,714,758 | 446 | eng_Latn | eng_Latn | 0.997662 | eng_Latn | 0.99802 | [
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Fifth Disease
What is fifth disease?
Fifth disease is a mild rash illness that occurs commonly in children. It is caused by infection with human parvovirus B19. The virus only infects humans. This disease is also called erythema infectiosum.
What are the symptoms of fifth disease?
A child with fifth disease typically has a "slapped-cheek" rash on the face and a lacy red rash on the arms, upper body, buttocks, and legs. He or she may have a slight fever or sore throat, in addition to a cold a few days before the rash breaks out. A child with fifth disease is usually not very ill, and the rash resolves in seven to ten days.
An adult may have no symptoms or may develop the typical rash of fifth disease, joint pain or swelling, or both. Usually, joints on both sides of the body are affected and most frequently affect the hands, wrists and knees. The joint pain and swelling will usually be gone in a week or two, but could last several months. Approximately 20 percent of adults and children who are infected with the virus do not develop any symptoms.
How soon do symptoms appear after infection occurs?
A person who has not had the disease before usually becomes ill four to 14 days after being infected with the virus, but may become ill for as long as 20 days after infection.
How long is fifth disease contagious?
A person infected with parvovirus B19 is contagious during the early part of the illness, before the rash appears. By the time a child has the characteristic "slapped cheek" rash of fifth disease, he or she is probably no longer contagious and may return to school or child care center.
How is fifth disease spread?
Parvovirus B19 is found in saliva, sputum and/or nasal mucus of an infected person before the rash appears. This is during the time when the person may appear to just have a cold and when it can be spread from person-to-person. It is
December 2013
believed that the virus is spread by direct contact with those secretions by doing things like sharing drinking cups or utensils.
How serious is fifth disease?
Fifth disease is usually a mild illness that resolves on its own among children and adults who are otherwise healthy. Joint pain and swelling in adults usually resolves without long-term disability. People who have leukemia or cancer, are born with immune deficiencies, who have received an organ transplant, have human immunodeficiency virus (HIV), or have sicklecell disease or similar types of chronic anemia are at risk for serious illness due to parvovirus B19 infection. Occasionally, serious complications may develop from parvovirus B19 infection during pregnancy.
How is fifth disease treated?
Treatment of symptoms such as fever, pain, or itching is usually all that is needed. Adults with joint pain and swelling may need to rest, restrict their activities, and take medicines such as aspirin or ibuprofen. People who develop severe anemia caused by the infection may need to be hospitalized. Those with immune problems may need special medical care to help their bodies get rid of the infection. Occasionally, serious complications may develop from parvovirus B19 infection during pregnancy.
How can you prevent fifth disease?
There is no vaccine or medicine to prevent parvovirus B19 infection. Frequent hand washing is recommended to decrease the chances of becoming infected. Excluding persons with fifth disease from work, child care centers or schools is not likely to prevent the spread of the virus, as people are contagious before they develop the rash.
For More Information:
Contact the Sedgwick County Health Department Epidemiology Office at 316-660-7392 or visit the Sedgwick County website at www.sedgwickcounty.org. | <urn:uuid:b6be2734-0784-4b3e-99bf-c28bbb4b9ab5> | CC-MAIN-2021-43 | https://www.sedgwickcounty.org/media/29030/fifth-disease.pdf | 2021-10-17T19:30:33+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00589.warc.gz | 1,179,123,856 | 776 | eng_Latn | eng_Latn | 0.998996 | eng_Latn | 0.998996 | [
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Myristica Swamp Treefrog
drishtiias.com/printpdf/myristica-swamp-treefrog
Why in News
Recently, Myristica swamp treefrog has been recorded for the first time in Kerala's Thrissur district.
Key Points
Scientific Name: Mercurana myristicapalustris
About:
These are endemic to the Western Ghats.
Rare arboreal species (Pertaining to moving about, living in or among trees).
Active only for a few weeks during their breeding season.
Unique Breeding Behaviour:
The breeding season, unlike for other frogs, starts in the pre monsoon season (May) and ends before the monsoon becomes fully active in June.
Before the end of the breeding season, the female frogs along with their male counterparts descend on the forest floor.
The female digs the mud and lays eggs in shallow burrows in mud. After breeding and egg laying, they retreat back to the high canopies of the tree and remain elusive till the next breeding season.
1/2
Myristica Swamps
About:
The Myristica swamps are tropical freshwater swamp forests with an abundance of Myristica trees.
Myristica trees are the most primitive of the flowering plants on earth.
The evergreen, water-tolerant trees have dense stilt roots helping them stay erect in the thick, black, wet alluvial soil.
The trees form a fairly dense forest with a closed canopy.
The swamps are typically found in valleys, making them prone to inundation during monsoon rains.
Significance:
Research & Study: These swamps are considered as living museums of ancient life and could promote better understanding of the influence of climate change on the evolution of plants.
Check Vagaries of Extreme Events: These swamps have high watershed value. When they are drained, filled or otherwise disturbed, their water holding capacity is lost, resulting in floods and erosion during the rainy season and dry streambeds the rest of the year.
Habitat: Provide habitat for a rich diversity of invertebrate and vertebrate species, including amphibians, reptiles and mammals. It is estimated that the wetlands contain 23% of butterflies, more than 50% of amphibians, more than 20% of reptiles and birds in the whole of Kerala.
Carbon Sequestration: These have higher potential to store carbon than nearby non-swamp forests. They function as carbon sinks and can store carbon produced by upland agriculture, forestry and other land uses.
Present Status:
Studies have shown that the swamps, which would have occupied large swathes of the thickly- wooded Western Ghats in the past, are now restricted to less than 200 hectares in the country.
Further, the Myristica swamps of the Western Ghats are fragmented, with Kerala holding a major share of this habitat.
Leaving aside a few more patches in Karnataka and Goa, this exceptional wetland has almost disappeared from the Indian subcontinent due to the climatic alteration over the last 18,000 to 50,000 years (Late Pleistocene period).
2/2 | <urn:uuid:4076752f-9b3c-40f2-8525-95ee29a03b56> | CC-MAIN-2021-43 | https://www.drishtiias.com/pdf/1610587264-myristica-swamp-treefrog.pdf | 2021-10-17T20:14:15+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00590.warc.gz | 913,893,238 | 632 | eng_Latn | eng_Latn | 0.99669 | eng_Latn | 0.997159 | [
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Year 4 Curriculum for Spring 2 Monday 24 th February – Friday 3rd April 2020
| | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 |
|---|---|---|---|---|---|
| RE | Giving and Receiving | Giving and Receiving | Lent/Easter | Lent/Easter | Lent/Easter |
| ENGLISH | Stories with issues and dilemmas | Explanation texts | Explanation texts | Stories from other cultures | Stories from other cultures |
| MATHEMATICS | Fractions | Fractions | Fractions | Decimals | Decimals |
| SCIENCE | Solids, Liquids and Gases/ The Water Cycle | Solids, Liquids and Gases/ The Water Cycle | Solids, Liquids and Gases/ The Water Cycle | Solids, Liquids and Gases/ The Water Cycle | Solids, Liquids and Gases/ The Water Cycle |
| HISTORY | Why were Norman castles certainly not bouncy? | Why were Norman castles certainly not bouncy? | Why were Norman castles certainly not bouncy? | Why were Norman castles certainly not bouncy? | Why were Norman castles certainly not bouncy? |
| ICT | Hurrah for Hollywood | Hurrah for Hollywood | Hurrah for Hollywood | Hurrah for Hollywood | Hurrah for Hollywood |
| P.E. | Games | Games | Games | Games | Games |
| ART/DT | Money containers | Money containers | Money containers | Money containers | Money containers |
| MUSIC | Xylophones | Xylophones | Xylophones | Xylophones | Xylophones | | <urn:uuid:57223e07-0a4e-49b4-9ae3-0acfd3a7ebae> | CC-MAIN-2021-43 | https://www.saintambrosebarlow.co.uk/wp-content/uploads/2020/03/Y4-Curriculum-Spring-2.pdf | 2021-10-17T18:50:53+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00589.warc.gz | 1,170,546,447 | 359 | eng_Latn | eng_Latn | 0.991961 | eng_Latn | 0.991961 | [
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KEEP NEW ZEALAND BEAUTIFUL
Educational Resource
Litter survey template
1. What is litter?
2. Do you think the school has a litter problem?
F F Yes (go to next question)
F F No (go to question 8)
3. How big is the litter problem?
F F Only occasionally a problem
F F Only a problem in some areas of the school
F F Only a problem with some students
F F Whole school problem
4. Who is the biggest contributor to litter?
F F Teachers
F F All students
F F Specific year level:
F F Specific lunch area:
F F People outside the school fence
5. How concerned are you about a litter problem?
F F Not concerned at all
F F Not very concerned
F F Not sure
FFA little concerned
F F Very concerned
Respondent number:
Gender:
Age:
www.litterless.knzb.org.nz
KEEP NEW ZEALAND BEAUTIFUL
Educational Resource
6. What do you think are the most commonly littered items at school?
F F Food packaging items
F F Food scraps
F F Paper and cardboard
F F Large/hard rubbish
F F Drink bottles/containers
F F Other:
7. What type of litter is a potential hazard to humans?
F F Food packaging items
F F Food scraps
F F Paper and cardboard
8. What type of litter is a potential hazard to the environment?
F F Food packaging items
F F Food scraps
F F Paper and cardboard
9. What types of litter in the environment concern you?
F F Food packaging items
F F Food scraps
F F Paper and cardboard
F F Large/hard rubbish
F F Drink bottles/containers
F F Other:
10. Can you give an example of litter that is a potential hazard to humans or the environment?
www.litterless.knzb.org.nz
KEEP NEW ZEALAND BEAUTIFUL
Educational Resource
11. Whose responsibility is it to clean up litter at school?
F F
The litterer
F F Students
F F The caretaker
F F The cleaners
F F Teachers
F F Other:
12. How far are you willing to walk to a bin?
F F 1 metre
F F 5 metres
F F 10 metres
F F 20 metres
F F 50 metres
F F 100 metres
13. If you need to dispose of some ‘litter’ at school, but the nearest bin is overflowing, what do you do?
F F Try to put it on top of the full bin
F F Drop it on the ground next to the bin
F F Find another bin
F F Leave it on the ground where you are
F F Put it in your pocket/bag to dispose of later
F F Other:
www.litterless.knzb.org.nz
KEEP NEW ZEALAND BEAUTIFUL
Educational Resource
14. If you saw someone littering, what action would you take? (you can select more than one option)
F F Suggest to them that they pick it up and put it in a bin
F F Pick it up yourself and put it in an appropriate bin
F F Report the action to someone in authority
F F Do nothing
F F Other:
15. Why do you think people litter? (you can select more than one option)
F F Apathy: don’t care, too lazy
F F Can’t find an appropriate bin
F F Peer influence/pressure: being seen putting litter in a bin is not ‘cool’
FFA way to rebel against rules/authority
F F Lack of pride in a place (e.g. school) and its appearance
F F Lack of understanding about the potential impacts of litter
F F Belief that it is someone else’s responsibility to clean up litter
F F Other:
16. How do you think we can get people to stop littering?
F F Education – posters, assembly presentations
F F Litter pick-up as a punishment
F F Have a consequence if teachers see students littering
F F More bins
F F Bins maintained – cleaned up, signage, in a better location
F F Competition between classes for the cleanest area | <urn:uuid:e5d2aa67-d882-4130-adeb-9c33cc6a1dbe> | CC-MAIN-2021-43 | https://www.knzb.org.nz/wp-content/uploads/2021/05/Lesson8-Litter-survey-template.pdf | 2021-10-17T18:15:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00589.warc.gz | 1,028,005,964 | 894 | eng_Latn | eng_Latn | 0.987277 | eng_Latn | 0.989882 | [
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Our position on trans fats
Key message
Trans fatty acids (trans fats) in margarines and fats no longer pose a danger to public health. This is thanks to the food industry's ongoing and selfimposed efforts over recent decades to reformulate food products so that they contain fewer trans fatty acids.
Background
Fats are an essential part of a healthy and well-balanced diet. Together with carbohydrates and proteins, they provide most of the energy in our diet. However, not all fats are healthy for us.
Trans fats – also known as trans fatty acids or (TFAs) – are a case in point. They are a type of unsaturated fat that occurs in both animal and vegetable fats. TFAs in animal fat occur naturally, and are formed by the microbial flora in the stomach of ruminants, such as cows, goats and sheep. These TFAs are present in the milk, butter, cheese and meat products derived from these animals. Most TFAs in vegetable fat are formed when vegetable oils are converted into solid fats in a process called partial hydrogenation.
The TFAs present in both animal and vegetable fats are chemically identical to each other, but differ in the quantities in which they occur. According to the European Food Safety Authority (EFSA), there is no scientific evidence suggesting that, when consumed in the same amounts, TFAs in animal and vegetable fats differ in how they affect health. 1
However, whether in animal or vegetable fat, TFAs do have a negative impact on health, specifically on cholesterol levels. Consuming TFAs increases not only the total level of cholesterol in the blood but also lowdensity lipoprotein cholesterol (LDL-cholesterol or "bad cholesterol"). At the same time, it decreases high-density lipid protein cholesterol (HDLcholesterol or "good cholesterol").
The reduction in HDL-cholesterol specifically caused by TFAs means that, at equal intakes, the ratio of total cholesterol to HDL-cholesterol increases
much more compared to saturated fatty acids (SFAs). 2,3 Because of this, TFAs are considered a significant risk factor for cardiovascular disease compared to SFAs. The World Health Organisation recommends limiting the intake of TFAs to less than 1% of total energy intake. 4
In light of these concerns, most EU countries have now lowered the intake of non-ruminantTFAs in food so that it is below the level that would create a public health concern. 5 This successful result was achieved by the voluntary efforts of the food industry to reformulate products.
Our position
Vandemoortele recognises that TFAs, both from animal and vegetable fat, have a negative effect on human health, and that their presence needs to be reduced to below the level that make them a public health concern.
Over the past 20 years, due to extensive innovation and technological efforts, the average the levels of TFAs in our own products has been brought down to below 2% of the total fat content, which is below the level of health concern. At the same time, the total sum of SFAs and TFAs has not increased.
In line with our efforts so far, we will continue to work to further reduce the TFA content of our products. Furthermore, we are encouraging and assisting our customers to use margarine and fat products for their products that have a maximum of 2% TFAs (of total fat basis).
1 EFSA Panel on Dietetic Products, Nutrition, and Allergies (NDA); Scientific Opinion on Dietary Reference Values for fats, including saturated fatty acids, polyunsaturated fatty acids, monounsaturated fatty acids, trans fatty acids, and cholesterol. EFSA Publication. Parma, Italy: European Food Safety Authority, 2010. 107 p. (The EFSA Journal; No. 1461).
2 Report from the Commission to the European Parliament and the Council regarding trans fats in foods and in the overall diet of the Union population, European Commission, 2015.
3 Li Y et al. (2015), Saturated Fats Compared With Unsaturated Fats and Sources of Carbohydrates in Relation to Risk of Coronary Heart Disease. A Prospective Cohort Study. J Am Coll Cardiol.; 66(14):1538-1548.
4 Fats and Fatty Acids in Human Nutrition, Joint FAO/WHO Expert Consultation Report, November 2008.
5 EFSA opinion of the scientific panel on dietetic products, nutrition and allergies on a request from the Commission related to the presence of trans fatty acids in foods and the effects on human health of the consumption of trans fatty acids (Request EFSA-Q-2003022), adopted on 8 July 2004. | <urn:uuid:10cd1cf6-62da-4953-8531-5833e1faf972> | CC-MAIN-2021-43 | https://vandemoortele.com/sites/default/files/2016-12/Our%20position%20on%20trans%20fats_0.pdf | 2021-10-17T18:34:00+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00593.warc.gz | 756,764,862 | 974 | eng_Latn | eng_Latn | 0.803211 | eng_Latn | 0.991551 | [
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Alphabets, small letters
Name:
Teacher:
Color the letter k
k
Class:
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4. The digestive system
4.4 Digestive phenomena
4.4.10
Constipation
WHAT IS CONSTIPATION?
In contrast to diarrhoea, constipation corresponds to hard stools that are less frequent and less voluminous than usual. It leads to a delay or even problems with expelling stools. The frequency of evacuation of stools varies from one person to another, but it roughly ranges from three times per day to three times per week. Constipation occurs when the frequency is less than three times per week.
WHAT ARE THE CAUSES?
Among some of the causes of constipation, the first is poor eating habits that produce stools with a low water or fibre content. Not getting enough exercise or taking certain medication (such as anti-inflammatories), may slow down peristalsis in the digestive tract. Muscle contractions are not able to move food residues fast enough, causing stools to stay in the colon too long. This is where the body reabsorbs a lot of water so, the stools then become hard and difficult to pass.
As with diarrhoea, intense emotions such as anxiety or stress can also trigger constipation. Sometimes, the anal sphincter (which is the muscle of the anus) contracts instead of relaxing. In doing so, it prevents stools from being expelled and they accumulate in the rectum instead. The reasons are often related to psychological factors. Diarrhoea phobia is the fear of having urgent diarrhoea attacks and not being able to hold things in before finding a toilet. This fear can delay and even stop defaecation. | <urn:uuid:6dc95f0c-70fe-4fe7-87fb-667ed6b22c8a> | CC-MAIN-2021-43 | https://www.academy.alimentarium.org/sites/default/files/video/SCRT04_EN_4_4_10_0.pdf | 2021-10-17T19:43:01+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00592.warc.gz | 794,509,185 | 323 | eng_Latn | eng_Latn | 0.99925 | eng_Latn | 0.99925 | [
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Scavenger Hunt
Encourage fitness as your class learns about preparedness! Hide the attached emergency kit items in various locations in and around your school according to the clues below. The students will figure out the clue, go to the location, and take out one emergency kit item.
Give the students a set amount of time to collect as many of the emergency kit items as they can from different locations. Teams must stay together at all times, and the team that finishes first or collects the most items is the winner!
Example Clues (Modify the clues to fit your school and location.)
Make sure you have a first-aid kit to take care of a scratch or a bite Pick up what you need from a friendly nurse at this campus illness site. (NURSE)
You should have one of these handy, even in your car, Go where there are cars and a stop sign. We hope you don't have to walk too far. (PARKING LOT)
For watches and warnings and fires and floods, weather radios broadcast the news. In a tornado drill you would go here and wait for your teacher to tell you what to do. (ASSIGNED PLACE FOR TORNADO DRILLS)
In an emergency, things can go dark and you'll need a flashlight
The generators would kick on here, where there is a maintenance closet in sight. (MAINTENANCE ROOM).
The best food for your kit should be in a can to save it from rotting and spoiling. Find a few in the place to grab lunch, and there might be some hot dogs broiling. (CAFETERIA)
Without water you can't survive long, so make sure there's enough in your kit. Find the fountain closest to ____, near the bench where you can sit. (WATER FOUNTAIN)
You'll need this to open cans, if you want your food freed
This machine dispenses cans, just not the kind for emergency needs. (VENDING MACHINE)
Have matches to spare in case the situation becomes dire This spot is the closest to a hydrant in the event of a fire (FIRE HYDRANT)
No chance to use debits if electricity is out, so keep cash tucked away. You won't be able to access the internet here if a power outage takes it away. (COMPUTER LAB)
AA, AAA, C, D, or 9V. You'll need batteries, that you can bet. Charge up your body and keep it healthy at the place where you go to sweat. (GYM)
Some papers are really important to have to prove your identity. Go here to get a visitor's badge, an essential for accountability (FRONT OFFICE)
Don't forget about wee ones, that need diapers, bottles, and a car seat And you may need an instrument for a lullaby, in this room where the music is sweet. (MUSIC/BAND ROOM)
Make sure you have entertainment in case you are stuck for a while.
Go here to grab some books to read so you won't be counting ceiling tiles. (LIBRARY)
Talk to your Doc and get all your meds, and keep a full supply. Then find the place where teachers relax, where the kids are not supposed to drop by (TEACHERS' LOUNGE)
In a disaster situation you may be sleeping on the ground. Find a sleeping bag and blanket where colorful paintings are found (ART ROOM).
A toothbrush and toilet paper are just a few hygienic items to collect Hit up our normal bathroom to find these items, and you'll be glad you checked. (BATHROOM CLOSEST TO CLASSROOM)
Fido and Fluffy will be glad that you thought of them, too. This dock services supplies for all the food that comes through. (LOADING DOCK)
Keep plenty of these around when it gets dark and you need some extra light. Go to this office for help when you are having trouble for some advice and insight (COUNSELING OFFICE)
A cell phone and charger will keep you in the know. Travel to the classroom where lab dwellers go. (SCIENCE LAB)
Have a whistle around to make some sound if you're lost after a disaster. Find one at the back entrance and be the team that finds it faster. (BACK ENTRANCE)
In case of evacuation, a GPS may fail. Here you’ll find a school map where the ____ hails. (FRONT OFFICE/ENTRANCE)
A fire extinguisher will stop a blaze that can cause quite an outcry. Find one at this tree where there is a courtyard nearby. (COURTYARD/ ENTRANCE) | <urn:uuid:83dd03ea-ec3f-457b-adbf-3fd9c65f434b> | CC-MAIN-2021-43 | https://www.cdc.gov/cpr/zombie/00_docs/Scavenger_Hunt.pdf | 2021-10-17T20:43:44+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00592.warc.gz | 876,510,143 | 949 | eng_Latn | eng_Latn | 0.997042 | eng_Latn | 0.997039 | [
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Telling the Time
All Minutes Past the Hour
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Upper Canada District School Board to Implement Green Thermostats as Part of Green Schools Pilot Initiative
(Brockville) – The Upper Canada District School Board (UCDSB) is one step further to building a greener and more energy-efficient future for its students.
Peter Bosch, the UCDSB's manager of design and construction says that by the end of August, Brockville Collegiate Institute (BCI) and Merrickville Public School will be equipped with state-of-the-art Green Thermostats™ by Log-One Ltd, an environmentally-focused energy management system with patented "pre-heat" technology, specifically designed for school boards and multi-residential buildings.
The Green Thermostats will allow for a variety of energy- and cost-saving benefits that are just not possible with the schools' older energy control systems, says Bosch. For example, the thermostats can be set to a specific school schedule so that the temperature automatically reaches its peak during class hours, and drops to a lower temperature overnight, on weekends and during holidays.
The thermostats can also determine whether or not a classroom is being used during school hours. If by a certain time a class hasn't commenced as scheduled, the technology will assume there's been a last-minute room change or a snow day and maintain its after-hours temperature.
In addition, the technology can control lighting in each room. If a classroom isn't in use for a certain period of time the lights will turn off.
"Those are just some of the benefits that this new technology offers," says Bosch. "All-in-all, the thermostats address two main issues: energy-savings and cost-savings. Not only are we becoming more green and environmentallyresponsible, but we'll be able to save financially as well – even while maintaining comfort levels during occupation."
Bosch says the opportunity to implement the Green Thermostats was made possible because of a grant through the Ministry of Research and Innovation and the Ministry of Education's Green Schools Pilot Initiative, a project that gives school boards the opportunity to try out greener technologies.
Four school boards were granted $1.7 million collectively to pilot the thermostats in specified schools. Once implemented, the thermostats will be monitored so the ministries can determine how much energy and money is saved with the new technology. If successful, there is potential to implement the Green Thermostats into additional schools, says Bosch.
The school boards currently piloting the thermostats are the UCDSB (as lead board) the Toronto Catholic District School Board, the Dufferin-Peel Catholic District School Board and the Niagara Catholic District School Board.
Bosch says both BCI and Merrickville PS were chosen because they are older schools that are in need of building automation upgrades. He says BCI is also the biggest school in the Green Thermostat project (including the other boards), and organizers are interested in seeing how well the new technology works within a larger secondary school building.
"This technology also supports a lot of the green programs that are currently going on in schools," says Bosch. "It allows us to support students who recycle and are environmentally responsible so they learn something from this as well. If you look at the financial part, the money we save can be put back into the schools. This technology can benefit everyone."
In a previous analysis by Log-One, the implementation of Green Thermostat technology in 21 portable classrooms in Toronto allowed for an average savings of 1.8 tonnes of greenhouse gases per classroom each year, and $1,000 per classroom each year.
-30-
For more information about this and other green school initiatives, please call:
Peter Bosch Manager of Design and Construction Upper Canada District School Board 613-342-0371 ext. 1297 | <urn:uuid:26521b33-dd2e-4106-9dcf-9d7d6c9f97c5> | CC-MAIN-2021-43 | http://www.oneinenergysavings.com/wp-content/uploads/2011/08/Upper-Canada-Peter-Bosch-Release-Mar-10-10.pdf | 2021-10-17T20:21:13+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00596.warc.gz | 113,958,569 | 759 | eng_Latn | eng_Latn | 0.998977 | eng_Latn | 0.99899 | [
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Engineering for Our Environment
AT A GLANCE
Students will use the Engineering Design Cycle to create a prototype of a wearable device that can help conserve Earth's valuable resources and fight climate change.
OBJECTIVES
Students will:
* Identify two causes of climate change which they can affect.
* Develop a prototype of wearable technology to assist or track their efforts.
* Show evidence of the engineering process in their journals.
* (optional) Present their prototype, including a critique of their device.
SUGGESTED GRADE LEVELS
4th through 12th
NEXT GENERATION SCIENCE STANDARDS
Science and Engineering Practices:
* Asking questions and defining problems
* Developing and using models
* Planning and carrying out investigations
* Analyzing and interpreting data
* Using mathematics and computational thinking
* Constructing explanations and designing solutions
* Engaging in argument from evidence
* Obtaining, evaluating and communicating information
Disciplinary Core Ideas:
* PS3: Energy
* ETS 1: Engineering Design
* ETS 2: Links among engineering, technology, science and society
Elementary School:
https://ngss.nsta.org/DisplayStandard. aspx?view=topic&id=14
Middle School:
https://ngss.nsta.org/DisplayStandard. aspx?view=topic&id=37
High School:
https://ngss.nsta.org/DisplayStandard. aspx?view=topic&id=53
WHAT YOU NEED TO KNOW
Climate change is happening and it is up to us to help to stop the spread. Human activity consumes Earth's finite resources. Human dependency on fossil fuels (oil, gas, coal) means that there are more greenhouse gases in our atmosphere now than ever before in human history. Climate change is impacting plant and animal life as well. Many species of plants and animals are becoming extinct
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because their habitat is being negatively affected by climate change.
Climate change is the term scientists use to describe the ongoing, long term, changes in global weather patterns, ocean acidification and melting ice sheets at the poles. It causes droughts, storms, intense heat waves, rising sea levels, and warmer oceans. Climate change is also referred to as global warming because of the increased greenhouse gases trapped in earth's atmosphere that cause global temperatures to rise over time.
from escaping. Greenhouse gases stay in the atmosphere for a long time. For example, plants absorb carbon dioxide but they can't keep up with all the extra carbon dioxide that humans have been releasing by burning fossil fuels. We need some of these gases in our atmosphere, but having too much of them can cause continued warming. This is commonly known as the Greenhouse Effect, maybe a better term would be the Human Enhanced Greenhouse Effect.
Greenhouse emissions are gases like carbon dioxide, methane and nitrous oxide that trap the heat from Earth in our atmosphere and stop it
Climate change is happening right now and it is very important that we take the proper steps to help protect and preserve our beautiful planet.
Source: National Park Service https://www.nps.gov/goga/learn/nature/climate-change-causes.htm
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KEY VOCABULARY
Atmosphere: The layer of gases surrounding the Earth or another planet
Climate Change: A long-term (over decades) change in weather patterns, oceans, land surfaces and ice sheets.
Engineer: Problem solvers who improve our lives by designing and building complex products, machines, systems and/or structures.
Engineering Design Cycle (EDC): A method of problem solving used by engineers.
Environmental Engineer: Professionals who use the principles of engineering, soil science, biology and chemistry to develop solutions to environmental problems.
Global Warming: A long-term increase in the average temperature of Earth. A major component of climate change.
Greenhouse Gases: Gases in our atmosphere that trap heat from the sun. Examples that promote excessive heat capture are: carbon dioxide (CO2), methane (CH4) and nitrous oxide (N2O).
Greenhouse Effect: When heat from the Earth's surface is trapped in our atmosphere. Necessary to sustaining life on our planet— but in excess causes increased warming linked to global climate change.
Scientific Data: Facts or information gathered while conducting a scientific investigation.
Scientific Investigation: The process scientists use to answer questions about the world around us. Involves making observations, asking questions, performing experiments and/or gathering data.
Weather: A short-term pattern in atmospheric conditions.
ENGINEERING DESIGN CYCLE (EDC)
The engineering design process is a series of steps that engineers follow to come up with a solution to a problem.
Ask: What is the problem? How have others approached it? What are your constraints?
Imagine: What are some solutions? Brainstorm ideas. Choose the best one.
Plan: Draw a diagram. Make lists of materials you will need.
Create: Follow your plan and create something. Test it out!
Improve: What works? What doesn't? What could work better? Modify your design!
Start Over!: Ask how your design addresses the problem. What else could work?
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PROBLEM/SCENARIO: THINK ABOUT THE FUTURE
You are an engineer tasked to design a prototype of a wearable device that can improve your daily way of living as well as save the Earth. Think of ideas for wearable technology that can:
* Clean the environment
* Reduce trash production
* Limit the amount of water you use
* Predict or monitor CO2 usage
* Reduce food waste
As an engineer, you must have a global awareness in the design process and an understanding of how your decision can impact global climate change.
We recommend keeping a journal to document your process. This way you can keep a record of what you have done. Engineers often change or modify their design several times before they are satisfied with the final product. (This is the "improve" step.)
For an added challenge, only use recycled or repurposed material for your design.
PROJECT TIME FRAME
In groups or individually, use the Engineering Design Cycle in these ways.
One Class Period
* Focus on ask, imagine and plan.
* Keep an engineering journal.
* Students can identify an area of climate change for their design, then research, brainstorm and start planning their device.
One Week of Class
* Focus on plan, create and improve.
* Keep an engineering journal.
* Identify an area of climate change to design for and follow the Engineering Design Cycle to make prototype.
* Present their work to the class and discuss data gathered (if any).
Long-Term Assignment (In or out of class)
* Keep an engineering journal.
* Identify an area of climate change for their design and follow the Engineering Design Cycle to make prototype.
* Gather data and write a paper on their process and findings.
* Present work to the class.
RESOURCES
Climate Change Videos for Students
NASA Global Climate Change
Carbon Footprint Calculator
NASA Climate Kids
Wearable Technology for a Better Environment
Wearable Technology: Sustainable and Eco Friendly
Wearable Technology News
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STEM Fair Participants/Elements of a Successful Project
1. Required Forms:
Prior to all experimentation, you will need to print the most current CUSEF Forms. Find links at the bottom of this page: https://provo.edu/teaching-learning/stem/stem-fair/
Make sure you print the correct one: Elementary(5th-6th grade), Junior (7th-8th grade) and Senior (9th-12th Grade) division forms.
Each project is different; read through the forms carefully.
Some projects require approval from a Scientific Review Committee (SRC), the SRC is a team of Scientists/Engineers who will double check your STEM Fair Plan and make sure that your project is legal and safe. SRC's take a few days up to a month to approve a project, plan accordingly.
2. Project Data Book/STEM Journal:
A STEM project journal is your most treasured piece of work. This can be a notebook, paper in a three-ring binder or any similar place where you can take accurate and detailed notes. Good notes show consistency and thoroughness to the judges and will help you in writing your final research paper.
3. Abstract
An abstract will be placed at the beginning of the project, but it's always written LAST. You are required to write a (maximum) 250 word one-page abstract for your project. Find links at the bottom of this page for extra help and instructions for writing an abstract: https://provo.edu/teaching-learning/stem/stem-fair/
4. Research Paper:
A research paper will need to be printed and placed with your STEM fair required forms and your project journal. Include the following events in your paper. I strongly recommend that you download and print the STEM/Science Fair and Engineering Fair Student paperwork, it provides more detailed instructions.
a. Title Page
i. Include Project Name, Name of student(s), School, School District, Date.
b. Table of Contents (basically this list, but with added page numbers.)
c. Introduction: a short description of why you chose this project, why it was of interest to you, what led you to pick this project.
d. Project Question
e. Hypothesis/Independent Variable/Dependent Variable
f. Research
g. Materials
h. Procedures
i. Data Table
j. Graph
k. Conclusion
l. References
5. Poster Setup/Visual Display:
You want your poster to attract and inform. Make it easy for interested spectators and judges to assess your study and the results you have obtained. Make the most of your space using clear and concise displays. Make headings stand out, and draw graphs and diagrams clearly and label them correctly. Leave your glassware and chemicals at home.
Display Hints:
a. Make sure the display reflects the current year's work only . If you built on last year's project include that data in your STEM journal.
b. A Good Title
Your title is an extremely important attention-grabber. A good title is informative and gives an idea of what the project is about. One word titles are generally too short and should be avoided. The title should make the casual observer want to know more.
c. Take Photographs
Many projects involve elements that may not be safely exhibited at the fair, but are an important part of the project. You may want to take photographs of important parts/phases of your experiment to use in your display. Photographs or other visual images of human test subjects must have informed consent.
d. Be Organized
Make sure your display is logically presented and easy to read. A glance should permit anyone (particularly judges) to locate quickly the title, experiments, results and conclusions. When you arrange your display, imagine that you are seeing it for the first time.
e. Eye-Catching
Make your display stand out. Use neat, colorful headings, charts, and graphs to present your project. Home-built equipment, construction paper, and colored markers are excellent for project displays. Pay special attention to labeling graphs, charts, diagrams, and tables. Each item must have a descriptive title. Anyone should be able to understand the visuals without further explanation.
f. Correctly Presented and Well-Constructed
Be sure to adhere to the size limitations (Tri-Fold Poster 36" x 48") and safety rules when preparing your display. Make sure your display is sturdy, as it will need to remain intact for quite a while.
If you are interested in printing a professional poster instead of gluing onto a poster board please be aware that most printing locations require a 24-48 hour processing time (some may even need up to a week to process the request.) You do not need to print on the actual cardboard. Instead, print a paper poster (preferably laminated) and use heavy duty binder clips to hold the poster to a science fair board. Students who travel to international STEM events will need their poster to be printed this way for travel purposes. | <urn:uuid:fe1f5d2d-2a86-4ea4-ac21-99bda15c4b88> | CC-MAIN-2021-43 | https://provo.edu/wp-content/uploads/2020/09/Elements-of-a-Successful-Project-1.pdf | 2021-10-17T19:52:57+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00595.warc.gz | 633,340,871 | 1,017 | eng_Latn | eng_Latn | 0.997691 | eng_Latn | 0.998051 | [
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Lenten Devotional February 28, 2021
Scripture
Mark 3:31-4:9
31 Then his mother and his brothers came; and standing outside, they sent to him and called him. 32 A crowd was sitting around him; and they said to him, "Your mother and your brothers and sisters are outside, asking for you." 33 And he replied, "Who are my mother and my brothers?" 34 And looking at those who sat around him, he said, "Here are my mother and my brothers! 35 Whoever does the will of God is my brother and sister and mother." 4:1 Again he began to teach beside the lake. Such a very large crowd gathered around him that he got into a boat on the lake and sat there, while the whole crowd was beside the lake on the land. 2 He began to teach them many things in parables, and in his teaching he said to them: 3 "Listen! A sower went out to sow. 4 And as he sowed, some seed fell on the path, and the birds came and ate it up. 5 Other seed fell on rocky ground, where it did not have much soil, and it sprang up quickly, since it had no depth of soil. 6 And when the sun rose, it was scorched; and since it had no root, it withered away. 7 Other seed fell among thorns, and the thorns grew up and choked it, and it yielded no grain. 8 Other seed fell into good soil and brought forth grain, growing up and increasing and yielding thirty and sixty and a hundredfold." 9 And he said, "Let anyone with ears to hear listen!"
Devotional
Carmen Lee '19
"Other seed fell into good soil and brought forth grain, growing up and increasing and yielding thirty and sixty and a hundredfold." During Jesus' time, farmers used plows to prepare the soil for planting seeds rather than scattering them haphazardly on the ground. If seeds fell on a path, rocky ground, or among thorns, the problem could just as easily have been the harsh conditions in which the farmer labored as it could have been the planter's error. Yet in this parable there was enough good soil to yield an abundant crop, thus compensating for difficult conditions—and the seeds had to have been of good quality to grow even slightly in poor soil.
We know—because later Jesus tells his disciples so—that the seed is God's word of truth, and the soil represents the hearts of people who hear the word. But who are the people listening? We might assume that they are unbelievers—the unchurched or non-religious, lacking previous familiarity with God's word. But the crowds around Jesus usually represented the entire community, from religious leaders who questioned or wanted to sabotage him to working-class people who attended synagogue with varying degrees of regularity to "sinners" who were social and religious outcasts. It was that mix of people who heard Jesus' teaching and into whose hearts he planted God's word.
The situation is similar today. The mixed "soil" hearing God's word could include people we would consider church leaders or consistent church attenders, as well as those we might view as distant from God for whatever reason. The "seed" of God's word explains salvation through faith in Jesus Christ, but it also encompasses God's truth about justice and mercy as Jesus himself declares in passages such as Luke 4:16-21. There may be times when individuals who identify as Christians will not listen to God's truth about addressing injustice and oppression, just as there might be occasions when those who do not follow Christ reject the message of salvation.
The Parable of the Sower is often viewed as a warning to listeners to examine what type of soil represents the condition of their heart, but for those wanting to be used by God in others' lives, it is also an alert about what to expect. The world in which we live is a harsh environment, with much rocky and thorny soil; yet we should not judge anyone's heart. The good seed, God's word of truth, is hearty and robust, capable of yielding an abundance of love, justice, mercy, compassion, and faith. The quality of the soil will reveal itself in due time; and as followers of Christ, we need to be aware of the challenges ahead while also being prepared to welcome a harvest.
Let anyone with ears to hear, hear.
Prayer
Gracious Lord with whom we co-labor, help us not to be discouraged by our world's difficulties but to find joy in your presence. As we look forward to celebrating our risen savior, Jesus Christ, enable us also to look forward to times of good harvest in its various forms. Amen. | <urn:uuid:7fc49859-6b11-41c8-94eb-90fd5f42ce0b> | CC-MAIN-2021-43 | https://www.pts.edu/UserFiles/File/PDFs/Lent%20Devotional%202021/Day%2012%20-%20February%2028%20-%20Carmen%20Lee.pdf | 2021-10-17T19:45:49+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00595.warc.gz | 1,160,890,515 | 992 | eng_Latn | eng_Latn | 0.997807 | eng_Latn | 0.999278 | [
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ICC CONTACT
Victoria Crawford
Office:
(217) 55 7 - 5 8 1 9
firstname.lastname@example.org
State of Illinois Proclaims September 21-27, 2020 as "Rail Safety Week"
Chicago, IL – Governor JB Pritzker has declared September 21-27, 2020 as Illinois Rail Safety Week. This is the 7th year Illinois has set aside a week in September for a statewide awareness initiative to educate drivers and pedestrians about safety around railroad tracks and trains. In observation, and in place of in-person activities, the Illinois Commerce Commission is pleased to share rail safety facts, tips and virtual lesson plans, and resources from Operation Lifesaver. Highlighted on the ICC website and social media platforms are recent publications and materials for teachers, students, the trucking industry, and the agricultural community.
During 2019, 104 vehicle crashes were reported at public highway-rail grade crossings, resulting in 19 fatalities and 26 personal injuries in Illinois. In addition, 49 pedestrians trespassing on railroad property rights-of-way were struck by passing trains, resulting in 29 fatalities and 20 personal injuries. Illinois ranks fourth in the nation in trespass facilities and grade crossing fatalities in 2019. More than 81 percent of crashes at public grade crossings in Illinois occur where active warning devices, such as flashing lights, ringing bells and/or gates exist.
"Tragically, lives are lost each year due to crashes involving trains – many of these accidents could have been prevented. Rail Safety Week is an opportunity for us to raise awareness about the dangers associated with highway-rail grade crossings and to remind motorists and pedestrians about laws and tips to stay safe," said ICC Chairman Carrie K. Zalewski.
Illinois' efforts are supported by the Illinois Association of Chiefs of Police (ILACP) partnered with Metra Railroad and supported by the American Automobile Association, Illinois Commerce Commission, Illinois Department of Transportation, Illinois Operation Lifesaver, Illinois State Police, Illinois Tollway Authority, Illinois Sheriff's Association, Illinois Secretary of State, Illinois Truck Enforcement Association, Illinois High School and College Driver's Education Association, DuPage Rail Safety Council, local and railroad law enforcement, first responders and area railroad companies. All are committed to partnering together to educate residents on all aspects of railroad safety and to enforce applicable state laws.
The ICC will be sharing daily Rail Safety Facts and Tips @ILCommerceComm on Facebook, Twitter, Instagram and at the Illinois Commerce Commission page on LinkedIn.
For more information about Illinois Rail Safety Week, please visit www.icc.illinois.gov/railsafety/illinois-operation-lifesaver.
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Letters-upper case and lower case
Name:
Tracing letter S
S
Ss
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Lesson 1 - Gradebook Basics - Practice Items https://youtu.be/qNprHJ_1mHw
❏ Login to TeacherEase
❏ Navigate to www.teacherase.com
❏ Click “Login” in the upper-right
❏ Select “Login with Google”
❏ Verify Data
❏ Navigate to Gradebook > Setup
❏ Click “Classes” or “Subjects” to view classes
❏ Classes can be hidden or given a nickname by clicking on
"Customize Class Names"
❏ Click “Rosters” to view rosters
❏ Click “Learning Targets” to view targets for each class
❏ Click “Rubrics” to view rubrics (if available)
❏ Do not create any assignments for classes that have incorrect learning targets
❏ Create a Summative Assignment
❏ Navigate to Gradebook > Standards-based Scores
❏ Select a class from the drop-down
❏ Click “Create Assignment” from the lower-left
❏ Give the assignment a title
❏ Click “Add Learning Targets” to add learning targets
❏ Click “Save”
*Assignments without learning targets appear in Gradebook > Assignments, not the gradebook
❏ Score the Summative Assignment
❏ Enter scores directly into the gradebook
❏ Add a comment from the drop-down
❏ Create a Formative Assignment
❏ Navigate to Gradebook > Standards-based Scores
❏ Click “Create Assignment” from the lower-left
❏ Give the assignment a title
❏ Click “Add Learning Targets” to add learning targets
❏ Click “Formative/Practice”
❏ Click “Save”
❏ Score the Formative Assignment
❏ Click the assignment title to view the entire assignment
❏ Use “Mass Enter Learning Target Scores” to mass enter scores
❏ Add a comment from the drop-down
❏ Click “Save”
Lesson 1 - Gradebook Basics - Practice Items
© Common Goal Systems, INC. 2018
❏ Create a Differentiated Assignment
❏ Navigate to Gradebook > Standards-based Scores > Create Assignment
❏ Give the assignment a title and add learning targets
❏ Click “Assign to Selected Students Only”
❏ Check the box for some students, but not all
❏ Click “Save”
❏ Score the assignment
❏ Add a Student to the Differentiated Assignment
❏ Click one of the greyed out cells
❏ Click “Assign to Student”
❏ Run Gradebook Reports
❏ Resort the Gradebook by Score
❏ Click the under one of the learning targets
❏ A second click reverses the sort
❏ A third click removes the sort
❏ Run a Student Trendline
❏ Right click on a student’s learning target score
❏ Click “Show Student Trendline”
❏ Run a Histogram for a Learning Target
❏ Click the under a learning target
❏ Click “Show Histogram”
❏ Turn on/off Gradebook Colors
❏ Check/uncheck the box for “Show Colors”
❏ Show/Hide Formatives and Include in Calculation
❏ Check the box for “Show Formatives”
❏ Check the box for “Calc with Formatives”
❏ Uncheck “Show Formatives”
❏ Set Assignment Defaults
❏ Navigate to Gradebook > Assignments
❏ Click “Create Assignment”
❏ Click “Set Defaults”
❏ Set the defaults and click “Save Defaults”
Lesson 1 - Gradebook Basics - Practice Items
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Alphabets, small letters
Name:
Teacher:
Color the letter n
n
Class:
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Minutes in an Hour Answers
a) How many minutes are there in one hour?
?
b) How many minutes are there in three hours
f) Three-quarters of an hour = minutes 45
g) How many minutes are there in one and a half hours? | <urn:uuid:dec6680a-03fe-4b6a-9d94-2326ab97d96d> | CC-MAIN-2021-43 | https://www.mathswithmum.com/wp-content/uploads/2019/10/Minutes-in-an-Hour-Answers.pdf | 2021-10-17T18:57:33+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00595.warc.gz | 1,084,670,957 | 56 | eng_Latn | eng_Latn | 0.98972 | eng_Latn | 0.98972 | [
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Ancient Sumer Notes
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Ancient Sumer Notes
Ancient Sumer - Notes. Ancient Sumer. I. Ancient Sumer A. The rise of Sumerian city-states began around 3500 B.C. B. In the mid-19th century, archaeologists began finding artifacts in the area of the Fertile Crescent that we call Mesopotamia C. By studying artifacts, archaeologists have been able to learn a lot about Sumer II.
Ancient Sumer - Notes - 6th Grade Social Studies
Sumer was the southernmost region of ancient Mesopotamia (modern-day Iraq and Kuwait) which is generally considered the cradle of civilization. The name comes from Akkadian, the language of the north of Mesopotamia, and means "land of the civilized kings". The Sumerians called themselves "the black headed people" and their land, in cuneiform script, was simply "the land" or "the land of the black headed people"and, in the biblical Book of Genesis, Sumer is known as Shinar.
Sumer - Ancient History Encyclopedia
Ancient Mesopotamia: The Rise of Sumer Notes** In Southern Mesopotamia, the world's first advanced society developed - Sumer o Around the year 3200BCE They mainly lived in rural areas o Rural - Countryside Centers of Sumerian life were urban areas o Urban - City Sumerian civilization was divided into city-states
Ancient Mesopotamia: The Rise of Sumer Notes
* Known as "cradle of civilization" because of the Sumerians ideas and inventions. • By 3000 BCE, many cities had formed in southern Mesopotamia in a region known as _____ (SOO•muhr). Sumer 1. Sumerian _____ were isolated from each other by geography 2.
Ancient Sumer - 6th Grade Social Studies
The Civilizations Of The Ancient NearEast. Introduction. Paleoanthropologists estimate that betweenthree and four million years ago, ancestors of the human raceappeared on earth, naked in a world of enemies. The skillsnecessary for survival were mastered over many hundreds ofthousands of years.
Notes on Sumeria - Emayzine
Sumerians created one of the first written scripts around 3000 B.C.E., called cuneiform, meaning wedge-shaped, for the wedge-shaped marks made from a single reed pressed into a soft clay tablet. The marks were arranged in wedge shapes numbering from two to up to 10 shapes per cuneiform character.
An Introduction to Sumerian Art and Culture
The Sumerians were the people of southern Mesopotamia whose civilization flourished between c. 4100-1750 BCE. Their name comes from the region which is frequently – and incorrectly – referred to as a "country". Sumer was never a cohesive political entity, however, but a region of city -states each with its own king.
Sumerians - Ancient History Encyclopedia
The ancient Greeks had two similar myths from a later date: the Deucalion story and Zeus' world flood in Book I of Ovid's Metamorphoses. Ziusudra and Xisuthros. Zi-ud-sura is known to us from the following sources: From the Sumerian Flood myth discussed above. In reference to his immortality in some versions of The Death of Gilgamesh
Sumerian creation myth - Wikipedia
City-states in Mesopotamia. Kuara ( Tell al-Lahm ) Zabala ( Tell Ibzeikh ) Kisurra ( Tell Abu Hatab ) Marad ( Tell Wannat es-Sadum ) Dilbat ( Tell ed-Duleim ) Borsippa ( Birs Nimrud ) Kutha ( Tell Ibrahim ) Der ( al-Badra ) Eshnunna ( Tell Asmar ) Nagar ( Tell Brak ) 2.
Sumer - Wikipedia
The Ancient Sumerian Civilization or 'Sumer' was the first urban civilization located in Mesopotamia, modern-day Iraq. Many people agree that it was the first civilization on the planet. Interestingly, the Sumerian language is considered to be a language isolated in linguistics that does not seem to belong to any known linguistic form.
20 things about the Ancient Sumerian Civilization you ...
The ancient Sumerians, who flourished thousands of years ago between the Tigris and Euphrates rivers in what today is southern Iraq, built a civilization that in some ways was the ancient...
9 Ancient Sumerian Inventions That Changed the World
Image 1: Clay tablet inscribed with details of food rations, dating from c.3300-3100 BC from southern Mesopotamia. Note the pictorial nature of the signs, such as the human head with bread in the lower register, typical of ration texts. The sign is used in later Sumerian to mean "eat". The round indentations record numbers.
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Copyright : zoogadi.com
The Sumerian language - Oracc: The Open Richly Annotated ...
Most of the horns in ancient Mesopotamia were in fact horns from an animal, so would have decayed. These instruments would have worked like a bugle, using the harmonic series to get the notes needed for music. All tubes have a harmonic series; the image shown for the harmonic series shows what notes any tube can play.
Music of Mesopotamia - Wikipedia
Sumer, site of the earliest known civilization, located in the southernmost part of Mesopotamia, between the Tigris and Euphrates rivers, in the area that later became Babylonia and is now southern Iraq, from around Baghdad to the Persian Gulf.
Sumer | Definition, Cities, Rulers, & Facts | Britannica
AN EPICAL POEM ON THE ORIGIN OF SUMERIAN CIVILIZATION No. 4562 is a fragment of a legendary poem similar to the legendary poems of the Flood translated by Poebel (10673) and that of Paradise translated by myself (4561). All three tablets are apparently from the same hand and are written in three columns on each side.
TEXTS - ETANA | ETANA
Accordingly, in the early days of Sumer and Babylonia, architectural attention was paid primarily to religious buildings, and all sculpture served religious purposes. The elaboration and adornment of palaces was an innovation of Assyrian times (see below Assyrian period).
Mesopotamian art and architecture | Characteristics, Facts ...
Sumer originated in southern Mesopotamia and Assyria in northern Mesopotamia. Both kingdoms marked important phases in the development of the Mesopotamian civilization, or the area "between the two...
Are the Sumerians and the Assyrians the same? | eNotes
As they learned how to grow them, the people of the Mesopotamia area planted and grew wheat, barley, dates, cucumbers, onions, apples and many different herbs and spices. They also raised sheep goats and cattle. Thus a civilization grew along the two rivers. Be a farmer in Ancient Mesopotamia
Ancient Mesopotamia Farming & Agriculture - Mesopotamia ...
The Sumerians, the pragmatic and gifted people who preceded the Semites in the land first known as Sumer and later as Babylonia, created what was probably the first high civilization in the history of man, spanning the fifth to the second millenniums B.C. This book is an unparalleled compendium of what is known about them.
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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WHAT'S MY HABITAT?: ANIMAL HABITAT MATCH GAME
Time: 1 class period
Instructional Goals:
* The student will use the PebbleGo Animals online database to research animals and their habitats.
* The student will be introduced to animal adaptations.
* The student will learn the vocabulary term habitat.
Materials/Resources:
* PebbleGo Animals online database
* Set of What's My Habitat? game cards for each group
Procedures/Lesson Activities:
Focus
1. Tell students they will be playing a matching game. Pass out a set of What's My Habitat? game cards to each group.
2. Explain to students that they will work to match each animal to its correct habitat.
Teach/Model
3. Tell students that a habitat is the natural environment in which an animal lives.
4. Project the PebbleGo Animal database and demonstrate how to navigate to the Animal Habitats section. Walk students through the seven different animal habitats included, briefly discussing each one.
5. Demonstrate for students how to use the tabs to read additional information, and how to view the video in the Media section under the article.
6. Show students how to search for individual animals using the search box at the top of the screen. Demonstrate navigating through the articles, using the read aloud feature and watching the video.
Guided Practice
7. Model for students matching one pair of the What's My Habitat? game cards. Demonstrate reading through PebbleGo Animals' habitat information to learn about the habitat.
8. Ask students to make an educated guess as to which animal most likely lives in that habitat. Ask students why they think that animal lives in the habitat you are trying to match.
9. Search for the animal they suggest and read through the article to determine if their guess was correct and if they have made a match.
www.pebblego.com
© Capstone. All rights reserved.
Independent Practice
10. Allow time for each group to use the PebbleGo Animals database and match the remaining What's My Habitat? game cards. Monitor students to ensure they are checking their matches using the information in the PebbleGo Animals database.
Closure
11. Have students share their animal/habitat matches.
12. Introduce the term adaptation (changes an animal makes in order to survive its environment). Explain that each of the animals have adapted to live in their habitats. For example, walruses have a thick layer of blubber under their skin to keep them warm in the cold, harsh polar region.
13. Ask students if they can think of adaptations camels have made to survive in the dry, hot desert. (Camels have adapted to the dry conditions with the ability to store extra fat in their humps for when they cannot find food, and their wide feet keep them from sinking in the soft sand.)
14. Brainstorm with the class other animal adaptations, such as growing thick fur/hair and camouflaging.
Extend/Enrich
* Have students research the adaptations for each animal in the matching game.
* Ask students to make their own animal habitat matching games using new animals for each habitat.
www.pebblego.com
© Capstone. All rights reserved.
What's My Habitat?
Make a set of game cards for each group. Students will use the PebbleGo Animals database to match each animal with its habitat.
What's My Habitat? Match Game
What's My Habitat? Match Game
Match the animals to the habitat they each live in. Use PebbleGo Animals to help you find the correct answers.
What's My Habitat? Match Game
Animals
PebbleGo Copyright © 2015 Capstone. Permission is granted for classroom use.
What's My Habitat?
What's My Habitat? Match Game
What's My Habitat? Match Game habitat —the natural home of an animal or plant
What's My Habitat? Match Game
What's My Habitat? Match Game
Habitats
What's My Habitat? Match Game
What's My Habitat? Match Game
What's My Habitat? Match Game
What's My Habitat? Match Game
Wetlands
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Tuxedoed Torpedoes
Penguins have been around a long, long time.
They first evolved more than 60 million years ago when the asteroid that wiped out the dinosaurs opened a niche for them.
Emperor Penguins are great parents; their chicks ride on top of an adult's feet below a warm flap of feathered skin.
Fossils suggest they were already flightless, but they took to the sea where they became perfectly adapted:
Their feathers are coated in oil. Their body is insulated in fat. Their wings are shaped like flippers, making some penguins twice as fast as the fastest human swimmer.
Their bowling-pin shape doesn't look athletic, but in the water they're a tuxedoed torpedo.
That signature black and white coloring hides them from predators and prey. From above, they blend into the ocean darkness. From below, they look like the white sky.
Though some early penguins stood as tall as a human, they've diversified into 17 different species, from the largest 80-pound Emperor to the tiny fairy penguin.
Some species spend 75 percent of their time at sea— enough to grow barnacles on their feathers.
Others can dive to 1,500 feet in search of food and hold their breath for half an hour!
Each year around April 25th, the Adélie penguins of Antarctica begin a long migration from their summer breeding grounds to their winter feeding grounds. A few weeks later, their larger Antarctic cousins follow suit.
So, scientists have designated April 25th as World Penguin Day. A good time to celebrate this weird and wonderful swimming bird.
EarthDate.org
Credit: Mtpaley, via Wikimedia Commons
Background: Tuxedoed Torpedoes
Synopsis: April 25th is World Penguin Day! These well-loved tuxedoed birds have been around for at least 60 million years and may have benefitted from the impactful demise of the non-avian dinosaurs. While comical to watch on land, they are powerful swimmers with surprising grace and ability in the oceans of the Southern Hemisphere.
There are about 17 species of penguins that live in the Southern Hemisphere, all the way from the equator to Antarctica.
One species lives just north of the equator. The Galapagos penguins are the northernmost species, living in the Galapagos Islands.
Most penguins live in the temperate zone, especially smaller species.
Penguins waddle comically on land because they are built for the sea. Even on the surface of the sea they paddle around like clumsy ducks.
The largest species, Emperor penguins, can be found in Antarctica along with its smaller cousin the Adélie penguin. These are the only two species living exclusively in Antarctica. Three additional species visit the continent annually.
There are six different types of penguins, all of which wear variations of tuxedo coloring.
Their tuxedo coloring protects them from predators as they swim in the ocean. From below, their white bellies make them hard to see against the sky, and, from above, their black backs make them hard to see against the ocean depths.
Penguins range in size from the fairy penguin at just over 1 ft (33 cm) tall to the emperor penguin at about 3 ft 7 in (1.1 m) tall.
Emperor Penguins weigh in at about 77 lbs (35 kg) and live exclusively in Antarctica. Larger penguins tend to live in colder climates today.
Penguins are ocean-going birds. They can't fly, but they sure can swim!
The little blue penguin is the smallest species, weighing only 2.2 lbs (1 kg). It lives in New Zealand and along the coast of Southern Australia where they are known as fairy penguins. Their Māori name is kororā.
They spend about up to 75% of their lives in the sea—so much that some species are known to grow barnacles on their feathers.
Their wings have developed into powerful flippers, their streamlined bodies are torpedo shaped, and their legs and feet act as rudders.
Most humans swim about 3 mph (4.8 km/h), with our fastest Olympic times for the short burst of a 50 m freestyle at just 5.16 mph (8.3 km/h).
The fastest penguins are large emperor penguins that regularly cruise at 7 mph (11 km/h) but can swim in fast bursts (like a 50 m freestyle) at 9 mph (14 km/h), nearly twice as fast as the fastest humans.
Tiny fairy penguins swim at around 1 mph (1.5 km/h) when cruising.
Most penguins swim at around 5 mph (8 km/h) for long distances.
Map showing the range of the penguin.
Credit: Phoenix B 1of3 at English Wikipedia, public domain, via Wikimedia Commons
References: Tuxedoed Torpedoes
Penguin | Wikipedia Penguins | Smithsonian Ocean Penguin Health Equals Ocean Health | Smithsonian 5 Fun Facts About Penguins | CBC Scientists Say Monster Penguin Once Swam New Zealand Oceans | Phys.org
Contributors: Juli Hennings, Harry Lynch
EarthDate.org
Fact Sheet:
EpisodeED 261
Background: Tuxedoed Torpedoes
Humans can generally hold their breath for 30–90 seconds, but most penguins can hold their breath for twice that as they porpoise along 3–6 ft (1–2 m) below the surface.
Most penguins dive to depths of 30–60 ft (9–18 m) to find krill, shrimp and squid for food.
But larger penguins like the king penguin can dive to 300 ft (91 m).
Penguins can be grouped into six different types: crested, banded, large, brush-tailed, yellow-eyed and little.
Credit: Smithsonian Institution
The smallest penguin species is the little blue penguin (Eudyptula minor) with its beautiful slate blue plumage.
Credit: JJ Harrison, via Wikimedia Commons
It is hard to track them once they are in the ocean, but some penguins have traveled 1,200–4,000 mi (1,800–6,500 km) from breeding sites during annual migration.
Emperor penguins have been tracked to 1,700 ft (520 m) below the surface, and one bird held its breath for more than 32 minutes. That's an amazing recordsetting avian dive!
As penguin ancestors developed the ability to swim, they lost the ability to fly.
The earliest known penguin fossils were found in New Zealand and are about 60 million years old. These Paleocene birds were already adapted to the oceans.
Researchers speculate they may have adapted to fill an aquatic niche that opened after the demise of the dinosaurs 66 million years ago (ED-096).
Their short wingspans of fused and flattened bones suggest they were probably already flightless.
No earlier transitional fossils with the ability to both fly and swim have been found. The closest relatives of the penguin are the petrel and the albatross.
Happy World Penguin Day!
Some prehistoric penguins from the late Eocene Epoch 37 million years ago stood as tall and weighed as much as a modern human.
Every year on around April 25th, the Adélie penguins of Antarctica begin their northern migration from their breeding grounds to follow the sun to their winter foraging grounds. Soon afterward, the larger penguins that breed in Antarctica follow their smaller cousins northward.
References: Tuxedoed Torpedoes
Penguin | Wikipedia Penguins | Smithsonian Ocean Penguin Health Equals Ocean Health | Smithsonian 5 Fun Facts About Penguins | CBC Scientists Say Monster Penguin Once Swam New Zealand Oceans | Phys.org
Contributors: Juli Hennings, Harry Lynch
EarthDate.org
Fact Sheet:
EpisodeED 261
Background: Tuxedoed Torpedoes
Credit: Christopher Michel, via Wikimedia Commons
The largest living species is the emperor penguin (Aptenodytes forsteri).
References: Tuxedoed Torpedoes
Penguin | Wikipedia Penguins | Smithsonian Ocean Penguin Health Equals Ocean Health | Smithsonian 5 Fun Facts About Penguins | CBC Scientists Say Monster Penguin Once Swam New Zealand Oceans | Phys.org
Contributors: Juli Hennings, Harry Lynch
EarthDate.org
Fact Sheet:
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U
O Arquivo Vivo The Living Archive
Fair Use on Living Libraries english
Fair Use
Fair use is a principle of copyright based on the belief that the public has the right to freely use parts of copyrighted materials for the purpose of commentary and criticism or parody. These uses may be made without permission of the copyright owner, provided they are for a limited and "transformative" purpose. If your use qualifies as fair, then, in general terms, it will not be considered an infringement.
Commentary and Criticism
If you are commenting on or criticizing a copyrighted work — for example, writing a book review — the principles of fair use allow you to copy some of the work to achieve your goals. Some examples of commentary and criticism include:
* quoting a few lines from a poem by Alexandre Dáskalos in a literary review;
* summarizing and quoting from a curatorial text in an essay about an artist;
* copying a few paragraphs from a news article for use by a lecturer, teacher or student in a class.
The rationale this is that the public benefits from your review, which is enhanced by including some of the copyrighted material.
Parody
A parody is a work that ridicules another, usually well-known work, by imitating it for comic or ironic purposes. By its nature, parody requires the use of elements from the original work to be parodied. Unlike other forms of fair use, a rather extensive use of the original work in a parody is permitted in order to "conjure" the original.
How do you know your use is fair?
fair use
Measuring: The Four Factors
Unfortunately, the only way to get a definitive answer as to whether a particular use is a fair use is to have it resolved in court. If your use of copyrighted material is the subject of a legal dispute, any of the four factors listed below, as well as others not covered here, may be used to resolve the dispute.
It is important to understand that these factors are only guidelines that the courts are free to adapt to particular situations on a casuistic basis. In other words, a judge has a great deal of freedom when making a fair use determination, so the outcome of any case can be difficult to predict.
2
The four factors that may be considered are:
* the purpose and character of your use
* the nature of the copyrighted work
* the amount and substantiality of the portion taken, and
* the effect of the use on the potential market
The "transformative" factor: the purpose and character of your use
The question is whether the material was used to help create something new or merely copied literally into another work. When taking parts of a copyrighted work, ask yourself the following questions:
* Has the material taken from the original work been transformed by adding new expression or meaning?
* Was value added to the original by creating new information, new aesthetics, new insights and understandings?
In a parody, for example, the parodist transforms the original by holding it up to ridicule. At the same time, a work does not become a parody simply because the author models characters after those found in a famous work.
Purposes such as scholarship, research or education may also qualify as transformative uses, because the work is subject to review or commentary.
Example:
Yeze, a sociology student at Lusíada University, uses several citations from the book Plantation Memories by Grada Kilomba in her thesis on contemporary Afrodescendant identities. By juxtaposing the citations with her own opinions on the subject, Yeze enriches her thesis, basing it on other works addressing the same subject. This act would probably be permitted as a fair use.
The nature of the copyrighted work
Because the dissemination of facts or information benefits the public, you have more leeway to copy from factual works such as biographies than you do from fictional works such as plays or novels.
Furthermore, it is a fairer use to copy material from a published work than from an unpublished work. The scope of fair use is narrower for unpublished works because an author has the right to control the first public appearance of her, his or their work.
Example:
Paulo and André, both philosophy seniors at the Faculty of Letters, discuss similar aspects of their theses. Paulo notices that André's research is more thoroughly done than his and decides to borrow portions of André's research to fill gaps in his thesis. This would not qualify as fair use. It would be seen as plagiarism.
The amount and substantiality of the portion taken
The less you use, the fairer it will be. However, even if you take a small portion of a work, its use will not be fair if the portion taken is the "heart" of the work. I.e., you are more likely to encounter problems if you use the most memorable aspect of a work.
3
Example:
It will probably not be a fair use to copy the opening words of the poem "Havemos de Voltar" to write a poem entitled "Havemos de Voltar".
This rule — 'less is more' — is not necessarily true in cases of parody. A parodist is allowed to use much of the original work, even the "heart" of the original work, so that its use is evident.
Example:
A humorist who proposes to make a parody of a prominent politician can imitate her, his or their dress, mannerisms, and speeches to clearly convey who is being parodied.
The effect of the use on the potential market
Another important factor of fair use is whether its use deprives the copyright owner of income or damages a new or potential market for the copyrighted work. Depriving the copyright owner of the income is very likely to trigger legal proceedings. This is true even if it is not in direct competition with the original work.
Example:
An art collector buys a copyrighted photograph from an artist. Without the artist's permission, the collector makes hundreds of prints of the copyrighted photograph to be sell as home décor at furniture franchise stores. The artist accuses the art collector of copyright infringement. The collector claims that as the photograph is now hers, she has the right to do with it as she pleases. They go to court. Who do you think won this dispute?
What does the law say?
The Angolan Law 15/14 on Copyrights and Related Rights (see PDF), determines the various licit uses of works already lawfully disseminated, with or without the author's permission, provided that the title of the work and name of the author are mentioned, and its originality and integrity is respected.
For more information, please refer to Section V, Limits and Exceptions to Copyrights and Related Rights — Articles 51 to 60 — of the aforesaid law.
The violation of these licit uses may make you liable for damages or criminally responsible before the law. For more information, see Chapter IV, Violation, Protection and Defense of Copyrights and Related Rights — Articles 80 to 88 — of the aforesaid law.
Support fair use. Know the law, register, protect your rights and respect the rights of others.
Note of thanks: this policy would not have been written without this invaluable source: https: //fairuse.stanford.edu/overview/fair-use/
For more information on fair use, please consult the author Rich Stim, Attorney at law, Nolo author, LinkedIn Learning Instructor, Blogger — Dear Rich: A Patent, Copyright and Trademark Blog. | <urn:uuid:83d21db7-e465-4820-a61a-65917f38ccab> | CC-MAIN-2021-43 | https://luganzi.net/resources/publication_guidelines/lgzi_fair_use_en.pdf | 2021-10-17T20:06:37+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00596.warc.gz | 486,878,176 | 1,533 | eng_Latn | eng_Latn | 0.777776 | eng_Latn | 0.998819 | [
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Beetle Bank SARE grant
Questions and answers for pre and post survey to gauge knowledge of organic pest management and beneficial insects in small scale organic vegetable production, before and after education and maintenance of beetle banks. Conducted in spring and fall 2020, with 3 participants.
Questions:
1: What does IPM stand for, in the context of agriculture?
2: What does the term "pest" mean, in the context of agriculture?
3: What does the term "beneficial insect" mean, in the context of agriculture?
4: What percentage of insects in a typical organic farming operation are considered "pests"?
5: Name a pest(s)? And a beneficial insect(s)?
6: Name a farming practice(s) that can be followed to promote beneficial insects?
7: Name a farming practice(s) that can harm beneficial insects?
Initial responses:
1: a) important practices and materials
b) ___ pest management
c) irrigation, plants, and ____
2: a) a bug that eats vegetables
b) something that damages crops
c) bad bugs
3: a) -
b) a good bug that eats bad bugs
c) pollinators
4: a) 95%
b) 50%
c) 75%
5: a) wasps / bees
b) ___ / bees & butterflies
c) ___ / honeybees
6: a) -
b) not using pesticides
c) growing organically
7: a) -
b) using pesticides
c) not growing organically
Secondary responses:
1: a) integrated pest management
b) integrated pest management
c) integrated pest management
2: a) a crop damaging insect or animal
b) a bug or animal in a growing system that causes harm to a crop and must be managed
c) bug or animal that causes crop and economic damage
3: a) predators & pollinators that don't damage vegetables
b) an insect that helps to control pests in a growing system
c) a "good" bug that helps control "bad" bugs
4: a) conservative estimate less than 3%
b) thought to be less than 3%, a tiny amount, vast majority are beneficial
c) 3% or less, some estimates 1% or less
5: a) potato beetles, cabbage loopers / parasitic wasps, pollinators, native beetles
b) aphids, Japanese beetles, tomato hornworms / ladybugs, lacewings, praying mantis
c) Japanese and potato beetles, aphids, hornworms / native bees and beetles, spiders, wasps
6: a) not spraying, planting native flowers and grasses, planting beetle banks
b) not using pesticides, not tilling, planting flowers that attract them
c) using regenerative practices for soil health, planting flowers and habitat, leaving things "wild"
7: a) using pesticides and herbicides
b) using sprays, tilling, not having biodiversity
c) spraying pesticides, monocropping and no diversity, clearing overwintering habitat in the fall | <urn:uuid:e8e20ac5-420e-4560-a59a-fb938ebfa72c> | CC-MAIN-2022-27 | https://projects.sare.org/wp-content/uploads/BB-pre-and-post-surveys.pdf | 2022-06-27T14:52:25+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00266.warc.gz | 534,253,910 | 649 | eng_Latn | eng_Latn | 0.820134 | eng_Latn | 0.823859 | [
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March 14, 2021 Mary and Martha
WATCH this week's Bible Story Video (Wk #13) on
our website: www.goodshepherdholmen.org
READ this week's story: The Story Bible page 345
or in your Bible: Luke 10: 28-36
After you read the story or watch the video bible study, let's dive deeper into this story. The link for the video can be found at gsholmen.org and the bible reference and Story Bible page numbers are at the top of this page.
************
Both Mary and Martha loved Jesus. While he was a guest in their home, Martha was busy being a good hostess. As her sister sat listening to Jesus' words, Martha complained to him that Mary wasn't helping her. Jesus lovingly reminded Martha that Mary had chosen the one thing neededhearing God's Word.
If I were to ask a class of children what is most important to them, I would probably get a variety of answers. School, sports, family, video games, being healthy, being happy….etc. In today's lesson two of Jesus's friends, Mary and Martha, had different ideas about what was most important. While Jesus was there Mary chose to listen to Jesus. Martha chose to work around the house to try to make Jesus comfortable and to prepare a meal. We don't have the privilege of having Jesus in our homes, or do we? Do you have a Bible in your home? Then you DO have Jesus in your home!
How often do we get busy with school and friends and sports and hobbies that we do not take the time to sit down and listen to what God has to tell us in the Bible. If we already believe in Jesus as our Savior, why is it good for us to keep listening to and studying God's word? No matter how often we hear and study God's Word, there is always more to learn. The Holy Spirit strengthens our faith as we continue to hear and study God's Word. Through the Bible, God teaches us that he is always with us and always taking care of us. The Bible reminds us of the wonderful promise of heaven that God has given us. In His Word, God tells us how he wants us to live. For example, he wants us to obey our parents and forgive others when they sin against us.
It is not wrong to want to work for Jesus. In fact Jesus tells us to work for him and his kingdom. There are times when it is good to work for Jesus, but there are other times when the most important thing for us to do is to listen to God's word. We should never let anything- not even working for Jesusbecome more important that hearing God's Word.
"Choose What's Necessary" Worksheet Answers:
Part One: 1. Mary, 2. Martha, 3. Jesus, 4. Many things, 5. Only one, 6. God's Word, 7. Our Savior. The symbol should be a cross.
Part Two: Numbers 2, 3, 4, 6, 9 and 12 should be marked.
Want to share your artwork with us?
Email a picture of your Sunday School craft to firstname.lastname@example.org | <urn:uuid:0273efc2-4fbf-451c-8190-dec8e0ae3394> | CC-MAIN-2021-43 | https://unite-production.s3.amazonaws.com/tenants/gsholmen/attachments/294544/March_14_2021_Mary_and_Martha_Grades_2-4.pdf | 2021-10-17T19:04:27+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00596.warc.gz | 726,388,731 | 669 | eng_Latn | eng_Latn | 0.99539 | eng_Latn | 0.99539 | [
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College Park Infant School – Year 1 Curriculum newsletter 2020
Our main theme for Autumn Term 1: 'Good to be Me'
We have been using the book 'Here We Are' as well as Percy the Park Keeper stories during this first month to cover some of the areas below. We will be:
English
- Reading and spelling tricky words
- Learning letter sounds & names
- Writing simple sentences
- Improving pencil control & letter formation
- Revisiting all digraph (double) sounds
Science
- Learning about own class animal, their habitat and food
- Naming parts of the human body
- Learning about our planet
P.S.H.E.
- Setting our class rules and routines
- Improving our speaking & listening
- Learning to be responsible for our belongings and independent
P.E.
Maths
- Reading and writing numbers up to 10 and beyond
- Ordering numbers up to 10 and beyond
- Improving our place value understanding
- Use everyday language to describe 2D and 3D shapes
ICT
- Learning to log onto the computers
- Improving a 'double click' to open
- Controlling the mouse to create pictures
Geography
- Learning our way around Year 1
- Describing features of our school
- Finding out about our local area
Art
- Bouncing, catching and receiving a ball with control.
- Drawing a self-portrait
- Creating a clay apple pot
- Drawing the school using shade & tone
Independent Learning Time
We have incorporated I.L.T opportunities for each class into the timetables. There will be a range of activities over the term linked to our learning. Each child will have choices about how to enhance their learning skills and knowledge.
- Please can you make sure your child knows how to turn their clothing around the right way to help the children spend more time in their PE lessons.
- Please name all your child's clothing.
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The smallest stamp
The smallest stamp produced is a tiny stamp measuring 8mm x 9.5mm. It was issued in 1863 in Bolivar. Bolivar is now known as a department of Columbia. Columbia is made up from 32 departments and one capital district.
Draw a rectangle 8mm wide and 9.5mm long. Cut it out and see just how small the stamp is.
Read on for:
* make a really tiny stamp
Make a really tiny stamp
When a stamp is designed, it is drawn much larger than the size of the actual stamp. It is then digitally reduced to the stamp size.
For fun, try to design a stamp actually on a small piece of paper. How small can you actually draw or write?
You will need:
tiny bits of paper coloured pens & pencils
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Let's Talk Toddlers! Primetime Teaching, Powerhouse Positive Guidance, and Purposeful Play for Behavior and Learning Success
Marie L. Masterson, Ph.D. www.mariemasterson.com
Behavior and learning challenges for fast-moving, emotional, energetic toddlers are two sides of one equation. Discover a balanced formula to promote high-quality teaching that emerges from a deep understanding of child development, behavior, and motivation.
What is the foundation for balanced and integrated child-centered teaching? Meeting essential needs.
[x] Be attuned; authentically present. Children show what they feel, think, and need through body language, actions, and words. Be a detailed observer and documenter.
[x] Love and nurture. Respond with sensitivity, gentle patience, and consistent encouragement.
[x] Use a co-caring approach. Families are experts in their child's caregiving. Authentic communication reflects and honors ways-of-being, language, culture, and values.
[x] Monitor and soothe stress. Four steps - Comfort, contain, co-regulate, and reorient.
[x] Ensure physical well-being. Ensure exercise, nutrition, sleep, media protection.
Primetime Teaching
Primetime teaching is child-centered, responsive, and evaluative. Teachers continually adapt the setting, interactions, and level of support to strengthen emerging skills of each child. Teachers:
1. Build on child development. Understand capabilities, strengths, interests, and asynchronous patterns. Know CDC Milestones and recognize how much toddlers know and can do.
2. Learn from children. Become a skilled observer and recorder. Authentic assessment guides daily planning with observing, documenting change over time, and identifying emerging skills.
3. Respond to children. Anticipate needs. Minimize frustration. Monitor stimulation. Adapt level of challenge to meet individual needs. Assist with transition between active and quiet activities.
4. Use co-regulation. Toddlers require consistent scaffolding, with discerning evaluation of all
internal and external factors that influence their experiences.
5. Prioritize self-care. Meals, diapering, toileting, napping, and dressing teach worth and honor for bodies and emotions and set a lifetime pattern for healthy self-care and care for others.
6. Respect boundaries. Honor bodies, belongings, feelings, space, words, wants, and needs. Ask first. Evaluate verbal and non-verbal cues. Toddlers learn to respect others through modeling.
7. Ensure consistency. Competence and security develop through predictable schedules, activities, ways of being, and expectations. Use simple routines, simple rules, and simple instructions.
8. Model with mini-lessons. Demonstrate rather than "do for" children. "To fit the cow inside the barn, you turn the animal like this. Now you do it." To open the latch, you pick this tiny hinge with your finger and pull it up. You try it." Instill confidence, competence, and responsibility.
9. Prepare spaces that meet children's needs. Adequate space is essential for large body and solitary play. Store ample materials for easy access to minimize frustration.
10. Know and facilitate content area concepts. Plan concept learning through materials, activities, and conversations. (See next page.) Know and use the early learning guidelines for your state.
www.mariemasterson.com
Prime-Time Conversations
Talk with children! Meaningful interactions are the foundation of primetime teaching and play-based, child-centered learning.
[x] Respond to children's cues, needs, and wants. A toddler reaches for a ball. You respond, "You want the red ball. Here is the ball. The ball is rolling to you! Roll the ball back to me." "Here is the brown bear. His fur is soft. He looks cold. Can you wrap him in the blanket?"
[x] Initiate serve and return, back-and-forth conversation. Narrate events, effective strategies, and children's actions. "You are working hard to pull the chair to the table. You used your strong muscles. Will your doll sit on the chair?" Invite a response with questions.
[x] Engage in joint attention. Share focused positive emotions and conversation. "The geranium leaves are turning brown. Can you help me pick them off? When we are finished, we can fill the watering can to wet the soil."
[x] Add on information. A child says, "My block." The adult responds, "Yes, that is a red block. Can you balance it on top of the skyscraper?" A child says, "It's in the house." The adult responds, "Yes, the caterpillar is inside the cocoon. It is warm and soft inside the cocoon." A child says, "Tiara is crying." The adult responds, "Yes, Tiara is crying. She feels sad her momma left. Let's invite her to read a book. Can you choose a book for us?"
[x] Use specific and descriptive language. "The bird on the feeder is a cardinal. Do you see the way his head feathers make a little cap? When you see a red bird with a feather cap, it is a cardinal." Avoid pronouns and non-descriptive words, like, "Put it over there." Instead, say, "The big horse book belongs on top of the cart."
[x] Ask open ended questions. "Tell me about your shopping trip." "What do you think the boy is doing?" "What is happening in the picture?" "How did the dog sneak into the house?"
[x] Increase empathy by pointing out what others feel and need. "Sylvia looks happy. Let's see what she is working on." "George seems sad. Let's invite him to play our game."
[x] Play with words. Toddlers enjoy word sounds. "Petunia!" "Pickles!" "Pop Corn!" When they are eating muffins, the adult can ask, "Are you eating a pancake?" (They will laugh and say no!) "Is it a popsicle?" They will say no. "Is it a muffin?" They will say "yes!" The adult can add, "What kind of muffin are you eating? Yes. It looks like a yummy blueberry muffin."
[x] Use "fancy" vocabulary. Instead of, "Oh that was so kind." Say, "You showed lovely manners." It is amazing how proud toddlers are of the words they use. Instead of, "It's a fire truck," Say, "That is a hook and ladder engine." "This is a fire tanker. It holds water for the hose." "This is a ground ladder. Fire fighters use it to rescue a kitten stuck in a tree." "This is an aerial ladder. Workers use it to climb into windows." Children will be wide-eyed as they listen to and imagine these adventures and ideas.
Co-teachers, leaders, and coaches can share reflective feedback.
Powerhouse Positive Guidance
Guidance means to teach and train positive habits of behavior and strengthen self-regulation. Use these strategies individually or combine as needed. The desired goal is for to children experience success.
1. Model the behavior you want. Show children by example how to behave.
2. Prepare children for what is coming next. "First we will wash hands. Then we will eat lunch." Be consistent every time. Only say what you plan to do. Don't expect children to know what is happening next. They are focused in the moment.
3. Give positive feedback. Narrate what you see. "How kind. You shared your wagon with Skye." "You stepped over Bryon's puzzle. Good for you to see what he was doing and tell your body where to go."
4. Use effective redirection. Rather than mention what should not be done (or tell a child to stop), describe a safe, positive choice or solution. Effective redirection is an incompatible alternative. It replaces rather than stops a behavior. "Drive around Tommy." (Rather than "Don't hit Tommy.") "Look for your feet." (Rather than, "Look out. Don't bump Charlie.")
5. Offer choices. Make a simple statement that describes a needed behavior, then add two choices to shift responsibility to the child. "Naptime. Do you want to snuggle with your blanket or teddy bear?" "Time to pick up toys. Do you want to help pick up the cars or the bears?" Assist with next steps.
6. Keep it simple. Toddlers have a short attention span. Give brief, one-step instructions. For a child climbing, say, "Feet on the floor," rather than, "Look out, Shalynn. You will fall off that chair and hurt yourself." "Naptime. I will pat your back." "Book on your lap. Let's read together."
7. Use alternatives to "no." Shift children's attention forward to a positive activity. Redirect or distract. "I have a box of squishy balls. You can roll them down the slide." Offer a choice. "Would you like to paint at the easel or make handprints with Ms. Kelly?" Help the child get started.
8. Validate feelings. "It's hard to sit still." "I feel like running, too." Describe feelings you see. "I know you are disappointed." "I see you are excited." "I know you miss momma. Let's read until she comes."
9. Encourage and empower success. "Three cheers for our kind children. You were helping each other." "Awesome! We had fun cleaning up together." "I am so happy to read with you. You are a good book reader." The most motivating factor for human beings is competence. Every interaction between you and a child should result in success for the child. Support and encourage understanding and skill.
Note: See my website: www.mariemasterson.com for resources including book lists for toddlers, a checklist for facilitating play, and detailed handout on Powerhouse Positive Guidance to strengthen competence in toddlers.
www.mariemasterson.com
Purposeful Play
Set a purpose and know the goal and skills for each activity and interaction. Materials are just the first step. Example: Music objects are important; but songs, finger-plays, clapping, dancing, and talking about music facilitates learning. Primetime teaching conversations are needed during play. Warning: Constant supervision and choke-tube testing for objects are required for all activities.
[x] Physical play: Ball play, empty-space play, fabric play, riding and climbing play, balance play, soft-mat play, bowling, hoops, fitness, yoga, jumping, dancing.
[x] Imagination play: Themes (e.g., jungle, explorer, community helper, zoo keepers, veterinarian, rescue workers, restaurant play, shopping, beach, camping, travel).
[x] Loose parts: Tools of all kinds, natural objects, empty containers and material bits, paper and fabric, sensory tools and materials (e.g., rollers, brushes, sand paper, kitchen utensils)
[x] Cardboard boxes: No limits. Create spaceships, tunnels, trains, canoes, houses, castles, tree houses, garages, farms, igloos, boats. Add a pillow to a box for solitary reading and play.
[x] Construction activities: Wooden and cardboard blocks, magnetic tile sets, commercial brick and peg sets, rod and tube sets.
[x] Fine-motor and logic play: Stacking activities¸ geoboards, Mr. Potato head, puzzles, mixedmaterial play (e.g., funnels, tubes, three-dimensional material).
[x] Sand and water play: Tables and tubs for car and baby washing, theme play, measuring, tubes and funnels, waterwheels, paddles, boats, sponges, sink and float toys, theme materials, scoops, buckets, slides, pans, sifters, "people," and vehicles.
[x] Daily life skills: Groceries, sorting, kitchen tools, colanders, sifters, whisks, woks, coffee strainers, tea sets, tools and tool belts, work boots, work gloves, gardening play.
[x] Cooking and homemaking: Laundry, dolls and nurturing play, dress up clothing of all kinds.
[x] Cultural and local tradition play:
Indoor snowman play farm stands, instruments, events with piñatas, flowers and fruit, special wreaths, decorations, festivals and celebrations.
[x] Sensory play: Molding materials with many patterns, texture play, scents, foam, and individual container play with sifters, natural objects, shakers, tongs, spoons, and pans.
[x] Helping activities: Cleaning, mopping, sweeping, dusting, sorting, folding, and stacking.
[x] Science and nature play: Natural objects (e.g., seed pods, pinecones, growing plants and flowers, classroom pet, magnifying glasses, bugs, bug houses, bird feeder).
[x] Pre-writing play: Making shopping lists, writing "letters and cards" with envelopes and stamps, clipboards with attached pens, notebooks, loose paper, varied writing tools.
[x] Prop boxes: Example - Winter fun (e.g., balled socks for snowballs, hats and mittens for children, "snow" tub play, The Mitten (Jan Brett), The Snowy Day (Jack Ezra Keats), a sled.
[x] Art play: Two- and three-dimensional open-ended materials for imagination creativity.
[x] Music play. Child-safe wall mirrors, hand mirrors, dance costumes, streamers, drums and rhythm instruments, string and wind instruments, recordings, piano, autoharp, shakers.
For more details: Let's Talk Toddlers: A Practical Guide to High-Quality Teaching (Redleaf Press).
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JAIN COLLEGE
463/465, 18th Main Road, SS Royal, 80 Feet Road, Rajarajeshwari Nagar, Bangalore - 560 098
Date:
SUBJECT: BASIC MATHS
I PUC Mock paper
Timings Allowed: 3 Hrs15Minutes.
Total Marks: 100
PART A
I Answer any TEN questions :
1 x 10 = 10
1. Define an imaginary number.
2. If A = {1,2} and B = {𝑎, 𝑏 } then find B X A.
3. If f: R → R is defined by f ( x) = 3x + 5 then f ( -1)
4. Simplify (5) 0 + 5 20
5. Find the value of log log10 0.1
6. Find the 6 th term of the GP 3,6, 12……
7. Solve for x if (x + 2 ) ( x + 3 ) = ( x -2) ( x – 4 ) + 20
8. What percent is 64Km of 12 km?
9. Define an annuity.
10. Express 3𝜋 4 in degrees
11. Find the slope of a line parallel to the line 3x + 5y -9 = 0
12. The average age of 10 students is 6 years. The sum of the ages of 9 of them is 52 years. Find the age of the 10 𝑡ℎ student.
PART B
II. Answer any TEN questions :
13. Find the number of positive divisors of 960
14. Find the sum of all positive divisors of 1200
15. Find the number which when divided by 36, 40 and 48 leaves the same reminder 5
16. If A = {1,2,3,4} and B = {3,4,5,6} and U = {1,2,3,4,5,6,7,8} Verify that (𝐴 𝑈 𝐵 ) ′ = A'∩𝐵′
17. If a , b, c are in GP and 𝑎 𝑥 = 𝑏 𝑦 = 𝑐 𝑧 then prove that x, y and z are in H.P.
18. If 𝛼 𝑎𝑛𝑑 𝛽 are the roots of the equation 𝑥 2 – x + 2 = 0 then prove that 𝛼 2 𝛽 + 𝛽 2 𝛼 = 2
19. The sum of two numbers is 107 and their difference is 17. Find the numbers.
20. Solve 3x -2< 2x + 1when x is an integer and x is a real number. Also represent on a number line.
21. Determine the Principal which will amount to Rs. 15000 in 8 years at 11% per annum simple interest.
22. If the cost price of 10 articles is equal to the selling price of 9 articles, find the gain %.
23. The average score of 20 boys is 60% and the average score of 30 girls is 70%. Find the combined average.
24. Find the value of 𝑆𝑖𝑛 2 𝜋 6 𝐶𝑜𝑠 2 𝜋 6 - 𝑡𝑎𝑛 2 𝜋 4 + 𝑐𝑜𝑡 2 𝜋 3
25. Find the equation of the straight line passing through ( 2, 3) and ( 3, 4 )
PART C
III.Answer any TEN questions:
3 x 10 = 30
26. Prove that √2 is an irrational number.
27. Define an equivalence relation with an example. Also give an example of a relation which is only symmetric.
2 x 10 = 20
28. If 𝑎 𝑥 = 𝑏 𝑦 = 𝑐 𝑧 and 𝑏 2 = ac show that 1 𝑥 + 1 𝑧 = 2 𝑦
29. In what time will a sum of Rs.500 will earn Rs.975 at the rate of 6% per annum if the compound interest is payable half yearly.
30. By how many percent should the use of tea be increased if the price of tea is decreased by 10 % so that the expenditure remains unchanged.
31. Solve the Linear Inequalities graphically. 5x + 4y ≥ 40 , x ≥ 2 , y ≥3 and x, y ≥ 0
32. Find the difference between the compound interest and the simple interest on Rs. 5000 invested for 4 years at 8 % per annum.
33. A father is 28 years older than the son. After 5 years the father's age will be 7 years more than twice that of the son. Find their present ages.
34. If Tan A = 12 13 and 180 < A < 270 , find the value of 3 𝑆𝑖𝑛 𝐴−2 𝐶𝑜𝑠 𝐴 9 𝐶𝑜𝑠 𝐴+4 𝑆𝑖𝑛 𝐴
35. Show that the straight lines 2x – 3y = 7, 3x – 4y = 13 and 8x – 11y = 33 are concurrent. Also find the point of concurrency.
36. Find the distance between two parallel lines 3x + 4 y + 5 = 0 and 6x + 8y + 20 = 0
37. If Cot A = 5 12 and A is acute, show that 2 Cosec A – 4 Sec A = 247 50
38. If a train travels 15 Kmph faster it would take 1 hour less to travel 180 Kms. Find its original speed.
PART D
IV.Answer any SIX questions
5 X 6 = 30
39. Let f = {(1,1), (2,3), (0, −1)} be a function from Z →𝑍 defined by f (x) = ax +b and a and b are some integers .Determine 'a' and 'b'. Also If f(x) = 2x + 1 and g(x) = 𝑥 2 + 2x + 1 find fog (2) and gof (3)
40. Evaluate using Log tables 42.15 𝑥 0.2713 2 0.8932
41. Find the sum of the series 4 + 44+ 444 + ……. To n terms.
42. The age of father is 5 times that of son. 3 years ago the age of the father was 8 times that of his son. Find their present ages.
43. A machine depreciates at 10% of its value at the beginning of a year. The cost and scrap value realized at the time of sale being 23240 and 9000 respectively. For how many years the machine was put to use.
44. Calculate the future value of the annuity immediate of Rs. 1000 p.a. for 12 years at 16 % p.a. compounded quarterly.
45. Find the equation of the straight line passing through the point of intersection of 2x + 4y = 3 and x + 5y = 1 and making equal positive intercepts on the co ordinate axes.
46. Find the sum of the following series 1 + ( 1+2) + ( 1 +2 +3)…….. to n terms.
47. A sum of money lent at compound interest for 2 years at 20% p.a. would fetch Rs. 482 more, if the interest was payable half yearly than if was payable annually. Find the sum.
48. If Sec 𝛼 = 13 5 where 270 < 𝛼 < 360 find the value of 2𝑆𝑖𝑛 𝛼−3𝐶𝑜𝑠𝛼 4𝑆𝑖𝑛𝛼+9𝐶𝑜𝑠𝛼
PART E
V.Answer any ONE of the following questions
49 ( a) Find the domain and range of the function given by f(x) = 𝑥 2 +2𝑥+1 𝑥 2 −8𝑥−12 where x ∈𝑅
(b) What is the future value of Rs. 1000 deposited annually for 12 years gathering Compound interest at 16%
( c ) Form the cubic equation whose roots are 3, 5 and 7
50 (a) Shanmukh buys every year Bank's cash certificates of value exceeding the last year's Purchase by Rs. 500. After 15 years, he finds that the total value of the certificates purchased by him is Rs. 82,500. Find the value of the certificates purchased by him.
(b) Solve the linear inequalities 𝑥+ 3𝑦 ≥3, 2𝑥+ 𝑦 ≥2, 𝑥≥0, 𝑦≥
© Find the number which when divided by 36, 40 and 48 leaves the same remainder 5.
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Cyber Safety and Security Tips and Best Practices
These security tips and best practices have been written to alert youngsters about the dangers of Internet on the occasion of the Safer Internet Day 2022. A section on the new cybersecurity and cybercrime law has also been included for the understanding of youths.
1. Back up your data
What you can do:
- Back up your data regularly, e.g., every week.
- Use an external hard drive to back up your data.
- Sign up to a cloud based service like Dropbox and do a cloud backup.
2. Choose unique passwords
What you can do:
- Use a different password for every online account you create.
- Try using a password manager, which will store and manage your passwords for you.
- Use a passphrase, rather than a password. Passphrases are usually stronger and easier to remember than passwords.
- You can add a mix of letters, numbers and symbols to make your passphrase more complex, for example "H@ppy Hol1d@ys 2 U @ll".
3. Keep your devices and your apps up-to-date
What you can do:
- Keep the software for your devices and apps up-to-date.
- Set your system preferences to update them automatically.
- Remove any apps you do not use any more from your devices.
4. Turn on two-factor authentication
What you can do:
- Turn on two-factor authentication for your important accounts, such as your email and social media accounts.
- If several types are available, choose the option that is not SMS, as SMS is less secure. Still, using SMS as your second factor is still much safer than not using 2FA.
5. Avoid sensitive transactions on free Wi-Fi
What you can do:
- Avoid doing online shopping or internet banking on free Wi-Fi or an unsecure network.
- If you need to check your email, make sure you have two-factor authentication set up first.
- Use your own device where possible, not someone else's.
6. Install an antivirus and scan for viruses regularly
What you can do:
- Install an antivirus program on your computer.
- Run it regularly and clean up any viruses it identifies.
7. Be smart about social media
What you can do:
- Check the privacy controls on your social media accounts. Set them so only your friends and family can see your full details.
- Do not put too much personal information on your social media accounts.
- Remember our tip about passwords. If you share pictures of your pet on Facebook, make sure you are not also using your pet's name as your password.
8. Limit the personal information you give out online
What you can do:
- Stop and check before you give out any personal information.
- Make sure you know how the companies you deal with will contact you, and know what kind of information they will ask you for. For example, a bank will never email you with links to online banking and ask you to login.
- If you are not sure why you are being asked for information, call the company directly to check what they want it for.
What the youth should know about the new law?
The Cybersecurity and Cybercrime Act 2021
The Cybersecurity and Cybercrime Act 2021 caters for cybercrime targeting youngsters such as misuse of fake profiles, cyberbullying, cyber extortion, revenge pornography, amongst others. You being a youngster should be aware of the implications of doing wrong acts:
1. Misuse of fake profiles
Example: If you use a fake profile on Facebook, TikTok, Instagram or other social media to post derogative comments in the name of your friends or share their pictures to humiliate them, you could be liable to prosecution under Section 16 of the Act.
2. Cyberbullying
Example: If you use social media such as Facebook, TikTok, Telegram or Instagram to repeatedly instigate others to comment negatively on your friends' photos in order to shame them, both you and your friends could be liable to prosecution under Section 17 of the Act.
3. Cyber extortion
Example: If you use social media such as Facebook, TikTok, WhatApp, Telegram or Instagram to trick others into sending you nude photos of themselves and then blackmail them for money, you could be liable to prosecution under Section 18 of the Act.
4. Revenge Pornography
Example: If you use social media such as Facebook, TikTok, WhatsApp, Telegram or Instagram to post intimate images of your ex-girlfriend or boyfriend in order to take revenge from them, you could be liable to prosecution under Section 19 of the Act.
5. Failure to moderate undesirable content
Example: If you are the administrator of a Facebook page where people view and post content on a daily basis and it happens that someone posts content that promotes racism, you could be asked by the Police to remove that content. If you fail to do so, you could be liable to prosecution under Section 23 of the Act.
Contact Us
Computer Emergency Response Team of Mauritius (CERT-MU)
Tel: 210 55 20 | Hotline: 800 2378
General Enquiry: firstname.lastname@example.org
Subscribe to Mail List: email@example.com
Incident Reporting: firstname.lastname@example.org
Vulnerability Reporting: email@example.com
Cybersecurity Portal: http://cybersecurity.ncb.mu
Website: www.cert-mu.org.mu | <urn:uuid:db9b5d84-a980-40ec-8f34-02dbfe90d448> | CC-MAIN-2022-27 | http://sid.ncb.mu/English/Documents/Cyber%20%20Security%20Guidelines%202022.pdf | 2022-06-27T14:14:58+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00269.warc.gz | 57,982,559 | 1,109 | eng_Latn | eng_Latn | 0.992942 | eng_Latn | 0.997755 | [
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California State University San Marcos College of Education
EDMS 540 Language and Literacy, 4 units Fall, 2001
Professor: Dr. Margaret Moustafa Class Section: 21
Office: University Hall 300
Class Location: University Hall 237
Office Phone: 750-8211
Class Hours: 1:00-4:50 p.m. M & W
Office Hours: 5:00 - 5:30 Wed
12:00-12:30 Fri
e-mail:
firstname.lastname@example.org
________________________________________________________________________
Every expert began as a novice.
Mission of the College of Education at CSUSM. The mission of the College of Education Community is to collaboratively transform public education by preparing thoughtful educators advancing professional practice. We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, live-long learning, innovative research, and ongoing service. Our practices demonstrate a commitment to student centered education, diversity, collaboration, professionalism and shared governance.
EDMS 540 Catalog Course Description. The scope and sequence of language arts in the K-8 curriculum to include: the place of literacy in the elementary school curriculum; methods and materials in teaching language and literacy to students from diverse class, cultural, and ethnolinguistic background; strategies in using literacy across the curriculum; first and second language acquisition theories; and English as a second language methods. Prerequisites: Semesters 1 of Integrated Bachelor of Arts and Multiple Subject Credential Program and consent of Program Coordinator.
Reading Instruction Competence Assessment, a.k.a., the RICA (pronounced ree-ka). By state law, all multiple subject credential candidates (including CLAD/BCLAD multiple subject candidates) and special education credential candidates in mild-to-moderate, moderate-to-severe, physical and health impairments, and visual impairment programs have to demonstrate their competency in reading and writing instruction for all K-8 children, native and non-native speakers alike, by passing the state-administered RICA to be eligible for a preliminary credential. While EDSM 540 is a major class in preparing you for this exam, the exam is an end-of-program examination and should not be taken until you have completed student teaching.
College of Education Attendance Policy. Due to the dynamic and interactive nature of the course in the College of Education, all students are expected to attend all classes and participate actively. At a minimum, students must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor. If you miss two class sessions or are late (or leave early) more than three sessions, you cannot receive a grade of "A". If you miss three class sessions, your highest possible grade is a "C+". Should you have extenuating circumstances, contact the instructor as soon as possible.
Writing Policy. In keeping with the All-University Writing Requirement, all courses must have a writing component of at least 2,500 words (approximately 10 pages) which can be administered in a variety of ways.
Course Objectives.
A. Exposure to well-designed instructional programs, which enables [credential candidates] to provide a balanced comprehensive program of instruction.
To address the following California Reading Standard Factors:
B. Explicit and meaningfully-applied instruction in reading
E. Strong preparation for teaching comprehension skills
C. Explicit and meaningfully-applied instruction in writing
J. Instruction and experience in developing student background knowledge and vocabulary
M. Instruction and experience in writing instruction, including pre-writing, drafting, revising, editing, publishing and assessment strategies for writing
K. Instruction and experience in the use of reading comprehension strategies such as analysis of text structure, summarizing, questioning and making inferences
N. Instruction and experience in teaching organized, systematic, explicit skills that promote fluent reading and writing including: phonemic awareness, systematic, explicit phonics; and decoding skills including spelling patterns, sound/symbol codes (orthography), and extensive practice in reading and writing connected text
Q. Early intervention techniques in a classroom setting, and
P. Instructional uses of ongoing diagnostic strategies that guide teaching and assessment
R. Guided practice of these techniques
T. Methodologically sound research on how children learn to read, including English language learners, students with reading difficulties and students who are proficient readers
S. The phonological/morphological structure of the English language
...and the following RICA Competencies:
1.2 Assessing reading levels
1.1 Principles of assessment
1.3 Using and communicating assessment results
2.2 Organizing and managing reading instruction
2.1 Factors involved in planning reading instruction
3.1 Assessing phonemic awareness
3.2 The role of phonemic awareness
3.3 Developing phonemic awareness
4.2 Concepts about print
4.1 Assessing concepts about print
4.3 Letter recognition
5.2 Explicit phonics instruction
5.1 Assessing phonics and other word identification strategies
5.3 Developing fluency
5.5 Sight words
5.4 Word identification strategies
5.6 Terminology (digraphs; blends...)
6.2 Systematic spelling instruction
6.1 Assessing spelling
6.3 Spelling instruction in context
7.2 Fluency and other factors affecting comprehension
7.1 Assessing reading comprehension
7.3 Facilitating comprehension
7.5 Comprehension strategies
7.4 Different levels of comprehension
9.1 Assessing content-area literacy
10.1 Encouraging independent reading
9.2 Different types of texts and purposes for reading
10.2 Supporting at-home reading
11.2 Oral language development
11.1 Assessing oral and written language
11.3 Written language development
12.2 Increasing vocabulary knowledge
12.1 Assessing vocabulary knowledge
12.3 Strategies for gaining and extending meanings of words
13.2 Differences between written and oral English
13.1 Assessing English language structures
13.3 Applying knowledge of the English language to improve reading
....and the Cross-cultural, Language and Academic Development (CLAD) competencies circled on the attached page.
Organization of this class. This class is organized around the basic components of a comprehensive literacy program, listed in class 1 in this syllabus. We will examine the research/theoretical underpinnings of the components, how they apply to native and nonnative speakers of English, and how to implement them in California K-8 classrooms. Then, after reading about the components, you will practice them in schools.
Required Books.
* California Department of Education (1999). Reading/Language Arts Framework for California Public Schools: Kindergarten through grade twelve. Sacramento, CA: California Department of Education Press.
* Moustafa, M. (1997). Beyond Traditional Phonics: Research discoveries and reading instruction. Portsmouth, NH: Heinemann.
* Pike, K., Compain, R. and Mumper, J. (1997). New Connections: An integrated approach to literacy. New York: Longman.
Required Reading Packet.
* California State University (CSU) Center for the Improvement of Reading Instruction (1998). Glossary of Reading Terms.
* Cantrell, S. (1999). Effective teaching and literacy learning: A look inside primary classrooms. The Reading Teacher, 52, 4, 370-378.
* Clymer, T. (1963/1966). The utility of phonic generalizations in the primary grades. The Reading Teacher, 50, 3, 182-187.
* Lancia, P.J. (1997). Literacy borrowing: The effects of literature on children's writing. The Reading Teacher, 50, 6, 470-475.
* Milligan, J.L. and Berg, H. (1992). The effect of whole language on the comprehending ability of first grade children. Reading Improvement, 29, 3, 146-154.
* Moustafa, M. and Maldonado-Colon, E. (1999). Whole to parts phonics instruction: Building on what children know to help them know more. The Reading Teacher, 52, 5, 448-458.
* Reutzel, D.R. and Cooter, R.B. (1991). Organizing for effective instruction: The reading workshop. The Reading Teacher, 44, 8, 548-554.
* Richgels, D.J. and Wold, L. S. (1998). Literacy on the road: Backpacking partnerships between school and home. The Reading Teacher, 52, 1, 18-29.
* Swift, K. (1993). Try reading workshop in your classroom. The Reading Teacher, 46, 5, 366-371.
Recommended Texts (to deepen your knowledge). When not available for preview in the bookstore, most of the books may be previewed in my office. Books may be purchased through the CSUSM bookstore or through their publishers' web sites:
www.prenticehall.com
www.stenhouse.com
www.heinemann.com www.kendallhunt.com
* general, K-8
* Johns, J. (2001). Basic Reading Inventory: Pre-primer through grade twelve and early literacy assessments, eighth edition. Dubuque, Iowa: Kendall/Hunt.
* Routman, R. (1999). Conversations: Strategies for Teaching, Learning, and Evaluating. Portsmouth, NH: Heinemann.
* Tompkins, G. (2001). Literacy for the 21 st Century: A balanced approach, second edition. Upper Saddle River, NJ: Prentice Hall.
* for emergent and early readers, K-3
* Dahl, K.L., Scharer, P.L., Lawson, L.L. and Grogan, P.R. (2001). Rethinking Phonics: Making the best teaching decisions. Portsmouth, NH: Heinemann.
* Dorn, L.J., French, C., and Jones, T. (1998). Apprenticeship in Literacy: Transitions across reading and writing. Portland, ME: Stenhouse.
* Fisher, B. (1998). Joyful learning in kindergarten. Portsmouth, NH: Heinemann
* Fountas, I.C. and Pinnell, G.S. (1996). Guided Reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
* Fountas, I.C. and Pinnell, G.S. (1999). Matching Books to Readers: Using levels books in guided reading, K-3. Portsmouth, NH: Heinemann.
* Parkes, B. (2000). Read It Again!: Revisiting shared reading. Portland, ME: Stenhouse.
* for junior high, 6-8
* Atwell, N. (1998). In the Middle: Writing, reading, and learning: Second Edition. Boynton/Cook (available through Heinemann).
Helpful Websites.
California Department of Education:
http://www.cde.ca.gov
CSU San Marcos
http://www.csusm.edu
free teaching materials:
http://www.ed.gov/free/
Required Experiences.
* 15 hours of observation. This is built into your weekly participation in schools concurrent with this class. Take advantage of this to learn about the diversity of teaching styles and children in public schools, as well as how teachers
* assess the children's instructional needs and make instructional decisions, and
* begin the school year (i.e., introduce new classes to classroom routines and procedures)
* implement the instructional techniques we are studying in class
* 9 of the following teaching experiences with summaries and reflections for each experience:
2. Running record (REQUIRED)
1. Read-aloud
3. Writers workshop with emergent, early, or fluent writers including a mini-lesson (such as writing under the influence of literature), student writing time, and author's chair. (If you do this experience with both emergent and fluent writers, it counts as two experiences.)
5. Shared reading with emergent readers
4. Shared writing with emergent writers
6. Whole-to-parts phonics instruction
8. Guided reading lesson with early readers
7. Interactive writing with early writers
9. Literature discussion circles
11. KWL (Know, What to Know, Learned) lesson If the whole cycle is implemented, this experience counts as two experiences. If only the first part is implemented, it counts as one experience.
10. The writing process: revising (one experience) or editing (another experience)
12. Venn diagram
Please wait until the teaching technique has been discussed in class and you have read about it before you use it as an experience to count towards this class requirement. As often as possible, after we discuss the techniques in class, please observe teachers at your school site using the techniques, before and after you practice the techniques.
Summaries and reflections should be word-processed and saved to your computer or computer disc. At the top of each report include:
Summaries and reflections on your teaching experiences are brief (approximately one page) descriptions of your practice teaching including your successes and challenges and what you would do again or change next time. Perfection in the beginning is not expected. Reflection is expected.
* the instructional strategy you used (read-aloud, etc.)
* the reading/writing proficiency level of the children
* the grade level where you practiced the instructional strategy
* the English language proficiency level of the English language learners (non-native speakers of English), if any, in the group.
The first two reports are due as soon as possible but no later than Class 6 (Monday, Sept 17).
The last four are due no later than Class 15 (Wednesday, Oct 17).
The next three reports are due no later than Class 10 (Monday, Oct 1).
Literacy (Reading/Language Arts) Portfolio. Professional portfolios are used in job interviews to display one's abilities. Your professional portfolio should display your abilities in different curricular areas of the K-8 public school program.
For the literacy (reading/language arts) section of your portfolio I suggest you display your ability to implement the components of a comprehensive literacy program. Here is a suggested index for this section of your portfolio. Adapt it appropriately.
_______________________________________________________________________
My Teaching Experiences with Components of a Comprehensive Literacy (Reading/Language Arts) Program
________________________________________________________________________
Examples of appropriate papers/artifacts you might include in your portfolio would be your summaries and reflections on your teaching experiences, photographs of you reading to children (shows you know how to handle books during a read-aloud),
copies of running records you have taken (shows you know how to informally assess children's reading proficiency), photocopies of students' revisions of their compositions done during a writing workshop you conducted, etc.
Although you will continue developing your portfolio beyond this class as you have more and more experience in the classroom, the reading/language arts portfolio for which you will receive class points is due Class 15 (Wednesday, Oct 17). Together we will decide where and when you should pick up the portfolios once I have seen them.
An preliminary reading/language arts section for your portfolio is due Class 12 (Monday, Oct 8) in a small, temporary three-ring binder. It will be returned Wednesday, Oct 10. The purpose of this submission is to verify that you have drafted a plan for your portfolio and that you have begun to collect artifacts for it.
RICA-like exams.
We will have two RICA-like exams. They will consist of multiple choice questions and "constructed response" (essay) questions. There is no penalty for guessing on the multiple choice questions. There are three types of constructed response questions: "onepage", "two-page" and "four page". "One-page" means you have up to one page to respond. Similarly "two-page" and "four-page" means you have up to two and four pages to respond.
RICA-like Exam # 1 will be class 8 (Monday, Sept 24). It will have:
RICA-like Exam #2 will have class 14 (Monday, Oct 15). It will have:
This is the grading rubric for the constructed responses:
| A thorough understanding of the relevant content and pedagogical knowledge. | 3 x 1 = 3 | 3 x 2 = 6 | 4 x 3 = 12 |
|---|---|---|---|
| An adequate understanding of the relevant content and pedagogical knowledge | 2 x 1 = 2 | 2 x 2 = 4 | 3 x 3 = 9 |
| Limited understanding of the relevant content and pedagogical knowledge. | 1 x 1 = 1 | 1 x 2 = 2 | 2 x 3 = 6 |
| Little or no understanding of the relevant content and pedagogical knowledge. | | | 1 x 3 = 3 |
| Blank or unreadable | 0 x 1 = 0 | 0 x 2 = 0 | 0 x 3 = 0 |
Grading.
* Summaries & reflections on teaching experiences
5 pts. each 45 points
Summary of important dates.
| Class | Day |
|---|---|
| 6 | Monday, Sept 17 |
| 8 | Monday, Sept 24 |
| 10 | Monday, Oct 1 |
| 12 | Monday, Oct 8 |
| 14 | Monday, Oct 15 |
| 15 | Wednesday, Oct 17 |
Class schedule:
CLASS 1, Monday, August 27
* TORP (Theoretical Orientation to Reading Profile)
* various definitions of reading
* constructing meaning with print (later)
* pronouncing print (original)
* various assumptions about the building blocks of reading:
| Building block | Visibility | Underlies |
|---|---|---|
| letters | Visible | Phonics-only method, Phonics-first method |
| [print] words | Visible | Whole-word (a.k.a., sight- word, look-say) method |
| [spoken] language | Invisible | Contemporary method |
* research testing these assumptions
* Goodman, Nicholson, Stanovich (1960s to present)
* Cattell (the late 1800s)
* various types of text for beginning readers
* various types of programs for beginning readers
* based on any one or any combination of the above. Combinations typically have decontextualized phonics books/activities to accompany the text.
* research findings on children's responses to various types of text
* Ruddell, Tatham, Kucer, Rhodes, Allington (1960s to present)
* various definitions of balanced reading instruction
* literature and phonics
* reading to, with, and by children; writing to, with, and by children
* literature and phonics in proportion to need (analogy to balanced nutrition)
* overlapping phases of reading development
* early reader: able to independently read some age-appropriate text
*
fluent reader: able to independently read age-appropriate text on
which he/she has the pre-requisite background knowledge.
* emergent reader: not yet able to independently read most print
* overlapping phases of English language development for non-native speakers of English, a.k.a., English language learners (ELL); English as a second language (ESL)
* speaks home language
* limited English proficient:
* speaks home language plus emerging/early skills in English (sounds like a non-native speaker of English)
* English proficient
* speaks home language plus has BICS (basic interpersonal communication skills) in English (sounds like a native speaker of English)
* speaks home language plus has CALPs (cognitive academic language proficiency) in English
* components of a comprehensive literacy program
| Components of a Comprehensive Literacy Program | | | |
|---|---|---|---|
| | Emergent | Early | Fluent |
| 1. *Daily read-aloud | MTWTF | MTWTF | MTWTF |
| 2. Daily SSR (self selected reading) | MTWTF | MTWTF | MTWTF |
| 3. Daily after-school (at home) reading | MTWTF | MTWTF | MTWTF |
| 4. *Initial & ongoing informal assessment | ongoing | ongoing | ongoing |
| 5. Daily writing • journal writing • *writers workshop | T T | | |
| | | MTWTF | MTWTF |
| | | MTW | MTWTF |
| 6. Daily reading & writing instruction at each child’s instructional level: | | | |
| *shared writing (includes phonics) | M W F | | |
| *shared reading plus *phonics | MTWTF | | |
| *interactive writing (includes phonics) | | TF | |
| *guided reading | | MTWTF | |
| *literature discussion circles (a.k.a. reading workshop) | | | |
| *writing process (drafting, revising, editing select pieces) | | | |
| reading and writing across the curriculum (*KWL, *Venn diagram, etc.) | | | |
* included in 9 required teaching experiences for this class
1. Daily Read-Alouds (i.e., reading to children) –from the first day of school!
* Technique: primary grades, intermediate grades
* Benefits of read-alouds
Follow-up assignments:
* Read Pike:
* Read to children (whole class & small group) / Write a reflection
* Then (as soon as can be arranged):
* discuss TORP
CLASS 2, Wednesday, August 29
* discuss reading assignment
3. Daily After-School (at Home) Reading
2. Daily Self-Selected Reading (SSR)
4. Initial and Ongoing Informal Assessment
* to make initial and ongoing instructional placements (e.g. shared vs. guided reading)
* objectives
* to document growth for you, child, child's caretakers, administrators
* concepts of print, K
* some informal reading assessments
* running record and retelling, K-3 (demo)
* some informal writing assessments
* silent reading and retelling, 4-8
* portfolios
5. Daily Writing
* writing rubrics
* (discussed throughout section 6: Daily writing instruction at each child's instructional level)
* Read
Follow-up assignments:
* Pike:
2 pgs.
* Self-selected reading SSR (Reading by children):
* Then (as soon as can be arranged):
* Do a running record on at least 3 primary grade (K-3) children / Write a reflection
* Grades K-2
pp. 187-189
* Grades 3-6
p. 240
1 pg.
* Assessing to teach:
pp. 89-120, fig 4.2
31 pgs.
* Richgels & Wold: in reading packet pp. 20-24
4 pgs.
________________________________________________________________________
Monday, September 3 is a holiday.
CLASS 3, Wednesday, September 5
________________________________________________________________________
* discuss reading assignment and teaching experiences
Emergent Readers and Writers
6. Daily Reading and Writing Instruction at Each Child's Instructional Level:
* shared reading (demo)
Follow-up assignments:
* phonics instruction (demo)
* Read:
* reading with children
pp. 239-240
1 pg.
* phonics
pp. 189-195
5 pgs.
* Then (as soon as can be arranged):
* Bring the "Glossary of Reading Terms" in reading packet to Class 4
* Do a shared reading lesson with a predictable story with emergent readers/ Write a reflection
CLASS 4, Monday, September 10
________________________________________________________________________
* discuss reading assignment and teaching experiences
* phonics practicum
* terms associated with phonics: blending, digraphs, phonemic awareness, etc.
* readers' theater
* writing development
* writing defined
* spelling development
* Read:
Follow-up assignments:
* Do a phonics lesson with emergent readers using a story the children have learned to read.
* Then (as soon as can be arranged):
________________________________________________________________________
CLASS 5, Wednesday, September 12
* Discuss reading assignment and teaching experiences
* shared writing (video)
* Language Experience Approach, a.k.a, LEA (demo)
* writer's workshop at emergent level
* Read:
Follow-up assignments:
* Moustafa:
pp. 26-31
5 pgs.
* Then (as soon as can be arranged):
* Do shared writing with emergent readers and writers / Write a reflection
________________________________________________________________________
CLASS 6, Monday, September 17
Due: FIRST TWO SUMMARIES & REFLECTIONS ON TEACHING EXPERIENCES
* discuss reading assignment and teaching experiences
* guided reading (video)
* Early Readers and Writers
* interactive writing (video)
* our writing workshop
* writing workshop in an early reading and writing classroom
* writing under the influence of literature, first experience
* RICA explained
* authors' chair: whole group
Follow-up assignments:
* Read
* Put your first piece of writing done under the influence of literature of literature in a folder. Bring the folder to each class.
* Pike:
* Then (as soon as can be arranged):
* Do guided reading with early readers / Write a reflection
________________________________________________________________________
* Do interactive writing with early readers / Write a reflection
CLASS 7, Wednesday, September 19
* discuss reading assignment and teaching experiences
* literature discussion circles (a.k.a., literature circles, discussion circles)
* Fluent Readers and Writers
* the reading workshop
*
* the writing process
* writing under the influence of literature, second experience
our writing workshop
* sharing writing – small group
* Put your second piece of writing done under the influence of literature of literature in a folder. Bring the folder to each class.
Follow-up assignments:
* Review for RICA-like Exam #1
________________________________________________________________________
CLASS 8, Monday, September 24
RICA-like Exam #1
* TORP #2
* discuss teaching experiences
* Debriefing from RICA-like Exam #1 (multiple choice questions)
* our writing workshop
* sharing writing – small group
* writing under the influence of literature, third experience
Follow-up assignments:
* Read (as follow-up from class 7):
* Put your third piece of writing done under the influence of literature of literature in a folder. Choose your favorite of the three pieces you have written and word process it. Bring the word-processed version to class.
* Pike:
* Then (as soon as can be arranged):
* Do a literature discussion lesson / write a reflection
* using the basal
pp. 296-306
8 pgs
* literature circles
pp. 241-242, 244-272
28 pgs.
CLASS 9, Wednesday, September 26
________________________________________________________________________
* TORPs #1 & 2 compared
* discuss reading assignment and teaching experiences
* More debriefing from the exam (constructed response questions)
* teaching writing through rubrics
* teaching editing (video)
* teaching revision through shared reading (two videos)
* dos and don'ts of editing
* our writing workshop
* proofreading and publishing
* peer conferencing, revising
Follow-up assignments:
* RICA explained
* Revise & edit your composition on your computer. Bring the edited revision to class.
* Read:
* Then (as soon as can be arranged):
* Do a lesson on revising for fluent writers / Write a reflection
* Conduct a writing workshop / Write a reflection
* Reutzel & Cooter : reading workshop in reading packet
6 pgs.
* Swift : reading workshop
in reading packet
5 pgs.
* Pike:
pp. 28-39
11 pgs.
pp. 273-288, figure 2.9 12 pgs.
* Do a lesson on editing for fluent writers / Write a reflection
CLASS 10, Monday, October 1
Due: SECOND 3 SUMMARIES & REFLECTIONS ON TEACHING EXPERIENCES
* journal writing
* reading across the curriculum (a.k.a., reading in the content areas)
* Venn diagram
* Our writing workshop
Follow-up assignments:
* Peer conferencing: editing and author's chair
* Do a final revision/edit on your computer at home and turn in next class.
* Pike:
* Read:
* Do a Venn diagram lesson / write a reflection
* Then (as soon as can be arranged):
_______________________________________________________________________
CLASS 11, Wednesday, Oct 3
* Discuss reading assignments and teaching experiences
* Applying what we've learned to California's reading/language arts content standards for K-1 classrooms.
* KWL
Follow-up assignments:
* Pike:
* Read:
* Do a KWL lesson / Write a reflection
* Then (as soon as can be arranged):
* Writing across the curriculum
pp. 295-296
2 pgs.
* Thematic units
pp. 311-352
29 pgs.
________________________________________________________________________
CLASS 12, Monday, Oct 8
Due: PRELIMINARY PORTFOLIO
* Discuss reading assignments and teaching experiences
* RICA case studies, examples
* Classroom management
* Applying what we've learned to California's reading/language arts content standards for 2-3 classrooms.
* Read:
Follow-up assignment:
* Pike:
* classroom management, intermediate grades
* classroom management, primary grades
Cp. 5 20 pgs.
________________________________________________________________________
Cp. 7 14 pgs.
CLASS 13, Wednesday, Oct 10
* Discuss reading assignments and teaching experiences
Follow-up assignment:
* Applying what we've learned to California's reading/language arts content standards for 4-8 classrooms.
* Review for RICA-like Exam #2
________________________________________________________________________
CLASS 14, Monday, Oct 15
RICA-like Exam #2
* TORP # 3
* Computers in reading/language arts instruction
* Debriefing from the exam (multiple choice questions)
* The home-school connection
* Read:
Follow-up assignments:
* Pike:
* computers Cp. 11
10 pgs.
________________________________________________________________________
CLASS 15, Wednesday, Oct 17
Due: LAST FOUR SUMMARIES & REFLECTIONS ON TEACHING EXPERIENCES
Due: PORTFOLIOS
* TORPs #1, 2, 3 compared
* Discuss reading assignments and teaching experiences
* Debriefing from the exam (constructed response questions)
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PSHE Education SEAL Curriculum Map (New Activities)
Year 5
Term 1: New Beginnings
Identify with others in unfamiliar situations, understanding the need for rules in society and school, appropriate and inappropriate behaviour, difference and how it can be a barrier to friendship, overcoming assumptions, seeing situations from another persons’ perspective, understanding how it might feel to be excluded.
Term 2: Getting On and Falling Out
Different ways of behaving are appropriate to different types of relationships, accept and appreciate people’s friendships, understand how difference can cause a barrier to friendship, the triggers to anger, how to calm down, control of anger, responsibility for actions, how to improve difficult situations, dealing with conflict appropriately.
Anti-bullying/kindness week activities
Term 3: Going for Goals
Know what people admire about me, know how to achieve goals, ability to keep trying and not quit, breaking big steps into smaller ones, consequences for reaching goals, apply new learning, identify next steps.
Term 4: Good to be Me
Working with others, understanding how it feels to start something new and why, strategies to deal with uncomfortable feelings, identify with others in unfamiliar situations, appropriate and inappropriate behaviour, seeing situations from another person’s perspective.
Women’s Aid Expect Respect Toolkit:
Secrets and Stories
Term 5: Relationships
Different ways of behaving are appropriate to different types of relationships, accept and appreciate people’s friendships, responsibility for actions, how to improve difficult situations, dealing with conflict appropriately.
Term 6: Changes
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Acta Scientific Ophthalmology (ASOP)
ISSN: 2582-3191
DOI:
Eye Health in Women - A Worldwide Scenario
Mini Review
Sharah Rahman 1 *, Anisur Rahman 2 , Monira Sultana 1 , Muhammad Raquib Rahman 1 , Saleha Sultana 1 , Sharifa Zahan Mitu 3 and Jalal Ahmed 3
Special Issue 1- 2021
April 15, 2021
1Department of Cornea and Anterior Segment, Ispahani Islamia Eye Institute and Hospital, Dhaka, Bangladesh
2Department of Ophthalmology, Dhaka Medical College Hospital, Dhaka, Bangladesh 3Bangladesh Eye Hospital and Institute, Dhaka, Bangladesh
Received:
Published: © All rights are reserved by Sharah Rahman., et al. ISSN: 2582-3191
April 30, 2021
*Corresponding Author: Sharah Rahman, Department of Cornea and Anterior Segment, Ispahani Islamia Eye Institute and Hospital, Dhaka, Bangladesh.
Abstract Women contribute to more than 66% of the total blind and 63% of visually impaired person. Gender inequalities and poverty are directly responsible for less accessibility in women eye health. According to global blindness scenario for women, the four common eye diseases that causes vision loss are: age related macular degeneration (65%), glaucoma (61%), cataract (61%) and refractive error (56%). Other causes are: diabetic retinopathy, dry eye, autoimmune diseases, cancer and household trauma. As one out of every four women has not had an eye examination in previous two years, so April, 2021 has been declared as "Women Eye Health and Safety Month". The goal of this month is to increase awareness in women eye health, ensure regular eye checkup, provide the information regarding eye disease prevention and appropriate treatment and decrease overall reduction of vision. Many of the blindness are preventable by taking some suitable timely measures and thus sight can be saved in women. Keywords: Women Eye Health; Common Eye Disease in Women; Gender Inequalities; Women Eye Health and Safety Month
Background Women contribute to the foremost portion of our society. They are holding an important role in upgrading the economy yet maintaining their family. Women are often deprived of health care due to social inequalities and taboos. Women's eye health warrants special care for lots of reasons. According to Mary Elizabeth Hartnett, MD, of the John A. Moran Eye Center, "We need to engage women in caring for their eye health. Women may be less likely to access health care for themselves, for example, if they forego regular exams to manage family concerns or take care of others instead of themselves" [1] . Eye health of women is a significant issue as the reduced vision directly impacts their family life; thus, they become a social burden. Poverty is another crucial factor contributing to less accessibility of women eye health, especially in developing countries. Many of the blindness is avoidable that can be easily prevented by taking some appropriate measures.
26
Women are more susceptible to eye disease and vision impairment
* Gender inequality puts women and girls' well-being at risk, and
Women represent more than 66% of the total populace of blind and visually impaired persons [2] . The Women's Eye Health organization and their website were initiated by a group of doctors and researchers to provide women with the information they need to comprehend their danger, protect their vision, improve their vision, and empower their families. The National Eye Health Education Program and Women in Ophthalmology collaborated to create this website, which features content written by women for women [3] . The World Health Organization (WHO) and The International Agency for the Prevention of Blindness (IAPB) are working mainly on women's eye health. The WHO acknowledges that gender is an important determinant of health in two dimensions [4] :
* Addressing gender expectations and roles leads to a greater understanding of how men and women in different age and social classes are affected by threats, health-seeking attitudes, and health outcomes as a result of social construction of identity and unbalanced power relations.
Common eye disease scenario in women Most women are aware of the importance of going to the doctor on a regular basis. Many women, however, are unaware that this often entails having their eyes examined. Women live longer than men, which makes them more vulnerable to eye diseases. According to recent WHO results, the prevalence of smoking is more in females than males [6]. This is significant because the following eye diseases and disorders are more common in women.
Thus, the IAPB started a campaign on "A guide to gender-responsive eye health programming" to provide equal eye health facilities to women and girls [5].
The top four eye diseases that can cause vision loss are as follows [7]:
3. Cataracts 4.
Diabetic retinopathy.
1. Macular degeneration 2. Glaucoma
Other eye diseases in women are [7]: · Dry eyes: Women can experience hormonal imbalances as they age, especially around menopause, leading to dry eye syndrome. Most ageing adults leave chronic dry eye untreated, although women are 2 - 3 times more likely to be affected.
* Visual impairments and blindness: Age-related eye disorders are the leading cause of vision impairment and blindness. In the next three decades, the number of Americans with agerelated eye disorders is projected to double, according to statistics from 2012.
* Refractive errors: Women are more likely than men to develop refractive errors such as nearsightedness, farsightedness, and astigmatism, in addition to the four primary eye diseases stated above. Prescription glasses, contact lenses, or LASIK may all be used to correct refractive errors.
* Impact of other systemic health conditions: Women are more susceptible to a variety of eye disorders, as well as a number of health problems that can impair vision. These include:
* Autoimmune diseases, such as multiple sclerosis, Sjögren syndrome, SLE and rheumatoid arthritis.
* Diabetes: Diabetes affects one out of every ten American women over the age of 20. Women who have had gestational diabetes are also more likely to develop diabetes in the next 5 - 10 years, with a (40 - 60%) risk of doing so, according to the Centers for Disease Control and Prevention (CDC) [8] .
* Sjögren's syndrome causes the body's moisture-producing glands to dry out.
* Multiple sclerosis causes temporary eye burning and, in some cases, vision loss.
* Eye injuries: Household trauma and chemical burns, such as lime burn and acid burn, are more common in women. Due to gender disparities, many of them arrive at the hospital late, resulting in a bad visual outcome.
* Cancer: Cataracts and dry eyes are side effects of some cancer therapies.
Summary of global visual impairment scenario in women eye health
Women are more prone to reduce vision than men [9] . Figure 1 portrays the global visual impairment scenario in women.
27
Women are more prone to reduce vision than men.
Less likely to access health care According to a survey conducted by Prevent Blindness, less than 10% of women are aware that they are at a higher risk of permanent vision loss than men; 86% wrongly believe that both men and women are equally vulnerable and 5% believe that men are at higher risk. According to the same report, one out of every four women has not had an eye exam in the previous two years [1].
b. Get a dilated eye test: The best way to tell whether the eyes are safe and the vision is clear is to get a dilated eye exam. The patient should discuss their daily checkup schedule with an eye care professional.
a. "Women's eye health and safety month" informs women that those aged 40 and over should make a dilated eye exam a priority in order to avoid vision loss.
Women eye health and safety month (April 2021) In April, women's eye health and safety month are commemorated to educate women about the measures they can take to prevent vision loss [10-12]. The priorities are:
a. Get a regular vision check by a health care professional. If the first time checkup is okay, then an annual checkup is necessary.
c. Maintain a balanced diet: Consume plenty of fresh fruits and green, leafy vegetables, as well as salmon, tuna, and other oily fish, to reduce the risk of eye disease. Eggs, nuts, beans, and other nonmeat protein sources can all be included in the diet.
b. Any time a vision change is observed, a dilated eye test is strongly recommended. iii. There are five times as many women as men living at the age of 90.
d. Women are also more likely than men to develop sightthreatening autoimmune conditions, including multiple sclerosis, lupus, and rheumatoid arthritis, which can cause blindness.
c. Studies show that age-related macular degeneration, cataracts, glaucoma, and diabetic retinopathy, the four most common eye diseases globally, affect more women than men.
Prevention is better than cure Women should take measures to protect their eyes by following the below mentioned procedures [1]:
f. Keeping contact lenses clean and safe is a must. g. History of the family and proper counselling: Many eye disorders, such as retinitis pigmentosa and glaucoma, are inherited.
d. Control chronic problems such as diabetes, hypertension, obesity, and depression by maintaining a healthy weight.
e. Stop smoking. AMD, cataracts, and glaucoma are all related to smoking.
h. When doing household chores or gardening, playing sports, or working on a job that includes flying glass, sparks, or chemicals, wear protective eyewear. Wear polycarbonate made protective glasses, goggles, shields, or eye guards.
Conclusion Poverty is both a cause and a consequence of poor eye health and it is especially problematic for women in developing countries.
i. Putting on sunglasses. Sunglasses shield the eyes from harmful ultraviolet rays. Long-term sun exposure will raise the risk of cataracts and AMD.
(2021):
28
1. Women's eye health: why it's different, University of Utah Health. Uploaded: April 2019 (2021).
Bibliography Women bear a larger share of the burden of blindness. Gender imbalances may be exacerbated by vision loss. Women who are aware of their right to sight will have more and more balanced access to beneficial results and contribute more economically, socially, and culturally to their communities, resulting in greater gender equality. Women's eye health would benefit socially and economically if gender inequality was appropriately addressed.
2. Women's Eye Health. Updated: March 3, 2020 (2021).
4. Blindness and Vision impairment. Uploaded: 26 February, 2021 (2021).
3. Sharing Health Information to educate and empower women to preserve and take care of their vision. Uploaded: 2021 (2021).
5. A guide to eye health for women and girls. Uploaded: 2017 (2021).
7.
6. Gender empowerment and female-to-male smoking prevalence ratios. Uploaded January 2011 (2021).
Eye health risk for women, Uploaded 2021 (2021).
9. Your Sight, Women's Eye and Vision Health. Uploaded March 2020 (2021).
8. Eye Health Risks for Women, Prevention and Care. Uploaded: August, 2020 (2021).
10. As Women are at Higher Risk for Eye Disease, Prevent Blindness Declares April as Women's Eye Health and Safety Month. Uploaded 2021 (2021).
12. April Is Women's Eye Health and Safety Month. Uploaded, April 2017 (2021).
11. Eye Health for Women, Anthony J. DeRosa, MD, FACS, Uploaded, 2020 (2021).
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Trains & Trucks
1. Listen to a book about trains or trucks.
3. Play an action game about trains or trucks.
2. Say three things you learned about trains or trucks.
4. Pretend to drive or ride in trains or trucks. | <urn:uuid:5abfc7fe-c774-4b12-9993-a2f32d3dddd0> | CC-MAIN-2022-27 | https://www.ccadventurers.org/uploads/2/2/6/3/22639494/trains___trucks.pdf | 2022-06-27T14:54:41+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00267.warc.gz | 750,346,638 | 52 | eng_Latn | eng_Latn | 0.998015 | eng_Latn | 0.998015 | [
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Country Fun
1. Pick a country you want to study.
2. On a world map find the location of the country and identify what continent it is on.
3. Find, draw or trace a map and flag of your country.
4. Learn six facts about the country, such as those suggested below.
a. Draw or find a picture of the native dress.
b. Learn a Sabbath or secular song.
c. Listen to the national anthem.
d. Learn to play a Sabbath or secular game.
e. Name the main religion.
f. Collect a stamp, postcard or coin.
g. Read or listen to a legend, myth or story.
5. Make a simple craft or food from the country.
6. Read in the Bible how languages originated at the tower of Babel. (Genesis 11:1-9).
Helps:
1. Use local church members, library or website for information.
Recommended book and website are listed below. You may wish to
make a country scrapbook.
Resources:
Around the World Crafts, Games and Activities for Children Ministry by Jane Choun.
www.countryreports.org Flags, information and anthems.
www.yahooligans.com link to flags of the world. Mythology and folklore (nine countries).
www.multcolib.org/homework Information on countries and flags among many other topics.
New in 2003. | <urn:uuid:c8cee782-2cce-452c-98a6-5b5b56ca14a8> | CC-MAIN-2022-27 | https://www.ccadventurers.org/uploads/2/2/6/3/22639494/sb_country_fun.pdf | 2022-06-27T15:31:43+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00267.warc.gz | 750,321,384 | 280 | eng_Latn | eng_Latn | 0.995047 | eng_Latn | 0.995047 | [
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Collection Program Examples
Example 1: A Community of 400, with 100 households, needs a collection program and wants house-to-house. Houses don't have garbage cans, they stick their garbage out in bags. The collection cart can hold 20 bags of trash. Each household averages 8 bags of trash in one week. The potential collector timed a trip to the site from the middle of town on ATV. It took about 20 minutes to drive to the site and back. He practiced loading and unloading 10 bags of his own trash into a pile that would be similar to what he would do at a household and at the dumpsite (i.e. the bags were 30 ft from the cart). He used good backlifting techniques to avoid any back injury and carried two at a time. He took a rest when he needed. When he added all the numbers, it took on average about 30 seconds to load one bag, and 30 seconds to unload one bag (i.e. taking 2 bags at a time, each household would require 8 bags x 30 seconds = 4minutes to load, and 4 minutes to unload. Total loading and unloading then was about 8 minutes/8 bags = 1 minutes per bag.
**HOW LONG WILL It TAKE TO COLLECT TRASH FROM EVERYONE?**
How much waste is there from all the households in town?
Total trash in town each week = 100 households x 8 bags = 800 bags.
He will need this many trips to collect those bags:
800 bags/20 bags in a cart = 40 trips.
It will take this long to make those trips:
```
40 trips x 20 minutes per trip + (2minute / 2 bag load:unload) x 800 bags = 800 minutes + 800 minutes = 1600 minutes = 26.7 hours.
```
He has a decision to make. Can he work that many hours to start off his business?? HE was hoping to spend less hours per week in collection. Remember there is time spent in collecting payment, maintaining the equipment, getting his safety gear on, interacting with the council, etc. Suppose he wants to work less hours.
Regular trash must be collected at least once per week to avoid garbage stink. (Twice per week in warm climates). So he can't collect garbage less often.
Getting a bigger cart?? If he gets a bigger enclosed cart that can hold 40 bags of trash, or is able to hitch a second cart to his first cart, he would make less trips:
800 bags/40 bags in a cart = 20 trips.
So the amount of time he needs is:
20 trips x 20 minutes per trip + 1 minute per bag load/unload x 800 bags =
400+800 = 1200 minutes = 20 hours.
There is other time associated with collecting, such as bookkeeping & bill collecting if this is his business, or he will need to keep logs and interact with the billing office, and take time to get the atv and drop it off if it is the tribe's business.
So, what else can he do to reduce time??
He can convince the IGAP office or Tribe or City to set aside funds for garbage cans so that all the bags can fit in 1 or 2 cans. That way, it would take him less time to load the bags.
He was loading bags 2 at a time. With 8 bags per household, he was making 4 trips to their doorstep. If everyone had a can, and each can fit 4 bags, he could make only 2 trips to the door instead. So the loading time would now be cut in half, to one minute per household. The unloading time would be the same. With his bigger cart, the total time now would be:
20 trips x 20 minutes per trip + (2 minute per household loading + 4 minutes per household unloading) x 100 households =
400 + 600 = 1,000 minutes =16.7 hours.
What else can he do? He can convince the council to have households place their cans out on the road – so he can drive right up to them. One way to convince folks is to let them know their bill will be higher if they don't follow good practices! So the loading time might be cut in half again to 1 minute per household.
400 + 5 minutes x 100 households = 900 minutes = 15 hours
What else? He can convince the council to make a transfer station. Suppose there was a place to dump the bags just outside of town. The bags could be transferred to the site once every two weeks. Or maybe the transfer station is a dumpster that the loader could pull over to the site 1 time per week. The loader operation is expensive—but it would only require 2 hours, or about $60 of O & M. (About $30/hr is a reasonable ) & M cost for a small loader). The loader could pull all the garbage then in one haul.
How big does the dumpster need to be?
For that question, you'll need the waste volume. The collector did a waste assessment and found the town generated 2 lbs per person per day.
400 people x 2 lb = 800 lbs per day = 5600 lbs per week.
The weight of Regular household trash that is consolidated in trash bags and dumpsters is about 225 lbs per cubic yard of trash. So the dumpster size would need to be:
5600/225 = 24.8 yards of waste
You would need either a 30 yard dumpster of three 10 yard dumpsters. If you have 3 tenyard dumpsters, you would need 3 trips to the dump.
For 3 trips to the dump, you might need about 4 hours of loader operation = 4hr x $30 per hour O & M + 4 x $25/hr operator wage. =$225 per week for the transfer station operation.
But the hours you need to collect become much less. Instead of 20 minutes roundtrip to the dump, it is 5 minutes roundtrip to the transfer station. You need ¼ the time.
Let's say you have garbage cans. The total time for cart collection would now be:
20 trips x 5 minutes per trip + (2 minute per household loading + 4 minutes per household unloading) x 100 households = 100 minute + 600 minutes = 700 minutes = 11.7 hours.
This cuts your hours down from 15 to about 12. But the additional cost is $225. That means for the 3 hours of saved collection time, it is costing:
$225/3hr = $75/hr.
In our example, the transfer station only makes sense if the collector is being paid more than $75/hr. But in other situations, especially where the total travel to the dump is much longer, a different set of numbers can often result in the transfer station being the cheapest option.
The point is that there are many different combinations of designs that you can make to make your collection program more efficient. Spend a few days playing with numbers before you decide what design is best.
Now—the big question: How much money should you charge households??
You know you need to charge for the collection hours. What are your other costs?
‐ bookkeeping and bill collecting. This will take between 5 – 40 hours per week. In the best scenario, your community has bought in to the collection service and you have full support from everyone. You will only have a few problem households, and these households will take about 10 hours each month to phone, nag, convince, etc. Otherwise, you can set up a quick billing system—such as every 1 st of the month you collect money from houses. OR maybe you collect money each trip, or even better convince the city to include the charge in the utility bill! You can offer incentives such as discounts, and in the end if you have to drop some households, you will. This work book does not get into the methods of bill collecting. See your collection program handouts for some tips and what other villages do.
But let us say you have determined it will take about an extra 8 hours each week to handle payments, so you will be working a total of about 23 hours each week.
- Gas & oil. You'll need to calculate how much gas & oil you'll need. Perform several practice runs and see how much gas & oil you use. Let's say it takes $100 each week for gas & oil.
-Other maintenance/replacement costs. If you use your own atv, you'll need to replace it in about 5 years. So you'll need to set aside money for that.
= $8000/5 years = $1600 per year.
‐ Tires. Let's say you pop or wear out 2 tires per year. = $75/tire x 2 = $150 per year.
‐ Other? If you have your own business, you'll need a business license to perform legally. They are easy to get, and cost about $50 per year.
‐ Other system costs. If the transfer station/loader or another component of trash collection is present, you'll need to include these costs—unless the tribe/city/or other entity can fund them. The Carts themselves breakdown after a while and need maintenance, including tires, etc. Other system components might include paying to the city for the bookkeeper that processes your bills. Any other people you need to pay? Other facility costs? Do you need better ATV insurance? For our example, we'll say the other costs = $1000.
Totaling the yearly costs!
ATV replacement costs + tire cost + business license + gas & oil per week x 52 weeks + other system costs = Total cost
$1600 + $150 + $50 + $100 x 52 +$1000= $8000
Now, how much does the waste collector need for 34 hours of work each week?
Let's say $31824 = $26.60/hr for 23 hours of work (tho there is extra hours of work not counted for miscellaneous tasks)
How much do you need to charge households?:
(8000+31824)/(100 households) = $398 per year = $33.18 per month.
If all of the community outreach you've done led to the community being willing to pay about that much – you're done! If the community only wants to pay $20/month (or only half the community is willing to pay fees, and the other half won't)—then you'll need to make decisions about additional outreach, or cutting your salary, or looking at ways to cut down on costs (a bigger cart?)…etc. OR developing a bin drop-off system instead.
Mini Transfer Station Set up Example
One way to cut costs substantially is to establish a bin drop-off system. The main disadvantages are that this system costs quite a bit to set up (you'll need to work with IGAP to find funds), and it is not as easy for households because they must take their trash to the bins, versus having their trash picked up.
The best thing you can do to create a successful bin drop-off program is to design it properly in a way that meets the community needs. Make sure you have enough bins for them to not overflow with garbage (and keep in mind if there might be a few weather days where emptying bins is not possible). And make sure all the households have bins close enough to them, or at least on the way to town or the dump so they are convenient. Several villages locate bins close to Elders homes as a priority.
Example: A town of 400 people and 100 households wants to pay as little as possible for a collection program. They applied to Rasmuson Foundation, their local CDQ, and used some IGAP funds so that they can afford to purchase some bins.
Assuming the same waste generation as the above example, how many bins do they need??
We have 24.8 cubic yards. If the town purchases (or makes) enclosed trash carts like those at Tag-Along-Trailers, each cart is about 4 cubic yard:
HOW MANY CARTS/DUMPSTERS WILL YOU NEED?
For once per week pickup, you'll need:
24.8 yards of waste/4 cubic yard carts = 5 carts.
These carts are about $3000 including shipping, so the cost would be:
5 carts x $3000 = $15000.
Even though people could cram their bags into 5 carts, the limiting factor here is whether 5 stations is enough for households to participate in the program. AND when you have so few carts—the waste tends to be unevenly distributed. It is very unlikely that you won't end up with at least 1 cart being over-used to the point that wastes are littered all over. Most folks won't want to spend time smashing their bags into full carts, so the actual capacity of the carts might be closer to 3 cubic yards. You'll more likely need at least 8carts.
BUT—Maybe you only have $15000 to purchase carts. What can you do??
You can increase the number of times you collect each week. If you collect twice per week, you have essentially doubled the space in bins. That would take care of the overcrowding, and 5 bins would be plenty of space. The problem is that the operation cost also almost doubles, because the waste collector must work twice as many hours when collecting twice each week. (Billing houses however takes the same amount of time).
So there is a tradeoff—you need to weigh startup costs with operational costs.
What if we want to keep about the same startup purchase cost of bins, but we need more bin locations so that households want to participate?? In that case, you can look at less costly bins that hold smaller garbage volumes.
For example, you can purchase open carts that are $1,000 apiece that carry about 1 cubic yard, (or you can make your own covered carts for less than that). Because they are open they are easier for people to unload their garbage even when full.
For $15000 how many carts can you buy??
15000/1000 = 15 carts Is that enough room for 1x per week pickup??
15 carts x 1 yard = 15 cubic yards. We have 24.8 yards of garbage though!!
So we would need to pickup more than 1 time per week:
HOW MANY PICKUPS DO YOU NEED PER WEEK?
24 cubic yards/15 yard capacity = 2 pickups per week for fifteen 1-yard carts (some of the carts might only need 1x/week).
Unfortunately, if you have any wind at all or bears or foxes or ravens, you'll need to cover your carts. If you cover your carts, the cart capacity goes down to about ½ yard (the waste can't get piled up over the sides). So you will need to either pickup 4 times each week, or purchase twice as many.
So in this example you are weighing whether you want to purchase for $15,000 in startup costs:
five 4-yard bins at twice pickup per week (with a lot of excess room), five 4-yard bins at once per week (with probably some litter around some of the bins),
15 1-yard open bins at twice per week collection with lots of litter all over the place
15 1-yard covered bins at four times per week collection.
You can fabricate your own carts to be the exact volume you want. Or you can ask a welder to manufacture a custom size. The problem with ordering a custom size is that it will likely cost a lot more per cart. You might as well get the larger standard cart.
Let's look at the tradeoff here:
1 time per week collection for five carts = about 6 hours of operation?? We won't go into all the costs for an operation, but taking the atv-only costs from the above example:
ATV replacement costs + tire cost + business license + gas & oil per week x 52 weeks = Total cost
To calculate the gas & oil each week, perform a dry run – pretending to collect carts from the planned locations, and having the engine run while you are emptying out trash bags at the site. Let's say the cost is $25 for gas & oil to make those 6 trips to the dump.
To pay an operator for 1 day to collect the carts each week, it would cost:
8 hrs x $18/hr x 52 weeks = $7488 per year.
So the total comparable household monthly operation costs to the house-to-house collection system is:
```
($7488+3100)/100 households = $105 per year = $8.82 per month (about 1/4 th the cost)
```
In fact, you can probably convince folks to pay twice that much. That way you can collect twice per week or spend time organizing the recycling center or salvage yard,or lots of other tasks!
Your costs might be completely different (lower or higher). But in almost any case, a bin drop off system is significantly less money than house to house. BUT remember the best collection system is the one that the community uses.
We did not calculate in business fees here either. Most villages charge businesses much more than households. Stores and schools are often $100 to even $200 per month. Offices are less, but typically at least $15 more than households. A total typical business and office payment in a village might bring in about $600/month, or $4800/year. In our example, that reduces the charge for households by another $4/month. You might find that some households, apartments, teacher housing will pay extra for household collection, even if you have a bin drop-off system.
The main point of these examples if for you to understand the way that costs work and that you have the ability to change the system design to accommodate your community. If you decide to go into business yourself, you can use these calculations to develop a business plan that can be funded by a workforce development entity. And if the tribe or city decides to support a collection program, they can use these calculations to request funding.
And you may be able to identify a sustainable source of subsidization—such as IGAP or city /tribal general funds. You can also try fundraisers each year, such as tournaments or overnight gyms for the kids, etc. Other possible funding includes equipment rental to outside projects, fees for special wastes (e.g. $50 per refrigerator, $25/battery), bingo, recyclable revenue (you will need to receive free backhaul to make money).
One Final Example
The same 400 person community (100 households total) has decided to start a house to house collection program for $35 per household, and charging the school $200/mo, the 2 stores $100/mo, and the 7 offices & small businesses (Tribal, city, corp, etc.) $50/mo. In addition, they will pass an ordinance making it illegal to store used refrigerators & freezers in yards, and requiring a $50 fee for disposal. People who recycle their cans get a $5 off discount per month. The 5 Elder only households are $20 per month. The 10 low income households are $10 per month, and are required to volunteer 4 hours each month to collect recyclables. Bingo revenues will pay for $5,000 per year. Only half of the households pay, but all of the businesses pay.
How much income is coming to the program, and do they still need more money?
Total income = regular household fee + low-income fees + elder fees + school fee + store fees + other business fees +refrigerator fee +bingo.
```
Yearly = (85 households * $35/mo * 12 mo)*50% payment + ( 10 low income houses * $10/mo * 12)50%+(5 Elder houses * $20/mo*12)*50% + ($200/mo* 12 mo) + (2*100/mo * 12 mo) + (7 * $50/mo * 12 mo) + refrigerator fees + $5000 =17850+600+600+$2,400+$2,400+ $4,200 + fridge fees +5,000 = $33,050 + fridge fees
```
Refrigerator Income:
You must calculate how many refrigerators and freezers are generated each year for disposal.
1. How many households have a refrigerator or freezer?
Ans: probably all 100 of them
2. How many on average do households own – total for refrigerators and freezers?
Ans: Let's say that we estimate 60 households have 1 fridge and 1 freezer and 40 have 1 fridge and 2 freezers. So the average per household would be:
```
60 households * (1 fridge + 1 freezer) + 40 households * (1 fridge + 2 freezers) = 120+120= 240 fridges & freezers for 100 households = 240/100 average per household = 2.4 average per house
```
3. Ok – all of those freezers and fridges aren't going to be dumped in the same year. They get dumped at the end of their useful life. So, unless the whole village purchases their appliances at the same time, you will on average get some of the appliances discarded each year. The only other number you need now is: how long on average do households use their fridges and freezers before they buy or find a new one? Another way to ask this is what is the average useful life of a fridge/freezer? IN higher income communities, an average lifetime would be about 15 years. Let's say for this community you know that people use their fridges for more like 25 years. This means some households might get a new one sooner, and some later, but on average 25 years is the time when they get rid of them.
So for that 240 fridges and freezers— on average you'll get some discarded each year:
240 fridges& freezers/25 years = 9.6 fridges/year.
The amount of fees on average you'll get from charging folks to pick up their appliance and bring it to the dump each year then is:
= 0.96*$50/fridge =$480.
You might get 2 fridges 1 year and none the next, but on average you can count on $480/year.
Back to the total expected Program Income:
$33,050 + fridge fees = $33,530.
That is plenty for a bin drop off system – The waste collector could be paid for about 30 hr/week with enough gas & oil for twice per week collection. They need about $38,824 for house-to-house collection for the full community. They will need to convince more houses to pay, or service only the houses that pay. | <urn:uuid:98e909f1-f500-4e0c-bcaf-b3d2dcb48ba6> | CC-MAIN-2022-27 | https://zendergroup.org/oldsite/docs/collection_training_module.pdf | 2022-06-27T14:00:08+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00271.warc.gz | 1,167,047,283 | 4,884 | eng_Latn | eng_Latn | 0.998723 | eng_Latn | 0.999167 | [
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Poinsettia Product Information Euphorbia pulcherrima or Poinsettia is a species of flowering plant indigenous to Mexico, and native to the Pacific coast of the United States. Where hardy, poinsettias are perennial flowering shrubs that can grow to ten feet tall. Although the milky sap that oozes from a broken stem may cause skin irritation for some people, poinsettias are not considered poisonous. The showy coloured parts of poinsettias that most people think are the flowers are actually coloured bracts or modified leaves. The flowers are in the center of the bracts. With proper care, poinsettias should retain their beauty for weeks. Native Habitat – Mexico Care Tips Ensure when you purchase a poinsettia it is wrapped to protect it from cold during the trip home. Exposure to cold for even a few minutes can damage the bracts and leaves. Unwrap poinsettia carefully and place in indirect light. Six hours of light daily is ideal. Keep the plant from touching cold windows and out of cold or even warm drafts from doors or radiators. Ideally poinsettias require daytime temperatures of 16-210C and night time temperatures around 140C. High temperatures will shorten the plant's life. Move the plant into a cooler room at night if possible. Check soil daily and water if dry. Water so that excess drains from bottom of pot and discard excess water. Do not fertilize while it is flowering and only if you keep it past the holiday season. | <urn:uuid:41b5b871-2c67-447f-927f-a33d734c846d> | CC-MAIN-2022-27 | https://macflowers.com/care%20tips%20pdf/poinsettia%20care.pdf | 2022-06-27T15:47:08+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00273.warc.gz | 446,489,119 | 321 | eng_Latn | eng_Latn | 0.998141 | eng_Latn | 0.998141 | [
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GAUTENG MEASLES OUTBREAK
Update: June 2017
Over the last two months, there has been a number of confirmed measles cases in different areas of Gauteng. Presently in the West Rand District, 16 confirmed cases have been identified since 11 May 2017 with a high number of results from suspected cases still pending. This includes two cases admitted to Intensive Care Units with measles complications. The Gauteng Department of Health and community leaders on the West Rand are working together to respond. Due to the potentially fatal and debilitating consequences of measles, it is important that persons are aware of the symptoms, seek help early and are vaccinated to prevent infection and spread of measles to others. The Gauteng Department of Health provides measles vaccine free of charge at local clinics, and following community engagement, will be able to offer a vaccination campaign in the affected West Rand community during the week of June 19-23, 2017. The measles vaccine is safe and effective. Vaccination is important to prevent spread to communities and vulnerable persons in South Africa who may be more at risk for complicated measles and death, because of poverty, poor access to health care and underlying health problems.
1. What is measles and who is at most risk?
Measles is a highly contagious disease caused by the measles virus. It is usually seen in children, but persons of all ages who have not received measles vaccine can be infected. People at high risk for severe illness and complications from measles include infants and children aged <5 years, adults aged >20 years, pregnant women and persons with compromised immune systems, such as from leukemia and HIV infection
2. How is measles transmitted and what are the signs and symptoms of measles?
Measles is spread by droplets from respiratory secretions of infected persons; it is transmitted by breathing, coughing or sneezing, and also by direct contact with infected nasal or throat secretions. The incubation period for measles ranges from 10-14 days. A person who has measles is infectious (able to pass measles virus on to others) from 4 days BEFORE the rash appears until 4 days AFTER the rash disappears. Measles starts with respiratory tract symptoms – similar to the common cold or 'flu', with 'the three C's': conjunctivitis (red, watery eyes), cough and coryza (runny nose), fever, tiredness and muscle pain. The rash of measles usually appears 3 – 5 days after the start of symptoms, beginning on the face and spreading down the body. Complications of measles include severe pneumonia, bronchiectasis (scarring of the lung), blindness and occasionally death.
3. What should I do if I think that I or someone in my family has measles?
Most people with measles recover with rest, and supportive care. However, it is important to visit a doctor to confirm the diagnosis, and make sure complications of measles do not occur. Complications can be prevented by giving high dose vitamin A. Sometimes antibiotics may be required to treat secondary bacterial infection. The diagnosis of measles is made by the laboratory on a blood specimen. The NICD does testing for measles at no cost, as it is a notifiable disease. Your doctor can request that the laboratory send the specimen to the NICD so that no charge is incurred. Throat swabs or urine tests may also be requested during an outbreak. The consulting doctor will also send a measles notification form to the local health department, so that they can provide preventative care to people you may have come in contact with.
4. How can measles be prevented?
Vaccination is the most important way of preventing measles. In South Africa, children are vaccinated against measles as part of the SA-EPI (Expanded Program on Immunisation) schedule at 9 months of age and receive a booster at 12 months of age. After two doses of vaccine 95% of persons will be protected from measles. Immunity asts for many years after vaccination. During outbreaks, vaccination campaigns often focus on schools and crèches to immunize children. Adolescents and adults who are unsure if they have been vaccinated during childhood can also receive vaccine, especially if they may be in contact with persons who have measles (e.g. parents, health care workers, school teachers).
5. Is the measles vaccine safe?
The measles vaccine is safe. Side effects are rare, and include pain at the injection, and mild rash or fever (1 in 20 vaccinated persons). There have been concerns by some religious communities about the composition of the vaccine. Currently, public and private providers in South Africa use the MeasBio® (Biovac) vaccine. In the private sector, some providers may offer a vaccine called Priorix® which contains measles, mumps and rubella virus (MMR) but this vaccine is not available in South Africa until the end of July 2017. The MeasBio® (Biovac) vaccine contains porcine gelatine but it is currently the ONLY option available in South Africa. The previous vaccine for measles called Rouvax (Sanofi Pasteur) did not contain porcine gelatine but it is no longer manufactured.
6. Where can I find out more information
Visit the NICD website at www.nicd.ac.za for further information. Members of the public should consult their local doctors for clinical advice. Health care professionals can contact the NICD Hotline +27 (0) 82 883 9920. The Amayeza vaccine hotline on 011-475-2994 can provide vaccine-specific information. The websites of the USA Centre for Disease Control (https://www.cdc.gov/measles/hcp/index.html) and the World Health Organization (http://www.who.int/topics/measles/en/) have additional resources.
15 June 2017
Dr Kerrigan McCarthy
MBBCh, FCPath (Micro), DTM+H, MPhil (Theol)
Head: Outbreak Response Unit
Division of Public Health Surveillance and Response
National Institute for Communicable Diseases (NICD)
1 Modderfontein Road, Sandringham, 2193, Johannesburg, South Africa
Tel: +27(0)11-555-0542
Email: firstname.lastname@example.org | www.nicd.ac.za
Practice Number: 5200296 | <urn:uuid:4ae49e9e-327c-4073-a891-fae9e7d33991> | CC-MAIN-2022-27 | https://www.nicd.ac.za/wp-content/uploads/2017/03/MeaslesGautengAlertJune2017.pdf | 2022-06-27T15:10:48+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00272.warc.gz | 995,934,304 | 1,302 | eng_Latn | eng_Latn | 0.994745 | eng_Latn | 0.998082 | [
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Quiz 4
A resistor consists of a long cylinder of carbon. The current I flowing through the resistor is reduced. For each of the below quantities report (by circling the appropriate letter) if it will increase, stay the same, or decrease as the current is decreased.
PHYS 106 Fall 2020
Quiz 4
A resistor consists of a long cylinder of carbon. The current I flowing through the resistor is reduced. For each of the below quantities report (by circling the appropriate letter) if it will increase, stay the same, or decrease as the current is decreased.
A=increase
B=stay the same
I
C=decrease
A B C 1. resistance
A B C 2. potential difference
A B C 3. electric field
A B C 4. resistivity
A B C 5. power
A B C 6. drift velocity | <urn:uuid:59b83f8c-e852-4c12-a8c5-8662f6e086e7> | CC-MAIN-2022-27 | http://physics.csbsju.edu/tk/106/quiz/quiz4_20.pdf | 2022-06-27T14:30:18+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00271.warc.gz | 41,671,144 | 209 | eng_Latn | eng_Latn | 0.974919 | eng_Latn | 0.974919 | [
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Name: _______________
Lab: Stratospheric Ozone MAKEUP ASSIGNMENT
Remember: As per GHHS Policy, you have two days for each day absent to makeup assignments. (modified from Teach Engineering & Center for Science Education)
Background: Ozone is made up of three oxygen molecules and occurs naturally in the stratosphere. That ozone is an important protective shield for life on Earth, filtering out more than 99% of ultraviolet rays from the sun before they reach us. Ultraviolet rays can cause sunburns, skin cancer, immune deficiencies and cataracts. Ozone in the stratosphere forms when oxygen molecules interact with ultraviolet rays from the sun. Under normal circumstances, ozone is continuously being destroyed and regenerated by the sun's ultraviolet rays. Beginning in the 1980's, scientists discovered "holes" in the ozone layer. These "holes" are not completely empty of ozone, but areas where the ozone concentrations are lower than under normal conditions, allowing more ultraviolet radiation to reach the Earth's surface. The only practical approach to stopping the destruction of the ozone layer was to reduce the amount of humancreated pollutants that contribute to its depletion. The most common ozone-destroying pollutants are in a class of chemical compounds called chlorofluorocarbons (CFCs), which were once used in air conditioner refrigerator coolants, cleaning solvents, plastic foam manufacturing and aerosol spray propellants. In 1989, CFCs were banned internationally with the Montreal Protocol. When an ozone molecule absorbs UV light from the sun, it breaks (such as CFCs) can also break down ozone by converting it into oxygen
down into an oxygen (O2) molecule and an oxygen atom (O). Sometimes the oxygen molecule breaks into two oxygen atoms as well. Normally, the free oxygen atom combines with other oxygen atoms or molecules to produce ozone again. When there are no outside disturbances, this process of breaking down ozone and building it back up occurs at a constant rate that keeps us protected from a lot the sun's harmful UV rays. However, harmful pollutants molecules and atoms. When this happens, ozone breaks down much faster than it can build up and "holes" appear in the ozone layer. In today's activity, you will model how pollutants destroy ozone.
Prelab Questions:
1. What is ozone and where is the ozone layer found?
2. Why is the ozone layer important to life on Earth?
3. Describe natural and anthropogenic methods of ozone destruction.
4. Name the important piece of legislation that banned CFCs internationally.
What We Did in Class: Students modeled the creation and destruction of ozone in the stratosphere using marshmallows to demonstrate the effects of CFCs on the process.
Watch the video https://youtu.be/dLXJV4A6KPE and answer the following questions.
Analysis Questions:
5. If we had not banned CFCs, during what year would the ozone layer have been completed destroyed?
6. Compare UV-A, UV-B and UV-C in regards to their destructive properties.
7. Why is tropospheric ozone bad?
8. Compare and contrast solar formation and solar breakdown.
9. Why do UV-A, UV-B and UV-C act differently when hitting the ozone layer?
10. Why is the ozone hole found over the pole
11. The Montreal Protocol, resulting in the banning of CFCs, is often considered one of the biggest environmental success stories of all time. Why do you think this is so? (not given in video)
12. What have you learned from this makeup lab? | <urn:uuid:4543a987-a77d-426f-8e83-00e11899283d> | CC-MAIN-2022-27 | http://www.sciencerush.net/files/EnviroDownloads2nd/Health-Air-Climate/Lab-Statospheric_Ozone_MAKEUP.pdf | 2022-06-27T14:34:47+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00272.warc.gz | 116,972,532 | 733 | eng_Latn | eng_Latn | 0.99757 | eng_Latn | 0.997432 | [
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2009 Volume IV: How We Learn about the Brain
Come to Your Senses
Curriculum Unit 09.04.06 by Darla Martinez
Introduction
I am a kindergarten teacher at Vincent E. Mauro Inter-district Magnet School in New Haven, Connecticut. Vincent Mauro is an elementary school for Science, Math and Technology. Vincent E. Mauro Magnet school is located in an urban neighborhood and is composed of a multicultural community of students. The student's backgrounds vary from low economic families to middle class families. The variety of different backgrounds, interests, needs and learning styles make our school very diverse. Students come from the surrounding neighborhood in New Haven and from surrounding suburban communities as well. The teacher's strive to provide students with the means to explore their unique interests and utilize different teaching practices to help students reach their goals.
This unit is designed to help students learn about their bodies and how they use their senses to take in information. I hope to generate interest and excitement by encouraging students to use their five senses to explore the world around them.
Objectives
This unit will give students the understanding that their five senses work together all the time in order to allow their body to function properly and explore their world. You touch, hear, see, taste, and smell in order to adapt to a new environment. Students will learn that the nerves in their nose, skin, tongue, eye, and ears take in all of the different information around them. They bring all the different sights, smells, feelings, sounds, and tastes together and send messages to the brain.. Your brain processes the information and interprets what you smell, see, feel, hear, or taste. This unit is intended to demonstrate through hands on activities that without the information we receive through our five senses we could not function as the beings we are and that each sense is important in its own right, but each has limitations. On the other hand, one heightened sense can be used to compensate for the loss of another. Another important aspect of learning about our senses is to become aware of physical handicaps that may cause difficulty for people who do not have access to these senses.
Strategies
This unit will use literature skills such as labeling, reading, connecting literature to science and self. It will also use math skills such as comparing and contrasting, graphing, analyzing, data collection, organization and presentation. As a pre and post-assessment, students will be tested on their ability to recognize and identify their five senses and the body part associated with each sense.
The concepts this unit covers are as follows: 1) Using the five senses to explore or learn about the world around us. Students will use their five senses and go on a sensory walk around our school. 2) Determining that objects have properties by using their five senses. Students will use their sense hearing, smelling and touch to discover the contents of sealed boxes. 3) Sorting and comparing objects by properties using our senses. Students will use their sense of touch to sort objects by texture. 4) Understanding that objects can be similar and different from each other. Students will use their sense of smell to tell the differences among clays that has different scents.
Classroom Activities
The classroom activities I will use to demonstrate the key concepts of this unit follow the core idea that some properties of objects can be determined using just your five senses.
The activities in this unit are meant to answer cumulative questions that guide instruction and assessment such as; What are the five senses? How can we use our five senses to help use learn about objects? How can we transfer what we learn about one object to make predictions about other things?
Background Information
What are senses? Senses are the physiological means of perception. Each being, human's or animal's nervous system has a different sensory system (organ), specific to each sense. A broadly acceptable definition of a sense is "a system that consists of a group of sensory cell types that responds to a specific physical phenomenon, and that corresponds to a particular group of regions within the brain where the signals are received and interpreted"(Wikipedia 2009, Sense).
Sight, hearing, touch, smell, and taste are usually defined as the five senses. Other senses such as; nociception (the sense of pain), equilibrioception (the sense of balance), proprioception and kinesthesia (the sense of joint motion and acceleration), thermoception (the sense of temperature differences), and magnetoception are additional categories.
Lesson 1: The Five Senses (Pre-Assessment)
Objective: The students will be introduced to the five senses and the brain's connection to them.
Materials: Book, My Five Senses (Aliki, 1962).
Pictures and diagrams of the ear, eye nose, tongue, hand (to show touch)
Chart paper and marker
Vocabulary: See, Eye, Hear, Ear, Taste, Tongue, Smell, Nose, Touch, Feel, Skin, Brain
Procedure: As an introduction to the five senses, I will first take my students on a five senses trip around our school. I will start the trip by telling my students that we will be walking around our school both inside and out (depending on weather conditions). I will be ask them to notice what they see (using their eyes), hear (using their ears), smell (using their nose) and feel (using their hands to touch). We will not taste at this time. During the walk I will ask them questions like: Do you smell, see, hear or feel anything? If you do, can you describe it? How do you know it's what you think it is? What parts of your body helped you?
After the walk, I will review their sensory experiences with the class. I will use chart paper to record what they observed on the walk. Ask them what they learned from our trip. What did you see, hear, feel, and smell? I will record their responses under headings for each sense.
To close the lesson, I will read the book My Five Senses by Aliki to the students. We would discuss the book. I
will assign the following assignment for the writing center:
Students would complete the sentence frame, "I see _____with my eyes, I hear with my ears, I feel __________ with my hands and I smell ________ with my nose."
Assessment: I will assess learning by asking the questions: 1. Why do we need our five senses? 2. What can we do with our senses? 3. What are the five senses and how to they help us learn? (Lesson adapted from Unit K Five Senses, 2009.)
Somatosensory system
The somatosensory system has receptors throughout the body, inside and out. Using these receptors for touch, temperature, proprioception (body position), and nociception (pain), the body can react to different stimuli. This information is sent to the primary somatosensory area of the cerebral cortex through the sensory nerves and tracts in the spinal cord.
There are two basic pathways in the spinal cord that carry different types of information from the body (except the head). Light touch, proprioception and vibratory sensations are carried in one part of the spinal cord. Pain and temperature information, on the other hand, is carried in another part. Somatosensory information about the face and head is carried by the trigeminal nerve, a highly specialized nerve that connects directly to the brain.
Sight
The ability of the eye and brain to detect electromagnetic waves within a visible range (light) is known as sight or vision. The eye's ability to perceive color (the frequency of photons of light) and brightness (amplitude / intensity - number of photons of light) are controlled by different cones in the eye (Wikipedia, 2009, Visual perception). Our eyesight or vision is the resulting perception.
Visual system
Humans are able to assimilate information through their visual system. In order for the eye to see, the lens of the eye needs to focus an image onto the retina, a light-sensitive membrane at the back of the eye. The retina's job is then to convert the patterns of light into neuronal signals. The photoreceptive cell in the retina detects photons of light and sends signals from the retina to the lateral geniculate nucleus in the thalamus or brainstem. In turn, this information is sent to the primary and secondary visual cortex of the brain (Wikipedia, 2009,Visual perception).
Lesson 2: Out of Sight
Objective: Students will learn about how the sense of sight orients them to their environment, allows them to interact with their surroundings and is important for everyday activities.
Materials: For the class: One large tree or cave pattern, One large animal pattern (ex. bear, squirrel or bird), Chart Paper
For each student: Blindfolds, Markers, Glue Sticks or Tape, Teacher made student journal (to record predictions and observations)
Procedure: To introduce the activity by giving each student a journal. Show them the laminated picture of the animal and the tree or cave pattern. Explain and demonstrate that they will have to put the animal in the hole of the tree or cave while blindfolded. In their journals or on individual tree or cave patterns have students predict where they think they will be able to put the animal by making a X on the spot.
Students will play a game similar to pin the tail on the donkey. Blindfold each student, turn them around two times, give them the animal and send in the direction of the tree.
Mark the student's initials on the squirrel where they first place it on the tree. Have the student record their actual placement of the animal in their journal. Continue this procedure until all students have a turn. Afterward, discuss the student's results and compare them to their predictions. Using the chart paper, make a class graph with three columns; one column for in the hole/cave, one for next to the hole/cave, and one for far away from the hole/cave. Record the class results on the graph and have students copy the class data onto their own individual graphs.
To close the lesson, I will read the book; Brown Bear, Brown Bear, What Do You See? (Martin, 1970). Following the story, we will discuss the book. This predictable rhyming text explores sight, colors, and animals in an entertaining manner. It will used to review the lesson by asking comprehension questions that assess what they have learned.
Assessment: I will assess learning by asking the questions: Why do we need our sense of sight? What can we tell about our world using sight? How does our sense of sight help us learn? What would happen if we couldn't see? What can we do to make up for not being able to see? (Lesson adapted from Delano, Gossett, Kammer, Welk & Wood, 1994.)
Lesson 3: How we care for our eyes
Objective: Students learn about ways to care for their eyes.
Materials: Magazine photos of people wearing glasses
Procedures: Use magazine photos to make a display showing people wearing glasses, sunglasses, and eye protection. Ask: How are these pictures alike? Do you know anyone who wears glasses? Why do they wear them? (To see better.) What are some other ways we can take care of our eyes? (Protection gear, avoiding rubbing or putting anything in or near your eyes.) Who can help us take better care of our eyes? (The eye doctor or nurse.) Discuss good eye care and list examples, such as using protective gear in sports and on the playground, and avoiding dangerous toys and pointed objects. Students make a list of ways to keep eyes safe. Ask the school nurse to conduct eye exams for your class. (Lesson adapted from The Southwest Educational Development Laboratory SEDL, 2009.)
Hearing
Hearing, also called audition is one of the traditional five senses. It is the ability to recognize sound by detecting vibrations in the ear. Deafness is the inability to hear. Like touch, hearing is a very specialized sense. Tiny hair fibers in the inner ear detect the vibration of a membrane. The ear detects vibrations and converts them into nerve inpulses. These vibrations are perceived by temporal lobe of the brain (Wikipedia, , 2009, Hearing).
An audiometer is used to measure the sensitivity of hearing. Hearing tests can provide accurate measurements of hearing thresholds even in unconscious subjects. Due to the technical advances in these tests, hearing screening for infants has become widespread (Hain, T.C., MD, 2008, Hearing Testing)
The hearing range for loudness (amplitude) and pitch (frequency) varies for each species. Since communication is the main use of sound, hearing is very important for survival and reproduction. Hearing can be much more acute to the range of pitches in calls and speech, in animals that uses sound as the primary way to communicate.(Wikipedia, 2009, Hearing).
Human beings are capable of hearing audio and sonic frequencies between the ranges of 20Hz and 20,000Hz. (Hz is the abbreviation for cycles per second). Above human audio frequencies is the ultrasonic range, which is used by bats while in flight to locate pray and for echolocation. Dogs can hear also hear very high ultrasonic frequencies. This is why they are able to hear a "silent" dog whistle. Whales, giraffes and elephants can hear infrasonic frequencies (below human audio) which they use for communication. Snakes can sense infrasound through their bellies (Wikipedia, 2009, Hearing).
Adults as well as children can damage their hearing and increase their risk for noise-induced hearing loss (NIHL). NIHL, which can be permanent, is caused by loud noises that last for a long time (National Institute on Deafness and Other Communication Disorders, 2009). These loud noises can damage the tiny sensory hairs cells in the inner ear. Therefore, it is very important to prevent even small hearing losses, which can affect children's success in school, in sports or other activities. As they become adults, NIHL can affect their personal relationship and job opportunities as well. Activities that can damage a person's hearing include: loud music from concerts and music players, sporting events, loud machinery such as lawnmowers and saws, gunfire, trains, planes and other vehicles, and even loud crowds like found in school cafeterias (National Institute on Deafness and Other Communication Disorders, 2009, It's a Noisy Planet, Protect their Hearing).
Adults and children can lower their risk for NIHL by following some simple habits to protect their hearing like turning down the volume on entertainment systems (e.g., MP3 players) or wearing earplugs or earmuffs in noisy environments (National Institute on Deafness and Other Communication Disorders, 2009, US Dept. of
Health & Human Services).
Lessons 4: Secret Sounds
Objective: Students will use their sense of hearing to focus on sounds of objects they can not see or touch.
Materials: For the class: 5 boxes with lids, 5 duplicate sets of small objects for matching (2 toy cars, 2 jacks, 2 pennies and 2 small blocks), chart paper, and optional: wrapping paper or ribbon.
Vocabulary: sound, hearing, loud, soft, high and low pitch.
Procedure: As an introduction, read a book on sounds and hearing. (see book list) Show students wrapped box and discuss how difficult it is to wait to open gifts. Ask, how could you tell what your gifts are without opening them? Help students discover which sense they could use to discover what is in the box. Allow each student to handle the box and listen to the sounds the object inside is making as the box is moved around. Ask them to identify what sound the contents make (sliding, rolling, etc). Introduce the 5 duplicate objects before asking them to identify them in the sealed boxes. Have students make a prediction as to what object is hidden. Use chart paper to record their predictions and guesses. Repeat with other objects. To close the lesson, have students open the sealed boxes and see if their predictions were correct. Discuss what clues were the most helpful in discovering the contents of the boxes. Ask, what sense did we use to figure it out? How could we make the discovery easier or harder? Extension activity: Have students create their own secret boxes to share with the class. For the writing center:
Students will
complete the
sentence frame, "I
hear
with my ears. My ears help me to....Assessment: I would assess learning by asking the questions: Why do we need our sense of hearing? What can we learn about our world with our sense of hearing? How can we protect our hearing? (Lesson adapted from Unit K Five Senses, 2009.)
Lesson 5: Vibrations
Objective: Students will learn that sound is produced when objects vibrate and that sound travels.
Materials: (Part 1)Tuning fork; pan with water; cereal flakes; rubber
band; drum;
radio; paper towels (Part 2) Paper-towel tubes; a ticking clock or timer; plastic tubing six
feet to eight feet in length; two funnels; masking tape
Part 1
Procedures: To introduce the lesson, explain that when objects vibrate they create sounds. Show and demonstrate how the different objects vibrate; striking a turning fork and dip it in water; sprinkling cereal flakes on a drum, then tap the top of the drum; stretching a rubber band between two fingers and pluck it; stretch the elastic farther and pluck it again; putting your hand on the top of a playing radio. Give students some time to explore the objects and test out how they vibrate. Students then describe the sounds they hear and how the sounds change. Explain that our voices are also created by vibrations in our throat. Help students locate their voice box (larynx) by putting their fingers on the front of their throat. (Be careful that you don't press hard). Have students make a sound and describe what they felt as the noise was coming out. To conclude the lesson, ask: What did you feel when you touched the turning fork after you hit it? What did the rubber band do when you plucked it? What did it do when you stretched it farther and then plucked it? How do vibrations change sounds? What was each one of these objects doing as it was making a sound, including your throat? (Adapted from Unit K Five Senses, 2009.)
Part 2
Procedures: Before the lesson, you will need to set a ticking clock or timer on one side of a wooden table and put one opening of a cardboard tube on the other end of the table. Have students take turns holding an ear to the other end of the tube to hear the ticking coming through the tube. To each end of the plastic tubing attach a funnel, using masking tape. Explain to students that the ear is something like a tube with a funnel. Sound comes in through the outer part of the ear, which is like the funnel, and travels through a tube called the auditory canal. Before using the tube, have student partners stand six to eight feet apart while one whispers a message to her/his partner too quietly for the partner to hear. Then, one partner whispers the message into one of the funnels while the second child listens through the other end. Partners take turns listening and whispering. To conclude, ask the students to list every object that was vibrating to make the sound heard. Discuss that when the students whispered without the aid of the funnel, the sound was not loud enough to be heard from that distance. The sound waves also traveled through the air and though the funnel. (Lesson adapted from Unit K Five Senses, 2009.)
Lesson 6: Warning Vibrations
Objective: Students will learn that sounds can warn us of danger.
Materials: Sticks; balls; bells; audio tape of sounds of the siren, cry for help, fire bell, etc.
Procedure: Before the lesson, hide several objects (sticks, balls and bells that produce sound) behind a box or board. One at a time, use the objects to make sounds and have students try to guess what is making the sound. Play the audio tape of the sounds of the siren, cry for help, etc. and ask students how these sounds are alike? Guide them to understand that people are in danger and our sense of hearing helps us detect that danger. Ask: If you couldn't hear, what are some ways you could detect danger? (Sound vibrations and other senses, like smell and sight) (Lesson adapted from Unit K Five Senses, 2009.)
Taste
Taste also known as gustation is one of the two main chemical senses. Receptors or buds on the tongue can detect at least four different types of tastes. In humans, these receptor cells or taste buds are found on the surface of the tongue, along the soft palate, and in the epithelium of the pharynx and epiglottis. (Wikipedia, 2009, Taste-Ofaction.) The receptors for sweet, salt, sour, and bitter tastes are found on different regions of the tongue. Sweet tastes are concentrated on the tip of the tongue, salty and sour tastes on the sides and bitter tastes on the back (see figure below) (New World Encyclopedia-Sense, 2009) and (Nature Neuroscience, 2000).
Taste is made up of different components: flavor, the sensation of food in the mouth; texture and temperature, and food's smell. The brain's perception of flavor is closely related to the smell of food as well as taste. The texture of food is detected by mechanoreceptors in the mouth and foods temperature is detected by the mouth's thermoreceptors. The olfactory epithemlium in the nose detectes the food's smell.
As we age our sensitivity to taste can change. Babies are very sensitive to different foods because of the amount of taste buds on their tongue, sides of their mouth, and roof.
Taste buds become less sensitive, as we get older, because the taste buds we were born with begin to disappear from the sides and roof of our mouths. This can mean that we will be more likely to eat foods that were too strong for us when were young. Sour
Areas of taste on the tongue (The tip of the tongue is at the bottom of the image.)
Lesson 7: What's the Flavor?
Objective: The students will learn that they taste different flavors on different regions of the tongue.
Materials: A variety of food samples; water; paper
cups (one for each type of
food); chart paper; box of toothpicks; markers; blindfolds; diagram of areas of taste.
Procedure: Prior to the lesson, determine if there are any known food allergies. To begin, read a book on taste from the reading list. Display the diagram of the four taste regions of the tongue for reference. Explain that students will be blindfolded and asked to taste different flavors on different regions of their tongue. Demonstrate by using a student volunteer to model the placement of the food samples on the tongue. Using a toothpick, place a small amount of one type of food on one region of the tongue. Students can refer to the diagram of the tongue for help. The blindfolded student judges the taste with the mouth still open so the food sample is not spread to other regions of the tongue. Students record the judgment each time. Rinse the mouth with water between tastes. After placing the first food type on all four regions of the tongue and recording the taste differences, continue to taste the next food. When finished testing, the partner performs the test the same way. To conclude: Students draw a diagram of the tongue and write about the flavors the tongue tastes. (Lesson adapted from Unit K Five Senses, 2009.)
Lesson 8: The Nose Knows
Objective: The students will understand that the nose plays and important roll in the flavor of food.
Materials: Foods to taste: fruit or vegetable slices, baby food, jelly beans and blindfold. Procedure: Prior to the lesson, determine if there are any known food allergies. To begin, explain that our sense of smell is very important to our sense of taste. Tell students that we will test how our taste is affected when we can't smell. To demonstrate this, blindfold a student and have them hold their nose. Have the student taste a pear or apple slice. Ask: Can they tell the difference between the two slices? Baby foods and Jelly beans are also good comparison items because they come in a variety of flavors and they have the same texture. The advantage of using the baby foods and jelly beans is the blindfolded person will not be able to use touch information to distinguish the different items. To conclude: Ask, How did they use to taste to determine what food they were eating? Do you think it would be easier to determine if they could see? How does not seeing effect their sense of taste? (Lesson adapted from Neuroscience For Kids, 2009,Taste-Gustation.)
Lesson 9: Doesn't Always Believe What You See
Objective: Students will become aware of how the sense of taste is affected by their sense of sight.
Materials: For the class, 4 clear zip lock type plastic bags (numbered 1-4), 1/2 c. salt, 1/2 c. flour, 1/2 c. powdered sugar, 1/2 c. granulated sugar, water, chart paper and markers. For each student, magnifying glasses, plastic spoons, paper plate (divided into 4 sections)
Procedure: Prior to the activity, determine if there are any known food allergies and set up bags by putting 1/2 cup of salt in bag #1, 1/2 cup of powered sugar in bag #2, 1/2 cup of flour in bag #3, and 1/2 cup of sugar in bag #4. Show the class the four bags and ask students to look at each bag and try to guess the contents of the four plastic bags. Record students' predictions on chart paper. Ask: Can you tell what is in the bags just by looking at them? What other senses can help us tell what's in the bags? How can we tell if they are different if they look alike? Give students plastic spoons, quartered paper plates and water. Instruct students to put 1/2 tsp. of each substance onto their plates, one in each section. Assist students if necessary. Have students take a closer look at the different substances using magnifying glasses. Discuss in more detail what each substance looks and smells like. Have students then taste each substance sipping water in between tastes. Ask: What do you think the substance is? What sense did you use to decide? (taste) Did any substances taste the same? (salty, sweet) What part of your body did you use to decide? (tongue/mouth) How does your tongue help you taste? (review taste buds) Show class a map of taste buds on a tongue. To conclude, review the experiment and discussion. Make sure students understand that this was a safe experiment but, students should never taste anything they don't know when adults are not there. (Lesson adapted from Unit K Five Senses, 2009.)
Smell
Smell, also known as olfaction, is the other chemical sense. But different from taste, hundreds of olfactory receptors, on millions of olfactory cell, bind individual molecular features. The different features of these odor molecules are able to turn on or off receptors. The combination of signals makes up our perception of smell. The olfactory system, in the brain, processes all the different smells. Unlike most other neurons, the olfactory receptor neurons in the nose are able to regenerate after they die. Anosmia is the term used for the inability to smell. (Wikipedia, 2009, Sense)
Lesson 10: Mystery Scents
Objective: Students will become aware of the information given to them through the sense of smell and how other senses affect the sense of smell.
Materials: For the class; extracts (peppermint, lemon, orange), clay dough (see recipe below), red food coloring, chart paper. For each student; white paper.
Procedure: Prior to activity, make several batches of clay dough recipe. Each recipe makes 5 balls of clay about the size of a tennis ball. You will need 3 balls for each group of 6 students.
Clay Dough Recipe: 3 c. flour, 1 1/2 c. salt, 3 c. water, 2 tbs. oil, 3 tsp. cream of tartar.
Cook over low heat, stirring constantly until mixture is the consistency of mashed potatoes, and it begins to "lump." Remove form heat and knead, until a dough-like consistency is reached. Divide dough into balls the size of tennis balls. Color one tennis-ball sized portion for each group with red food coloring and scent it using lemon extract.
Introduce the uncolored, unscented clay dough to each group of students. Have them look at and touch each of 3 balls to understand that they look and feel the same. Make a "well" in each of the balls and put 3-5 drops of one of the extracts into the "well". Kneed the clay to spread the scent. Follow the same procedure for the other 2 balls using different scents. Give each student a piece of paper. Tell them to fold it in half and then fold it in half again so they have 4 spaces. Have them number the spaces 1-4. With one ball of scented clay, pinch off enough to give each student in the group a walnut-sized piece. Tell each student to place this piece of clay in the first space on their papers. Do the same with the other balls of clay. Make sure students do not mix the pieces of clay together. Have students smell each piece of clay and record their guesses on the chart paper. Show students the clay dough that was colored and scented. Ask them to predict what the scent will be by simply looking at it. Record their predictions. Then give students a walnut-sized piece to smell. Have them place it on the fourth space on their papers. After the activity, ask students if all the clay looks the same or different? How can we tell the difference between the clay that looks the same? What sense did you use to name the scent of the clay? Does your sense of smell or your sense of sight tell you what the scent of an object is? If an object seems to be the wrong color, does it confuse our sense of smell? As an extension activity, color additional samples of clay a color that would be confusing with the scent added. To add sense of taste to the activity, use non-flavored gelatin. Add extract to the unflavored gelatin, and add food coloring that would confuse the students. For example: green-colored gelatin with orange-flavored extract. (Lesson adapted from Delano & Gossett et al.,1994.)
Touch
The sensory modalities such as touch, temperature, proprioception (body position), and nociception (pain) are part of the somatosensory system. The skin and epithelia, skeletal muscles, bones and joints, internal organs, and the cardiovascular system are covered with sensory receptors.. Using different receptors; thermoreceptors, mechanoreceptors and chemoreceptors, the sensory system is able to react to diverse stimuli. Sensory nerves travel through tracts in the spinal cord and into the brain allow transmission of information from the receptors. The somatosensory area in the parietal lobe of the cerebral cortex is primarily responsible for processing.
The system works when a specific stimuli such as heat triggers a sensory neuron; this neuron passes to an area in the brain corresponds to that area on the body allowing the processed stimuli to be felt at the correct location. A homunculus is the mapping of the body surfaces in the brain and is essential in the creation of a body image. This is represented by a disfigured human with disproportionately huge hands, lips, and face in comparison to the rest of the body. Areas of the body with more sensory connections to the brain are represented as being larger on the homunculus.
Sensory cortical homunculus in primary somatosensory cortex.
Cortical homunculus. (2009, June 5). In Wikipedia, The Free Encyclopedia. Retrieved 16:42, June 5, 2009, from http://en.wikipedia.org/w/index.php?title=Cortical_homunculus&oldid=294602910
Lesson 11: Touch and Tell
Objective: Students will identify and isolate the sense of touch from sight and hearing. Materials: A cardboard box or pillow case, socks, scissors (to cut socks), tape (duct tape is best), decorations for the box: drawings, pictures, objects to put in the box or bag, Things to try: familiar objects: cup, spoon, ball, block, sponge, fruit, sponge, rock, cotton ball, leaf, pinecone, feathers. Difficult objects: wood letters, wood numbers, foil, peanuts, bar of soap, sponges cut up in similar and different shapes, plastic cut-out bath letters and animals (the kind that you can throw into the bathtub) and, gloves (for the glove treatment portion of the experiment).
Procedure: To begin the lesson, you will make a "Brain" Box by using a cardboard box a little larger than a shoebox. Cut a hole big enough to put your hand through, on one side of the box. Cut off the toe of an old sock to make a tunnel from the hole outside the shoe box. Tape the sock to the outside of the box to secure. Students can paint or decorate the outside of the box. The objective is for students to put their hand in the box and try to guess what they are feeling without seeing. Another option is to make a "Brain" bag, using a pillowcase with an elastic band to close off the opened end. To challenge the students, place several objects in the box or bag at once. Ask students if they can name the objects inside. Discuss the texture of the objects: smooth, rough, bumpy, soft, hard, etc. Students use identical objects to try to identify the object they are feeling. For the glove treatment activity, have students put on a pair of gloves such as dishwashing, latex or work gloves. To reduce the tactile (touch) information, have student try the activity while wearing the gloves. (Lesson adapted from Neuroscience Site for kids, 2009, Touch-Experiments.)
Lesson 12: Head, Shoulder, Knees and Toes...
Objective: Students learn about the sensitivity of different parts of the body.
Materials: Blindfolds, different objects: tennis ball, eraser, candle, rock, sponge, pine cone.
Procedure: Explain to students that they will use their sense of touch to guess what objects are using different parts of their bodies. Gather several different objects with interesting shapes, sizes and textures. To begin, group students into partners and ask one student to close their eyes (or use a blindfold) and have their partner touch the items to different parts of the person's body, for example touch a tennis ball to their head, shoulder, knee, back, finger, hand and foot. Ask students if they can identify the object. How difficult is it? Is it easier to identify objects using one part of their body than another? Which body part is easiest to tell what the
(Lesson adapted from Neuroscience site for kids, 2009,Touch-Experiments.)
Culminating Lesson 13: Sense-able Picnic (Post-Assessment)
Objective: Students will construct a book which encompasses their understanding of all five senses.
Materials: For the class; stapler, chart paper and marker. For each student; teacher made sense-able picnic book, markers, crayons, or colored pencils, scissors and glue.
Procedure: Prior to activity; make a chart entitled Our Sense-able Picnic and make columns for each of the 5 senses at the bottom. Prepare materials for students to create a My Sense-able Picnic Book using the phrases; In my picnic basket, I see ( I hear, I smell, I taste, and I feel). To introduce the activity, show the class the chart and tell them that you are going to go on a pretend picnic. This picnic will be a five senses picnic. Ask them to brainstorm foods they might take on the picnic which they can see, hear, smell, taste, and touch. Record their responses on the chart as students describe the senses they would use to experience the food items on the picnic. Introduce the Five Senses student books. Tell them that they have to include one item for each of the five senses, all the items must be edible, and they all must fit into a picnic basket. Have students assemble their books by stapling the pages together. Have them draw two pictures of each of the foods they have decided to pack. One picture is for the book and one for the class graph. Direct students to complete the sentences on the pages of the book. They can do this by writing in or drawing a food for each sense. After sharing the items that appear in the books, begin the process of graphing using a five senses column bar graph using the second set of pictures they drew. Guide students to generalize that each of the five senses (with a few exceptions) can apply to any food that could be taken on a picnic. Afterwards, tally and discuss the results. Compare their results to their original predictions. Ask: Did anyone put the items from our brainstorm list in their books? How could you tell? Which sense do you think is the most important when going on a picnic?
Extension activity: Have each student bring a snack item to school. Chart or graph what was brought, then go on a "snack picnic". (Lesson adapted from Delano & Gossett et al.,1994.)
The Brain's Connection to your Senses
Lobes of the brain
Principal fissures and lobes of the cerebrum viewed laterally. Figure 728 from Gray's Anatomy.28 November 2006 Vectorized in CorelDraw by Mysid, based on the online edition of Gray's Anatomy. http://commons.wikimedia.org/wiki/File%3AGray728.svg?uselang=en
The brain can be divided into four different sections, called lobes. The lobes control our emotions, reasoning, hearing, vision, and much more.
Frontal Lobe
Located in the front of your brain around your forehead, the frontal lobe is responsible for emotions, reasoning, planning, movement, and parts of speech. It's connected to purposeful acts such as creativity, judgment, problem solving, and planning as well.
Parietal Lobe
Located behind the frontal lobes above the temporal lobes and at the top back of the brain, the parietal lobes are connected with the processing of nerve impulses related to the senses, such as touch, pain, taste, pressure, and temperature. They are responsible for language functions
Temporal Lobe
Located on either side of the brain and just above the ears, the temporal lobes are responsible for hearing, memory, meaning, and language. The temporal lobe also plays a role in emotion and learning. They interpret and processes auditory stimuli.
Occipital Lobe
Located in the back of the brain, the occipital lobe is responsible for the brain's ability to recognize objects. It also controls our vision.
Thalamus
Located in the center of the brain, the thalamus controls your sensory and motor integration. As the thalamus receives information from the senses it sends this information to the cerebral cortex. The thalamus also receives information from the cerebral cortex which it sends to other parts of the brain and brain stem.
Resources:
Student Reading List:
Aliki. (1962). My five senses. New York: Harper Collins Publishers.
This book gives a good overview of the five senses and explains that sometimes we use just one or two senses, sometimes all five.
Aliki. (1962). My hands. New York: Thomas Y. Crowell.
Describes the parts of the hand and all the things our hands help us to do.
Brighton, C. (1984). My hands, my world. New York: MacMillan Publishers.
Allington, R., L., Cowles, K., & Thrun, R. (1980).
Brown, M.T. (1979). Arthur's eyes. Boston: Little, Brown and Company.
Arthur's friends tease him when he gets glasses, but soon learns to wear them with pride.
Brown, M. T. (1976). Arthur's nose. Boston: Little, Brown and Company.
Unhappy with his nose, Arthur visits the rhinologist to get a new one.
Cole, J. W., & Welch, K. (1977). My nose knows.
Oklahoma City: Economy Company.
Sniffwell is told that his nose is for smelling, and he learns to enjoy the smells found in his environment.
Leaf, M. (1962). Ferdinando the bull. New York: Scholastic.
Ferdinando, unlike other bulls, prefers to sit and smell the flowers, rather than display his strength and ferociousness.
Martin, B. Jr. (1970). Brown bear, brown bear, what do you see? New York: Holt, Rinehart and Winston.
A predictable rhyming book that explores sight, colors, animals, etc., in an entertaining manner.
Miller, Margaret. (1998). My Five Senses. Simon & Schuster Children's Publishing
A simple introduction to the five senses and how they help us experience the world around us.
Rius, M., Parram¨®n, J. M., & Puig, J. J. (1985). The five senses: Hearing. Hauppauge, NY: Barron's Educational Series.
A short scientific explanation of our sense of hearing, with a diagram of the ear.
Rius, M., Parram¨®n, J. M., & Puig, J. J. (1985). The five senses: Taste. Hauppauge, NY: Barron's Educational Series.
A short scientific explanation of our sense of taste.
Roca, Nuria (2006). 5 Senses. Hauppauge, NY: Barron's Educational Series, Incorporated
Beginning readers follow the activities of two children who take delight in discovering the world around them.
Teacher Resources:
Abruscato, J., Fossaceca, J. W., Hassard, J., & Peck, D. (1984). Holt science. New York: Holt, Rinehart and Winston.
A basic introduction to the nervous system and senses.
Baines, F. (1998). Senses: How We Connect With The World. Danbury: Grolier Educational.
After a brief introduction to the senses and nervous system
Bennett, P. (1998).My Brain and Senses. Parsippany, NJ: Silver Press.
A basic introduction to the nervous system and senses.
Cole, C. and Degen, B. (1999). The Magic School Bus Explores the Senses .New York: Scholastic.
The book includes a huge amount of information about the five senses, yet it is done in such a wacky and interesting way.
Fulbright, R.K. (2001). Functional MR Imaging of Regional Brain Activation Associated with the Affective Experience of Pain, American Journal of Roentgenology, vol. 177
Freud, S.(1923) The Ego and the Id -Das Ich und Das Es. W. W. Norton & Company
In 1923, in this volume, Freud worked out important implications of the structural theory of mind that he had first set forth three years earlier in Beyond the ...Pleasure Principle. The Ego and the Id ranks high among the works of Freud's later years.
Poppe, C. A., & Van Matre, N. A. (1985). Science learning centers for the primary grades. West Nyack, NY:
Center for Applied Research in Education.
Rius, M, (1985) Sight. Hauppauge, NY: Barron's Educational Series, Incorporated
Text and illustrations present pleasant sights we can see. Included is a short scientific explanation of our sense of sight, with a diagram of the eye.
Sacks, O. (1985) The Man Who Mistook His Wife for a Hat. New York, NY: Simon & Schuster Adult Publishing Group
Oliver Sacks tells the stories of individuals afflicted with fantastic perceptual and intellectual aberrations: patients who have lost their memories and with them the greater part of their pasts; who are no longer able to recognize people and common objects; who are stricken with violent tics and grimaces or who shout involuntary obscenities; whose limbs have become alien; who have been dismissed as retarded yet are gifted with uncanny artistic or mathematical talents.
Suzuki, David (1996). Looking at Senses. Stoddart Publishing Co., Canada
Tells about the common human senses such as sight, hearing, taste, and touch, and also about the more uncommon ones, such as ESP.
Trostle, S. L., & Yawkey, T. D. (1990). Integrated learning activities for young children (Getting Started).Boston: Allyn and Bacon.
Ziefert, H. (2002).You Can't Taste a Pickle With Your Ear. New York: Blue Apple Books.
A good choice for those who want a brief introduction to the senses.
References
Audiometer. (2009). In Wikipedia, The Free Encyclopedia. Retrieved June 11, 2009, from http://en.wikipedia.org/w/index.php?title=Audiometer&oldid=295857358
Chaudhari, N., and M.A. Landin and S.D. Roper.(2000). A metabotropic glutamate receptor variant functions as a taste receptor. Nature Neuroscience 3, no. 2
Delano, J.& Gossett, C.S.& Kammer, V.& Welk, V. & Wood, C. (1994). Sense-able Science. Fresno,CA.: AIM Educational Foundations.
Hain, T.C., MD, 2008, Hearing Testing. Retrieved June 11, 2009, from http://www.american-hearing.org/testing/hearing_test.html#audiometry
Hearing (sense). (2009). In Wikipedia, The Free Encyclopedia. Retrieved June 18, 2009, from http://en.wikipedia.org/w/index.php?title=Hearing_(sense)&oldid=297262677
National Institute on Deafness and Other Communication Disorders (n.d.). National Institute on Deafness and Other Communication
Disorders health disparities strategic plan fiscal years 2004-2008. Retrieved June, 2009 from www.nidcd.nih.gov/about/plans/strategic/health_disp.asp.
National Institute on Deafness and Other Communication Disorders (n.d.). It's a Noisy Planet. Protect Their Hearing. Retrieved June, 2009 from http://www.noisyplanet.nidcd.nih.gov/press/protect.htm
Neuroscience for Kids (n.d.). Taste-Gustation. Retrieved June, 2009 from http://www.dls.ym.edu.tw/neuroscience/chtaste.html
Neuroscience for Kids (n.d.).Touch Experiments. Retrieved June, 2009 from http://faculty.washington.edu/chudler/chtouch.html
Olfaction. (2009). In Wikipedia, The Free Encyclopedia. Retrieved June 29, 2009, from http://en.wikipedia.org/w/index.php?title=Olfaction&oldid=299216244
Sense. (2009). In Wikipedia, The Free Encyclopedia. Retrieved June 29, 2009, from http://en.wikipedia.org/w/index.php?title=Sense&oldid=299227476
Taste. (2009). In Wikipedia, The Free Encyclopedia. Retrieved July 22, 2009, from http://en.wikipedia.org/w/index.php?title=Taste&oldid=303474012
The Southwest Educational Development Laboratory SEDL (2009). Unit K Five Senses.
Retrieved June, 2009 from www.sedl.org/scimath/pasopartners/pdfs/fivesenses.pdf
The New World Encyclopedia. (n.d.) Sense. Retrieved June, 2009 from http://www.newworldencyclopedia.org/entry/Sense
U.S. Department of Health & Human Services-National Institutes of Health National Institute on Deafness and Other Communication Disorders (2008) NIDCD Fact Sheet: Noise-Induced Hearing Loss. Retrieved June, 2009 from http://www.nidcd.nih.gov/staticresources/health/hearing/NoiseInducedHearingLoss.pdf
Visual perception. (2009). In Wikipedia, The Free Encyclopedia. Retrieved June 23, 2009, from http://en.wikipedia.org/w/index.php?title=Visual_perception&oldid=298137286
Appendix
Standards
This unit will be integrated directly through language arts and technology to meet CT Health and Science Standards. The Connecticut Science Standards for Kindergarten state objects have properties that can be observed and used to describe similarities and differences. The Core Science Curriculum Framework states that some properties can be observed with the senses, and others can be discovered by using simple tools or tests.
The grade level expectations are:
1) Students should be able to match each of the five senses with its associated body part and the kind of information it perceives.
2) Students should be able to make scientific observations using the five senses, and distinguish between an object's observable properties and its name or its uses.
3) Students should be able to classify organisms or objects by one and two observable properties and explain the rule used for sorting (e.g., size, color, shape, texture or flexibility).
4) Students should be able to use simple tools and nonstandard units to estimate or predict properties such as size, heaviness, magnetic attraction and float/sink.
5) Students should be able to describe properties of materials such as wood, plastic, metal, cloth or paper and sort objects by the material from which they are made.
6) Students should be able to count, order and sort objects by their observable properties.
(Connecticut State Department of Education March 2009).
Additionally, this unit is aligned with New Haven Pubic School's student goals which list the following standards and indicators:
1) K.1 Objects have properties that can be observed and used to describe similarities and differences.
2) A.2 Sort objects made of materials such as wood, paper and metal into groups based on properties such as flexibility, attraction to magnets, and whether they float or sink in water.
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THE MECHANICAL UNIVERSE
Name:
Video 49 - The Atom
Class:
Video 49 - The Atom
Class:
1. Upon what principle is mechanics based?
2. Bohr’s model of the atom resembled what system?
3. Bohr assumed atoms have orbits of what shape?
4. What instruments are used to analyze light spectrums?
5. What atomic particle did Thompson discover?
6. What did Rutherford discover?
7. What force holds atoms together?
8. What did Planck’s theory state?
9. Explain how an atom emits or absorbs light:
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JAIN COLLEGE
463/465, 18th Main Road, SS Royal, 80 Feet Road, Rajarajeshwari Nagar, Bangalore - 560 098
Date:
SUBJECT: ECONOMICS
II PUC Mock paper II
Timings Allowed: 3 Hrs.
Total Marks: 100
I. Answer the following questions.
1×10=10
PART-A
1. What is Demand for money?
2. Define price Rigidity.
3. Give the meaning of supply.
4. Give the meaning of elasticity of demand.
5. State the meaning of Marginal Propensity to Consume.
6. Give the meaning of foreign trade.
7. What are intermediate goods.
8. What is oligopoly.
9. Give the meaning of investment.
10. What is per-capita income.
II.Answer any 10 of the following.
2×10=20
1. What is Giffens paradox?
2. Name any 4 determinants of supply.
3. Distinguish between Nominal National Income and Real National Income.
4. What is progressive taxation?
5. Distinguish between autonomous and induced investment.
6. State any 2 sources of Non-tax revenue.
7. State any 4 functions of central Bank.
8. State any 4 objectives of Fiscal Policy.
9. How does GNP differ from GDP?
10. Give the meaning of deficit financing.
11. What is multi-lateral trade?
12. What is demand function?
III. Answer any 8 of the following
PART-C
1. What are the differences between cardinal and ordinal approaches to utility analysis?
2. Explain the macro-economic identities.
3. What is investment? Explain the types of investment.
4. Explain the laws of returns to scale with the help of diagram.
5. Distinguish between Micro and Macro-Economics.
6. Explain the 3 motives of demand for money.
7. Explain the nature of mixed economy . How does it differ from market economy?
8. Discuss the various types of Short Run cost.
9. Explain the various limitations of macro economics.
10. Analyse why GDP is not a barometer of economic welfare but only a rough indicator.
PART-B
5×8=40
11. Explain the quantitative methods of credit control.
12. Explain the theories of determination of exchange rate.
PART-D
1. Show how the invisible hand guides the producers and consumers towards equilibrium in a perfect competitive market.
IV.Answer any 2 of the following questions .
10×2=20
2. Explain the indifference curves and indifference map with the help of schedule and diagram.
3. Discuss the classification of Price Elasticity of Supply.
4. Explain the concept of Budget Line and Budget Set with an example.
PART-E
1. If the demand and supply function of raw cotton are Qd=250-50P and Qs=25+25P. Find the equilibrium price and the equilibrium quantity demanded and supplied and proves that any price other than equilibrium price leads either to excess supply or excess demand.
V.Answer any 2 of the following Questions.
5×2=10
2. The market demand curve for commodity and total cost for monopoly firm producing the commodity is given by the schedule below:
| Quantity | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|---|
| Price In rupees | 52 | 44 | 37 | 31 | 26 | 22 | 19 | 16 |
| Total Cost in rupees | 20 | 60 | 85 | 100 | 102 | 105 | 109 | 115 |
Use the information to calculate the following:
a) The MR and MC schedules
b) The quantities for which the MR and MC are equal
c) The equilibrium quantity of output and equilibrium price of the commodity.
3. As per the demand function Qd=30-25P,when the price of tomato per Kg is Rs.8,10,12,14,16 then calculate the quantity of demand and derive an individual demand curve.
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7.2 INTRODUCTION TO HISTORY
0:14–0:59
EIGHT-POUND TEXBOOKS
Hi, there, I’m Bob Bain. I’m a historian, a history edu cator, former high school history and social studies teacher and now a professor at the University of Mich igan in history and history education.
Now, I got to tell you, if my high school history teach ers knew that I had become an historian, they would be just freaking out, to be honest with you. I was a horrible high school history student, horrible. And the reason is, is because I hated history. Why? I thought history was only about memorizing names, dates, events that I didn't care about, that happened long before I was born and didn't seem to have any impor tance in my own life and usually came delivered in textbooks that weighed about eight pounds.
It wasn't until I got to college and I actually had to take a history course. I was a science and math major and I needed the history and humanities. So I signed up for a course that I thought would be easy. It was a large class. There were 400 people in it. I thought the guy would never call on me, I wouldn't necessarily have to be engaged. And then a stunning thing happened. He came in and he started class and he asked all of us a question. But it was a question that was different than any question I'd been asked in a history classroom before. It wasn't like, "When did this happen?" He asked a question about me, about my identity, about the world that I was living in, and was asking us about the ways in which the past had shaped the opportuni ties that I had, the experiences that I had. He was situ ating me, by his question, in time.
And he began to show me that things that my ances tors—not only my ancestors but my ancestors in my community—had done, choices they had made that actually helped define and shape who I was. He began to help me see that the context that I'd lived in was an invention by other people, that I was a product, and I lived in a product, of the past. He began to show me that studying the pas—asking important questions, questions that I care about, not just questions that someone gave me because I had it spit back informa tion on a test—is actually what a historian does.
They pose questions about the past and the pres ent because they're driving of interest to them. And so I began to take up the study of history and what I learned was that history is actually a lot different than the way it was presented to me as stuff to be memo
0:59–1:49
ASKING QUESTIONS
1:49–3:00
IMPORTANT QUESTIONS
3:00–4:16
IMAGINATION
rized. History is all about questions, all about answers and all about evidence. History is like being a detective and trying to understand the mystery that happened and trying to figure out how it happened, because like good mysteries, history is about events that happen in the present and then they disappear.
And that's a pretty stunning thing and it's much dif ferent than some sciences that can study events that happened over and over and over again. In fact, they can create an experiment to replicate, to repeat some thing that happened. Historians really can't do that. I mean, I can't repeat World War I and actually repeat it. In order for us to study an event, it has to leave some kind of residue in the present. It has to leave some thing behind. Now, what does it leave behind? You could say it almost leaves behind garbage or residue. It could leave behind an object, it could leave behind a document, it could leave behind some record of the past event.
And it's those things that the historian studies. And they study it by asking a question of it, and by posing a question to it, it turns it from residue, garbage, junk into historical evidence or historical sources. And just like a detective, the detective has to pose questions to the source.
Now, in some ways that's the best historian's tool. The best historical tool is the historian's imagination, the historian's questions. They're posing questions about the context. Now, posing questions to an object is what a historian does.
So for example, look around the classroom. Take an object that you've probably not thought much about. Like let's take the clock that's up there on the wall.
Now, you've probably asked some question like, "What time is it?" Or if you were like me, "When does this class end?" But a historian might pose some oth er questions about that clock, like, "Who made it?" "Where was it made?" "How did it get to be here?" "What kind of transportation system created it?" "How many people were involved in the construction of that clock?" Or "Does it make a difference as to whether that clock's running on time?" "When did the inven tion of the time system that you and I use come?" And "How did that change our lives?" And "How much of our life is driven by a clock?" And "What happened before people had mechanical clocks?" "How were they judging time?" "How were they living?"
So historians study objects and events in the past by studying the evidence that they leave behind. Of course, studying it is not just what historians do. They analyze it, they compare it, they contrast it, they cor roborate it.
In other words, they look for one source and look for other sources that either support this source, extend this source or actually challenge it. And that helps historians begin to understand what happened in the past. But then what they do is they produce some understanding. They write about it, they create a story about it.
Sometimes it's a picture, sometimes it's a movie,
4
4:16–5:01
AN EXAMPLE
5:01–6:04 SEEING SOURCES
6:04–6:14
LOOKING TO THE FUTURE
6:14–7:26
MULTIDISCIPLINARY APPROACH
sometimes it's a lecture. Now, they do that because they want people to understand the most or the best accurate picture that they can get of the past. And that's very important, because you and I, whether you know it or not, we use history. We use our under standing of the past. And not just memorizing names and dates, but you and I live in a world that was shaped by the past.
Soren Kierkegaard, a great Danish philosopher, had a line that he once used when he said, "You and I live our lives forward. "We live our lives into the future. "But we understand our lives using the past. We understand our lives backwards." Think about that. We live our lives forward, but we understand them backwards. So by understanding your past, you make sense of your present.
By the way, you also make sense of the future, because by understanding the trends of the past, you can begin to make some accurate predictions about the future or close to accurate predictions. True of weather. That if you look at the past patterns in weath er you can begin to understand, you know, the likeli hood of whether or not you should put on a heavier coat in the next couple of weeks. Or think about sports teams. We can understand the past patterns in sports teams to get a little bit more accurate in our predic tions about what might happen in the future.
Now, historians ask different kinds of questions. So if I were to ask questions about the environment, I might be doing environmental history, and so then what would be the evidence I would be looking at? I'd be looking at temperature, I'd be looking at wind patterns. I would be using the evidence that might actually come from other people like meteorologists, that I would be using to understand environmental history.
Or if I was looking at social history, interested in how people play games, how they listen to music, how that changed over time. I might be drawing on a whole dif ferent set of evidence, and that question would put me in a different field of history.
Of course, in this course we're asking big questions and hence we end up being big historians. But his tory is about using evidence wherever we can find it, because whatever gets left in the present is what his torians can study.
So next time you think about someone talking about history, understand that it's really about using the past to make sense of the present and the future. And it's not just about memorizing names, dates and places.
7:26–8:04
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The Eel River Delta Restoration
The Eel River was once one of the largest salmon producing rivers in California.
Inhabited by humans for thousands
Overview
Recovery of Eel River salmonid stocks can have a significant influence on the regional fishing economy of California's north coast.
Approximately 60% of the estuary has been lost due to the construction of levees and dikes, and only 10% of the salt marsh habitats remain.
of years, the Eel River estuary is one of the most important and sensitive estuaries on the West Coast, with 8,700 acres of tidal flats, both perennial and seasonal wetlands, and about 75 miles of river channels and tidal sloughs. The Eel River Delta provides habitat for many aquatic and terrestrial species, and supports flourishing
before the "farm to table" movement, the Eel River Delta, and Ferndale in particular, supplied California with some of the world's finest dairy products. The Eel Delta still produces high quality dairy and beef products, while also hosting one of California's major salmon and steelhead runs. However, flooding, sea level rise and other issues challenge the viability of some agricultural operations and infrastructure such as roads and waste treatment facilities. Balancing ecosystem restoration with the promotion of high quality agriculture and infrastructure in the coastal zone is challenging, but several key projects illustrate the importance and success of this approach.
agricultural communities. Long
Although nearly 60% of the estuary has been lost due to the construction of levees and dikes, 10% of salt marsh habitats remain today. Restoring the estuary is a key component towards recovery of salmon, but also other sensitive and listed species. Ecosystem restoration in the Eel Delta also affords unprecedented opportunities to improve drainage and infrastructure for the agricultural communities around the Delta. The Salt River Ecosystem Restoration Project and the Eel River Estuary Preserve Project, two of many projects within the Eel River Delta, seek to restore ecological integrity to reclaimed areas, while also enhancing agricultural
productivity and prosperity in the region by providing land management options for landowners that support enhanced business security, stability and ecological integrity. Hydrologically intact and functional channels tend to improve drainage for farmers. It also ensures a complex and diverse estuary with suitable cover of deep channels and sloughs, connected to productive brackish wetlands that will help to increase size and fitness of juvenile salmon prior to entering the ocean, and ultimately improve overall marine survival for adults.
Numerous landowners as well as local, state, and federal agencies, industry representatives, and nonprofit organizations are working together to ensure the Eel River Delta is a working landscape that can support sustainable agriculture and other land management practices while providing healthy fish and wildlife habitats. The Eel Delta provides an historic opportunity to enhance coastal agricultural productivity while ensuring the long-term, recovery of Eel River salmon stocks capable of supporting the regional fishing economy of California's north coast. | <urn:uuid:94d985ab-fedd-40af-9a16-b68808c07d85> | CC-MAIN-2022-27 | https://www.cafishpassageforum.org/_files/ugd/0e48c2_540d4a203b5f495aa692a6cc73b64d0a.pdf | 2022-06-27T15:42:57+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00275.warc.gz | 737,252,066 | 604 | eng_Latn | eng_Latn | 0.995559 | eng_Latn | 0.995952 | [
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The Lifeboat Mona (Peggy Seeger)
Chorus:
Remember December of fifty-nine The howling wind and driving rain Remember the gallant men who drowned On the lifeboat, Mona was her name
The wind did blow and the sea rose up Beat the land with mighty waves At Saint Andrew's Bay the light ship fought The sea until her moorings gave
The captain signalled to the shore "We must have help or we'll go down" From (Broughty) Ferry at two a.m. They sent the lifeboat Mona
Eight men formed that gallant crew They set their boat against the main The wind's so hard and the sea's so rough We'll never see land or home again
Three hours went by and the Mona called The wind blows hard and the sea runs high In the morning on (Carnusty) Beach The Mona and her crew did lie
Five lay drowned in the (Chalon) there Two were washed up on the shore Eight men died when the boat capsized And the (eighth) is lost forever more
Remember December of fifty-nine The howling wind and the driving rain The men who leave the land behind And the men who never see land again
Remember December of fifty-nine The howling wind and the driving rain The men who leave the land behind And the men who never see land again
Folk & Traditional Song Lyrics www.traditionalmusic.co.uk
The Lifeboat Mona
Visit www.traditionalmusic.co.uk for more songs.
Performed by The Dubliners.
AJS oct00
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AstronomyCast Episode 247 for Monday, January 9, 2012:
The Ages of Things
Fraser: Welcome to AstronomyCast, our weekly facts-based journey through the Cosmos, where we help you understand not only what we know, but how we know what we know. My name is Fraser Cain; I'm the publisher of Universe Today, and with me is Dr. Pamela Gay, a professor at Southern Illinois University – Edwardsville. Hi, Pamela. How are you doing?
Pamela: I'm doing well. How are you doing, Fraser?
Fraser: Good! And where are you this week?
Pamela: I am in Austin, Texas at the 219th meeting of the American Astronomical Society.
Fraser: That's good. So you are like buried in space news.
Pamela: I am not only buried in space news, but I'm among my people. It's a good place to be.
Fraser: [laughing] Among your people, right! With your flock – that's good!
[advertisement]
Fraser: Alright, so this going to be one of those "how we know what we know" kind of shows. How do scientists determine the ages of things? How do we know the age of everything from stone tools to the age of the Earth to the Solar System to the age of the very Universe? Alright, Pamela, so I think that was sort of the plan here, that we're going to sort of explain to people how we know what are the various measuring sticks – age measuring sticks that astronomers use and scientists use to figure out how old everything is? And I thought, well, why don't we start kind of close to home and think about, you know, when scientists discover some civilization, they discover stone tools, they find an archaeological dig -- how old is everything that was in that dig? How do they know how old that is?
Pamela: It all pretty much boils down to radioisotope dating, and looking to see what's in what sedimentary layer. One of the things that is a blessing and a curse -- and I say curse because it leads to cancer now and then and that's never a good thing -- is a variety of the atoms that get created in supernovae and through other highenergy processes aren't stable, and they're not stable on varying time scales, so some things it might be -- you set them on the table, and say you have a thousand atoms, well, you wait an hour and you have 500 atoms of what you started with, and 500 atoms is what's called a daughter material, a daughter atom, and so you can actually look to see how much, what the ratio is between these two different atoms, and based on the ratio, you can see how many half-lives have gone by. Now, if you have something that decays quickly, that's only good for time dating something in the recent past. I know as a small child, I was nerdy enough that I knew about carbon dating, and I was terrified that my teachers would use the carbon in my pencil to figure out I didn't do my homework on time because I was that kind of a nerd and lacked the level of understanding I needed.
Fraser: …or you know overestimated the abilities of your teachers.
Pamela: Exactly. Exactly, but the thing is -- carbon doesn't decay on that type of a time scale, so we can only use carbon to date things in the distant past. We can use other forms of dating for the recent past, and through all the different atoms that we have that decay on the time scales of minutes to hours to days to weeks to years to centuries, millennia, to millions of years by combining all of these different types of radioisotope decay, we're able to very carefully measure the age of different materials that contain these radioactive processes.
Fraser: And so do scientists have these overlapping methods of radioactive decay, and can they go from really, really short events all the way to the age of the Universe? I mean, are there any gaps in this?
Pamela: Well, so in general things that decay quickly are also things that we have to generate in cyclotron laboratories, so it's not like there's piles of polonium-120 lying around, so for the most part, the way we get to the things that we can radiocarbon date, and other things like that is we have to go through the archaeological record. So you look for those points where you're able to bridge from our known understanding of the past of humanity to "A-ha! I found a radioisotope that has decayed in a useful manner," and from there we just bridge our way backwards. And we do look for the times where we find in materials more than one of these radioisotopes, and just keep building our way backwards.
Fraser: And where does it sort of fall apart? I mean, does each isotope only give you so much, and then it's just not useful anymore?
Pamela: Yeah, well, it's a matter of…there's just not going to have had been enough left at the end of the period. It's the, well, you go half way to the wall, half way to the wall, half way to the wall, and never actually make it to the wall. At a certain point you have run out of atoms to decay, so you eventually get far enough back in time that the sample you're looking at has completely decayed into its daughter atoms.
Fraser: Right. And I guess you can imagine, that's kind of like you're looking at ice melting. You've got a piece of ice on a plate and it's in the living room, and you look at it and it's unmelted, and you go "well, that ice was clearly just brought out seconds ago," and then it's kind of half-melted and you know it's been within the last, you know, less than an hour, but more than a couple of minutes, but if it's just water, it could have been there for a couple of decades.
Pamela: Exactly. Well, not decades, then it evaporates.
Fraser: [laughing] I know -- it evaporated. I know, I know, I realized that as I said it. OK, great! So then, which is the tool that they would use? We're going back to my first example, right? We're going to take a look at stone tools left by Neanderthals -what is the method that they would use to date that kind of human civilization stuff?
Pamela: So this is where we often use carbon-14. It's a naturally occurring radioactive form of carbon, and the nice thing about it is human beings tend to pick it up, plants pick it up, all of us…we're made of carbon, and so we become partly radioactive in the form of carbon-14, and so you can look at the leftover logs in fire pits, you can look at the leftover carbon in the bones and you can start to get at how old things are. carbon-14 has a radioactive half-life of 5730 years, so you can basically step back in these intervals of 1000s of years, tens of 1000s of years…in fact, we think the limit for using this is actually somewhere around 60,000 years in the past that this starts to become a not-entirely-useful way of studying the age of things in our environment.
Fraser: Right. OK, so then you've got the quantity of the carbon14, and then it's going to… you're going to be able to measure that ratio of what you had carbon-14 and the various daughter elements that it's going to decay into, and get a sense of how old it is. OK, so we've done, then, carbon-14, and you say that, sort of, how early can we measure with that? Within a few hundred years, right? And then…
Pamela: Well, a few hundred years starts pushing it because you haven't had that much…I mean, its half life is 5730 years, so a quarter of it will have decayed in 2600 years, and so you want to get closer to the 1000 year mark than the couple-hundred year mark.
Fraser: Right, so definitely 5000 years is great, but you don't want to be measuring beyond 60,000 years.
Pamela: Yeah, that's a comfortable place to be.
Fraser: Alright, so the next age of something, I would assume, is going to be like rock formation, lava flows, things here on Earth that we're going to try and date.
Pamela: So we also look at things like the uranium to thorium dating method, which looks at uranium-234 decaying into thorium230 and this is something where we're looking at processes that, depending on where we are in this, there's a whole network of things in this that decay. We're looking for that combination at a half-life of 80,000 years, but we can also look at uranium-235 which decays into the generally-not-talked-about-in-chemistryclass protactinium-231, which has a half-life of 34,000 years, so by looking at these different decay paths and looking at their different daughter processes, this is where we can start getting into more of the geologic record, getting back into the hundreds of thousands of years over the course of their decays.
Fraser: And, same thing if they're going to measure… I'm trying to think, soil, sediments, or ice cores -- things where you're looking at hundreds of thousands to millions of years old. So you're telling me there's little bits of uranium kind of everywhere for the measuring?
Pamela: It's actually a really good thing because it's part of what keeps our planet warm. Our planet is a lot warmer than it would be strictly from sunlight hitting it, and an atmosphere that blankets it and keeps some of the IR radiation trapped in. Our planet's internal temperature is driven by the constant decay of radioactive particles. It provides heat, and that's a good thing because heat helps to provide life, so be glad for the radioactive materials.
Fraser: Right. So then how, I mean, you keep pushing that further and further back, but I can imagine if the whole surface of the Earth is being re-surfaced (thanks to plate tectonics and such like), that there'd be no way to figure out how old the Earth itself is, and yet we know quite precisely how old the Earth is. So, how did…how on Earth did astronomers figure that one out? Geologists…we'll let the geologists have that discovery.
Pamela: We do actually look for progressively older and older rocks, and we do find rocks that are billions of years old, and this is where we start pressing ourselves backwards with things like looking at samarium and neodymium, and their decay rates, which get us back to millions of years to now a billion years, so we do have some pretty old rocks, but you're right -- we are pushing the billions of years limit. So we look at sedimentary histories; we look at the way things are capable of moving, and then we start looking at cratering histories on other worlds, and we start grabbing asteroids. Asteroids are really, at the end of the day, the final authority on the original chemistry and the age of our solar system, so we wait for asteroids to actually come to us (we call them meteorites by the time they reach the surface of the planet), and take them to labs, and this is part of why scientists are so avidly collecting meteors, and, well, we know that lots of amateur astronomers are enthusiasts. There's lots of scientists who would like to take a core sample of that big rock you have found and put on your shelf as a trophy object. That's actually a piece of data that hasn't been collected that you're keeping on your shelf.
Fraser: And so…and so the theory goes that if you're going to find a meteorite and determine how old that meteorite is, you're going to know how old the Earth is? I don't understand.
Pamela: Right. So the idea is the entire Solar System formed at once, and so the age of the Earth is the age of, well, not the Moon - it formed later; it's a blasted-off piece. So it's sort of like its materials formed at the same time, but it was part of two other things, but all of the materials came together, maybe not in the same structure they're in now – big asteroids have broken apart into smaller asteroids, things have hit each other, creating the Earth's moon, but all of this stuff in our Solar System formed out of the same solar nebula, formed at the same time, and so if you can age a meteorite, you've aged the entire Solar System. Now, the more of these that you age at once, it's like taking more and more measurements. You're able to get a more and more precise understanding of the age, so this is where we're constantly trying to catch and collect and understand asteroids.
Fraser: And was this always assumed to be the case, or were astronomers not even really sure that all of the meteorites are the same age?
Pamela: Well, it was one of those things where you postulate it and hope it's true. And as we've measured it, it's come out to be we're able to put very good limits on the age of the Solar System using meteorites.
Fraser: Now, you hinted at for a second there that astronomers use cratering on places like the Moon, and I know on Mars and stuff… they'll use that as a totally different method for determining the age of things.
Pamela: Well, so there's two different ages that we worry about: one is when did this stuff form, and then the other is when did the surface of the stuff form. So when you look at the Earth, our surface is extremely young; in fact, there are volcanoes if you look at bits of the surface – like Etna's going…I think earlier this week it went off, and that surface is measured in days in terms of its age. Well, when we look at the Moon and we look at Mars and we look at other rocky surfaces, the only way we have since we can't readily go there all the time of getting the age of the entirety of the surface is to look at cratering histories. And this is where we actually try and get the public's help because we want to measure the ages of as much of the surface as possible so we can start understanding what was the collision history in the past, what was the bombardment history in the past, and we create projects that ask you to help us train computers to more effectively measure craters for us because -- let's face it, at the end of the day, measuring craters is fun for a while, and then you want to do other things, but we also ask you to measure craters for us.
Fraser: Right. This is a project that you're actually working on, right?
Pamela: This is…and you've been giving us server advice, so we're launching a new project called Moon Mappers with CosmoQuest, which Fraser and I have talked about a bit in some of our other hang-outs. CosmoQuest is a community where we're hoping that you'll come and learn like you do with AstronomyCast, and listen to Fraser and I, and then apply all these things that you're learning to actually doing science. And Moon Mappers is our very first science project. It's part of the Lunar Reconnaissance Orbiter mission (not the orbiter itself), and we're asking you to help us correct crater finding algorithms, to go in and tell us where does the software screw up, and fix their outputs, and to help us measure the age of various surface features on the Moon.
Fraser: So, this episode of AstronomyCast is brought to you by CosmoQuest. We're sponsoring ourselves.
Pamela: Something like that. Yeah.
Fraser: Right? But no, I mean, our goal has always been to get everybody involved in space and astronomy to some degree, and we're trying to…you know, Pamela's been working with NASA and other science agencies to get data from the spacecraft, and then bring in the general public to help in actually creating science that then gets used for real scientific research that may not even be possible to be done, and so this is one of those projects, and now we've got this umbrella organization where we can…and sort of server and hardware and software where we can actually do more and more of this. So hopefully you'll hear a bunch more of these kinds of announcements and more of these projects as we go on, and we'll recruit as many as we can to do some real science.
Pamela: And as we move forward doing this, we're going to be working to determine the ages of different features on the asteroid, Vesta -- we're working with the Dawn mission. On the surface of Mercury we're working with the Messenger mission, and in all these cases we're looking for those places that have extremely few craters – those are the young surfaces; we're looking for those places where you have crater bombarding on top of crater, crater inside of crater, these places that are extremely rich in craters -those are the old places, and then we're looking to see, "OK, can we trace this area that's almost devoid of craters, and thus actually trace out where there was a ton of lava from an ancient volcano or a more modern volcano?" We're trying to understand what was the geologic history? How recently were there volcanoes active on the Moon? That's something I always am startled by is there was actually volcanism on the Moon. Imagine what that must have looked like to the amoebas swimming around on the planet not paying any attention. It was an amazing past, and we can better understand that past by all working together.
Fraser: But how accurate is this method of determining the cratering? I mean, I've heard astronomers say, "Well, you can see that region of the Mars is a billion years old," or "This part is very active and is about a million years old," but how can we know that this amount of craters is a billion, and that amount of craters is a million?
Pamela: Yeah. It gets tricky, especially since the cratering rate isn't constant with time. And we don't know how it varied with time, and so right now what we do is we bridge together the different periods using actually Moon rocks. So the astronauts when they went to the Moon, and the spacecraft (mostly Russian) when they went to the Moon and brought back rocks, they brought back rocks from a variety of different terrains. They brought it back from nice, young areas; they brought them back from older areas, and with each of these rocks using the radioisotope method, we were able to determine, "This area with this cratering rate is this age; this other area with this other cratering rate is this other age." Now, the problem that we run into is we've only done these sample return missions for the Moon. We want to do them for Mars. This is part of the plan for Mars MAX-C mission that's planned for the next decade. We want to do this with asteroids, and right now we're sort of making assumptions. We're saying, "OK, so we think some things happened earlier on Mars -- it's further out. Some things happened later for Mercury -- it's further in." So we're making rough corrections to what we know based on the Moon, based on theoretical models, but for the most part we're within a few hundred million years, which isn't entirely a comfortable place to be, but that's the best we can do until we bring back enough rocks to say, "OK, this type of terrain is this. Period. We're done for the entire Solar System."
Fraser: Right. I can see that part of the process is that the astronomers have…they've got pretty accurate measurements on the Moon, and they've been able to sort of correlate the cratering with the Moon rocks that they're bringing back, but then they're taking that cratering estimate and using that as a measuring stick for other parts of the Solar System, but they haven't backed it up yet with actual samples, which is, you know, hopefully going to come within the next few decades. OK, alright, so that's enough sort of stuff in our Solar System. Well, I guess there's one more object in our Solar System we should probably take a look, and that's the age of the Sun, but obviously we can grab parts of the Sun.
Pamela: No. [laughing] That would be dangerous.
Fraser: …and we're making a pretty big assumption that the Sun formed at the same time as the planets in the Solar System. So how do astronomers know this?
Pamela: Well, so at a certain point, we do assume the Sun formed at the exact same time as everything else in the Solar System, but moving beyond that, we also look at stellar evolutionary theory models, where we say, "OK, the Sun is this size, it had to go through this in the past, it took it this long to get to the stage it's at now." So that's one way of doing it, and then, where we can, we also use, well, in this case instead of radioisotope dating, we call it cosmo-chromatography, and this is where we actually use the exact same idea, but with different types of elements. For instance, strontium is one that gets used when we look at…or scandium are elements that get used when we start looking at stars and figuring out, "well, how old is that?" So there's a whole variety of isotopic combinations that can get us gigayears of age.
Fraser: Right, but we can't take, again, a piece of those distant stars, stick them in our gas chromatograph and get the age. Like, what is the method that they use to determine even just the chemical elements in the stars? How do they do that?
Pamela: So the nice thing is the Sun is actually in some ways a gas chromatograph for us. One way you can determine the composition of things here on Earth is you burn them, and you look and see what emission lines are present in the heated up materials, and you create spectra and use the spectra to get at the composition. Well, the Sun you don't exactly need to set on fire -it's kind of already there, so when we look at the Sun, all of the atoms in our outer atmosphere, depending on the exact energies, are either emitting wavelengths of light that we can see as spectra emission lights, or much more commonly, they're sitting there absorbing out radiation and creating atomic absorption lines, and by measuring the depth of these absorption lines (do they absorb all the radiation in a given wavelength of light? Do they absorb just a little bit of light in a given wavelength?), by looking at the depth of the lines, it tells us how much light has been absorbed and a variety of other things, like what are the ratios at different temperatures? We can get at the temperature of the star, and then we can get at the surface gravity of the star, and then we can get at the abundance of materials within the star. Unfortunately, it's a three- variable problem, and you have to solve for all three variables, which can get really annoying, but when you're done you know exactly what a star is made of.
Fraser: And so by, again, measuring the ratios of those various elements, which are known to decay at very specific rates, you can determine how old that star is.
Pamela: Exactly, so here we again still use uranium, in this case, we're looking at uranium-238, which has a half-life of 4.47 billion years, and it decays into lead-206. We're also looking at rubidium, which has a 48-gigayear life. We're looking at aluminum, which has a .75-megayear half-life. So we have all these different atoms that we look at, and by looking at all these different combinations, we're able to fine tune to get a good sense of how old things are. Now the only problem with this is you have to be able to get extremely high-resolution spectra to see all these different lines, and to get high-resolution spectra you are somewhat confined to only looking at the brightest stars, and to a certain degree, only using the biggest telescopes, so it limits how far away you're able to use this method.
Fraser: OK, fine. How do astronomers know how old the Universe itself is? You know? Cause, I mean, you can't go and grab pieces of Universe stuff at the Big Bang, you know, and measure its age, so that's gotta be the final, ultimate challenge. How on Earth, do…how on Earth, how on Earth do astronomers determine just how old the Universe itself is?
Pamela: Well, for the Universe in general, because that's such a controversial number in so many ways, we need to have multiple lines of evidence. So the first thing, we say no star is allowed to be older than the Universe -- that would just be silly.
Fraser: That's fair.
Pamela: Yeah, so we just look at the oldest stars and use stellar evolutionary theory models, and we're able to figure out from the cooling of white dwarves, from how long it takes stars of different masses to become red giants, that globular clusters, which are the oldest collections of stars in the Universe are 12 billion years old, give or take. So we know the Universe is more than 12 billion years from looking at the stars, and then beyond that, we have to start looking at cosmological models and matching the predictions of those models to what we see when we examine the cosmic microwave background, and the evolution of structure in the Universe, and from the using the WMAP (the Wilkinson Microwave Anisotropy Probe), we're able to study what was the distribution of hot spots and what was their size on the cosmic microwave background radiation, and we've done entire shows on this so you should go back and listen to those.
Fraser: …one whole episode on just how old the Universe is.
Pamela: Yeah, so go back and listen to that, but it boils down to a whole lot of scary, complicated math (and geometry, more to the point), that tells us that our Universe is more than 13 billion years old. So the stars and all of the fancy calculations using the cosmic microwave background all get us to the same place -- and it's all consistent with what we see from radioisotope dating.
Fraser: And now we have that really precise, precise number. I mean, now we know it's 13.75 (plus or minus .17) billion years old.
Pamela: Yes, and they just keep adding new decimal points; the accuracy just keeps getting better.
Fraser: As successive versions of these surveys of the microwave background radiation come out with more sensitive instruments, they'll just keep adding decimal places, but we're pretty confident with the 13.7 part.
Pamela: Yeah.
Fraser: That's really cool.
Pamela: So we live in an old universe on a fairly young planet, and we're still at the beginning of the Universe, but we're at the most interesting time. And so all these techniques have ganged up to give us a consistent result, and we'll continue to work into the future, and it's just one of those neat things to see the pieces building together.
Fraser: Sounds great! Alright. Well, thanks a lot, Pamela.
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FOOD AND WAT E R
How the Farm at St. Joe's Transforms Its Health System
ROB CASALOU
It's no secret that chronic conditions such as diabetes and heart disease are on the rise, with obesity affecting roughly 93 million U.S. adults, according to the Centers for Disease Control and Prevention. In addition to causing premature and preventable death, the annual medical cost of these diseases is driving health care spending to 18 percent of the gross domestic product in the U.S. This kind of rise is unsustainable.
Beyond the economics, as health systems, we are in the business of delivering care to enable people to lead their healthiest lives. Health professionals should be prime examples of health and wellness. In actuality, health care workers are some of the unhealthiest people in the U.S., often struggling with poor diets, high stress levels and low activity rates. What message does this send our patients?
At St. Joseph Mercy Ann Arbor in Michigan, we decided to start with ourselves to demonstrate firsthand that healthy eating can serve as the driver to a healthier lifestyle, improving personal health and overall wellness. Food, as they say, is medicine.
To that end, we set aside 25 acres of open land on the hospital campus to start a farm. The Farm at St. Joe's serves as the heart of our wellness initiative, a place to grow a healthy community and catalyze positive changes to the ways we live, eat and restore ourselves. The Farm serves as a hub where we, as individuals within a health system, can connect with our staff and those in the community to promote both individual and community health "from seed to stomach."
didn't realize we would become the first hospital-based farm in the country. We just wanted to develop a program to address the root causes of chronic health issues, particularly obesity, by growing healthy food for patients and staff. Over the years, the Farm became so much more.
THE VOLUNTEERS
First and foremost, the Farm is a place where staff, physicians and community members can come and volunteer to garden in the hoop houses, either by themselves or as a team-building exercise. They harvest produce from the hoop houses, similar to a greenhouse, and then head over to the on-site teaching kitchen to cook and eat lunch together.
Later, these same people have been known to approach our full-time farmer for another recipe or to learn how to properly hold a chef's knife — further knowledge gleaned on their journey to better health. Some even reserve their own personal garden plot at the Farm that they tend over a season, planting and growing a variety of crops that appeal to them.
At the time the Farm started in 2010, St. Joe's
Since health care has been well-documented as a high-stress industry, these wellness retreats
HEALTH PROGRESS www.chausa.org MARCH - APRIL 2019
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and cooking sessions address burn-out even as they educate providers on the concept of food as medicine for both themselves and their patients. We designed formal wellness curricula for medical residents who take a course on nutrition and healthy lifestyles as part of their residency program here. In addition, we host dietetic interns from local universities who complete one of their rotations on the Farm, gaining important handson experience on the origins of food. These interns then complete a clinical rotation that allows them to apply this learning to create the meal plans patients receive upon discharge.
Regular volunteers — from middle schoolers to retirees to special needs students — all experience the value of a visit to the Farm.
THE PRODUCE
COMMUNITY OUTREACH AND EDUCATION
Although we are a working farm, our goal is not to grow large quantities of food. We know we can't grow enough produce to sustain the food service operation for our 537-bed hospital. What we do want is to grow a healthy community by promoting the consumption of seasonal, local produce through greater education.
The Farm's approach to education is to foster joy and discovery through inquiry and exploration of the natural world and food: how it is grown, cooked and contributes to health. Through our youth programming, we host field trips and summer camps comprised of a variety of hands-on farm activities that foster health and wellness. More than 87 percent of third graders who visited reported that they tried a new vegetable during the field trip and more than 89 percent understood that our bodies do not need sugary treats.
More specifically, our pediatric obesity intervention program called ShapeDown allows medically obese school-age children and their families
Soon after it opened nine years ago, the Farm began a weekly farmers market in the hospital lobby held during patient discharge and lunch time, to make the produce easily accessible to staff and visitors. Produce from the Farm also is served on in-patient meal trays and in the hospital cafeteria, often in the form of cherry tomatoes or fresh kale.
More recently, we started a Community Supported Agriculture, or CSA, program. More than 220 community members and staff take part in this "veggie subscrip-
The Farm's approach to education is to foster joy and discovery through inquiry and exploration of the natural world and food: how it is grown, cooked and contributes to health.
tion service" that runs for 36 weeks. Medical residents are able to use their meal stipend in the CSA program and pick up some fresh produce. And, thanks to grant funding, 38 food-insecure families all receive weekly bags of produce filled with popular items such as spinach and broccoli.
Through this collaborative program, we work with 10 local farmers to aggregate and distribute this produce to our CSA members. Not only does this enable us to provide a diverse array of produce, we are also supporting the local economy, changing the way people buy produce by favoring locally grown items.
to learn about healthy food production and recipes. Participants visit the Farm to see where food actually comes from, then take the freshly picked produce to the teaching kitchen to make a delicious meal. Many children who have never seen or tasted a carrot pulled fresh out of the ground have shared that simple experience has been lifechanging when it comes to how they relate to food.
Funding from this program has positively impacted local farmers, enabling one farmer to quit his job and farm full-time. CSA participants report increasing fruit and vegetable consumption by at least one serving per day with 95 percent reporting on a survey that they ate a greater variety of produce.
Several times a week, our dietitians provide a bag of farm-grown produce to patients being discharged from the hospital as part of the nutrition education they receive, further ensuring they continue their recovery at home fueled with fresh, healthy food.
Local sports organizations, including professionals such as the Detroit Red Wings hockey team, have come to the Farm to garden together and learn how to prepare healthier meals. Conversely, we are visible out in the community
MARCH - APRIL 2019 www.chausa.org HEALTH PROGRESS
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through our partnerships with these professional sports teams, in which we labeled the healthy food options available at their arenas and host on-site fitness events. We also work with the Eastern Market farmers market to bring fresh produce and nutrition education to underserved areas of Detroit.
THERAPY AND NUTRITION
One of our strongest partnerships is with the Eisenhower Center, a traumatic brain injury recovery group and residential center. Together, we built a clinically accessible hoop house designed for people of varying abilities, using raised growing beds and rehabilitation equipment to encourage gardening tasks such as watering plants. Residents from the center perform a variety of agri-therapy in the hoop house, then sell their produce and other items at the weekly hospital farmers market to gain useful work experience. The Eisenhower Center has seen significant progress with many of their clients, including lower rates of depression, fewer violent outbursts and increased self-esteem.
One of the most satisfying aspects of the Farm is that it enables us to put healthy produce directly into the hands of those who need it most. While a host of factors contribute to health disparity — poverty, access to fresh fruits and vegetables, lifestyle, and education — this is one way to directly address some of these social determinants of health.
Through our Produce to Patients program we deliver produce to 10 of our clinics that serve lowincome populations dealing with chronic disease, such as diabetes and heart disease, as well as our Centering Pregnancy program for at-risk moms. In 2018, we provided 3,500 pounds of food to 3,300 patients through this program. We deliver fresh produce to these providers who then offer the food to their patients during their office visits — helping create a bond that also provides an immediate impact on patient health.
Finally, the Farm is a way to treat social isolation. It brings people together with a common purpose — to grow, share and eat healthy food together. While struggles to maintain relationships and stave off loneliness have become a global concern, the Farm provides a community of volunteers and regular opportunities to cultivate purposeful relationships that improve health. Multiple events, such as the Farm's annual Luminary Walk and cooking workshops, not only encourage exercise and healthy eating but bring the community together. Volunteers report making friends, feeling like they are part of a family, and having an improved mood from spending time outside in the fresh air.
WHAT'S NEXT
Although the Farm at St. Joe's began as a way to provide greater access to fresh produce to patients, staff and community, it has grown beyond that initial goal into a more mature program with a record of improved health outcomes.
Participants have been able to change their eating habits by eating a greater variety of fruits and vegetables and engaging in more physical activity. They have reported an overall feeling of a greater sense of satisfaction. We have made a difference to our community by increasing local food purchasing.
Other organizations are taking note of the impact this work has in the community, including our parent organization Trinity Health, Speckhard-Knight Charitable Foundation and Wash– tenaw County Health Department, which have provided generous grants to enable us to extend our CSA reach to more families in need. We have created a model that can be adopted throughout the country and welcome the opportunity to share what we have learned with other health systems.
This is what Catholic health care ministry is all about: helping those in the community improve their health and providing a space of comfort as we take this journey to better health together.
We work closely with local food pantries to distribute produce to people who are poor and have limited access to healthy foods. In addition, we work with the local health department to "prescribe" vegetables to those in need, who receive tokens redeemable for produce at our hospital farmers market each week. These collaborations provide both food and healthy recipes, creating pathways to better health.
ROB CASALOU is president and chief executive officer of Trinity Health Michigan Region, overseeing the eight hospitals of Saint Joseph Mercy Health System and Mercy Health, its 10 outpatient health centers and more than 3,600 physicians and 20,000 employees across the state. More about the Farm at St. Joe's is at www.stjoesannarbor.org/thefarm.
MARCH - APRIL 2019 www.chausa.org HEALTH PROGRESS
HEALTH PROGRESS®
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Patriotic Flag Craft
Materials Needed:
Paper Plate
Crayons/Markers/Paint
Scissors
Glue
Hole punch
Star stickers
String / yarn
Tissue paper
Steps:
1. Take your plate and fold it in half, color it blue with paint/markers/crayons.
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2. Once dry, put white stickers on the blue plate. If you don't have any, you can cut out white stars from paper and glue / tape them on instead!
3. Cut red and white tissue paper into strips. Example: I used 4 red and 3 white strips.
4. Flip the pate over and glue the strips onto the bottom of the plate
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5. Using a hole punch, punch a hole in the top center of the blue plate. If you don't have a hole punch, you can use a pen/ pencil to poke a hole through the top.
6. Tie a piece of yarn / string through the hole and tie a knot so you can hang up your work!
Additional Skill Practice:
Here are some additional skills you can work on with your kiddo related to this craft:
- Identify shat shapes you see
- 1:1 Correspondence: count the number of star you have. How many stripes are there?
- Greater than/ less than: Look up an image of an American flag. How many stars and stripes does the flag have? Which number is greater/less? | <urn:uuid:6e389849-c2ef-417c-b8e6-d7054bf20365> | CC-MAIN-2024-46 | https://theshafercenter.com/wp-content/uploads/dlm_uploads/2021/01/Craft-Template-Patriotic-flag-craft.pdf | 2024-11-01T19:24:54+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027552.27/warc/CC-MAIN-20241101184224-20241101214224-00706.warc.gz | 544,517,297 | 356 | eng_Latn | eng_Latn | 0.920015 | eng_Latn | 0.994801 | [
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